A Comparative Study of Open-Access Websites for Autonomous Learning of English

2020 ◽  
Vol 10 (2) ◽  
pp. 83-95
Author(s):  
María Elena Gómez-Parra ◽  
Roberto Espejo-Mohedano
Keyword(s):  
Open Access ◽  
Language Learning ◽  
Autonomous Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Critical Perspective ◽  
Valuable Contribution ◽  
Authentic Materials ◽  
Professional Guidance

Computer-assisted language learning (CALL) benefits from undeniable steps forward such as the use of authentic materials, real communicative contexts and the ubiquity of learning. However, to discriminate the quality of digital resources for autonomous language learning from a critical perspective is not an easy task due to its diversity. This article offers the evaluation of a selected set of open-access and institutional websites for the learning of English as a Second Language (ESL) as the result of a research project for which expert-validated tools have been used. The statistical analyses carried out offer interesting data on the highest- and lowest-ranked ESL sites from both technical and academic viewpoints related to the quality of the resources offered. The conclusions address at a valuable contribution to the orientation of autonomous learning as an inherently human activity, but which nowadays still needs professional guidance and support.

scholarly journals On the benefits of multimodal annotations for vocabulary uptake from reading

2021 ◽  
Author(s):  
F Boers ◽  
Paul Warren ◽  
Georgina Grimshaw ◽  
Anna Siyanova
Keyword(s):  
Language Learning ◽  
Coding Theory ◽  
Word Meaning ◽  
Single Mode ◽  
Dual Coding ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Dual Coding Theory ◽  
New Words

© 2017 Informa UK Limited, trading as Taylor & Francis Group. Several research articles published in the realm of Computer Assisted Language Learning (CALL) have reported evidence of the benefits of multimodal annotations, i.e. the provision of pictorial as well as verbal clarifications, for vocabulary uptake from reading. Almost invariably, these publications account for the observed benefits with reference to Paivio's Dual Coding Theory, suggesting it is the visual illustration of word meaning that enhances the quality of processing and hence makes new words more memorable. In this discussion article, we explore the possibility that it is not necessarily the multimodality per se that accounts for the reported benefits. Instead, we argue that the provision of multimodal annotations is one of several possible means of inviting more and/or longer attention to the annotations–with amounts of attention given to words being a significant predictor of their retention in memory. After reviewing the available research on the subject and questioning whether invoking Paivio's Dual Coding Theory is an optimal account for reported findings, we report an eye-tracking study the results of which are consistent with the alternative thesis that the advantage of multimodal glosses for word learning lies with the greater quantity of attention these glosses attract in comparison with single-mode glosses. We conclude with a call for further research on combinations and sequences of annotation types, regardless of multimodality, as ways of promoting vocabulary uptake from reading.

scholarly journals On the benefits of multimodal annotations for vocabulary uptake from reading

2021 ◽  
Author(s):  
F Boers ◽  
Paul Warren ◽  
Georgina Grimshaw ◽  
Anna Siyanova
Keyword(s):  
Language Learning ◽  
Coding Theory ◽  
Word Meaning ◽  
Single Mode ◽  
Dual Coding ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Dual Coding Theory ◽  
New Words

© 2017 Informa UK Limited, trading as Taylor & Francis Group. Several research articles published in the realm of Computer Assisted Language Learning (CALL) have reported evidence of the benefits of multimodal annotations, i.e. the provision of pictorial as well as verbal clarifications, for vocabulary uptake from reading. Almost invariably, these publications account for the observed benefits with reference to Paivio's Dual Coding Theory, suggesting it is the visual illustration of word meaning that enhances the quality of processing and hence makes new words more memorable. In this discussion article, we explore the possibility that it is not necessarily the multimodality per se that accounts for the reported benefits. Instead, we argue that the provision of multimodal annotations is one of several possible means of inviting more and/or longer attention to the annotations–with amounts of attention given to words being a significant predictor of their retention in memory. After reviewing the available research on the subject and questioning whether invoking Paivio's Dual Coding Theory is an optimal account for reported findings, we report an eye-tracking study the results of which are consistent with the alternative thesis that the advantage of multimodal glosses for word learning lies with the greater quantity of attention these glosses attract in comparison with single-mode glosses. We conclude with a call for further research on combinations and sequences of annotation types, regardless of multimodality, as ways of promoting vocabulary uptake from reading.

scholarly journals Recommended website BE-CuLT

2008 ◽  
Vol 13 ◽  
pp. 23
Author(s):  
Martina Rost-Roth ◽  
Mats Landgren ◽  
Mikko Turunen
Keyword(s):  
Language Learning ◽  
Intercultural Competence ◽  
Autonomous Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Integrated Learning ◽  
Learning Content ◽  
Program Application ◽  
Theoretical Issues

<p>http://www.becult.org</p><p>The BE-CuLT website draws on a variety of different theories and approaches. The basic underlying principles are Computer Assisted Language Learning, Content and Language Integrated Learning, Autonomous Learning, and the promotion of intercultural competence. In the following, these principles are elaborated; as well as a discussion of other theoretical issues and their impact on the development of the website and organizational aspects of program application.</p>

Need and Possible Criteria for Evaluating the Effectiveness of Computer-Mediated Communication

2011 ◽  
pp. 154-164
Author(s):  
Yi-Chieh Ho
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
End Users ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mediated Communication ◽  
Advantages And Disadvantages ◽  
Computer Mediated

Computer-mediated communication (CMC) has been a ‘hot’ topic in computer-assisted language learning (CALL); however, its effectiveness remains uncertain. This chapter reviews the nature of CMC, pinpoints the advantages and disadvantages of incorporating it into language learning, considers factors that may affect the quality of CMC, and identifies possible directions for future studies. The author argues that sound criteria are lacking for the evaluation of the effectiveness of CMC and attempts to identify a set of possible criteria for classroom-based studies drawing from literature in language teaching and learning. The author also urges engineers to consider these criteria when designing new software, so that end users can conveniently measure its effectiveness and record their own progress.

scholarly journals Teachers’ Perspectives and Attitudes towards Computer-Assisted Language Learning (CALL)

2020 ◽  
Vol 71 ◽  
pp. 9-24
Author(s):  
Burhan OZFIDAN ◽  
Lynn BURLBAW
Keyword(s):  
Language Learning ◽  
Descriptive Analysis ◽  
The United States ◽  
Underlying Structure ◽  
Computer Assisted ◽  
Second Phase ◽  
Computer Assisted Language Learning ◽  
Large Set ◽  
Authentic Materials ◽  
K 12

Using technology in language learning can develop practices for students through experiential learning, enhance student achievement, motivate students to learn more, encourage greater interaction between teachers and students and students and peers, increase authentic materials for study, escape from a single source of information, enlarge global understanding, and emphasize individual needs. The purpose of the study was to measure the perspectives of teachers regarding computer-assisted language learning (CALL) and create a better understanding of CALL. The study had 186 participants (114 female and 72 male), all of whom were K-12 teachers in the United States. The first phase of the study used exploratory factor analysis to reveal the underlying structure of a relatively large set of variables. The second phase of the study used descriptive analysis to measure perspectives and attitudes towards CALL. The results of the study highlighted that teachers have affirmative perspectives and attitudes for using technology in their classrooms. Teachers considered computer technology as a useful teaching tool that can improve ways of teaching by expanding the learning experiences of students in real and authentic contexts and offering them a variety of language inputs.

Guerrilla fan translation, language learning, and metalinguistic discussion in a Catalan-speaking community of gamers

ReCALL ◽  
2020 ◽  
pp. 1-18
Author(s):  
Boris Vazquez-Calvo
Keyword(s):  
Language Learning ◽  
Cultural Production ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
New Members ◽  
Fertile Ground ◽  
Language Classrooms ◽  
Learning Language ◽  
Effective Integration

Abstract Driven by their affinity to popular culture, fans frequently engage in linguistic practices that may be conducive to language learning. This study seeks to find out how a group of Catalan-speaking gamers decided to start producing fan translations of video games from English into Catalan. Based on a digital ethnography (online interviews and observation of the group’s activity), two types of analysis were conducted: a content analysis for recurrent trends and a focused analysis of internal metalinguistic discussions on the quality of translations. Results indicate that fan translators (1) organize hierarchically with set roles and functions, (2) curate their group identity and care for the promotion of Catalan as a vehicle for cultural production, (3) learn language incidentally in three ways: while translating (ensuring the comprehension of English and the linguistic quality and creativity of the transfer into Catalan), through sharing language doubts with their peers on their Telegram group and dialogically agreeing on pragmatically acceptable English-Catalan translations, and through metalinguistic discussions on translation tests received from potential new members. The study resonates with a novel subfield in computer-assisted language learning: language learning in the digital wilds, which might be fertile ground for studies on incidental and informal language learning online. The study may also serve as inspiration for effective integration of translation into language classrooms in a manner that bridges vernacular fan translation and pedagogic translation, considering the importance of metalinguistic discussion for language learning and the sociocultural dimension of both translation and language learning.

scholarly journals Assessing the quality of TTS audio in the LARA learning-by-reading platform

2021 ◽  
pp. 1-5
Author(s):  
Elham Akhlaghi ◽  
Anna Bączkowska ◽  
Harald Berthelsen ◽  
Branislav Bédi ◽  
Cathy Chua ◽  
...  
Keyword(s):  
Language Learning ◽  
Open Source ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Text To Speech ◽  
Human Voice ◽  
L2 Learning ◽  
Learning By Reading

A popular idea in Computer Assisted Language Learning (CALL) is to use multimodal annotated texts, with annotations typically including embedded audio and translations, to support L2 learning through reading. An important question is how to create the audio, which can be done either through human recording or by a Text-To-Speech (TTS) synthesis engine. We may reasonably expect TTS to be quicker and easier, but humans to be of higher quality. Here, we report a study using the open-source LARA platform and ten languages. Samples of LARA audio totaling about three and a half minutes were provided for each language in both human and TTS form; subjects used a web form to compare different versions of the same item and rate the voices as a whole. Although human voice was more often preferred, TTS achieved higher ratings in some languages and was close in others.

scholarly journals CALL, Self-access, and Autonomous Learning

2018 ◽  
Author(s):  
Jorge Benavides
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategy ◽  
Autonomous Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Approach ◽  
Self Directed Learning ◽  
Directed Learning ◽  
High Motivation

The idea of autonomous learning through a process of self-access learning is a very powerful one since CALL (Computer-Assisted Language Learning) can provide environments which could cope with a large variety of learning possibilities and learning styles. The autonomous computer user is free to choose his own course, topics, and work at his own pace. However, in this approach, high motivation may not necessarily mean learning efficiently. The student may not be very good at selecting his own learning strategy, especially at initial stages. This problem could be alleviated if the introduction of learning autonomy, through self-access learning, is done as a process where the learner is being trained to progressively go from an externally-directed-learning approach to a self-directed learning approach.

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