Why Studying Individual Differences in CALL?

2019 ◽  
pp. 26-49
Author(s):  
Maryam Tayebinik ◽  
Marlia Puteh
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Learning Process ◽  
Future Research ◽  
Net Generation ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Extensive Literature ◽  
Mediated Learning ◽  
Delivery Methods

The present chapter aims to highlight the importance of studying individual differences (IDs) in Computer-Assisted Language Learning (CALL). This study begins with a brief overview of drastic changes in educational delivery methods by wide application of technological tools and ends by developing a framework that emphasizes on the need for studying IDs in CALL settings. To gain a comprehensive support to develop this framework, an extensive literature review was conducted by focusing on a) instruction and technology integration, b) natural aptitude of Net generation for technology-mediated education, c) utilizing technology in language learning process, d) CALL properties, e) CALL advantages in second language learning, f) the effect of IDs in language learning, g) common taxonomies of IDs in language learning process, and h) the role of IDs in technology-mediated learning environments. This study motivates future research to find relationship between IDs and language learning CALL environments.

Why Studying Individual Differences in CALL?

2015 ◽  
pp. 24-45 ◽  
Author(s):  
Maryam Tayebinik ◽  
Marlia Puteh
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Learning Process ◽  
Future Research ◽  
Net Generation ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Extensive Literature ◽  
Mediated Learning ◽  
Delivery Methods

The present chapter aims to highlight the importance of studying individual differences (IDs) in Computer-Assisted Language Learning (CALL). This study begins with a brief overview of drastic changes in educational delivery methods by wide application of technological tools and ends by developing a framework that emphasizes on the need for studying IDs in CALL settings. To gain a comprehensive support to develop this framework, an extensive literature review was conducted by focusing on a) instruction and technology integration, b) natural aptitude of Net generation for technology-mediated education, c) utilizing technology in language learning process, d) CALL properties, e) CALL advantages in second language learning, f) the effect of IDs in language learning, g) common taxonomies of IDs in language learning process, and h) the role of IDs in technology-mediated learning environments. This study motivates future research to find relationship between IDs and language learning CALL environments.

scholarly journals Exploring the efficacy of pre-service teachers as makers of virtual language/culture learning environments

2021 ◽  
Vol 4 ◽  
pp. 14-32
Author(s):  
Sabrina Priego ◽  
Meei-Ling Liaw
Keyword(s):  
Language Learning ◽  
Virtual Environments ◽  
Social Presence ◽  
Point Of View ◽  
Target Language ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language And Culture ◽  
The Social

Previous literature in the area of computer assisted language learning in Second/Foreign Language (L2/FL) education has highlighted the benefits of using virtual environments for learning the target language and culture (e.g. Blyth, 2018; Lloyd, Rogerson, & Stead, 2017; Shih, 2015). In addition, a number of researchers have demonstrated that one of the important attributes of virtual environments for language learning is the affordances of physical and social presence (e.g. Cho, Yim, & Paik, 2015; McKerlich, Riis, Anderson, & Eastman, 2011; Peterson, 2011; Wang, Lawless-Reljic, Davies, & Callaghan, 2011). However, to our knowledge, no previous studies have investigated the affordances of virtual environments from the makers’ point of view. In this present study, 22 Canadian pre-service teachers used a 360 degree camera and Virtual Reality (VR) software to construct VR environments that were used as cultural virtual tours. They then invited 24 Taiwanese students to interact with them in their created immersive environments. Analyses of the pre-service teachers’ final written reflections showed that most of them reported that they experienced a sense of physical and social presence in their self-created VR environments and that they enjoyed participating in the VR project. However, various factors, such as the design of the task, technical difficulties with the VR equipment, and limits of the social VR network were also found to have negatively influenced their satisfaction with the VR experience. Findings from this study might inform other L2/FL teachers who design VR environments and integrate social VR in their classes. Suggestions for future research are also provided.

Computer-Assisted Language Learning and Design for Learning

2019 ◽  
pp. 129-146 ◽  
Author(s):  
Aysel Şahin Kızıl
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Computer Assisted ◽  
Educational Practices ◽  
Computer Assisted Language Learning ◽  
Learning Context ◽  
Educational Design ◽  
Learner Centered ◽  
Design For Learning

The learning context has gradually become more technology-rich and learner-centered along with the learning process, which is extensively regarded as configurative and dynamic. This has brought about significant shifts in educational practices. This shift has a crucial impact both on the field of computer-assisted language learning (CALL) and on the approaches to educational design, giving way to the emergence of design for learning. This chapter is an attempt to explore potential synergies between CALL and design for learning, which is thought to strengthen the CALL practices and make an effective base for CALL design.

CMC and Intercultural Learning

2011 ◽  
pp. 361-376 ◽  
Author(s):  
Martina Möllering ◽  
Markus Ritter
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Software Tools ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Intercultural Learning ◽  
Global Networks ◽  
Learning And Teaching ◽  
Threaded Discussion ◽  
E Mail

One key theme in the area of computer-assisted language learning has been the potential of computermediated communication (CMC) for the language learning process. Here, CMC refers to communication conducted through the medium of computers connected to one another in local or global networks. It requires specific software tools and can be either synchronous (e.g., chat, audio- or videoconferencing) or asynchronous (e.g., e-mail, threaded discussion lists). This chapter explores how CMC might contribute to language learning and teaching. Starting off with an overview of the development of research in this field, a model for the analysis of successful telecollaboration procedures and processes is used for the discussion of a German-Australian exchange.

The Potential of Text-to-Speech Synthesis in Computer-Assisted Language Learning

2020 ◽  
pp. 149-169
Author(s):  
Neasa Ní Chiaráin ◽  
Ailbhe Ní Chasaide
Keyword(s):  
Language Learning ◽  
Auditory Feedback ◽  
Speech Synthesis ◽  
Literacy Skills ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Text To Speech ◽  
Written Form ◽  
Text To Speech Synthesis

This chapter describes the potential of text-to-speech synthesis (TTS) as a tool that can transform CALL platforms. Illustrating this point, a specific platform, An Scéalaí, is presented. By incorporating TTS, this platform facilitates the training of literacy skills, writing, and reading, with an emphasis at all times on the spoken language. The platform is described, as is the way in which it functions as a personalised tutor, prompting the learner towards self-correction. The prompts are delivered in both spoken/auditory form (using TTS voices) and in written form. The auditory feedback enables prooflistening, as well as spoken instructions pertaining to specific errors not picked up in the prooflistening process. The learner's progress is monitored throughout and records of the process are harvested for future research. The language in focus is Irish, and the linguistic complexities being targeted in the present implementation are explained, along with the relevant sociolinguistic context.

Tutorial computer-assisted language learning

2015 ◽  
Vol 48 (4) ◽  
pp. 471-490 ◽  
Author(s):  
Trude Heift ◽  
Mathias Schulze
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Applied Linguistics ◽  
Corrective Feedback ◽  
Written Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Awareness ◽  
Systematic Overview ◽  
Awareness Raising

‘Sometimes maligned for its allegedly behaviorist connotations but critical for success in many fields from music to sport to mathematics and language learning, practice is undergoing something of a revival in the applied linguistics literature’ (Long & Richards 2007, p. xi). This research timeline provides a systematic overview of the contributions of computer-assisted language learning (CALL) to the role, nature, and development of individual practice in language learning. We focus on written language practice in Tutorial CALL, corrective feedback and language awareness-raising in Intelligent CALL (ICALL), and individualization of the learning process through tailoring of learning sequences and contingent guidance.

CALL research: Where are we now?

ReCALL ◽  
2020 ◽  
Vol 32 (2) ◽  
pp. 127-144 ◽  
Author(s):  
John Gillespie
Keyword(s):  
Language Learning ◽  
Empirical Studies ◽  
Structure Theory ◽  
Future Research ◽  
Small Scale ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Short Period ◽  
Wide Range ◽  
Small Cohort

AbstractThis article considers the current position of computer-assisted language learning (CALL) research by producing an integrative synthetic overview of all the articles published in three leading international CALL journals: ReCALL (in its 31st year of publication), the CALICO Journal (its 36th) and Computer Assisted Language Learning journal (its 32nd) over a sustained recent period: 2006–2016. They are judged sufficiently representative to enable broad trends to be detected and the sector’s strengths and weaknesses to be identified. The focus is on CALL research’s international reach, the range of topics researched and the nature of the studies themselves. The findings suggest that CALL research is growing internationally in the number of countries and researchers involved. A wide range of topics is researched, but there is a concentration of papers published on a cluster of popular areas. Consequently, fewer articles are published on a large number of CALL topics or, in some cases, rarely studied. The research methods employed are rigorous: in writing, structure, theory, literature awareness, and discussion and presentation of results, yet there are still weaknesses. Most empirical studies are small scale: based on one institution, a small cohort of students, over a short period of time and seldom followed up. Based on these findings, suggestions are made with a view to broadening and strengthening CALL research through targeting neglected strategic areas with special journal issues and conferences, and improving the quality of research projects. Key areas for future research are proposed.

The monolingual problem of computer-assisted language learning

ReCALL ◽  
2020 ◽  
Vol 32 (3) ◽  
pp. 307-322 ◽  
Author(s):  
Judith Buendgens-Kosten
Keyword(s):  
Product Development ◽  
Language Learning ◽  
Skill Development ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Commercial Products ◽  
Third Language ◽  
Linguistic Resources ◽  
Research Areas

AbstractThis paper sets out to discuss the monolingual problem within computer-assisted language learning (CALL) research and CALL product development, namely a lack of knowledge about how CALL products and projects can support learners in using all their linguistic resources to achieve language-learning- and language-using-related goals, and a lack of CALL products and projects that realize this potential, or that support specific plurilingual skill development. It uses an analysis of CALL-related papers to demonstrate how far CALL is impacted by a monolingual bias that it inherited from language learning pedagogy. An analysis of articles from four CALL journals across 10 years shows that although the words bilingual and multilingual appear in these journals fairly regularly, terms such as plurilingual, third language, tertiary language, L3, translanguaging, and translingual are extremely rare. Also, only eight articles could be identified that use any of these eight keywords in their title. Trends across those papers are identified. In a discussion of existing CALL products and projects that incorporate more than one language, it is argued that while commercial products often include more than one language, this is frequently in a behaviorist or grammar-translation tradition, while innovative plurilingual products and projects tend to be non-commercial and often EU/EC-funded initiatives. The article argues that CALL research and product development can not only avoid this monolingual bias, but also actively contribute to our knowledge of how all linguistic resources can be used for language learning. It makes suggestions for relevant future research areas related to multilingual computer-assisted language learning (MCALL).

Sign in / Sign up

Export Citation Format

Share Document