The efects of peer corrective feedback trainning in face to face interaction and synchronousvideo-based computer-mediated comunication

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)This quasi-experimental study was conducted in a private school, in Santiago, Chile, with four groups formed by 9th graders with the same L1 (Spanish) immersed in an EFL context. The purpose of the study was to examine ways in which the potential of peer interaction on learning is maximized. Specifically, the study examined two instructional techniques, both of which have been gaining increasing attention from second language acquisition researchers: (a) training learners how to correct each other (corrective feedback: CF), and (b) synchronous communicative interaction via video-based computer-mediated communication (SVCMC). Participants were divided into four groups depending on their experimental conditions. Group A (SVCMC+CF training) engaged in communicative peer interaction via SVCMC and received CF training. Group B (SVCMC-CF training) was given the same peer interaction tasks but did not receive any CF training. Groups C (FTF+CF training) and D (FTF-CF training) engaged in the same tasks in face-to-face in the classroom while only Group C received CF training. The intervention period lasted two weeks, consisting of four classes of 45 minutes for each of the four groups. The analysis involved (a) learners’ interactional behaviors, namely, language-related episodes, (b) their developmental outcomes with pre- and posttests focusing on past tense and locative usages, and (c) their perceptions based on exit questionnaire with close- and open-items. The results of this study reflected 3 main findings in peer interaction, corrective feedback, and SVCMC. With regard to interactional patterns (peer interaction), corrective feedback training promotes collaboration and so FTF environments, yet in SVCMC dominant patterns were more likely to arise. Meanwhile, CF training helped enhance learners’ language development as their results in the post-test were higher than in the pre-test and, in turn, SVCMC groups outperformed FTF groups. Concerning students’ perceptions, they overtly expressed positive beliefs regarding Peer Corrective Feedback and SVCMC activities. In short, clear differences were found among groups with different interventions resulting in distinct patterns, L2 development outcomes, and learner perceptions.Este estudio cuasi-experimental fue conducido en un colegio privado en Santiago de Chile, con cuatro grupos formados por estudiantes de primer año medio, cuya lengua nativa es el español. Los estudiantes estuvieron inmersos en un contexto EFL. El propósito del estudio fue examinar medios por las cuales el potencial de la interacción entre pares en el aprendizaje sea maximizado. Específicamente, este estudio examinó dos técnicas instructivas, las cuales han recibido recientemente atención paulatina de los investigadores en el campo de la adquisición de un segundo idioma: (a) capacitar a los estudiantes en como corregir a sus pares (retroalimentación), e (b) interacción comunicativa sincronizada a través de video conferencias (ICSV) mediadas por computadores. Los participantes fueron divididos en cuatro grupos según sus condiciones experimentales. El Grupo A (ICSV+ capacitación en retroalimentación) involucrado en interacción comunicativa— entre pares— a través de ICSV y recibieron instrucción en retroalimentación entre pares. Al Grupo B (ICSV – capacitación en retroalimentación) se le dio las mismas tareas, pero no recibió capacitación en retroalimentación. El Grupo C (cara a cara + capacitación en retroalimentación) y el Grupo D (cara a cara – capacitación en retroalimentación) participaron en las mismas tareas cara a cara en la sala de clases mientras que solo el Grupo C recibió capacitación en retroalimentación. El periodo de intervención fue de 2 semanas, compuesto de 4 clases de 45 min para cada uno de los grupos. Este análisis involucró (a) comportamientos interaccionales de los estudiantes, es decir, episodios relacionados con el lenguaje, (b) los resultados que reflejaron el desarrollo del lenguaje de los estudiantes fueron obtenidos mediante una evaluación previa a la intervención y otra posterior a la intervención; las evaluaciones se enfocaron en el uso del pasado simple y locativos, finalmente (c) las percepciones de los estudiantes obtenidas mediante un cuestionario de preguntas cerradas y abiertas. Los resultados de este estudio reflejaron 3 hallazgos principales en cuanto a interacción entre pares, retroalimentación, e ICSV. En cuanto a los patrones interacciónales (interacción entre pares), la retroalimentación y la comunicación cara a cara resultaron promover la colaboración, a diferencia de ICSV en la cual los patrones dominantes tuvieron más probabilidades de surgir. Mientras tanto, la capacitación en retroalimentación ayudó al mejoramiento del desarrollo del lenguaje de los estudiantes ya que sus resultados a lo largo de las evaluaciones pre y post presentaron un alza y, en consecuencia, los grupos que interactuaron a través de ICSV superaron a los grupos que interactuaron cara a cara. Tomando en cuenta las percepciones de los estudiantes, ellos expresaron abiertamente ideas positivas en cuanto a las actividades la capacitación en retroalimentación e ICSV. En resumen, diferencias claras fueron encontradas entre los grupos con diferentes intervenciones resultando en distintos patrones de interacción, resultados en el desarrollo del lenguaje, y percepciones de los estudiantes

E/Valuating new media in language development

This paper addresses the need for a new approach to the educational evaluation of software that falls under the rubric "new media" or "multimedia" as distinct from previous generations of Computer-Assisted Language Learning (CALL) software. The authors argue that present approaches to CALL software evaluation are not appropriate for a new genre of CALL software distinguished by its shared assumptions about language learning and teaching as well as by its technical design. The paper sketches a research-based program called "E/Valuation" that aims to assist language educators to answer questions about the educational effectiveness of recent multimedia language learning software. The authors suggest that such program needs to take into account not only the nature of the new media and its potential to promote language learning in novel ways, but also current professional knowledge about language learning and teaching

The role of cultural diversity in e-based language learning.\ud A comparative study of Bulgarian and Lithuanian learners of German as a foreign language using an online learning platform

The study reported on in this paper focusses on the impact of cultural\ud factors in media-based language acquisition. The study sets out to investigate the\ud role of learners‟ cultural dispositions during the use of media-based programs in\ud language learning. More specifically, the study aimed at finding out to what extent\ud the cultural disposition of learners outweighs the learners‟ individual preferences\ud in a media-based (online) language course. The analysis of input data produced\ud strong differences between the two learning cultures at the outset of the study.\ud Lithuanian learners were found to be more passive, more rule oriented, more\ud reliant on their mother tongue as a means of instruction and less tolerant vis-à-vis\ud ambiguity when they entered the experiment. They also turned out to reject open\ud (less teacher-guided) forms of communicative learning requiring active\ud participation and, instead, preferred language teaching to be (passively)\ud entertaining. Bulgarian learners by contrast were more tolerant vis-à-vis ambiguity\ud and more goal-oriented with respect to learning the foreign language for academic\ud success abroad. They also turned out to be more focussed on and appreciative of\ud the technical aspects of the program and thus were eager to explore new\ud approaches to media-based learning. However, over the course of the study both\ud groups of participants developed an unexpected ability to adapt to the electronic\ud media even though the program seemed to counteract their cultural-specific\ud preferences. The study shows that both groups of learners improved significantly\ud over the course of the experiment with respect to language skills and that\ud acceptance of the program was high in both groups despite the initial resistance\ud and despite the fact that the program requires a well developed level of\ud independence. Despite the fact that a tendency to act according to cultural\ud dispositions can be shown those influences were not found to be statistically\ud significant

Teaching, learning, and assessment activities used in additional language courses offered in blended contexts to promote the development of learners’ language skills in higher education

Abstract : This master’s dissertation explores the teaching, learning, and assessment activities that higher education instructors use in additional language courses in a blended format from an instructional design perspective. The types of activities that instructors use in order to develop learners’ language skills and the design of blended language courses have been under-researched in the literature, even though blended learning approaches in language learning have been used approximately since 2000 (Grgurović, 2017). Given the fast technology development, particularly web 2.0 technologies and other digital tools, and the possibility of learning an additional language, it becomes highly important to understand how additional language teaching and learning take place in these contexts. Moreover, the COVID¬ 19 pandemic has accelerated how technology is used by higher education institutions (Skulmowski & Rey, 2020). Therefore, in this study, the focus is on the language activities performed in the different types of blended courses, such as blended courses, blended online courses, and blended synchronous courses, as well as the mode in which they are performed: asynchronous, synchronous and face to face. The general objective of this study is to describe the additional language teaching, learning, and assessment activities used by instructors in blended courses to promote additional language skills development in higher education. To attain this objective, I formulated two specific objectives: 1. Describe instructors’ choices of teaching, learning, and assessment activities, and digital tools used in additional language blended courses. 2. Describe the complementarity between asynchronous, synchronous, and face to face activities’ modes. This study uses a qualitative methodology that is aligned with the objectives of the dissertation. The selected sample consists of three additional language instructors who taught English, French, and Spanish in a blended format at a university in Quebec province. The data collection methods include a semi-structured interview and the use of course documents. The data analysis methods consist of a descriptive thematic analysis and a documentary analysis. Moreover, the results and discussion are presented in the form of an article that has been submitted for publication to the Japan Association for Language Teaching Computer Assisted Language Learning Special Interest Group Journal (JALT CALL journal). It should be highlighted that this study uses secondary data from a larger study called “Élaboration et validation d'un modèle explicatif de la persévérance et de la performance dans les cours hybrides en enseignement supérieur” (Lakhal et al., 2019) which was subsidized by the Social Sciences and Humanities Research Council (SSHRC). The results of this study show that the activities performed in the blended courses for additional language learning are varied and are influenced by the affordances of technology and the blended courses’ modes. Generally, in these courses different skills and areas are developed: speaking, listening, reading, writing, subskills (i.e., grammar, vocabulary, and pronunciation), digital competency, metacognition, and content transfer and consolidation. The participants used the asynchronous mode for doing content transfer activities, developing learners’ digital competency, developing their comprehension skills, and preparing them for synchronous and/or face-to face modes. When it comes to synchronous and face to faced modes, the participants selected them to promote interaction and collaboration among learners, thus it involved the development of productive skills such as writing and speaking. Nevertheless, the four skills are spread in the different course modes, so they are not specific to only one mode. Concerning the digital tools used in the courses, they were diverse and mainly linked to the licenses available to the university. However, the study specifies a range of digital tools and the activities they support, some are specific to language teaching and learning. Finally, these results are relevant to the field in that they contribute to filling a gap in the scientific literature concerning the intersection between additional language teaching and learning and blended learning, they add knowledge to the discussion available in the scarce scientific literature about this intersection, and finally, they provide insights to language instructors in higher education teaching in blended formats about the different activities available to be taught in blended courses and reasons to implement them

Mobile-assisted language learning [Revised and updated version]

Mobile-assisted language learning (MALL) is the use of smartphones and other mobile technologies in language learning, especially in situations where portability and situated learning offer specific advantages. A key attraction of mobile learning is the ubiquity of mobile phones. Typical applications can support learners in reading, listening, speaking and writing in the target language, either individually or in collaboration with one another. Increasingly, MALL applications relate language learning to a person’s physical context when mobile, primarily to provide access to location-specific language material or to enable learners to capture aspects of language use in situ and share it with others. Mobile learning can be formal or informal, and mobile devices may form a bridge connecting in-class and out-of-class learning. When learning takes place outside the classroom, it is often beyond the reach and control of the teacher. This can be perceived as a threat, but it is also an opportunity to revitalize and rethink current approaches to teaching and learning. Mobile learning appeals to a wide range of people for a variety of reasons. It may exclude some learners but it is often a mechanism for inclusion. It is likely that the next generation of mobile learning will be more ubiquitous, which means that there will be smart systems everywhere for digital learning. Mobile learning is proving its potential to address authentic learner needs at the point at which they arise, and to deliver more flexible models of language learning

Asynchronous group review of EFL writing: Interactions and text revisions

The current paper reports an empirical study of asynchronous online group review of argumentative essays among nine English as foreign language (EFL) Arab university learners joining English in their first, second, and third years at the institution. In investigating online interactions, commenting patterns, and how the students facilitate text revisions, a three-level analysis of learners’ comments in terms of the language functions, nature and focus area, and connections to subsequent text revisions was conducted. The learners produced a number of 1792 comments which were exploratory, including scaffolding and non-scaffolding (72%), procedural (11%), and social (17%) comments. In relation to the nature and focus area, 53% of the exploratory comments were revision-oriented comments—focusing on global (n = 799; 84%) and local (n = 149; 16%) issues of learners’ essays—whereas non-revision-oriented comments (47%) focused on learners’ socio-relational space (74%), task management (23%) and technical challenges (3%). The findings also showed that 46% of the overall global (n = 615) and only 10% of the overall local (n = 838) text revisions were connected to learners’ comments, indicating the value of global oriented comments in facilitating learners’ global text revisions. Differences of occurrence of these commenting patterns among the three groups were found. Such findings suggest that global text revisions need to be modelled by instructors

Language Learning Effectiveness (Outcome) of an Online Synchronous EFL Program Compared to an ESL Face-to-Face Program

Abstract To provide English learning opportunities to International students while in their home countries, I designed an English as a Foreign Language (EFL) synchronous online program delivered via videoconferences. The purpose of this study was to evaluate the efficacy of an Online EFL program when compared to a regular in-person Intensive English Program (IEP) where students are immersed in the American culture. The control group was composed of 88 students from Spanish and Portuguese-speaking countries in South America that took the IEP offered by a private university in Kentucky in the past five years. Students in the control group had eight weeks of in-person English classes. The experimental group was composed of 88 students who participated in the EFL pilot course offered to Spanish and Portuguese-speaking students. The course was offered free of charge via zoom conferences twice a week for 8 eight weeks. The students were recruited over Facebook and WhatsApp. The study\u27s premise was to have students engaged in meaningful English language interactions with their peers and instructors to verify if there were significant differences between the pre and post-tests gains in both groups (Control and Experimental Group) of treatment (in-person and online English instruction). The results indicated a language gain in listening, grammar, and vocabulary for both groups, suggesting that both treatments produced similar language skills improvements. In virtue of the results, the author recognizes that the implementation of EFL programs delivered 100% online via videoconferences is a viable solution to problems of cost and mobility for English Language Learners (ELL), particularly in times of global crisis, such as the COVID-19 pandemic. Keywords: CALL, MALL, Language Program Comparison, EFL via videoconference

COMPUTER-ASSISTED COLLABORATIVE WRITING AND STUDENTS’ PERCEPTIONS OF GOOGLE DOCS AND WIKIS: A REVIEW PAPER

Computer-assisted collaborative writing has been gradually employed in L2 and FL contexts due to the introduction of Web 2.0 applications and tools (i.e., Google Docs and wikis) and its benefits in developing learners’ writing skills. Accordingly, extensive literature that dealt with computer-assisted collaborative learning and learners’ perceptions towards this activity has been condensed on shelves by time passing. Thus, a review of former studies over the recent decade is called forth aiming to ameliorate the difficulties of reaching this literature and to awaken broadened knowledge in this promising area. This paper reviewed and discussed about 40 relevant articles published from 2011 to 2019 that dealt with computer-assisted collaborative writing using Web 2.0 tools, precisely Google Docs and wikis, and learners’ perceptions towards this activity (computer-assisted collaborative writing) and tools. All the articles were selected according to specific criteria, where only a true collaborative writing peer-reviewed articles were selected. After that, two main themes were synthesized: (a) collaborative writing outcomes and (b) students’ perceptions, and specific research components in relation to each theme were further reviewed and summarized using illustrative tables. Drawing on the review of this literature, the researchers discuss pedagogical implications in terms of technology integration and writing development and address future research directions including systematically reviewing this topic with teachers’ perceptions of computer-assisted collaborative writing