Evaluating Student's Perceptions of Online Counselor for Independent Language Learning

This chapter outlines theOnline Counselor computer program, which has been designedto assist students in planning and organizing their learning using appropriateresources, and evaluating their work. Based on the results of a study implemented forstudents who lack previous independent learning experience, it argues thatOnlineCounselor is effective in guiding their learning and developing their initiative,responsibility, self-awareness and independence in language learning while giving aconsiderable amount of freedom to them in performing tasks. Furthermore, the authorargues that different levels of support are important if online learning is intended toplay a major role in curriculum and teaching programs. Online independent languagelearning is best achieved by developing both learner and teacher autonomy andproviding extensive teacher development activities that encourage instructors toadopt self-reflective attitudes.

EOI Online Ingles

This chapter outlines the rationale and design of an online English language courseas an alternative to the traditional attendance language course and distance-learningcourse offered by theEscuelas Oficiales de Idiomas(EOI) in Spain. It describes the goalsof the EOIs, and explains how these vocational language courses are organized andstructured. The authors offer a full description of the unit structure and course materialsdesigned and developed: topics, communicative functions and situations, linguisticskills (reading, speaking, reading and writing) and language levels (phonology,morphology, syntax, semantics and basic pragmatic features) dealt with. The chapterthen presents some preliminary conclusions highlighting the benefits of the project aswell as drawbacks, focusing on how to profit from this experience in ongoing work.

Developing Enjoyable Second Language Learning Software Tools

This chapter attempts to examine computer game theories — ludology and narratology— that explain computer games as play activities and storytelling media. Founded onthis theoretical explanation, a game model that incorporates gameplay and narrativesis presented. From the model, two aspects of learning in the game environment areidentified: gameplay-oriented and narrative-oriented. It is believed that playingcomputer games involves at least one of these types of learning; thus, this game’s naturecan be used in designing engaging educational software. In addition, based onMalone’s theoretical framework on motivational heuristics, there are two methods ofapplying computer games in language learning: extrinsic and intrinsic, depending onthe integration of game designs and learning materials. Then, two cases of language-learning games are scrutinized, using the game model, in order to demonstrate the useof computer games in language learning.

Metacognition and Learners' Interactions with a Web-Based CALL Grammar Exercise

The nature of learners’ interactions with the computer has received thus far relativelylittle attention in computer assisted language learning (CALL) research. In particular,few studies have investigated the role of metacognition, acknowledged in cognitiveand constructivist learning theories as an important factor contributing to thelearning outcome, in the processing of CALL tasks. This chapter reports on a qualitativestudy that examined the relationship between subjects’ metacognition and theirinteractions with a German language CALL grammar exercise. The data collected seemto indicate that the effective use of interactive aids is dependent on the extent oflearners’ metacognitive knowledge. Conversely, it was observed that interactive aidshad a positive effect on learners’ metacognition by supporting their strategy use andhelping them build new metacognitive knowledge. Excerpts from subjects’ think-aloudreports and retrospective interviews will be presented to illustrate these insights.

Language Learning and User-Centered Design

This chapter will discuss the rationale behind the development of the electronic versionof the European Language Portfolio (ELP), its technological and pedagogical aspects,and its advantages over print-based counterparts. The electronic European LanguagePortfolio (e-ELP) has been developed following a user-centered design (UCD)framework. This framework will be discussed in detail. The e-ELP is part of a Minervaproject funded by the European Union (EU) with the main goal to adapt the paper-based ELP in an electronic format. Some ELPs have already been validated and editedin a hardcopy format. These hardcopy editions present several limitations, such asmaintenance and long-term updating. In this chapter, emphasis will be placed ondiscussing the affordances of the electronic environment in supporting languageteaching and learning and the user-centered approach in developing the prototype.

Learner-Centered Language Programs

In this chapter we first discuss three factors believed to be important for success insecond-language learning: comprehensible input, comprehensible output and noticingdiscrepancies. We then discuss our current research work in integrating variouscomponents of human language technology to address these three language acquisitionfactors. Our efforts involve creating a wide spectrum of interesting language-learningapplications, including question answering and pronunciation tutoring. Theseapplications show the potential of combining speech processing with other importantnatural-language tools, such as external knowledge sources and dialog move engines.The applications we have developed not only show that this integration can besuccessful in creating non-trivial applications, but that there is much work that canbe done to build on what we have accomplished thus far.

Reading and Learning from Screen

Electronic texts are playing an increasing role in education in general and in languagecourses in particular. Computer-assisted language learning (CALL) tasks utilizingauthentic texts on the Web require extensive screen reading. The flexible nature ofelectronic text encourages customization, which is important for effective screenreading and learning. For users to read comfortably and effectively, attention must bepaid to the way electronic text is presented. Presentation includes factors related tothe screen (e.g., contrast), to the reader (e.g., familiarity with the medium) and to thetext layout (e.g., number of lines per screen). Navigation method (e.g., scrolling orpaging) may also affect reading and learning from screen. Two studies conducted bythe authors show that not everyone performs well with the same presentation mode andthat preferences also vary. Designers of user-centered CALL materials should, therefore,allow for choice of presentation mode.

Integrated Micro Learning During Access Delays

Time pressure and lack of motivation are often seen as obstructive factors in second-language (L2) learning. In fact, L2 learning is much more of an ongoing process thanjust taking a course. In response, a new approach to learning has been developed,called integrated micro learning (IML), based on a patent-pending technology thatallows integrating language learning into a learner’s daily routine with the help ofelectronic devices. It thus helps to envisage a new mode of information technology-assisted L2 learning as part of vocational and educational training. In this chapter,we introduce the concept of IML in general and with regard to L2 learning in particular.We also report on the first prototypical representation as well as the first experience.1

'Ears before Eyes'

This chapter considers how the absence of certain aspects of non-verbal behaviouraffects interaction in audio-graphical learning environments. The authors introducestrategies to deal with turn-taking, time lag and other incidences, while observing thedifficulty in applying the communicative approach to language teaching in thesesettings. By highlighting the limited validity of an extrapolation of methodologiesbetween face-to-face and virtual classrooms, we call for research to address the needfor a new course of action; one that takes full advantage of the technology in its ownright.

Situated Task Analysis in Learner-Centered CALL

This chapter describes the modelling of learner interaction in computer-assistedlanguage learning (CALL) environments. Here, I call for the development and adoptionof situated task analysis frameworks in CALL system design and evaluation. Theintegration of existing CALL, human-computer interaction (HCI) and softwareengineering techniques constitutes a primary concern for the future of CALL softwaredevelopment. As such, this chapter describes the application of learner-centred designand situated task analysis principles within a flexible and integrative meta-framework:Cognition, Activity, Social Organisation and Environment (CASE). Finally, thischapter demonstrates how application of the CASE framework in CALL contexts leadsto the development of more fit-for-purpose and personalized CALL systems.