The Contribution of CALL to Advanced-Level Foreign/Second Language Instruction

This paper evaluates the contribution of instructional technology to advanced-level foreign/second language learning (AL2) over the past thirty years. It is shown that the most salient feature of AL2 practice and associated Computer-Assisted Language Learning (CALL) research are their rarity and restricted nature. Based on an analysis of four leading CALL journals (CALICO, CALL, LL&T, ReCALL), less than 3% of all CALL publications deal with AL2. Moreover, within this body of research, the range of languages involved is very restricted. Three languages, English, German and French, account for nearly 87% of the studies. Likewise, in nearly 81% of the cases, the learning focus is on the written language. Attention to oral-aural skills accounts for only 18% of all AL2 CALL projects. Whatever the targeted language or linguistic focus, the most striking aspect of advanced-level L2 CALL studies is the lack of information given regarding the competency level of students and the linguistic level of the activities undertaken. The determination of these critical parameters is thus of necessity very much a highly interpretive process. Based on the available evidence, it is estimated that half of the learners in these AL2 studies were in fact within the Common European Framework of Reference (CEFR) B1 range, i.e. below what would generally be considered as advanced-level competency. So, too, half of the assigned tasks were deemed to have been below the B2 level, with 40% of these below the B1 level. This study concludes that both quantitatively and qualitatively the contribution of instructional technology to advanced-level L2 acquisition has been very limited

Explicit Instruction of Context-embedded Hyperlinked Thematic Words and Vocabulary Recall

AbstractThis follow-up study examined the effect of some strategies on vocabulary recall of 75 Iranian intermediate learners through PowerPoint. Three groups were in the study. Seventy new hyperlinked thematically-related words were explicitly taught in context. The first experimental group used L1 translation via hyperlinks for vocabulary learning, while the second experimental group received English definition in the same way. The control group learned the words using a handout through a traditional method. The results indicated a significant difference between the experimental groups and the control group but not between the experimental groups. The study has some theoretical and pedagogical implications

Incidental Vocabulary Learning And Recall By Intermediate Foreign Language Students: The Influence Of Marginal Glosses, Dictionary Use, And Summary Writing

This study is an attempt to compare the effect of four reading conditions on incidental vocabulary learning and recall of intermediate EFL learners. A sample population of 120 Iranian intermediate students read two short passages in one of four reading conditions: 1) L1 Marginal Glosses (MG1 – provision of L1 translations of unknown words), 2) L2 Marginal Glosses (MG2 – provision of L2 meanings of unknown words), 3) Dictionary Use (DU – opportunity to use a dictionary), or 4) Summary Writing (SW – writing a little summary of both texts using new words). After reading, students were tested for their recall of 30 words that had appeared once to six times in the texts. Two weeks later, they were tested again to check long-term retention of words. Support was found for the hypothesis that the four vocabulary learning conditions and the time interval between the two tests have a meaningful influence on the retention of the meaning of unfamiliar target words. The other hypothesis assumed that the retention of the meaning of the words is the highest in SW group, and it lowers in DU group, MG1group and MG2 group respectively. All of the four reading conditions had a significant effect on incidental learning and recall of the words, but neither the immediate nor the delayed tests revealed significant differences among the four types

Comparing dictionary-induced vocabulary learning and inferencing in the context of reading

This research examines dictionary-induced vocabulary learning and inferencing in the context of reading. One hundred and four intermediate English learners completed one of two word-focused tasks: reading comprehension and dictionary consultation, and reading comprehen-sion and inferencing. In addition to performing the tasks, some subjects reported their thinking processes either during or after the completion of the tasks, and those who did not were tested both immediately and one week later for their learning of target words. The results show that diction-ary-induced vocabulary learning was significantly more effective than inferencing. The researcher explains such results in terms of theories of the degree of elaboration and connectionist models, and suggests that the provision of a number of various aspects of knowledge about a target word is very facilitative for word learning.Keywords: Dictionary, Dictionary-Induced Vocabulary Learning, Infer-Encing, Word Learning, Elaboration, Connectionist, Connections, Task, Word Knowledge, Effectivenes

Theory and application of audiovisual materials in the English classroom

Treballs Finals del Grau d'Estudis Anglesos, Facultat de Filologia, Universitat de Barcelona, Curs: 2016-2017, Tutor: Roger Gilabert Guerrero[eng] In the information era, the media have become a central focus in people’s lives. We are surrounded by the visual, and TV series and other online videos are very popular entertainment systems, specially among teenagers and young adults. Introducing audiovisual materials in the English classroom offers an unlimited number of possibilities for teachers and students, since videos are both authentic and motivating materials. The premise behind this paper is Mayer’s Cognitive Theory of Multimedia Learning, which believes that information is better learned if presented with words and pictures at the same time. This paper gathers the most important findings regarding multimedia and the use of audiovisual materials in the fields of SLA and TEFL, as well as the use of subtitles and captions to promote language learning.[cat] A l'era de la informació, els mitjans de comunicació s'han convertit en un dels principals interessos en les nostres vides. En un món ple d'imatges, les sèries de televisió i els vídeos a Internet són un dels sistemes d'entreteniment més populars entre els joves, i la possibilitat d'introduir materials audiovisuals a la classe d'anglès suposa un ampli ventall de possibilitats tant pels professors com pels alumnes, ja que els vídeos són materials autèntics i motivants. La premissa en la qual es basa aquest treball és la teoria cognitiva de l’aprenentatge multimèdia (Cognitive Theory of Multimedia Learning) de Mayer, que creu que s'aprèn millor si la informació es presenta en forma de text i imatges. Aquest treball recull les troballes de l'estudi de l'prenentatge amb multimèdia i l'ús de materials audiovisuals en els camps de l'Adquisició d'una segona llengua i de l'Ensenyament l'anglès com a llengua estrangera, així com la utilització de subtítols per promoure l'aprenentatge lingüístic

Looking for a Needle in a Haystack: CALL and Advanced Language Proficiency

The goal of this meta-analysis is to evaluate how instructional technology has impacted advanced second language (AL2) development. Although numerous meta-analyses have been conducted within the CALL literature over the past two decades, they primarily focus upon learning outcomes and related effect sizes. None focus on advanced learning per se. Where AL2 is even mentioned, which is only rarely, little or no attention is paid to critical research parameters within the studies that are analyzed. Most notably, in summarizing learning outcomes, the linguistic competence of learners claimed to be at advanced level is simply taken at face value. So, too, no consideration is given to the difficulty level of tasks undertaken by students or their appropriateness to students’ claimed proficiency. It is the intent of this general overview of the contribution of CALL to AL2 to address these issues through a comprehensive analysis of the publications in four prominent CALL journals (CALICO, CALL, Language Learning & Technology, and ReCALL) over some 30 years. In so doing, the Performance Descriptors (PD) and NCSSFL- Can-Do Statements (CDS) of the American Council on the Teaching of Foreign Languages’ (ACTFL) are adopted as external criteria for establishing student competence level, task difficulty and appropriateness. This study concludes that not only are CALL AL2 studies extremely limited in number and focus, but also that they suffer from serious design flaws that call into question a great portion of the claims made regarding the contribution of instructional technology to the furthering of advanced-level foreign language competence