Computer Assisted Language Learning

Volume 36, Issue 1-4, 2023

Computer Assisted Lnaguage Learning（SSCI一区，2022 IF：7，排名：3/194）2023年第1-4期共发文30篇。其中，第1-2期共发文10篇，其中研究性论文9篇，评论文章1篇；2023年第3期发文10篇，其中研究性论文8篇，评论文章2篇；2023年第4期发文10篇，其中研究性论文8篇，评论文章3篇。研究论文涉及二语习得研究、二语教学研究、计算机辅助语言学习、二语写作、元分析、跨文化交际能力、阅读理解、阅读态度、多模态写作等方面。欢迎转发扩散！

往期推荐：

刊讯｜SSCI 期刊《计算机辅助语言学习》2022年第3-8期

刊讯｜SSCI 期刊《计算机辅助语言学习》2022年第1-2期

目录

ISSUE 1-2

ARTICLES

■ What makes good LMOOCs for EFL learners? Learners’ personal characteristics and Information System Success Model, by Liwei Hsu, Pages 1-25.

■ The heterogeneous and transfer effects of a texting-based intervention on enhancing university English learners’ vocabulary knowledge, by Jia Li, Linying Ji & Qizhen Deng, Pages 52-80.

■ Blended learning to foster EFL college students’ global literacy, by Yu-Fen Yang & Nai-Cheng Kuo, by Pages 81-102.

■ The effectiveness of machine translation in foreign language education: a systematic review and meta-analysis, by Sangmin-Michelle Lee, Pages 103-125.

■ L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts, by Ju Seong Lee & Ying Lu, Pages 126-148.

■ Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling, by Abdullah Alamer & Ahmed Al Khateeb, Pages 149-175.

■ Needs analysis-based design principles for constructing a context-aware English learning system, by Wan-Yu Chiu, Gi-Zen Liu, Neil E. Barrett, Meei-Ling Liaw, Gwo-Jen Hwang & Chih-Chung Lin, Pages 176-204.

■ Using internet resources in the development of English pronunciation: the case of the past tense -ed ending, by Mariusz Kruk & Mirosław Pawlak, Pages 205-237.

■ Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners, by Ghada M. Awada & Nuwar Mawlawi Diab, Pages 238-256.

REVIEW

■ Promoting incidental vocabulary learning through watching a French Netflix series with glossed captions, by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie & Piet Desmet, Pages 26-51.

ISSUE 3

ARTICLES

■ Implementing mobile-mediated dynamic assessment for teaching request forms to EFL learners, by Ehsan Rassaei, Pages 257-287.

■ Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education, by Ömer Eren, Pages 288-311.

■ A comparative study on the effects of a VR and PC visual novel game on vocabulary learning, by Kuo-Wei Kyle Lai & Hao-Jan Howard Chen, Pages 312-345.

■ My Korean language teachers are YouTubers: learning Korean via self-instruction, by Hiromi Nishioka, Pages 346-374.

■ Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbs, by Ali Roohani & Maryam Heidari Vincheh, Pages 375-399.

■ Web-based intonation training helps improve ESL and EFL Chinese students' oral speech, by Yan Jiang & Dorothy Chun, Pages 457-485.

■ Hyperlink desirability in adolescent fiction: location and absorption, by Claudio Vanhees, Mathea Simons & Vanessa Joosen, Pages: 486-516.

■ Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020, by Mitchell Shortt, Shantanu Tilak, Irina Kuznetcova, Bethany Martens & Babatunde Akinkuolie, Pages 517-554.

REVIEW

■ The impact of mobile application features on children’s language and literacy learning: a systematic review, by Sophie A. Booton, Alex Hodgkiss & Victoria A. Murphy, Pages 400-429.

■ Mobile English language learning: a systematic review of group size, duration, and assessment methods, by Monther M. Elaish, Liyana Shuib, Gwo-Jen Hwang, Norjihan Abdul Ghani, Elaheh Yadegaridehkordi & Siti Zaidah Zainuddin, Pages 430-456.

ISSUE 4

ARTICLE

■ Towards the promotion of intercultural competences: telecollaborative conversations between Kuwaiti and Colombian English as a foreign language university students, by Maha Alghasab & Claudia Patricia Alvarez-Ayure, Pages 555-583.

■ Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy, by Jessie S. Barrot, Pages 584-607.

■ Developing and evaluating an academic collocations and phrases search engine for academic writers, by Hao-Jan Howard Chen, Shu-Li Lai, Ken-Yi Lee & Christine Ting-Yu Yang, Pages 641-668.

■ Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019, by Michael Loncar, Wayne Schams & Jong-Shing Liang, Pages 722-784.

■ Investigating the effects of digital multimodal composing on Chinese EFL learners’ writing performance: a quasi-experimental study, by Yiqin Xu, Pages 785-805.

■ Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance, by Chunping Zheng, Lili Wang & Ching Sing Chai, Pages 806-839.

■ Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety, by Duygu Gok, Hilal Bozoglan & Bahadir Bozoglan, Pages 840-860.

REVIEW

■ Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come, by Ali Soyoof, Barry Lee Reynolds, Boris Vazquez-Calvo & Katherine McLay, Pages 608-640.

■ Impact of a gamified platform in the promotion of reading comprehension and attitudes towards reading in primary education, by Gustavo Prados Sánchez, Ramón Cózar-Gutiérrez, Javier del Olmo-Muñoz & José Antonio González-Calero, Pages 669-693.

review

■ Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape, by Meixiu Zhang, Miriam Akoto & Mimi Li, Pages 694-721.

摘要

What makes good LMOOCs for EFL learners? Learners’ personal characteristics and Information System Success Model

Liwei Hsu, Graduate Institute of Hospitality Management, National Kaohsiung University of Hospitality and Tourism, Kaohsiung City, Taiwan, China; Department of Applied Foreign Language, ROC Airforce Academy, Kaohsiung City, Taiwan, China

Abstract This study presents essential findings that would be advantageous to the designers and practitioners of Language Massive Open Online Courses (LMOOCs). It reveals the key elements that contribute to successful LMOOCs, and how they are influenced by English as a foreign language (EFL) learners’ personal characteristics (gender, age, and opened to experience). Nineteen research hypotheses were proposed to be statistically tested. A questionnaire, based on Delone and McLean’s Information System Success Model (ISSM), included items designed to investigate EFL learners’ personal characteristics, which was then distributed to experienced EFL LMOOC learners. The data from 172 valid copies (n = 172) were collected and analyzed with the administration of PLS-SEM modeling. The results reported that 9 out of 19 hypotheses were supported. It was determined that EFL learners’ “openness to experience” personality trait can significantly affect their opinions of service, system, and information quality of LMOOCs. Moreover, system quality, as perceived by EFL learners, was considered the significant variable for use intention and satisfaction of LMOOCs. Use intention would lead to their increased use of LMOOCs and satisfaction, and both variables would further influence their perception of the benefits that LMOOCs may provide.

Keywords Language Massive Open Online Courses (LMOOCs), openness to experience, age, gender, information System Success Model (ISSM)

The heterogeneous and transfer effects of a texting-based intervention on enhancing university English learners’ vocabulary knowledge

Jia Li, University of Ontario Institute of Technology, Oshawa, Ontario, Canada

Linying Ji, Pennsylvania State University, University Park, USA

Qizhen Deng, Boise State University, Boise, USA

Abstract Despite the growing body of technology-assisted vocabulary intervention studies, few have addressed learning outcomes beyond target vocabulary and the interaction between the interventions and English language learners’ (ELLs) initially different levels of vocabulary knowledge. The study examined the differential effects of a texting-based intervention on ELLs’ learning of target (direct effect) and general vocabulary knowledge (transfer effect) as a function of learners’ initial vocabulary levels. Canadian undergraduate ELLs (N = 115) participated in a 9-week intervention study. The findings showed that texting-based instruction effectively supported university ELLs’ acquisition of academic vocabulary; varied direct and indirect learning outcomes were found given learners’ different initial vocabulary levels. These results provide insights into the design of future vocabulary interventions by considering the complex interactions between learners’ initial vocabulary knowledge and the technology scaffoldings used for interventions.

Keywords Direct and transfer intervention effect, English language learners, heterogeneous intervention effect, texting-based vocabulary intervention, vocabulary knowledge levels

Blended learning to foster EFL college students’ global literacy

Yu-Fen Yang, Department of Applied Foreign Languages, National Yunlin University of Science & Technology, Douliu, Taiwan, China‍

Nai-Cheng Kuo, Department of Teaching and Leading, Augusta University, Augusta, GA, USA

Abstract Few studies on higher education focus on how English as a Foreign Language (EFL) college students may enhance their global literacy through cross-cultural communication. This mixed methods research reports on a blended learning program with cross-cultural communication to foster EFL college students’ global literacy. A sample of 97 EFL college students volunteered to participate in a large-sized onsite English course with one-on-one online discussions between college students and teachers from different countries. Scores of the pre- and post-tests on English listening and reading proficiency were collected and analyzed by Statistical Package for the Social Sciences (SPSS), while the students’ reflective journals and open-ended questionnaires were collected and analyzed by content analysis. The results revealed that the blended learning activities prompted the EFL college students to develop global literacy as they were engaged in cross-cultural communication by establishing online social connections with English teachers who were from different cultural backgrounds. These students might construct new knowledge in aspects of intellectual skills/knowledge, social/cultural competencies, and ethical disposition. Based on these, the students further provided both critical (reasoning and analysis) and creative feedback (giving suggestions) on global issues (global literacy). The pre- and post-test results verified their self-reported statements from the reflective journals that their English listening and reading proficiency improved. This blended learning program opens a door for EFL college students to the world where they may build, use, and share new knowledge with global literacy, leading to learners’ autonomy and English skills improvement.

Keywords Blended language learning, cross-cultural communication, EFL college students, global literacy, new knowledge construction

The effectiveness of machine translation in foreign language education: a systematic review and meta-analysis

Sangmin-Michelle Lee, Kyung Hee University, Yongin, Korea

Abstract With a significant number of students using machine translation (MT) for academic purposes in recent years, language teachers can no longer ignore it in their classrooms. Although an increasing number of studies have reported its pedagogical benefits, studies have also revealed that language teachers are still sceptical about using MT for various reasons. Most of all, they have limited trust in MT quality and the effectiveness of using MT in foreign language (FL) learning. Hence, the current study examined these issues to provide an overview and a guide to language teachers regarding the use of MT in FL education. The study examined 87 MT studies related to FL education published between 2000 and 2019. It employed both systematic review (primary) and meta-analysis (secondary) as research methods for a robust data analysis. The results showed that the number of publications in this area has increased in recent years and that MT quality has been significantly enhanced. Most studies also reported the positive impacts of using MT in FL learning, particularly for writing. However, this study also found that students had mixed emotions about MT and that there are disparities in perceptions between instructors and students. Based on the results, the present study presents several pedagogical implications and suggestions for future research on MT.

Keywords Effectiveness, L2 writing, machine translation, meta-analysis

L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts

Ju Seong Lee, Department of English Language Education, Education University of Hong Kong, Tai Po, Hong Kong, China

Ying Lu, Department of MATESOL, Education University of Hong Kong, Tai Po, Hong Kong, China

Abstract This study explores the relationship between the L2 Motivational Self System—namely, the ideal L2 self and the ought-to L2 self—and L2 Willingness to Communicate (L2 WTC) in the classroom (a typical place for English communication among EFL learners) and in the extramural digital setting (an emerging English communication channel increasingly used by young EFL learners). To this end, 417 Chinese EFL middle school students (ages 12 to 14) participated in the study. After controlling for demographic factors hierarchical multiple regression results showed that the ideal L2 self significantly predicted L2 WTC both in the classroom and in an extramural digital setting. Interview data (n = 4) also elaborated that students attempted to lessen the discrepancy between their current L2 self (e.g., EFL learners) and ideal L2 self-images (e.g., discussing the professional National Basketball Association in an American radio program) by becoming more willing to communicate in both communication environments. In addition to new research directions, these results offer pedagogical implications that the ideal L2 self can facilitate L2 communication orientation in in-class and out-of-class digital environments, both of which are typically venues for L2 communication among today’s young EFL learners.

Keywords Ideal L2 self; motivational self system; willingness to communicate in an extramural digital context; willingness to communicate in a second language; young EFL learners

Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling

Abdullah Alamer, Department of English, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia; School of Education, UNSW, Sydney, NSW, Australia; College of Arts, Department of English, King Faisal University, Al Hofuf, Saudi Arabia

Ahmed Al Khateeb, College of Arts, Department of English, King Faisal University, Al Hofuf, Saudi Arabia

Abstract The study of language learners’ motivation has long been considered a key, determining factor of success in second/foreign language acquisition. Based on self-determination theory (SDT), the more autonomously motivated learners are, the better they engage in an activity. To sustain autonomous motivation, the learners’ basic psychological needs (BPN) of autonomy, competence, and relatedness should be satisfied. Nevertheless, the role of these three components and their relation to autonomous motivation in the mobile-assisted language learning (MALL) context has not yet been addressed in the literature. Therefore, a social networking mobile application (WhatsApp) has been used to explore how teachers’ informal use of such an application relates to an increase in students’ motivation. A quasi-experimental design was adopted for two groups of Saudi university students enrolled in the English language department at two major universities (N = 447). The structural model revealed a significant improvement in the effects of Time 1 autonomy on Time 2 autonomous motivation as well as in the effects of Time 1 autonomous motivation on Time 2 autonomous motivation exclusively in the experimental group. The two-time repeated measure of ANOVA substantiated the increase in autonomous motivation exclusively among students in the experimental group. This study contributed to greater recognition of the advantages and challenges of applying WhatsApp as a tool of MALL in the educational system.

Keywords m-learning, mobile assisted language learning (MALL), second language motivation, self-determination theory, structure equation modeling (SEM), WhatsApp

Needs analysis-based design principles for constructing a context-aware English learning system

Wan-Yu Chiu, Department of Foreign Languages & Literature, National Cheng Kung University, Tainan City, Taiwan, China

Gi-Zen Liu, Department of Foreign Languages & Literature, National Cheng Kung University, Tainan City, Taiwan, China

Neil E. Barrett, English Language Center, Southern Taiwan University of Science & Technology, Tainan City, Taiwan, China

Meei-Ling Liaw, Department of English, National Taichung University of Education, Taichung, Taiwan, China

Gwo-Jen Hwang, Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan, China

Chih-Chung Lin, Department of Foreign Languages & Literature, National Cheng Kung University, Tainan, Taiwan, China

Abstract In response to the needs of an international workforce, English for Specific Purpose courses are being promoted in higher education, and instructors are turning to learning technology to help design the instruction. In this paper, a needs analysis was conducted to guide the design of the system, materials and activities for context-aware ubiquitous language learning (CAULL) and English for Fitness Purposes (EFP) in a fitness center as part of a Design-Based Research project. The data collection methods included on-site observations, semi-structured interviews, and a questionnaire. The participants included 82 undergraduate students, seven physical education (PE) instructors, and six non-PE faculty members who frequently used the fitness center. All data forms were then triangulated and analyzed. The results show that all three groups consistently agreed that they need receptive language skills as well as specific terminology for fitness. Furthermore, it was suggested that the oral communication skills for EFP learners should also be developed for sharing ideas, experience, and suggestions. They pointed out that vocabulary related to diverse topics such as warm-up and cool-down stretches, cardiovascular exercises, and weight training are needed. Furthermore, participants reported that the CAULL system should be hypermedia-based, and contain a portfolio and a user-friendly interface. The findings were used to develop a blue print for a CAULL system based on design principles. The findings are of interest to context-aware language learning researchers, instructional designers, and the field of English for Specific Purposes.

Keywords Context-aware, design-based research, English for specific purposes, needs analysis, ubiquitous learning

Using internet resources in the development of English pronunciation: the case of the past tense -ed ending

Mariusz Kruk, Institute of Modern Languages, University of Zielona Góra, Zielona Góra, Poland

Abstract Mirosław Pawlak, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland;c Faculty of Humanities and Social Sciences, State University of Applied Sciences, Konin, Poland

The paper presents the results of a quasi-experimental study which was conducted with a view to determining the effect of an intervention in the form of the application of teacher-designed Internet-based resources (i.e., websites, podcasts, movie clips) that students could use autonomously on the development of pronunciation of the English regular past tense -ed ending. The sample consisted of 45 Polish secondary school learners. Participants were divided into three groups, two treatment and one control. The intervention spanned two weeks. The lessons in treatment group 1 were conducted by means of online resources and those in treatment group 2 were carried out in a traditional way (i.e., without autonomous recourse to computer-assisted pronunciation teaching). The students in the control group did not receive any instruction related to the pronunciation feature in question over that time. The data were gathered by means of perception and production tests administered before (pretest) and after (immediate and delayed posttests) the treatment, and subjected to quantitative analysis. The results, supported by the participants’ evaluation of the two types of pedagogic intervention, indicate that although the effects of the experimental treatments proved to be comparable, the use of online resources produced more durable gains and was more favorably evaluated by learners. This provides a rationale for using computer technology as a tool for enhancing traditional teaching of English pronunciation in secondary school.

Keywords Internet resources, past tense -ed ending, pronunciation instruction

Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners

Ghada M. Awada, Lebanese American University, Beirut, Lebanon

Nuwar Mawlawi Diab, Lebanese American University, Beirut, Lebanon

Abstract This study set out to examine which peer review, face-to-face given orally or online given in writing, is more effective in improving the overall argumentative writing achievement of English as a foreign language (EFL) university learners. The study utilized an experimental design and reported on one experiment including online peer review (OLPR) which was the experimental group (n = 74) and a face-to-face peer review (FTFPR) which served as the control group (n = 48). Both groups (n = 122) were trained in the use of their respective peer review, OLPR or FTFPR. Both groups wrote two argumentative synthesis essays, immediate and delayed, in two drafts. The second draft of each essay was written after receiving the respective peer review, OLPR or FTFPR. Two Multivariate Analysis of Covariance (MANCOVA) tests and a qualitative analysis of peer reviews were conducted to address the study question. Quantitative findings showed that participants in the OLPR group significantly outperformed their FTFPR counterparts in improving the argumentative synthesis writing of EFL university learners. The qualitative analysis of the peer review forms, and the revised essays revealed that the OLPR group gave more systematic feedback than that of FTFPR, OLPR focused on content, organization and language while commenting on the writing strengths and weaknesses. Thus, instructors are advised to use OLPR in argumentative writing classes. The study also showed the significance of shifting the control of feedback from the teacher to students.

Keywords Argumentative synthesis writing achievement, computer assisted language learning (CALL), face-to-face peer review (FTFPR), online peer review (OLPR)

Promoting incidental vocabulary learning through watching a French Netflix series with glossed captions

Isabeau Fievez, Department of Linguistics, KU Leuven, Leuven, Belgium; ITEC, Imec Research Group at KU Leuven, Leuven, Belgium

Maribel Montero Perez, Department of Linguistics, Ghent University, Ghent, Belgium

Frederik Cornillie, Department of Linguistics, KU Leuven, Leuven, Belgium; ITEC, Imec Research Group at KU Leuven, Leuven, Belgium

Piet Desmet, Department of Linguistics, KU Leuven, Leuven, Belgium; ITEC, Imec Research Group at KU Leuven, Leuven, Belgium

Abstract This paper investigates the effects of watching an entire season of a French series with the streaming service Netflix in an out-of-classroom context. University Dutch-speaking low- to high-intermediate learners of French were divided into two groups: a control group who only took the tests (N = 37) and a treatment group (N = 65). Learners in the treatment group watched six episodes with glossed captions provided by the Chrome extension Language Learning with Netflix (i.e., they could access the meaning of the words in the captions whenever they wanted) within a maximum of 21 days. We examined learners’ incidental vocabulary learning gains by means of a form and meaning recall test and also analysed learning gains in relation to different variables: word-related factors, the use of glossed captions and learners’ vocabulary size. Results revealed that participants recalled approximately 35% of the word meanings and 28% of the word forms. Besides, learning gains were positively influenced by the use of the glossed captions as well as vocabulary size scores. Findings also demonstrated that frequency of occurrence positively impacted learning gains, especially when target words appeared more concentrated in one episode rather than across different ones.

Keywords Audio-visual input, frequency, glossed captions, Netflix, vocabulary

Implementing mobile-mediated dynamic assessment for teaching request forms to EFL learners

Ehsan Rassaei, Majan University College, Muscat, Oman

Abstract The main purpose of the present study is to propose a framework for implementing group dynamic assessment (DA) using students’ smartphones for improving and assessing EFL learners’ ability to produce well-formed and appropriate requests. This study focuses on five learner reciprocity moves during DA interactions to get deeper insights into the learners’ development. During three treatment sessions, the participants of the DA style instruction were asked to make requests in response to a number of scenarios during mobile-mediated group interactions via WhatsApp. The DA group participants were prompted to revise and self-correct their incorrect requests by a sequence of incrementally-ordered hints from most implicit to most explicit based on the sociocultural framework. The analysis of learners’ reciprocity moves during the three DA sessions revealed that learners became progressively more responsive to mediation for formulating correct requests and achieved a more agentive role to interact with the mediator. Analyzing learners’ scores obtained from three testing occasions also revealed that mobile-mediated DA was significantly effective to promote the learners’ knowledge of request strategies.

Keywords Dynamic assessment, requests, sociocultural theory, mobile-mediated language learning

Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education

Ömer Eren, English Language Teaching Department, Faculty of Education, Hatay Mustafa Kemal University, Antakya, Turkey

Abstract Increase in diversified teaching contexts has led researchers to investigate the potentials of telecollaboration in multicultural learning environments. While there are abundant telecollaboration studies, improving intercultural awareness through a theoretical model is usually under-investigated. Based on Byram’s (1997) co-orientational and Bennett’s (1993) developmental intercultural competence models, this study intends to raise critical intercultural competence among 50 pre-service English teachers through telecollaboration with five faculty members across European countries. Relying on data generated through (a)synchronous delivery modes in an eight-week intervention, participants’ intercultural development was measured by quantitative and qualitative methods. The findings suggest that telecollaboration had a significant impact on learners’ critical intercultural development. In particular, interaction with different cultural perspectives dismantled prejudices and stereotypes as evidenced by their 1) cognisance of diversity, 2) pragmatic cultural stance, 3) latent intercultural conflict and 4) oppressed gender inequality. This study reveals that telecollaboration is a viable venue for increasing pre-service teachers’ critical cultural awareness and reducing biases in multicultural learning contexts.

Keywords Computer-assisted language learning, critical cultural awareness, intercultural competence, teacher training, telecollaboration

A comparative study on the effects of a VR and PC visual novel game on vocabulary learning

Kuo-Wei Kyle Lai, Department of English, National Taiwan Normal University, Taipei, China

Hao-Jan Howard Chen, Department of English, National Taiwan Normal University, Taipei, China

Abstract Research on vocabulary acquisition in digital game-based learning has been increasing over the years, with advancements in technology giving rise to numerous learning alternatives in second language acquisition. As virtual reality gaming offers new opportunities to explore its effectiveness in language learning, it is thus important to investigate the benefits of virtual reality gaming on English vocabulary learning, as well as the potential in incorporating virtual reality to teaching practices in the classroom. Therefore, this study aims to investigate the effects of virtual reality (VR) and personal computer (PC) gaming on language learners’ vocabulary learning, as well as their affective perception. Thirty Grade 12 high school students participated in this study and were randomly assigned to either the VR or PC group. The VR group played a Sci-fi VR visual novel game, Angels and Demigods, using the Oculus Go whereas the PC group played the same game in the PC version without the VR elements. The gaming session lasted for fifty minutes for both groups. A vocabulary translation and recognition pretest, posttest and delayed posttest were adopted to compare their performance, along with a questionnaire to probe into their perception towards their respective treatment. The results revealed that both the VR group and the PC group were able to gain vocabulary knowledge in both the translation and recognition tests. In comparison, the VR group demonstrated a significantly higher mean score than the PC group in the vocabulary translation delayed posttest. The questionnaire showed that learners in both groups enjoyed playing the visual novel game and were willing to adopt it as a tool for learning vocabulary.

Keywords Digital game-based language learning (DGBLL), virtual reality (VR), vocabulary learning

My Korean language teachers are YouTubers: learning Korean via self-instruction

Hiromi Nishioka, Faculty of Human Sciences, Waseda University, Saitama, Japan; Faculty of Management and Administration, Tokiwa University, Ibaraki, Japan

Abstract Developments in the affordances of the Internet provide language learners with easy access to learning resources as well as interactions with native speakers. This emerging learning landscape thus creates favourable conditions to learners who want to engage in self-directed language learning. This in-depth single case study reports on the self-instruction language learning practices over three months by a Filipino female learner of Korean. The Korean learner had the goal to work in a Korean factory and subsequently started to self-instruct Korean language learning to pass the high-stakes exam imposed on low-skilled migrant job seekers by the South Korean government. Drawing on the concepts of ‘agency’, ‘affordance’, and ‘context’, this study analysed the use of YouTube by a self-directed learner of Korean to design and create personal learning contexts. The study found that the participant exerted agency to construct highly personalised learning contexts across multiple learning stages. The participant located video clips and information relevant to her learning goals by strategically acting on the technological and social affordances embedded in the online applications. Using the multiple affordances provided by YouTube, she created highly personalised learning contexts to cater to her learning needs. The findings also suggest that the participant’s agency was mediated by personal, socio-cultural and technological factors. Thus, this study extends our understanding of the role of learner agency in creating self-instruction learning contexts in the digital age.

Keywords ICTs, self-instruction, informal language learning, YouTube, Korean

Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbs

Ali Roohani, English Department, Faculty of Letters & Humanities, Shahrekord University, Shahrekord, Iran

Maryam Heidari Vincheh, English Department, Faculty of Letters & Humanities, Shahrekord University, Shahrekord, Iran

Abstract Mobile-assisted language learning (MALL), which provides access to learning without the constraints of place and time, is worthy of exploration for pedagogical purposes. Given the use of gaming applications and social media as potential instructional methods for MALL, this study investigated the effect of these two methods, along with traditional classroom-based instruction on the learning of English phrasal verbs. To teach phrasal verbs through three different methods (game-based, social media, and classroom-based), 150 learners of English, selected from a language institute in Isfahan, were assigned to game-based, social media, and classroom-based groups. The game-based group received instruction on phrasal verbs via a mobile gaming application called Phrasal Nerds: Phrasal Verbs. The social media group received instruction via a Telegram channel. Finally, the classroom-based group was taught through the traditional teacher-fronted method. A researcher-made test served as the pretest and posttest to measure the contribution of each instructional method to the learners’ phrasal verb achievements. The analysis of data through t-test and analysis of covariance (ANCOVA) indicated improvements in learning English phrasal verbs in the three groups. Although the effects of the three methods were found to be statistically significant, the game-based method was the most effective one for learning English phrasal verbs. The findings highlight the integration of gaming applications into the English teaching curriculum to enhance foreign language lexical learning.

Keywords Game-based learning, MALL, phrasal verbs, social media

The impact of mobile application features on children’s language and literacy learning: a systematic review

Sophie A. Booton, Department of Education, University of Oxford, Oxford, UK

Alex Hodgkiss, Department of Education, University of Oxford, Oxford, UK

Victoria A. Murphy, Department of Education, University of Oxford, Oxford, UK

Abstract Mobile touchscreen applications present new opportunities for children’s language learning. This systematic review synthesizes the evidence on the impact of features of mobile applications on children’s language learning. Experimental studies published from 2010 onwards with children aged 3 to 11 years old were included. Of the 1,081 studies screened, 11 studies were identified, which examined four features of mobile touchscreen applications: inbuilt narration, real-time conversation prompts, augmented reality (AR), and hotspots. Inbuilt narration had a positive impact on story comprehension and word learning compared to reading alone but not shared reading with an adult. Real-time conversation prompts improved the quality and quantity of adult-child talk, and AR supported language learning ostensibly via increased motivation. No evidence was found for an impact of text-relevant hotspots. Limitations of the existing literature are discussed, and a strong case is made for further research in the area, particularly that which builds on learning theory and existing qualitative research.

Keywords Children, language education, mobile applications, mobile assisted language learning, systematic review

Mobile English language learning: a systematic review of group size, duration, and assessment methods

Monther M. Elaish, Faculty of Information Technology, Department of Computer Science, University of Benghazi, Benghazi, Libya

Liyana Shuib, Department of Information Systems, Faculty of Computer Science and Information Technology, University of Malaya, Kuala Lumpur, Malaysia

Gwo-Jen Hwang, Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan, China

Norjihan Abdul Ghani, Department of Information Systems, Faculty of Computer Science and Information Technology, University of Malaya, Kuala Lumpur, Malaysia

Elaheh Yadegaridehkordi, Information and Communications Technology Research Center, Amirkabir University of Technology, Tehran, Iran

Siti Zaidah Zainuddin, Faculty of Languages and Linguistics, Department of English Language, University of Malaya, Kuala Lumpur, Malaysia

Abstract Technology-mediated learning has become a valuable tool, especially in the English language classroom. Nowadays, mobile learning is considered a significant educational tool for promoting education among learners. Several recent studies have attempted to examine different aspects of mobile learning. The size of the experimental group, and the duration and suitability of the assessment methods are important aspects in designing experimental studies in the context of mobile English language learning. Yet, very few studies have paid attention to these aspects. Therefore, this study aimed to investigate the utilisation of state-of-the-art mobile technology in English language learning, especially in terms of the size of the experimental groups, and the duration and suitability of the assessment methods. Following a systematic review protocol, 151 articles published between 2010 and 2017 were selected for analysis. Furthermore, this study considered, separately, three factors addressed in the reviewed studies: language acquisition problems, types of participants, and targeted English skills. The findings showed that the group size and study duration significantly differed among the studies based on the above factors. Questionnaires and tests were found to be the most common methods of assessment for each factor, whether used separately or in combination. The results of this review can assist in the formulation of experimental designs to mitigate the challenges and facilitate the effective use of mobile learning in English language learning.

Keywords Assessment and evaluation, experimental design, mobile English language learning, quantitative and qualitative methods

Web-based intonation training helps improve ESL and EFL Chinese students' oral speech

Yan Jiang, Schoolof Foreign Languages, Shanghai Jiao Tong University, Shanghai, China

Dorothy Chun, Gevirtz Graduate School of Education, University of Santa Barbara, Santa Barbara, CA, USA

Abstract This paper examines whether a web-based training on English discourse intonation leads to better spontaneous speech quality for Mandarin Chinese speakers who reside in the U.S. and in China. The four-week fully online training consisted of meta-instruction videos as well as listening and speaking activities, including instant visual pitch contour feedback and individualized evaluation. The students gave a one-minute spontaneous speech on a given topic at the beginning and the end of the study via videoconferencing. Four native English speakers judged the students' speech comprehensibility, fluidity, accent, confidence and attractiveness, in addition to their intonation performance. Two-way ANCOVA test results show that the experimental group made statistically significant improvement in their speech comprehensibility and speaking confidence. In contrast, the control group did not show improvement. The participants' residence in the U.S. or in China did not affect the training effects. There was not an interaction between the participants' residence and the training. The web-based training, visualization and CMC technology provided an effective scaffolding experience and benefited both EFL and ESL students equally. This study also explores Chinese students' challenges with specific intonation features based on both the raters' judgments and the learners' self-evaluations. The results suggest they have more difficulties with thought groups and prominence than with tone choices. While the trainees gave high ratings to all the activities, they preferred individualized evaluation from the researcher to self-created visual feedback using Praat. The findings have implications for Chinese L1-specific intonation instruction and developing web-based computer assisted pronunciation training systems.

Keywords Computer assisted pronunciation training, discourse intonation, feedback, L2 environment, oral presentation, web-based training

Hyperlink desirability in adolescent fiction: location and absorption

Claudio Vanhees, Faculty of Social Sciences, Antwerp School of Education, Universiteit Antwerpen, Antwerpen, Belgium

Mathea Simons, Faculty of Social Sciences, Antwerp School of Education, Universiteit Antwerpen, Antwerpen, Belgium

Vanessa Joosen, Faculty of Social Sciences, Antwerp School of Education, Universiteit Antwerpen, Antwerpen, Belgium

Abstract In the digital age, children’s and adolescents’ willingness to engage in absorbed reading for pleasure is on the decline. Digital narratives with a linear storyline enriched with hyperlinks to supporting media materials, could potentially facilitate narrative absorption even better than print, thus stimulating fictional reading among adolescents. This paper examines hyperlink placement desirability in five full-length novels, and investigates the link with narrative absorption. It was found that, independently of genre, the desired hyperlinks were most concentrated in the first quartile of the story, and gradually diminished towards quartile four. Furthermore, closer scrutiny of one case study showed that as reported narrative absorption levels increased, hyperlink desirability decreased. The results suggest that hyperlinks to different types of supporting media materials could be particularly useful to assist reading if situated in the first quartile of digital narrative. As the story plot reaches its climax, hyperlinks may become less required for experienced readers, whereas lower ability readers might still benefit from their support to sustain the reading experience.

Keywords Digital narratives, hyperlinks, evolving readers, location, narrative absorption, mobile-assisted reading development

Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020

Mitchell Shortt, Learning Technologies, The Ohio State University, Columbus, OH, USA

Shantanu Tilak, Educational Psychology, The Ohio State University, Columbus, OH, USA

Irina Kuznetcova, Learning Technologies, The Ohio State University, Columbus, OH, USA

Bethany Martens, Teaching and Learning: Foreign, Second, & Multilingual Language Education, The Ohio State University, Columbus, OH, USA

Babatunde Akinkuolie, Research Laboratory for Digital Learning, The Ohio State University, Columbus, OH, USA

Abstract The paper presents the results of a quasi-experimental study which was conducted with a view to determining the effect of an intervention in the form of the application of teacher-designed Internet-based resources (i.e., websites, podcasts, movie clips) that students could use autonomously on the development of pronunciation of the English regular past tense -ed ending. The sample consisted of 45 Polish secondary school learners. Participants were divided into three groups, two treatment and one control. The intervention spanned two weeks. The lessons in treatment group 1 were conducted by means of online resources and those in treatment group 2 were carried out in a traditional way (i.e., without autonomous recourse to computer-assisted pronunciation teaching). The students in the control group did not receive any instruction related to the pronunciation feature in question over that time. The data were gathered by means of perception and production tests administered before (pretest) and after (immediate and delayed posttests) the treatment, and subjected to quantitative analysis. The results, supported by the participants’ evaluation of the two types of pedagogic intervention, indicate that although the effects of the experimental treatments proved to be comparable, the use of online resources produced more durable gains and was more favorably evaluated by learners. This provides a rationale for using computer technology as a tool for enhancing traditional teaching of English pronunciation in secondary school.

Keywords Systematic review, Duolingo, CALL, MALL, language learning, design

Towards the promotion of intercultural competences: telecollaborative conversations between Kuwaiti and Colombian English as a foreign language university students

Maha Alghasab, English Language Department, College of Basic Education, Al-Ardiya, Kuwait

Claudia Patricia Alvarez-Ayure, Faculty of Education, Universidad de La Sabana, Bogotá, Colombia

Abstract Telecollaboration in the language classroom promotes both second-language development and Intercultural Communicative Competence (ICC). However, previous research identified its potential limitations, including instances of failure, misunderstanding, tension, and a reluctance to participate. The current study contributes to emerging literature concerning the role of prior pedagogical mentoring in supporting learner interaction during telecollaborative exchanges by examining the online interactions of English as a Foreign Language (EFL) learners. A total of 38 undergraduate students from Kuwait and Colombia participated in pedagogical mentoring before engaging in an eight-week series of online activities. The students’ online discussions are analysed herein using a content analysis framework triangulated with their responses to a post-questionnaire. The findings reveal the students engage in various socio-affective and cognitive interactional behaviours that correspond to Byram’s (1997) ICC framework. The micro-level analysis of the students’ interaction and post-questionnaire demonstrates that most of these interactional behaviours correlate with descriptors pertaining to aspects of attitudes (curiosity and openness) and knowledge. Instances of the skills of discovery and interaction are also observed when the students engage with religious and socially related topics. The study concludes that prior pedagogical mentoring is beneficial for equipping learners with essential skills, including the collaborative skills that are an indispensable prerequisite for effective participation in telecollaborative exchanges.

Keywords Telecollaboration, sociocultural theory, intercultural communicative competence (ICC), EFL learners, collaboration, pedagogical mentoring

Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy

Jessie S. Barrot, College of Education, Arts and Sciences, National University, Manila, Philippines

Abstract Despite the building up of research on the adoption of automated writing evaluation (AWE) systems, the differential effects of automated written corrective feedback (AWCF) on errors with different severity levels and gains across writing tasks remain unclear. Thus, this study fills in the vacuum by examining how AWCF through Grammarly affects college students’ overall writing accuracy and errors with different severity levels. Using a quasi-experimental design, the findings demonstrate the potentials of AWCF in improving students’ writing accuracy. The results were primarily attributed to the ability of AWCF to promote noticing, provide an adaptive metalinguistic explanation, and engage students in self-directed learning. Nonetheless, some challenges were reported, such as overcorrection, cognitive overload, and limited metalinguistic explanation. Implications for writing pedagogy and future studies are discussed.

Keywords Automated writing evaluation, automated written corrective feedback, computer-assisted language learning, Grammarly, L2 writing

Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come

Ali Soyoof, Faculty of Education, Monash University, Clayton, Australia

Barry Lee Reynolds, Faculty of Education, University of Macau, Taipa, Macau SAR, China;c Centre for Cognitive and Brain Sciences, University of Macau, Taipa, Macau SAR, China

Boris Vazquez-Calvo, Universidad de Málaga, Málaga, Spain

Katherine McLay, School of Education, The University of Queensland, Brisbane, Australia

Abstract As technology has advanced, so have opportunities for language socialization and practice. This reciprocal relationship has resulted in the emergence of a subfield of Computer Assisted Language Learning (CALL): Informal Digital Learning of English (IDLE). IDLE has manifested in various forms, including the more notable extramural and extracurricular varieties. Given the recent attention given to IDLE by Applied Linguists and language educators, this scoping review provides a roadmap for future research and explores the potential of IDLE to support English language teaching and learning in informal digital contexts. A Web of Science core eight database search for relevant research published between 1980 and 2019 using 35 IDLE-related key terms resulted in 38 studies of which 30 aligned with the inclusion criteria. Results showed the studies were conducted mostly under a mixed-method and qualitative paradigm and were published between 2017 and 2019. Only two studies used longitudinal data collection methods. Topics investigated included the linguistic dimension of CALL, the affective and cultural dimension of CALL, and the agency and digital literacies dimension of CALL. The small, yet salient, body of emergent IDLE literature points towards three trends: a growing relevance of langua-technocultural competence, the importance of digital literacies to communicative competence, and the importance of non-professional translation and interpreting to digital language learning.

Keywords Digital language learning, IDLE, Informal Digital Learning of English, informal language learning, scoping review

Developing and evaluating an academic collocations and phrases search engine for academic writers

Hao-Jan Howard Chen, Department of English, National Taiwan Normal University, Taipei, Taiwan, China

Shu-Li Lai, Center for General Education, National Taipei University of Business, Taipei, Taiwan, China

Ken-Yi Lee, Department of Computer Science, National Taiwan University, Taipei, Taiwan, China

Christine Ting-Yu Yang, Department of English, National Taiwan Normal University, Taipei, Taiwan, China

Abstract Knowledge of collocations is essential for English academic writing. However, there are few academic collocation referencing tools available and there is a pressing need to develop more. In this paper, we will introduce the ACOP (Academic Collocations and Phrases Search Engine), a newly developed corpus-based tool to search large academic corpora. Using the AntCorGen corpus crawling tool, 100,000 articles from 10 academic areas were downloaded from the PLOS One journal database. A multidisciplinary 500-million-word academic corpus was thus created. Our team further developed the ACOP to allow users to search for collocations and phrases in the academic corpus that we compiled. Additionally, this new tool will allow learners to search for not only bigrams but also for three- to five-word strings. Learners can further search using parts of speech. To validate whether the new tool can assist EFL learners in finding appropriate academic collocations, we compared this tool with BYU’s state-of-the-art COCA corpus search tool. The 35 students who participated in the study were randomly divided into two groups. One group used BYU’s COCA tool and the other used the ACOP tool. Both groups were asked to identify suitable collocates for 25 gap-fill questions. Paired t-tests and independent t-tests were used to analyze the data. The results indicated that both groups showed a significant improvement in the posttest when they had access to the collocation retrieval systems. However, statistically, the results showed no significant difference between the two tools, as they were equally useful in helping the students find appropriate collocates. According to the users’ surveys, compared with the COCA group, the participants in the ACOP group found the ACOP easier to use and the interface was clearer and simpler. The Mann-Whitney U tests of the two groups showed significant differences in the aspect of the interface. The preliminary results indicated that the ACOP can assist EFL learners in finding suitable academic collocations and phrases, and the users’ surveys showed positive results.

Keywords Academic collocation, academic journal corpus, collocations and phrases search tool, English for academic purposes

Impact of a gamified platform in the promotion of reading comprehension and attitudes towards reading in primary education

Gustavo Prados Sánchez, Ramón Cózar-Gutiérrez, Javier del Olmo-Muñoz & José Antonio González-Calero, LabinTic. Lab for the integration of technology in the classroom. School of Education of Albacete, University of Castilla-La Mancha, Albacete, Spain

Abstract In recent years, the concept of gamification has appeared within the educational sector as a methodological innovation. There are several studies that show the motivational advantages of using this methodology in education. However, there is a dearth of studies that analyse its influence on the promotion of reading. We carried out a quasi-experimental study with 85 fourth graders to evaluate the impact of a gamified platform on both the students’ reading comprehension and their attitudes towards reading. The results obtained revealed significant differences in favour of the experimental group with respect to a more traditional approach, regarding both reading comprehension and attitudes towards reading.

Keywords Gamification, reading comprehension, reading attitudes, primary education

Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape

Meixiu Zhang, Department of Classical and Modern Languages and Literatures, Texas Tech University, Lubbock, TX, USA

Miriam Akoto, Department of Literature and Languages, Texas A&M University-Commerce, Commerce, TX, USA

Mimi Li, Department of Literature and Languages, Texas A&M University-Commerce, Commerce, TX, USA

Abstract Driven by the digital revolution in second language (L2) classrooms and broadened views on literacy, digital multimodal composing (DMC) has gained a robust growth of interests in the past decade. To illuminate the empirical landscape of this budding field, this paper provides a substantive and methodological review of 60 empirical L2 studies on DMC in tertiary settings from 2005 to 2020. Each study was coded for characteristics regarding research context, methodology, study setup features, analyses performed, and the methodological practices. Our findings suggest that with a combination of flourishing qualitative observational research and emerging interventionist studies, this domain features (a) great attention to DMC in language classes, (b) an underrepresentation of non-English classrooms, (c) a preference for video projects over visual projects, and (d)immense efforts in exploring the potential of DMC from learners’ perspectives. Also, using a broad range of data sources, this domain relies on analytic frameworks distinct from traditional monomodal L2 writing. Methodologically, we found a strength in the use of two validity strategies (i.e., a thick description and triangulation) and less-than-ideal practices in reporting reliability and learners’ proficiency level. We conclude the paper with a number of empirically grounded recommendations for future research efforts.

Keywords Digital composing, L2 writing, methodological synthesis, multimodal writing, systematic review

Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019

Michael Loncar, Department of English, National Pingtung University, Pingtung City, Taiwan, China; Department of Foreign Languages and Literature, National Cheng Kung University, Tainan City, Taiwan, China

Wayne Schams, Department of English, National Pingtung University, Pingtung City, Taiwan, China

Jong-Shing Liang, Department of English, National Pingtung University, Pingtung City, Taiwan, China

Abstract The following review incorporates a systematic selection, coding, and analysis methodology in order to compile a corpus of empirical research studies that investigate the use of technology-mediated feedback in L2 writing contexts published from 2015-2019. Trends are identified by coding and quantitatively analyzing key parameters of the corpus, and the corpus is qualitatively analyzed, contextualizing and exploring emergent themes within these trends in rich detail.

Key quantitative findings reveal (A) the leading journals are Computer Assisted Language Learning, Computers & Education, Journal of Second Language Writing, and Language Learning & Technology; (B) the region with the most publications is Greater Asia, with the USA as the country with the most publications; (C) the majority of studies were conducted in EFL contexts; (D) tertiary contexts dominate, with the majority occurring at the undergraduate level in blended learning contexts; (E) the majority of studies examined feedback that contained both local and global feedback; (F) the majority of studies gave comprehensive feedback via a mix of direct and indirect feedback, were delivered within formative treatments, and used either asynchronous or mixtures of both asynchronous and synchronous modes; (G) as for types of technology used, multiple technologies were used most, followed by individual study tools, cloud-based word processors and shared documents, and network-based social computing; (H) most research orientations were descriptive or comparative and used non-experimental designs; and (I) the most popular sources of feedback were issued from teachers, AWEs, and peers. Eight studies investigated the use of feedback stemming from multiple sources.

Finally, qualitative analyses explore emergent themes involving the intersection of source of feedback and technology type; in doing so, the authors describe, contextualize, and critique in rich detail how the use of artful combinations of technologies and sources are currently shaping the use of technology-mediated feedback in L2 writing instruction and research.

Keywords L2 writing, technology-mediated feedback, computer-mediated feedback, peer review, teaching/learning strategies

Investigating the effects of digital multimodal composing on Chinese EFL learners’ writing performance: a quasi-experimental study

Yiqin Xu, The Affiliated High School of South China Normal University, Guangzhou, China; Faculty of Education, University of Macau, Macau, China;a The Affiliated High School of South China Normal University, Guangzhou, China

Abstract Despite repeated calls for the integration of digital multimodal composing (DMC) into English as a foreign language (EFL) teaching, the effect of the pedagogical use of DMC has been rarely investigated in the EFL context. Even less is known about the effects of DMC on students’ L2 writing development. This study aims to address this issue by investigating whether and to what extent DMC would influence Chinese EFL learners’ L2 writing performance. To this end, DMC was implemented as a pedagogical intervention in an EFL course offered at a Chinese university. The experimental group (n = 66) was required to complete three multimodal projects and the control group (n = 30) was asked to write on the same topics but without completing any multimodal project. All the participants completed two writing tasks before and after the intervention (a pretest-posttest design). The results of the study showed that as compared with the control group, the experimental group displayed significant improvements in five aspects of L2 writing (i.e., text length, mean length per T-unit, task requirement, content, and comprehensibility). Implications for integrating DMC into L2 writing teaching were considered.

Keywords Digital multimodal composing, EFLexperimental study, language learning, writing performance

Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance

Chunping Zheng, Lili Wang, Center for Research on Technology-Enhanced Language Education, School of Humanities, Beijing University of Posts and Telecommunications, Beijing, China

Ching Sing Chai, Faculty of Education, Department Curriculum & Instruction, The Chinese University Hong Kong, Shatin, Hong Kong, China

Abstract Although formative assessment has been recognized as an effective way for improving learning, scant attention has been paid to the specific design on the sequence of applying formative assessment practice in computer-assisted language learning (CALL). Even less emphasis has been devoted to the cognitive and affective outcomes of different orders of formative assessment strategies on building students’ public speaking competence. This mixed-method research employed multi-source data to explore and explain the effects of two different ways of sequencing video-based formative assessment on English language learners’ public speaking anxiety and their performance. Two intact classes in a 16-week English public speaking course were randomly assigned to two groups, 25 in the self-assessment-initiated (SAI) group and 26 in the peer-assessment-initiated (PAI) group. Following two different sequences of formative practice, both groups were required to complete three formal English public speeches. Both quantitative and qualitative findings indicated that learners in the SAI group showed significantly lower public speaking anxiety than those in the PAI group, whereas learners in the PAI group showed significantly better public speaking performance. Moreover, the findings showed that SAI formative practice helped the learners to pay more attention to their delivery and anxiety levels in public speaking, while PAI formative practice may have led the learners to improve their proper use of English language. This research indicated that the sequence of implementing different modalities of assessment matters. Supported by video technology and CALL tools, different sequences in obtaining varying sources of feedback can affect students’ public speaking anxiety and competence. This study provides refined understandings about the sequences of using video technology in formative practice for alleviating the learners’ public speaking anxiety and improving their performance. The findings suggest that self-assessment should be arranged first for learners with a higher-level of anxiety while peer-assessment should be conducted first for learners with a lower-level of English language proficiency.

Keywords Foreign language anxiety, public speaking anxiety, formative assessment, order of formative assessment, mixed-methods approach

Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety

Duygu Gok, Independent Researcher and Linguist, Istanbul, Turkey

Hilal Bozoglan, Independent Researcher and Linguist, Konya, Turkey

Bahadir Bozoglan, Independent Researcher and Psychotherapist, Konya, Turkey

Abstract In this study, we aimed to integrate the flipped classroom model into “Advanced Reading and Writing” course and to investigate the effect of the flipped classroom model on pre-service English language teachers’ foreign language classroom anxiety (FLCA) and foreign language reading anxieties (FLRA). This study involved two groups (34 in the flipped group and 32 in the non-flipped group) of first-year English language teachers in Turkey. Within this framework, Foreign Language Classroom Anxiety Scale and Foreign Language Reading Anxiety Scale were employed to determine pre-service English language teachers’ FLCA and FLRA levels before and after the treatment in the flipped and the non-flipped groups comparatively. There was a significant decrease in the FLCA and FLRA levels in the flipped group. However, there was no significant change in the non-flipped group.

Keywords Pre-service English language teachers, flipped classroom, foreign language reading anxiety, foreign language classroom anxiety, reading strategies

期刊简介

Computer Assisted Language Learning is dedicated to publishing articles that enhance our understanding of the technology-mediated language learning process. Papers where language learning is not the focus or is demonstrably less important than other aspects will not be considered.

《计算机辅助语言学习》致力于发表能够增强我们对于技术调节语言学习过程理解的文章。若语言学习不是文章的关注重点或明显不如其他方面重要，本刊将不予考虑。

Submitted articles should have the following qualities:

• show a rigorous research method informed by a strong theoretical underpinning;

• explicitly build on previous research in the field, providing sufficient up-to-date references to relevant publications, especially those from CALL-related journals;

• feature an experimental or observational method, and not be just surveys, pilot studies, or systematic reviews of literature;

• display a clear logic behind the use of technology and a strong rationale in support of the research question, with these points being apparent in the abstract;

• transcend the solely local aspect of the research context, demonstrating a contribution of potential broader relevance and generalizability.

提交的文章应具备以下条件:

•呈现严谨的研究方法，并提供强有力的理论支撑;

•建立在先前研究的基础之上,并提供充分的与最新出版物相关的引用,尤其是CALL相关期刊;

•以实验或观察方法为特色，而不仅仅是调查、试点研究或系统的文献综述;

•展现技术使用背后的清晰逻辑和支持研究问题的推理能力，并在摘要中清晰阐明这些要点;

•超越研究的单一本土视角，展现对于潜在的更为广泛的相关性和普遍性的贡献。

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