A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015

This research uses the theoretical framework of CALL normalisation developed by Bax (2003) and Chambers and Bax (2006) to offer a systematic review (Gough et al., 2012) of the uses and spread of data-driven learning (DDL) and corpora in language learning and teaching across five major CALL-related journals during the 2011–2015 period. DDL research represented 4.2% of all published papers on CALL during this time frame. The main focus of research was found to be the use of concordancing and collocations when developing university students’ writing skills. Contrary to previous research, access to technology was not identified as an impeding factor for normalisation. Syllabus integration and a lack of contribution from language teachers other than researchers emerged as threats to the normalisation of corpora use. Further theorisation is needed if DDL and corpora are to expand their influence on mainstream second language education

Peer Editing in French Using Digital Tools: A Micro-Analysis of Learner-Computer Interactions

AbstractThis paper describes a case study focused on the ways in which university-level learners of French as a second language collaborate during peer-editing sessions assisted by digital tools. The purpose of the study is to better understand users’ interactions with each other and with technologies at a micro level. Audio recordings and video screen captures of peer-editing sessions serve as a basis for our analysis of strategies deployed by 12 learners of French as a second language enrolled in an intensive intermediate grammar and writing course. Using a mixed-methods approach based on qualitative and quantitative data collected with five peer-editing groups, the study centres on processes in which participants engage to perform their tasks. The paper makes recommendations regarding task design and learners’ training for development of digital literacies.RésuméCet article présente une étude de cas portant sur les stratégies utilisées par des apprenants de français langue seconde en milieu universitaire, lors de séances de correction des pairs assistées par des outils numériques. L’objectif de l’étude était de mieux comprendre, à un niveau micro, les façons dont les participants interagissaient entre eux, ainsi que d’identifier les interactions avec les outils numériques utilisés. Pour ce faire, nous avons eu recours à des enregistrements audio et à des captures d’écran de séances de correction des pairs pour analyser les stratégies mises en œuvre par ces étudiants inscrits dans un cours de grammaire et d’écriture de niveau intermédiaire. À partir des données d’ordre quantitative et qualitative recueillies auprès de cinq groupes d’apprenants, cette étude s’est concentrée sur les procédés auxquels avaient eu recours les participants pour accomplir la tâche. L’article offre des recommandations sur les conceptions de tâches et sur la formation à la littératie numérique

Language-Learner Computer Interactions

This book focuses on learner-computer interactions (LCI) in second language learning environments drawing largely on sociocultural theories of language development. It brings together a rich and varied range of theoretical discussions and applications in order to illustrate the way in which LCI can enrich our comprehension of technology-mediated communication, hence enhancing learners’ digital literacy skills. The book is based on the premise that, in order to fully understand the nature of language and literacy development in digital spaces, researchers and practitioners in linguistics, sciences and engineering need to borrow from each others’ theoretical and practical toolkits. In light of this premise, themes include such aspects as educational ergonomics, affordances, complex systems learning, learner personas and corpora, while also describing such data collecting tools as video screen capture devices, eye-tracking or intelligent learning tutoring systems