scholarly journals Review of Research on Portfolios in ESL/EFL Context

2020 ◽  
Vol 13 (12) ◽  
pp. 76
Author(s):  
Lijuan Wang ◽  
Chunyan He
Keyword(s):  
Language Learning ◽  
Empirical Research ◽  
Learning Process ◽  
Portfolio Assessment ◽  
Empirical Studies ◽  
Future Research ◽  
Self Reflection ◽  
Efl Context ◽  
Writing Portfolios ◽  
Authentic Language

The portfolio is considered a useful tool both for instruction and assessment. Properly designed and implemented, it provides authentic language material for assessment, increases learners’ involvement in learning process and promotes self-reflection. This article mainly reviews the empirical research on portfolios in ESL/EFL context and offers suggestions for future research. The article starts by providing a brief introduction to portfolio and the framework for systematically designing and implementing portfolio assessment in the classroom. Then it reviews the empirical studies of portfolios in ESL/EFL context from three perspectives, i.e. portfolio assessment on writing, portfolios as a means to promote autonomy and e-portfolios. The article concludes by emphasizing the benefits of portfolios in language learning, indicating challenges in carrying out portfolio assessment, and providing suggestions for future research.

scholarly journals Effects of Alternative Assessment in EFL Classroom: A Systematic Review

2020 ◽  
Vol 3 (2) ◽  
pp. 7-18
Author(s):  
Wali Khan Monib ◽  
Abdul Qudos Karimi ◽  
Nazifullah Nijat
Keyword(s):  
Systematic Review ◽  
Language Learning ◽  
Alternative Assessment ◽  
Focal Point ◽  
Empirical Studies ◽  
Inclusion Criteria ◽  
Online Search ◽  
Learning Skills ◽  
Positive Effects ◽  
Efl Context

Alternative assessment has been the focus of many educational researches in EFL classroom. This study was carried out to highlight the definition, characteristics and effects of alternative assessment in EFL context by reviewing current research on assessment. The research consisted of a systematic review of the empirical studies on alternative assessment in EFL classroom. Focusing solely on online search, many studies were found but only (n=24) met the inclusion criteria involving a total of (n=1588) participants. Also, it aimed to scrutinize the methods, participants and findings of the selected studies as well as the locations where they were conducted. The findings indicated that most of the studies (18 out of 24) reported positive effects of employing alternative assessment on language learning skills in EFL classroom. The results also show that the dominant method employed in the articles was quantitative where students were the main focal point involved in the research as their participants. The study is further concluded with a discussion on definition, characteristics and effects of alternative assessment in EFL context.

scholarly journals A literature review of washback effects of assessment on language learning

2020 ◽  
Vol 9 (2) ◽  
pp. 3-16
Author(s):  
Nguyen Thi Thanh Ha
Keyword(s):  
Literature Review ◽  
Language Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Context Dependent

This paper reviews the empirical studies on washback effects of assessment on language learning. The study begins with the definitions of washback, its equivalent terms, and dimensions of washback. Then it summarizes the empirical studies of washback on three most frequently investigated areas, namely learners’ motivation, behaviours, and achievement. Finally, it examines the mechanism by which washback on learning is generated. The findings show how complex and context-dependent test washback is and, based on these findings, the authors provide some recommendations for future research.

Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 269-286 ◽  
Author(s):  
Íde O'Sullivan
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Empirical Studies ◽  
Metacognitive Skills ◽  
New Literacy ◽  
Process Oriented ◽  
Oriented Approach ◽  
Language Teaching And Learning

AbstractCorpora and concordancing have become much more widely available as researchers recognise that they can significantly enrich the language learning environment. There is still, however, a strong resistance towards corpus use by teachers and learners (Römer, 2006:122). An understanding of the implications and relevance of corpus use for pedagogy may help teachers and learners overcome this resistance, and hence accelerate the process of “percolation” (McEnery & Wilson, 1997:5) or the “trickle down” (Leech, 1997:2) of corpus research to language teaching and learning. The pedagogical context in which learners' consultation of corpora (corpus consultation literacy) can be developed is fundamental in understanding this new literacy and developing it so that it leads to successful language teaching and learning. This paper seeks to investigate the role which corpus consultation literacy plays in enhancing the language learning process and, consequently, aims to establish whether this new literacy can contribute to a process-oriented approach to language learning. Firstly, a theoretical overview of a process-oriented approach to language learning will be outlined, before investigating if corpus consultation can potentially enhance such an approach. This will be supported by evidence from a number of published empirical studies, covering aspects such as learning within a constructivist framework, and the development of cognitive and metacognitive skills through the use of cognitive and developmental tools. Learners' comments from related studies, namely Chambers and O'Sullivan (2004), O'Sullivan (2006), and O'Sullivan and Chambers (2006), which pertain to the learning process and the influence of corpus consultation literacy on this same process, will also be considered. The hypothesis presented here is that corpus consultation literacy can enhance a process-oriented approach to language teaching and learning. It is envisaged that this research will contribute towards the establishment of a sound theoretical and pedagogical foundation for the integration of corpus consultation literacy into language teaching and learning.

Gendered Massacres: Examining the Effects of Cultural and Structural Gender Inequality on the Incidence of Mass Public Shootings

2020 ◽  
Vol 35 (6) ◽  
pp. 885-905
Author(s):  
Margaret Schmuhl ◽  
Joel A. Capellan
Keyword(s):  
Empirical Research ◽  
Gender Inequality ◽  
Social Problem ◽  
Empirical Studies ◽  
Cultural Factors ◽  
Future Research ◽  
The Past ◽  
Mass Public ◽  
Gender Hierarchy

With nearly 97% of incidents within the past 40 years committed by men, mass public shootings are a gendered social problem. Yet, empirical research on this phenomenon largely neglects gender hierarchy and cultural factors as predictors, in favor of individual- and event-level characteristics. Despite calls from scholars to place masculinity and threats to patriarchal hegemony at the center of analyses, no empirical studies to our knowledge have examined the role of gender inequality in mass public shootings. The findings indicate that gender inequality, structural and ideological, are important predictors of mass public shootings and that future research should continue to investigate such violence from a gendered lens.

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.

The Role of Mobile Technologies in Impacting Learner Autonomy in an EFL Context

2021 ◽  
Vol 11 (3) ◽  
pp. 56-73
Author(s):  
Ali Abbas Falah Alzubi
Keyword(s):  
Second Language ◽  
Mobile Devices ◽  
Empirical Studies ◽  
Learner Autonomy ◽  
Mobile Technologies ◽  
Future Research ◽  
Publication Type ◽  
Efl Context ◽  
Use Of Technology

This article reviews previous research conducted on the role of mobile devices that support learner autonomy (LA) in English is a foreign/second language (EFL) context from 2010 to 2021 based on a number of criteria that included research design, publication type, period, field of study, and use of technology. Mainly, the review examined design features of the empirical studies on mobile technologies and learner autonomy (LA) in EFL contexts and the ways mobile technologies impact LA. A coding sheet was used to analyze the papers (N = 23) having met the selection criteria in terms of education form and level, instrumentation, location, context, gender, use of technology, English as a foreign/second language (EFL) skills, and learning impact. It was revealed that all of the examined studies were conducted in Asia and Europe. Also, most of the studies had male and female participants. In addition, most studies on utilizing mobile devices to impact LA were investigated in higher education informally. Moreover, literature has paid more attention to reading and writing skills, vocabulary/grammar skills, and EFL in general. Finally, the analysis showed that mobile devices played a vital role in impacting LA in EFL contexts in a positive sense. Future research gaps and recommendations are suggested based on the findings of this review.

scholarly journals The Interpersonal Functions of Empathy: A Relational Perspective

2017 ◽  
Vol 9 (4) ◽  
pp. 358-366 ◽  
Author(s):  
Alexandra Main ◽  
Eric A. Walle ◽  
Carmen Kho ◽  
Jodi Halpern
Keyword(s):  
Popular Culture ◽  
Social Interaction ◽  
Empirical Research ◽  
Empirical Studies ◽  
Future Research ◽  
Culture Theory ◽  
Relational Perspective ◽  
The Individual ◽  
Empirical Approaches

Empathy is an extensively studied construct, but operationalization of effective empathy is routinely debated in popular culture, theory, and empirical research. This article offers a process-focused approach emphasizing the relational functions of empathy in interpersonal contexts. We argue that this perspective offers advantages over more traditional conceptualizations that focus on primarily intrapsychic features (i.e., within the individual). Our aim is to enrich current conceptualizations and empirical approaches to the study of empathy by drawing on psychological, philosophical, medical, linguistic, and anthropological perspectives. In doing so, we highlight the various functions of empathy in social interaction, underscore some underemphasized components in empirical studies of empathy, and make recommendations for future research on this important area in the study of emotion.

scholarly journals The Effect of Task Complexity and Task Conditions on Foreign Language Development and Performance. Three Empirical Studies.

2006 ◽  
Vol 152 ◽  
pp. 55-84 ◽  
Author(s):  
Lies Sercu ◽  
Lieve De Wachter ◽  
Elke Peters ◽  
Folkert Kuiken ◽  
Ineke Vedder
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Task Complexity ◽  
Empirical Studies ◽  
Task Design ◽  
Capacity Model ◽  
And Performance ◽  
Task Conditions ◽  
And Task

Abstract It has been argued that tasks constitute a valid alternative unit to sequence the language learning process, as opposed to linguistically defined syllabuses. Implementing this claim presupposes that it is possible to assess the cognitive and linguistic demands of tasks, so that they can be sequenced in such a way that they optimally support and promote the L2 learning process. Knowing what demands a task will make opens up the possibility of using task design to manipulate the learner's attention between form and meaning in ways that may help interlanguage development. In this article, we present three empirical studies, which have tried to manipulate task complexity in order to study the effects of differing levels of task complexity on (L2) performance. We situate our studies within the Triadic Componential Framework for Task Design (TCFTD), elaborated by Robinson (1995; 2001; 2005) and interpret our findings in the light of two alternative theories, trying to explain effects on L2 performance arising from task manipulation, namely the Limited Attentional Capacity Model (Skehan & Foster 2001), and the Cognition Hypothesis (Robinson 2001; 2005). Apart from yielding evidence against or in favour of these theories, our studies demonstrate that manipulating L2 learners' attention while performing a task is anything but straightforward. The studies also illustrate how task conditions appear to interact with task complexity.

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.

scholarly journals A Literature Review of Foreign Studies on the Impact of CALL on Second Language Acquisition from 2015

2021 ◽  
Vol 14 (6) ◽  
pp. 76
Author(s):  
Qiuxin Zhang
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Teaching ◽  
Rapid Development ◽  
Empirical Studies ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Electronic Intelligence ◽  
The Impact

With the rapid development of economy and technology, more and more fields are combined with electronic intelligence and artificial intelligence, and language teaching is no exception. As a research hot issue, computer-assisted language learning (CALL) has attracted more and more people's attention. Based on computer-aided technology, teachers can not only provide students with rich language input, but also improve classroom efficiency. However, there are still some problems in this technology. This paper reviews some empirical studies on the impact of computer-assisted language teaching from 2015 and reveals the relevant progress and shortcomings of foreign researches in terms of six aspects from the perspective of language teaching, in order to provide some enlightenment for future research.

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