Strategies for Defining and Understanding Critical Technology Integration Terms

Educational technology scholars believe that teachers should understand how to effectively integrate technology in their teaching. This study identified key terms related to integrating technology in education and investigated the effectiveness of three online instructional strategies (Text-only, Text plus Video, and Text plus Video plus Question) in conveying meaning to native and non-native English speakers. During the term identification phase, educational technology experts reviewed 79 terms and after a second analysis, reduced the list to 21 key technology integration terms such as collaborative eLearning, ePortfolios, WebQuests, synchronous learning, and digital storytelling. The second phase of the study engaged 42 native and 53 non-native English speakers (95 total) in learning terms from three instructional strategies. In a within-subject repeated measures design, participants studied 21 terms (7 for each strategy), and completed a comprehension test. Results revealed that instruction using Text plus Video (M = 4.70, SD = 1.55) and Text plus Video plus Question (M = 4.72, SD = 1.63) were both significantly more effective at the p < .01 level than Text-only (M = 4.04, SD = 1.93) for non-native English speakers. There was a significant correlation (r (53) = .31, p < 0.05) between the Text-only comprehension scores and the self-rated level of English proficiency for non-native English speakers. Differences between the instructional strategies on comprehension scores were not significant for native English speakers. Non-native speakers learned more when terms were presented using both tangible (images) and arbitrary (language) symbol systems. Non-native English speakers may have benefited more from images because tangible symbol systems are more universally understood than arbitrary language symbols. Thus, native speakers easily understood these terms from written descriptions in their native language, whereas non-native speakers had more difficulty in drawing meaning solely from descriptions in their second language. Results indicate that when key concepts are presented using both tangible and arbitrary symbol systems, a wider range of learners will understand them. Learners with higher levels of English proficiency also understood terms better. Native speakers easily understood these terms from the written descriptions. This ceiling effect may have concealed benefits of the video and question strategies. Future studies might use more difficult terms and more challenging questions. Other studies might consider relative benefits of these instructional strategies under incidental as opposed to intentional learning conditions

The Use of Innovation Technology in Pedagogical Practices of L2 Reading Comprehension: An Annotated Bibliography

Teaching reading as a second/foreign language has gained increasing significance in the educational field. Investigating pedagogical methods has become one of the major areas of research in the expanding field of teaching second language (L2) reading comprehension. Many researchers have addressed various pedagogical aspects and issues related to this field. This annotated bibliography is designed for researchers and instructors working on developing modern technological techniques of teaching reading in second/foreign language settings and to provide a solid theoretical and pedagogical background based on many types of data from various angles and contexts. It attempts to provide an overview of and highlight research studies related to teaching L2 reading comprehension through updated digital methods with applications and recommendations based on previous research studies. The sources listed in this annotated bibliography are journal articles arranged alphabetically by author, and for each work there is a brief non-evaluative synopsis of the study’s objectives, instruments of data collection and results

Adolescent Literacy and Textbooks: An Annotated Bibliography

A companion report to Carnegie's Time to Act, provides an annotated bibliography of research on textbook design and reading comprehension for fourth through twelfth grade, arranged by topic. Calls for a dialogue between publishers and researchers

The effects of a peer-tutoring strategy on children’s e-book reading comprehension

Reading competence is one of the most critical skills for children’s academic success. In the study reported on here we proposed an integrated peer-tutoring strategy for reading comprehension that employs e-books for elementary school students. The effects of this strategy on children’s reading comprehension were investigated using a quasi-experimental design. Three classes of 11–12-year-old students (n = 73) participated in the study for 12 weeks. Compared to the control group, students in the experimental group, who engaged in peer tutoring with e-book reading, showed significant gains in reading comprehension. Students’ perceptions of the benefits of the peer-tutoring resources to their reading are discussed. The findings demonstrate that the integration of peer tutoring in e-book reading results in an effective instructional model for the enhancement of elementary school students’ reading. Keywords: e-book; elementary school children; mobile learning; peer tutoring; reading comprehensio

Building 6C’s (Critical Thinking, Collaboration, Communication, Creativity, Culture, Connectivity) in the Chinese Learning Classroom

This teaching portfolio is a product of the author’s studies in the Masters of Second Language Teaching Program at Utah State University and her experiences as a teacher of Chinese at the elementary school level in the State of Utah’s public school Dual Immersion program. The author provides a selection of teaching reflections and research that have had the most impact on her teaching practice. First, the author offers personal reflections and a theoretical framework for her pedagogy in the Teaching Perspectives section, through a discussion of her professional environment and teaching experience; this is followed by the Teaching Philosophy Statement, which explains the lens through which she views her teaching practice, and a discussion of a selection of teaching observations conducted. The Teaching Philosophy Statement speaks to the importance of connectivity and how learners may best connect with language. The Teaching Philosophy also offers some best practices for a student-centered, task-based, communicative, classroom environment and how best to facilitate language learning. Second, the portfolio focuses on the scholarship of teaching and learning, in the Research Perspectives section, in which the author includes two selected papers written in the course of the masters program, including: a paper that investigates teaching culture in the elementary Dual Language Immersion context and a paper that explores teaching Chinese as a foreign language through task-based learning and Computer-Assisted Language Learning. It concludes with an Annotated Bibliography that represents a literature review and crystallization of the topic of humor in enhancing learner engagement. Through these select theoretical and practical discussions of teaching, the author suggests that language teachers need to be mindful of 6 C’s: critical thinking, collaboration, communication, creativity, culture, connectivity, offering a modification of the 5 C’s in the American Council of Teaching of Foreign Languages standards. The portfolio culminates with the author’s career plans and the continuing journey to improve and innovate in her teaching

Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education

[EN] The present study deals with two types of L2 glosses, namely dynamic and traditional text-based glosses. The former were presented to students as a set of prompts designed to help learners identify the correct keyword, whereas the latter were introduced as traditional annotations containing L1 equivalents. A third control group was included in the study. Particularly, the focus is to compare the effects of these two types of glosses in Primary Education students of EFL. During the treatment session the dynamic glossing and the traditional glossing groups were presented three short texts with some unknown words. After the treatment, the three groups were tested in terms of both receptive and productive knowledge of the unknown words. Testing was carried out immediately and some weeks after the treatment. The results of immediate and delayed post tests revealed the superiority of the dynamic condition over traditional glossing and the control group as regards the two types of L2 vocabulary knowledge.This work was supported by the Spanish National Research Agency (AEI) through project LaTe4PSP (PID2019-107652RB-I00/AEI/10.13039/501100011033).Alcaraz Mármol, G. (2021). Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education. Revista de Lingüística y Lenguas Aplicadas. 16(1):1-10. https://doi.org/10.4995/rlyla.2021.14691OJS110161Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning. Unpublished doctoral dissertation, The Pennsylvania State University, University Park, PA, USA. Retrieved from: https://etda.libraries.psu.edu/paper/11063Alcaraz-Mármol, G. & Almela, Á. (2013). "The Involvement Load Hypothesis: Its effect on vocabulary learning in Primary Education". Revista Española de Lingüística Aplicada 26, 11-24.Ahmad, S.Z. (2019). "Multimedia glosses for enhancing EFL students' vocabulary acquisition and retention". English Language Teaching 12/12, 46-58. https://doi.org/10.5539/elt.v12n12p46Anderson-Inman, L. & Horney, M. A. (2007). "Supported eText: Assistive technology through text transformations". Reading Research Quarterly 42/1, 153-160. https://doi.org/10.1598/RRQ.42.1.8Antón, M. (2009). "Dynamic assessment of advanced second language learners". Foreign Language Annals 42, 576-598. https://doi.org/10.1111/j.1944-9720.2009.01030.xAzizi, A. (2016). "Effects of non-negotiated pre-modified input, negotiation of input without output, and negotiation of input plus pushed output on EFL learners' vocabulary learning". Journal of Language Teaching and Research, 7/4, 773-779. https://doi.org/10.17507/jltr.0704.19Burton, V. J., & Watkins, R. V. (2007). "Measuring word learning: Dynamic versus static assessment of kindergarten vocabulary". Journal of Communication Disorders 40, 335-356. https://doi.org/10.1016/j.jcomdis.2006.06.015Camilleri, B. & Botting, N. (2013). "Beyond static assessment of children's receptive vocabulary: The dynamic assessment of word learning (DAWL)". International Journal of Language & Communication Disorders 48, 565-581. https://doi.org/10.1111/1460-6984.12033Canga, A. (2013). "Receptive vocabulary size of secondary Spanish EFL learners". Revista de Lingüística y Lenguas Aplicadas, 8, 66-75. https://doi.org/10.4995/rlyla.2013.1180Chang, C.K. & Hsu, C.K. (2011). "A mobile-assisted synchronously collaborative translation-annotation system for English as a foreign language (EFL) reading comprehension". Computer Assisted Language Learning, 24, 155-180. https://doi.org/10.1080/09588221.2010.536952Chen, H. (2002). "Investigating the effects of L1 and L2 glosses on foreign language reading comprehension and vocabulary retention". Paper presented at the annual meeting of the Computer-Assisted Language Instruction Consortium, Davis, CA. Retrieved from http://www.sciepub.com/reference/208106Chun, D. (2011). "CALL technologies for L2 reading post Web 2.0", in L. Ducate & N. Arnold (eds.) Calling on CALL: Theory and research to new directions in foreign language teaching. San Marcos, Texas: CALICO, 131-170.Davin, K. J. (2013). "Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom". Language Teaching Research 17, 303-322. https://doi.org/10.1177/1362168813482934Eckerth, J. & Tavakoli, P. (2012). "The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading". Language Teaching Research 16/2, 227-252. https://doi.org/10.1177/1362168811431377Gass, S. (1999). "Incidental vocabulary learning". Studies in Second Language Acquisition, 21/2, 319-333. https://doi.org/10.1017/S0272263199002090Golkar, M. & Yamini, M. (2007). "Vocabulary, proficiency and reading comprehension". The Reading Matrix 7/3, 88-112.Gorman, B. (2012). "Relationships between vocabulary size, working memory and phonological awareness in Spanish-speaking English language learners". American Journal of Speech- Language pathology 21, 109-123. https://doi.org/10.1044/1058-0360(2011/10-0063)Herazo, J. D., Davin, K. J., & Sagre, A. (2019). "L2 dynamic assessment: An activity theory perspective". The Modern Language Journal 103/2, 443-458. https://doi.org/10.1111/modl.12559Hulstijn, J. H. (1992). "Retention of inferred and given word meanings: Experiments in incidental vocabulary learning", in P. J. Anaud & H. Béjoint (eds.) Vocabulary and applied linguistics. London: Macmillan, 113-125. https://doi.org/10.1007/978-1-349-12396-4_11Hulstijn, J. (2003). Incidental and intentional word learning, in M. Long& C. Doughty (eds.), The handbook of second language acquisition. Oxford: Blackwell, 349-381. https://doi.org/10.1002/9780470756492.ch12Hulstijn, J. H., Hollander, M. & Greidanus, T. (1996). "Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words". The Modern Language Journal 80, 327-339. https://doi.org/10.1111/j.1540-4781.1996.tb01614.xHulstijn, J. & Laufer, B. (2001). "Some empirical evidence for the Involvement Load Hypothesis in vocabulary acquisition". Language Learning 51, 539-558. https://doi.org/10.1111/0023-8333.00164Jacobs, G. M., Dufon, P., & Fong, C. H. (1994). "L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge". Journal of Research in Reading 17, 19-28. https://doi.org/10.1111/j.1467-9817.1994.tb00049.xJiménez Catalán, R. M. & Moreno Espinosa, S. (2005). "Using Lex30 to measure the L2 productive vocabulary of Spanish primary learners of EFL". Vial 13/2, 27-44.Jiménez Catalán, R. M. & Terrazas, M. (2008). "The receptive vocabulary of English foreign language young learners". International Journal of English Studies 2/2, 201-215. https://doi.org/10.18172/jes.127Lantolf, J. P., & Poehner, M. E. (2004). "Dynamic assessment of L2 development: Bringing the past into the future". Journal of Applied Linguistics 1, 49-72. https://doi.org/10.1558/japl.1.1.49.55872Lantolf, J. P. & Poehner, M. E. (2011). "Dynamic assessment in the classroom: Vygotskian praxis for second language development". Language Teaching Research 15, 11-33. https://doi.org/10.1177/1362168810383328Lantolf, J. P. & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. London: Routledge. https://doi.org/10.4324/9780203813850Lantolf, J.P. & S.L. Thorne. (2006). The Sociogenesis of Second Language Development. Oxford: Oxford University Press.Laufer, B. & Hulstijn, J. (2001). "Incidental vocabulary acquisition in a second language: the construct of task-induced involvement". Applied Linguistics 22/1), 1-26. https://doi.org/10.1093/applin/22.1.1Lee, H., Hampel, R., & Kukulska-Hulme, A. (2019). "Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices". System 81, 26-38. https://doi.org/10.1016/j.system.2018.12.013Lee, H., Warschauer, M. & Lee, J.H. (2017). "The effects of concordance-based electronic glosses on L2 vocabulary learning". Language Learning & Technology 21/2, 32-51.Lee, J.Y. & Jeon, Y.J. (2017). "Effects of L1 and L2 Glosses on Korean English Learners' Vocabulary Learning and Reading Comprehension: A Meta-Analysis". Proceedings of the International Conference on Platform Technology and Service, Busan, 1-4. https://doi.org/10.1109/PlatCon.2017.7883703Lee, H., & Lee, J. H. (2015). "The effects of electronic glossing types on foreign language vocabulary learning: Different types of format and glossary information". The Asia-Pacific Education Researcher 24/4, 591-601. https://doi.org/10.1007/s40299-014-0204-3Lidz, C. S. & B. Gindis. (2003). "Dynamic assessment of the evolving cognitive functions in children", in A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (eds.) Vygotsky's educational theory in cultural context. Cambridge: Cambridge University Press, 99-116. https://doi.org/10.1017/CBO9780511840975.007López-Mezquita, M.T. (2005). La evaluación de la competencia léxica: Tests de vocabulario. Su fiabilidad y validez. Unpublished doctoral dissertation, Granada, University of Granada. Retrieved from http://hdl.handle.net/10481/4571Meara, P. (1980). "Vocabulary acquisition: A neglected aspect of language learning". Language Teaching and Linguistics Abstracts, 13, 221-246. https://doi.org/10.1017/S0261444800008879Milton J., Wander, L. & Hopkins, N. (2010). "Aural word recognition and oral competence in a foreign language", in R. Chacón-Beltrán, C. Abello-Contesse & M.M. Torreblanca-López (eds.) Further insights into non-native vocabulary teaching and learning. Bristol: Multilingual Matters, 83-98. https://doi.org/10.21832/9781847692900-007Miyasako, N. (2002). "Does text-glossing have any effects on incidental vocabulary learning through reading for Japanese senior high school students?" Language Education & Technology 39, 1-20.Mora, I. (2014). "Análisis del tamaño del vocabulario receptivo en alumnos de sección Bilingüe y no Bilingüe de Educación Primaria". Campo Abierto 33, 11-28.Nation, P. (2001). Learning vocabulary in another language. Cambridge: CUP. https://doi.org/10.1017/CBO9781139524759Nation, P. (2006). "How large a vocabulary is needed for reading and listening?" The Canadian Modern Language Review 63/1, 59-82. https://doi.org/10.3138/cmlr.63.1.59Nation, P. (2009). "New roles for FL vocabulary?" in L. Wei & V. Cook (eds.) Contemporary applied linguistics: Language teaching and learning. London, UK: Continuum, 99-116.Nation, P. & Webb, S. (2011). Researching and analyzing vocabulary. Boston: Heinle.Paribakht, T. S., & Wesche, M. (1997). "Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition", in J. Coady & T. Huckin (eds.) Second language vocabulary acquisition. Cambridge: Cambridge University Press, 174-200. https://doi.org/10.1017/CBO9781139524643.013Poehner, M. E., Zhang, J. & Lu, X. (2015). "Computerized dynamic assessment (CDA): Diagnosing L2 development according to learner responsiveness to mediation". Language Testing 32, 337-357. https://doi.org/10.1177/0265532214560390Pulido, D. (2007). "The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading". Applied Linguistics 28/1, 66-86. https://doi.org/10.1093/applin/aml049Ramezamali, N., Uchihara, T., & Faez, F. (2020). "Efficacy of multimodal glossing on second language vocabulary learning: A meta‐analysis". TESOL Quarterly, 54/2, ahead of print. https://doi.org/10.1002/tesq.579Ramezamali, N. & Faez, F. (2019). "Vocabulary learning and retention through multimedia glossing". Language Learning and Technology 23/2, 105-124.Rassaei, E. (2020). "Effects of mobile-mediated dynamic and nondynamic glosses on L2 vocabulary learning: A sociocultural perspective". The Modern Language Journal 104/1, 284-303. https://doi.org/10.1111/modl.12629Read, J. (2000). Assessing Vocabulary. Cambridge: C.U.P. https://doi.org/10.1017/CBO9780511732942Rea-Dickins, P. (2004). "Understanding teachers as agents of assessment". Language Testing 21, 249-258. https://doi.org/10.1191/0265532204lt283edSato, T. & Suzuki, A. (2010). "Do multimedia-oriented visual glosses really facilitate EFL vocabulary learning?: A comparison of planar images with three-dimensional images". Asian EFL Journal 12/4, 160-172.Siekmann, S. & Charles, W. (2013). "Upingakuneng [When they are ready]: Dynamic assessment in a third semester Yugtun class", in M. Poehner & P. Rea-Dickins (eds.) Addressing issues of access and fairness in education through dynamic assessment. New York: Routledge/Taylor & Francis, 57-74.Stæhr, L.S. (2008). "Vocabulary size and the skills of listening, reading and writing". Language Learning Journal 36/2, 139-152. https://doi.org/10.1080/09571730802389975Teng, F. (2020). "Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination". Language Teaching Research 24/6, 785-812. https://doi.org/10.1177/1362168819829026Teo, A. (2012). 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Dissertations and theses on technology and L2 LEARNING (2000-2015)

This list has been updated with an eye towards providing working links to actual dissertation texts. Permanent links available free of charge through university databases have been privileged; for-profit enterprises that sell dissertation manuscripts have been listed when universities do not provide for the electronic dissemination of these documents. Manuscripts that are not available by either of these means are nevertheless listed as we hope to provide the most complete coverage of dissertations in the field of CALL that is possible. You will notice that the reference list style is somewhat different than what is suggested by APA. We decided upon a format that includes the name of the institution where the dissertation was completed such that a quick scan of the list reveals where people are studying CALL related themes—and which universities are field leaders in terms of freely distributing dissertations. If you notice that dissertations completed at your institution have not been included, please send us the references, so we can update this list yearly

Integration of Technology into Language Teaching: A Comparative Review Study

The purpose of this study was to monitor the effectiveness of earlier and contemporary practices in the application of information and communication technologies (ICTs) in language learning/teaching. It was revealed that current literature on the effectiveness of technology uses in language education is very narrow and there are three aspects that stand out: (1) The number of well-structured and comprehensive studies about the effects of technology uses on language education was very diminutive, (2) the settings where the studies were handled were restricted to higher education, (3) the experiments were often short-term and they mostly focused on only one or two aspects of language learning (e.g., vocabulary acquisition). However, the existing studies based mostly on experimental data showed a pattern of positive effects when compared to the conventional methods of language instruction. In terms of differences between the research done outside and in Turkey, the theme that was studied in international literature was based on technology use for providing opportunities for communication while in Turkey the studies concentrated on providing access to materials