Design and Evaluation of Mobile Computer-Assisted Pronunciation Training Tools for Second Language Learning: a Ph.D. Thesis Overview

2021 ◽  
Author(s):  
Cristian Tejedor-García ◽  
Valentín Cardeñoso-Payo ◽  
David Escudero-Mancebo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Computer Assisted ◽  
Mobile Computer

CALL research archive: How can an online knowledge base further communication among second language professionals

ReCALL ◽  
2005 ◽  
Vol 17 (2) ◽  
pp. 245-253
Author(s):  
JANE L. HANSON ◽  
SVETLANA DEMBOVSKAYA ◽  
SOOJUNG LEE
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Second Language Learning ◽  
Keyword Search ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Journal Articles ◽  
Research Findings ◽  
Search Index

The inspiration for our project arose from a perceived gap between research in foreign/second language learning and classroom practice. In order to address this issue, we created a web site containing summaries of seminal articles in the area of CALL – computer assisted language learning. The summaries are useful for many teachers who do not have time to read full text journal articles and understand the statistical terms, but would like to take advantage of the research findings. Researchers will receive feedback from teachers in the form of comments, which may give insight for further research. Other features of the website are: a database of teachers' comments and demographic information, keyword search, index, glossary, chronological and alphabetical bibliography, links to research archives and sites assisting with statistical terminology and design of experiments.

scholarly journals Working Memory, Processing Speed, and Executive Memory Contributions to Computer-Assisted Second Language Learning

2012 ◽  
Vol 3 (3) ◽  
Author(s):  
Keith E. Nelson ◽  
Aran Barlieb ◽  
Kiren Khan ◽  
Elisabeth M. Vance Trup ◽  
Mikael Heimann ◽  
...  
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Learning ◽  
Processing Speed ◽  
Second Language Learning ◽  
Computer Assisted ◽  
Memory Processing

Research in the School of Languages and Linguistics at Griffith University

2014 ◽  
Vol 47 (3) ◽  
pp. 404-408
Author(s):  
Ben Fenton-Smith ◽  
Ian Walkinshaw
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Academic Language ◽  
Student Population ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
And Linguistics ◽  
International English

Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research recently published or currently underway within LAL.

scholarly journals The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL

2019 ◽  
pp. 136216881987285
Author(s):  
Simón Ruiz ◽  
Patrick Rebuschat ◽  
Detmar Meurers
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Vocabulary Acquisition ◽  
Declarative Memory ◽  
Memory Task ◽  
Computer Assisted ◽  
Instructional Condition ◽  
The Relationship

The extent to which learners benefit from instruction may be largely dependent on their individual abilities. However, there is relatively little work on the interaction between instructional effectiveness in second language learning and learner individual factors. In this study, we investigated the relationship between instruction, individual differences in cognitive abilities (working memory and declarative memory), and second language vocabulary acquisition in the context of web-based intelligent computer assisted language learning (ICALL). To this end, 127 adult learners of English, predominantly advanced-level, German-speaking learners, read news texts on the web for about two weeks using an ICALL system under two instructional conditions: form-focused and meaning-focused instruction. Learners in the form-focused condition read and completed automatically-generated multiple-choice gaps where phrasal verbs appeared in the text, while learners in the meaning-focused condition simply read and did not complete any gaps. Mixed-effects regression analyses showed that working memory was associated with vocabulary acquisition and that this association depended on the instructional context, with working memory being predictive of learning only in the form-focused condition, suggesting an aptitude-treatment interaction. Furthermore, declarative memory abilities were related to learning only as measured by the Continuous Visual Memory Task, and the relationship was not moderated by instructional condition. Overall, the study contributes to accounting for variability in second language learning in general, as well as in instructional contexts supported by intelligent CALL.

scholarly journals Editorial

2018 ◽  
Vol 8 (2) ◽  
pp. 187-191
Author(s):  
Rebecca L. Oxford ◽  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Special Issue ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
Assessment Research

We welcome you to our special issue of Studies in Second Language Learning and Teaching (SSLLT). Our focus is language learning strategies, or LLS. We have been discussing the need for this special issue for years. Over coffee, sodas, or Chardonnet at many conferences and via emails and Skype, we discussed urgent issues in LLS assessment, research, and instruction.SSLLT, like many journals, has published numerous articles involving LLS, and other journals have had special issues on LLS. However, the time is ripe for a special issue that systematically includes LLS for all language skill areas, all major cross-cutting language subsystems such as grammar, and some important yet often ignored topics, such as strategies for learning culture and for technology-enhanced language learning (TELL), which greatly advances decades of research on computer-assisted language learning (CALL). We have gathered articles from a talented team of researchers, most of them well-known and the others rising stars. The articles in this special issue directly involve LLS research in several world regions and allude to such research in many more regions.

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