Technology-Enhanced Application in L2 Pragmatic Instruction: A Systematic Literature Review

This systematic literature review focuses on the use of technology-enhanced applications in second language (L2) pragmatic instruction. This paper will systematically analyze papers from several electronic databases between the years 2012 and 2023 that investigate the use of technology in L2 pragmatic instruction, with a focus on the type of technology used, its effectiveness in enhancing pragmatic competence, and its impact on learners' motivation and engagement. The review also considers the pedagogical implication that underlie the design and implementation of technology-enhanced pragmatic instruction. The findings suggest that technology-enhanced applications can effectively enhance learners' pragmatic competence, motivation, and engagement. However, the effectiveness of such applications is highly dependent on the pedagogical principles that inform their design and implementation, including the incorporation of authentic materials, task-based instruction, and learner-centered approaches. The review concludes with recommendations for future research and pedagogical practice in this area.

Communication strategies in problem-free synchronous and asynchronous computer-mediated communication (CMC): an Egyptian EFL university context

This study investigated four communication strategies in problem-free synchronous and asynchronous CMC interactions among 15 advanced Egyptian students in an EFL university context. The data yielded a statistically significant difference in the use of topic continuation and off-task discussion at higher levels than forward inferencing and hypothesis testing in synchronous CMC. Differences among some groups were also observed showing variation in communication strategy use. The results failed to support similar findings in asynchronous CMC. However, the data implied several considerations closely related to low interactivity in asynchronous CMC. The findings suggest that some communication strategies may lend themselves to a certain mode of interaction more than others, considering intra/interpersonal factors. The study concludes that it is necessary to conduct further research on how interactivity relates to other factors. Most significantly, emphasis is placed on exploring nonnative interactions with a focus on communicative successes, despite the learners\u27 linguistic and communicative limitations

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

Cultivating L2 Pragmatic Comprehension through Computerized vs. Non-Computerized Instruction, Multiuser Virtual Environments (MUVEs) and Mobile Augmented Reality Games (MARGs)

Pragmatic comprehension is a central albeit under-researched dimension of pragmatic competence in which most EFL learners suffer from serious deficiencies; therefore, the current study was launched to compare the effects of the Non-Computer Mediated Instruction (NCMI) with Computer-Mediated Instruction (CMI), Multiuser Virtual Environments (MUVEs), and Mobile Augmented Reality Games (MARGs) on Iranian EFL learners’ comprehension of English speech-acts. Moreover, this study attempted to cross-compare the effects of the implicit, explicit, and balanced combination of explicit and implicit instruction and synchronous vs. asynchronous CMI impacts on learners' speech-act pragmatic comprehension. Seven equal size groups of 20 upper-intermediate EFL learners took part in this study. Three NCMI groups (implicit, explicit, and balanced explicit-implicit), two synchronous and asynchronous CMI groups (SCMI & ACMI), one MUVE group, and a MARG group were taught based on their assigned 10 two-hour sessions treatments. A validated listening pragmatic comprehension test was used as a pretest and post-test. Data analysis using one-way ANCOVA showed that the utilised MUVE (OpenSim) was more effective than other types of treatments on learners’ pragmatic comprehension development, and both CMI and NMCI were also better than the used MARGs (Batman Bat-Tech Edition and Harry Potter-Wizards Unite). Moreover, those explicit and balanced explicit-implicit interventions were significantly better than the implicit instruction. Finally, the SCMI could enhance L2 pragmatic comprehension significantly better than the ACMI. These findings pedagogically imply the use of MUVEs, SCMI, and balanced explicit-implicit interventions can strengthen L2speech-act pragmatic comprehension

Internet linguistics: a conversational analysis of online synchronous chat and face-to-face conversations of EFL undergraduate students in Jordan

This study aimed to shed light on Online Synchronous chat (OSC) on Facebook chatroom compared with Face-To-Face (FTF) conversations. The corpus was cumulated from the interaction of four groups consisted of (68) third-year English language and literature major students at Ajloun University College (AUC). The participants were selected purposively and distributed randomly into two OSCGs and two FTF groups. The interactions for FTF groups were video-recorded and the transcriptions were embedded line by line in each conversation. While the interaction on the two Facebook chatrooms were downloaded through a Facebook option called "download your information". Two instruments were used: a Speech Act Rubric Scale based on Grice's maxims, linguistics performance rubric checklist, and an open-end question had been just presented to the chatters. This study investigated whether interlocutors apply the four Gricean CPs and three linguistic aspects over seventeen turn-taking and repair acts. Thus, the comparison was a try to investigate the social and linguistic performance of OSC interlocutors. Results revealed the importance to improve chatrooms features regarding to speech acts theory and Grice's maxim. The analysis concluded that interaction on OSC still needs more investigation. More precisely, Facebook chatrooms neglects to some extent the two theories.Este estudio tuvo como objetivo arrojar luz sobre el Chatear Sincrónico en Línea (CSL) en el chat de Facebook en comparación con las conversaciones cara a cara (CAC). El corpus se recopiló a partir de la interacción de cuatro grupos, de 68 estudiantes de tercer curso del Grado de Lengua y Literatura inglesa en el Colegio Universitario de Ajloun (CUA). Los participantes fueron seleccionados deliberadamente y distribuidos aleatoriamente en dos grupos de chat sincrónico en línea y dos grupos cara a cara. Las interacciones de los grupos CAC se grabaron un video y sus transcripciones se incrustaron línea por línea en cada conversación. Mientras que la interacción en los dos chats de Facebook se descargó a través de una opción de Facebook llamada "descargar su información". Se utilizaron dos instrumentos: una lista de verificación de la rúbrica del acto de habla basada en las máximas de Grice, la lista de verificación de la rúbrica del rendimiento lingüístico y una pregunta abierta presentada a los interlocutores. Este estudio investigó si los interlocutores aplican los cuatro principios cooperativos de Grice y tres aspectos lingüísticos en diecisiete actos de reparación y toma de turnos. Por lo tanto, la comparación fue un intento de investigar el desempeño social y lingüístico de los interlocutores de CSL. Los resultados revelaron la importancia de mejorar las características de los chats según a la teoría de los actos de habla y la máxima de Grice. El análisis concluyó que la interacción en CSL aún necesita más investigación. Más precisamente, los chats de Facebook descuidan en cierta medida las dos teorías.Programa de Doctorado en Humanidades por la Universidad Carlos III de MadridPresidente: María Paloma Díaz Pérez.- Secretario: Linda Johanna Castañeda Quintero.- Vocal: Fernando Trujillo Sáe