On the effectiveness and limitations of captioning in L2 listening

Listening is often perceived to be the most challenging skill by second/foreign language (L2) learners. Due to its real-time nature, L2 listeners experience several comprehension problems related to the processing of aural input. To scaffold L2 listening, captioning is commonly used since the dual coding of aural and written stimuli is expected to make L2 input more comprehensible leading to more in-depth processing. However, a survey of the extant literature precludes us from drawing firm conclusions about the effectiveness of captioning since in some circumstances captions were found to have no significant effect on listening comprehension. So, the question of whether captions function as a comprehension aid in L2 listening remains inconclusive. Hence, adopting a narrative literature review methodology, the present study aims to contribute to this inconsistent research area by clarifying some of these issues answering the following questions: (1) Is captioning really effective in L2 listening?, (2) Does captioning always work for L2 listening?, and (3) Why is research on captioning in L2 listening still inconclusive?  Based on the insights gained, it is concluded that the mere presence of captions does not necessarily lead to improved comprehension. Captioning effectiveness is influenced by learner, material, measurement, task, and L1/L2 characteristics. Implications arising are discussed

Annotated Bibliography of Research in the Teaching of English

Since 2003, RTE has published the annual “Annotated Bibliography of Research in the Teaching of English,” and we are proud to share these curated and annotated citations once again. The goal of the annual bibliography is to offer a synthesis of the research published in the area of English language arts within the past year that may be of interest to RTE readers. Abstracted citations and those featured in the “Other Related Research” sections were published, either in print or online, between June 2019 and June 2020. The bibliography is divided into nine subject area sections. A three-person team of scholars with diverse research interests and background experiences in preK–16 educational settings reviewed and selected the manuscripts for each section using library databases and leading empirical journals. Each team abstracted significant contributions to the body of peer-reviewed studies that addressed the current research questions and concerns in their topic area

Proceedings of the 5th Workshop on Awareness and Reflection in Technology Enhanced Learning

Awareness and reflection are viewed differently across the disciplines informing Technology Enhanced Learning (CSCW, psychology, educational sciences, computer science and others). The ARTEL workshop series brings together researchers and professionals from different backgrounds to provide a forum for discussing the multi-faceted area of awareness and reflection. Through the last ARTEL workshops at EC-TEL the addressed topics are converging towards the usage of awareness and reflection in practice, its implementation in modern organisations, its impact on learners and questions of feasibility and sustainability for awareness and reflection in education and work. To reflect the growing maturity of research in ARTEL over the years the workshop particularly invited contributions that dealt with the application of awareness and reflection in practice. This is encapsulated in the workshop motto: 'Awareness and Reflection in Practice: How can awareness and reflection technology become common in work practice and how does it change work practices?

Learning Languages in a Digital World

Aleidine J. Moeller, Editor Janine Theiler, Assistant Editor I. Embracing Technology: Tools Teacher Can Use to Improve Language Learning — Introduction to the section: Frauke Hachtmann, Katie Hayes, Leyla Masmaliyeva, Malia Perkins 1 Rich Internet Applications for Language Learning — Dennie Hoopingarner and Vineet Bansal 2 Leveraging Podcasting for Language Learning — Dan Schmit 3 Using PowerPoint Templates to Enhance Student Presentations — J. Sanford Dugan II. Teacher Education and Professional Development: Agents of Change — Introduction to the section: Silvia Betta and Janine Theiler 4 Preparing for the ACTFL/NCATE Program Report: Three Case Studies — Susan Colville-Hall, Bonnie Fonseca-Greber, and Isabel Cavour 5 Preparing Teacher Candidates to Integrate Technology in the Foreign Language Classroom: A Teacher Educator’s Perspective — Elvira Sanatullov-Allison and Marat Sanatullov 6 Training Elementary World Language Teachers to Use an Immersion-based Approach: Modeling and Methods Instruction Delivered via Video/DVD — Jean M. Hindson 7 Action Research on a Technology Integrated Elementary School Foreign Language Methods Course — Marcia Harmon Rosenbusch and Hsueh-Hua Chuang 8 National Board Certification in World Languages: A Worthwhile Journey — Meg Graham 9 Enhancing Learner Self-Efficacy through Continuous Self-Assessment: Implications for the Foreign Language Classroom — Javier Coronado-Aliegro III. Teaching Culture through Divergent Paths — Introduction to the section: Gabriel Cote and Amy Struthers 10 Japanese Language and Culture Learning through E-mail Communication — Yuki Ozawa 11 A Road Less Traveled: The Chemin de Saint-Jacques from LePuy to Saint-Jean-Pied-de-Port — Lisa Signori, Steven M. Gardner, and Carlos Mentle

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

Enriching student learning through video-annotated peer feedback activity: a guide

Despite the growing research base on the use of video annotation in education, little is known on how to coherently structure a video-annotated peer feedback activity to engage students. Eventhough some studies have outlined the guidelines for conducting video-based annotation practice, little has been published with the focus on video-annotated peer feedback. To explore this under-investigated realm, the current review was conducted. In order to identify studies to be included in this review, a strategy for literature search was initially developed. This was followed by the selection and categorization of relevant studies. This paper thus provides a succinct overview of the essential steps involved in conducting a video-annotated peer feedback learning activity. Most importantly, it has resulted in a guide that outlines those essential stages and steps, thus providing insights into adaptation for use in education