scholarly journals Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019

2020 ◽  
Vol 28 (1) ◽  
pp. 40
Author(s):  
Nadia Azzouz Boudadi ◽  
Mar Gutiérrez-Colón
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Meta Analysis ◽  
Computer Assisted ◽  
Educational Benefits ◽  
Motivation And Engagement ◽  
Motivation And Learning

<h4>This paper focuses on a fairly new motivational technique, the so-called Gamification, which consists of introducing game mechanics in non-game environments to promote motivation and engagement. By the turn of the 21rst century, Gamification took off in the business field and soon after became an attractive concept for researchers and professionals in education as it appears to be an increasingly popular method to motivate learners. Nevertheless, it is still a nascent field in terms of empirical evidence available to firmly support its educational benefits. This paper intends to shed some more light on this topic through a comprehensive review of literature published in the most prominent journals. The present study is framed within the field of Second Language Acquisition (SLA) in higher education and Computer-Assisted Language Learning, and focuses on the effects of gamified learning environments on student’s motivation and learning. A Meta-analysis method was used to explore relevant empirical research published between 2011 and 2019. After reviewing a corpus of 68  papers drawn from the leading databases Scopus and Web Of Science, and from which only 15 could be included in the study, we can point out two main findings: (i) there is still very limited literature in the field of SLA and, (ii) results seem to be predominantly positive in terms of motivation and engagement but only a few studies confirm clear interconnections with learning outcomes. The results suggest a lack of solid correlations between Gamification, motivation and cognitive processes. </h4>

Observations in the computer room: L2 output and learner behaviour

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 124-144 ◽  
Author(s):  
CHRISTINE LEAHY
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Problem Solving ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Task ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Area Of Interest ◽  
Oral Interaction

This article draws on second language theory, particularly output theory as defined by Swain (1995), in order to conceptualise observations made in a computer-assisted language learning setting. It investigates second language output and learner behaviour within an electronic role-play setting, based on a subject-specific problem solving task and the Internet as source of primary information. Students were given a task which includes the collaborative development of a marketing strategy for a chosen product. Data collected consists of the following corpora: emails exchanged between groups, the recorded discussions between each group’s members while engaged in the problem solving activity, oral presentation of the groups’ results as well as the individually written summaries. One area of particular interest is the analysis of the oral L2 output while solving a computer-assisted language learning task. How can the oral interaction be characterised? What kind of conclusions regarding the use of CALL can be drawn from the comparison of the oral interaction and the written output? Another area of interest is the analysis of the written L2 output. Is there evidence of second language acquisition and/or acquisition of content? Can such a CALL setting promote second language acquisition (SLA) and/or acquisition of content? Finally, the study aims to identify whether student-initiated focus on language form can be found. The article answers the questions posed above. Furthermore, the results of this study show that a very high percentage of all communication took place in L2 and occurrences of acquisition of content and language can be demonstrated.

Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition

2017 ◽  
pp. 116-130 ◽  
Author(s):  
Edo Forsythe
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Digital Technology ◽  
Computer Assisted ◽  
Flipped Learning ◽  
Sociocultural Learning ◽  
Learning And Teaching

This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.

Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition

2016 ◽  
pp. 1-20
Author(s):  
Edo Forsythe
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Digital Technology ◽  
Computer Assisted ◽  
Flipped Learning ◽  
Sociocultural Learning ◽  
Learning And Teaching

This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.

scholarly journals Reflections on the connection between computer-assisted language learning and second language acquisition

2014 ◽  
Vol 14 (19) ◽  
pp. 11-19
Author(s):  
Olmedo Bula Villalobos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Nuevas Tecnologías

La tecnología ha tenido un gran impacto en la educación en los últimos veinte años. Con el desarrollo de nuevas tecnologías, se puede decir que la Adquisición de una Segunda Lengua (A2L) ha adoptado la Enseñanza Asistida por Ordenador (EAO) como una nueva y útil herramienta. Las diferentes aplicaciones y efectos de las computadoras en el aprendizaje y la enseñanza de un idioma pueden ser relacionadas con la adquisición de una segunda lengua, especialmente con el número de las aplicaciones de las computadoras en un ambiente de aprendizaje de un idioma. El propósito principal de este ensayo es explorar las conexiones existentes entre la Adquisición de una Segunda Lengua y la Enseñanza Asistida por Ordenador. Primero se muestran los antecedentes históricos de la EAO. Después las implicaciones y aplicaciones de la EAO sobre la A2L son discutidas. Asimismo la evaluación de la EAO en relación con la A2L y el futuro de la EAO son también analizados. Una de las principales conclusiones es que hay conexiones significativas y pertinentes entre la Adquisición de una Segunda Lengua y la Enseñanza Asistida por Ordenador.

scholarly journals Applied linguistics

2005 ◽  
Vol 38 (3) ◽  
pp. 153-156
Keyword(s):  
Second Language ◽  
New Zealand ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
The Netherlands ◽  
Language Learning ◽  
Event Related Potential ◽  
Target Language ◽  
Computer Assisted ◽  
Implicit And Explicit

05–360Chiswick, Barry, R. & Paul W. Miller (U of Illinois at Chicago, USA), Linguistic distance: a quantitative measure of the distance between English and other languages. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.1 (2005), 1–11.05–361Csomay, Eniko (San Diego State U, USA; [email protected]), Linguistic variation within university classroom talk: a corpus-based perspective. Linguistics and Education (Amsterdam, the Netherlands) 15.3 (2005), 243–274.05–362De Jong, Nel (Amsterdam U, the Netherlands; [email protected]), Can second language grammar be learned through listening? An experimental study. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 205–234.05–363Ellis, Nick C. (Michigan U, USA; [email protected]), At the interface: dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 305–352.05–364Ellis, Rod (Auckland U, New Zealand; [email protected]), Measuring implicit and explicit knowledge of a second language: a psychometric study. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 141–172.05–365Handley, Zöe (U of Manchester, UK) & Marie-Josée Hamel, Establishing a methodology for benchmarking speech synthesis for computer-assisted language learning (CALL). Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 99–120.05–366Loewen, Shawn (Auckland U, New Zealand; [email protected]), Incidental focus on form and second language learning. Studies in Second Language Acquisition (Cambridge, UK) 27.3 (2005), 361–386.05–367Mosavi Miangah, Tayebeh & Ali Delavar Khalafi (Shahre Kord U, Iran; [email protected]), Word sense disambiguation using target language corpus in a machine translation system. Literary and Linguistic Computing (Oxford, UK) 20.2 (2005), 237–249.05–368Rydberg-Cox, Jeff (U of Missouri, USA; [email protected]), Talking about violence: clustered participles in the speeches of lysias. Literary and Linguistic Computing (Oxford, UK) 20.2 (2005), 219–235.05–369Tokowicz, Natasha (Pittsburgh U, USA; [email protected]) & Brian MacWhinney, Implicit and explicit measures of sensitivity to violations in second language grammar: an event-related potential investigation. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 173–204.05–370Van De Mieroop, Dorien (U of Antwerp, Belgium; [email protected]), An integrated approach of quantitative and qualitative analysis in the study of identity in speeches. Discourse & Society (London, UK) 16.1 (2005), 107–130.05–371Yamaguchi, Masataka (U of Georgia, USA; [email protected]), Discursive representation and enactment of national identities: the case of Generation 1.5 Japanese. Discourse & Society (London, UK) 16.2 (2005), 269–299.

scholarly journals Examining English Language Learning Apps from A Second Language Acquisition Perspective

2021 ◽  
Vol 10 (5) ◽  
pp. 166
Author(s):  
Sayed Ahmad Almousawi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Analytical Framework ◽  
Computer Assisted ◽  
English Language Learning ◽  
Computer Assisted Language Learning

This study set out to explore dedicated language learning apps pedagogically while focusing mainly on aspects of second language acquisition. A total of 20 English language learning apps were collected for analysis. The study took one model of analysing course book materials and another, computer-assisted language learning model and combined them into one analytical framework with bespoke criteria, ensuring the analysis was most suitable for our case. The analytical framework which was developed reached a number of conclusions about dedicated language learning apps (DLLAs). The findings revealed that DLLAs tend to provide mechanical forms-focused practice without facilitating collaborative learning nor focusing on developing users’ communicative competence, which suggests that DLLAs reflect a behaviouristic view of language learning. The conclusion offers some suggestions to improve DLLAs and proposes that, for the time being, educators should look beyond DLLAs and instead investigate how can apps that are not designed for language learning (generic apps) be used in the manner of DLLAs to avoid the issues that this paper identifies with them.

CALL: past, present and future — a bibliometric approach

ReCALL ◽  
2005 ◽  
Vol 17 (1) ◽  
pp. 4-17 ◽  
Author(s):  
UDO O. H. JUNG
Keyword(s):  
Educational Technology ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Bibliometric Approach

A bibliometric approach is used not only to sketch out the development of CALL during the last 25 years, but also to assess the contribution of educational technology to 21st century foreign-language teaching and learning. This study is based on the six instalments of the author’s International (and multilingual) Bibliography of Computer Assisted Language Learning and the 5,301 entries contained therein. The once text-based bibliography has been transformed into a searchable database. Since index terms to describe both the contents and the nature of individual publications have been attached to the bibliographic data, it is now possible to query whether the 25,000 descriptors cluster around certain topics and to depict developments chronologically. The statistical evaluation of a large corpus also avoids the pitfalls of selective interpretation. Recent controversies about the chronologisation of CALL events as well as the internal consistency of such time chunks are addressed. The data suggest that the online/offline divide occurs around 1993 and that the latest additions to the foreign language teacher’s tool box – from e-mails to voicechats – overcome the language acquisition/language learning barrier. New and student-oriented forms of dealing with foreign language learning come to the fore. This has induced some researchers to concentrate on events where conversation breaks down, because learners must then ask for modified input or negotiate the meanings of lexical items. Such a strategy promises success in instructed second-language acquisition. It is suggested, however, that the foreign language teacher’s intervention is a necessary complement to second-language developmental processes. Educational technology may allow the teacher to let nature run its course nowadays. But when nature is unsympathetic to the cause of foreign language learning the teacher must rein in the student’s language acquisition device to protect him or her from certain sanctions the target community holds in store for the unsuccessful learner.

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