8 research outputs found
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Corrective Feedback in Written Synchronous and Asynchronous Computer-Mediated Communication
Although corrective feedback (CF) has attracted much attention in the field of second language acquisition, there is scant research pertaining to CF in naturalistic written computer-mediated communication (CMC). This exploratory study addressed this gap by describing the types of CF that occurred and evaluating their relative effects on learner uptake in two conditions: (1) asynchronous CMC and (2) synchronous CMC between four Native Speaker-Non-Native Speaker dyads. As a measure of effectiveness, learner uptake is defined as immediate or delayed learner responses to CF. Participants completed the following synchronous tasks: an introductory task, and a video-prompted discussion task via an online chat program. For the asynchronous task, the participants co-developed a 3-day travel plan via email. The findings showed that CF in the form of clarification requests existed in the ACMC environment, whereas recasts were the only type of CF observed in the SCMC environment. Although no evidence of immediate effect was shown during task performance, an instance of delayed effect was shown across tasks in the SCMC environment
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CALL for SLA: Does its Benefits Outweigh is Costs?
The rate at which computer-assisted language learning (CALL) has evolved during the last three decades is remarkable. With annual conferences devoted to its various aspects, books being published regularly, and at least four international journals dedicated to this specialty, CALL continues to grow given the interest and commitment of the professionals and stakeholders concerned. A closer examination of the major aspects of CALL, such as its design and material, research, and practice (especially the relevant kind of teacher education) would reveal a gradual but steady increase of specialization and sophistication, thus attesting to the enormous potential of CALL in facilitating language learning (Levy & Stockwell, 2006)
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The case against Monolingual Bias in Multilingualism
Driven primarily by globalization, multilingualism has become a topic du jour in the field of applied linguistics in general and in critical applied linguistics in particular (May, 2013). Especially in the last decade, the field has witnessed an intensive period of research into multilingualism and multiple language acquisition. A fundamental premise for research in the field is that a multilingual is not the sum of many monolinguals in the same person. Hence an individual with more than one language needs to be studied as a multilingual, with researchers avoiding a so-called âmonolingual biasâ (Grosjean, 2008). This commentary presents a short description of the so-called monolingual bias, followed by a brief discussion of the critique mounted over this notion from within SLA, and concludes with a brief analysis of the proposed solution for a way out and forward by Ortega (2010)
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Examining the Intersection between Task-Based Learning and Technology
Less than two decades ago most of the activities in Computer Assisted Language Learning (CALL) were created with a âone-size-fits-allâ understanding of how computers could enhance language learning. Across the board, the sole rationale for using technology, mostly computer- based, was that it was useful and motivating for learners. The obvious lack of a solid research base for such practice gradually led both CALL researchers to approach the use of technology in language teaching and learning more empirically. Only recently has the field of CALL begun to undergo self-evaluation (GoÌnzalez-Lloret & Ortega, 2014), and researchers are now claiming that in order for the field to progress, it is necessary to look to SLA principles that make language teaching effective (Chapelle, 1998; Levy, 1999)
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Researching Online Foreign Language Interaction and Exchange: Theories, Methods and Challenges
Telecollaboration refers to the use of online communication tools to connect language learners in different countries in collaborative projects and intercultural exchange (Belz, 2001). The last twenty years mark an intensive period of research in online interactions and intercultural exchange. The growth of telecollaboration and online foreign language (FL) interaction in educational settings is irrefutable. This is clearly evident in the volume and concentration of research on it and its related topics, with research developing in parallel to and closely reflecting the unfolding of online interaction and exchange in the field of foreign language education (Reinhardt & Thorne, 2011). Conscious of the wide variety of approaches, paradigms, and challenges that researchers are confronted with when approaching the field of online interaction and exchange in FL education, this book presents a comprehensive guide for practitioners and newcomers alike by two of the veterans in the field, M. Dooly and R. OâDowd. The editors propose that the volume primarily lends itself to the question of how to investigate telecollaborative 2.0 activity; it also caters for the wider range of online FL exchange including in-class interaction, class-to-class interaction, and learner interaction with the outside world
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Technology Assistance in Second Language Acquisition: Potentials and Limitations
Technology has revolutionized not only our daily lives but also the way education is practiced around the world. The impact of technology has been far and wide both in physical and social sciences, as well as in arts and humanities. This immense influence has been observed in second language (L2) teaching, acquisition, and research. In L2 instruction, for example, technological tools are used by: (1) practitioners for pedagogical advances; (2) learners for classroom and self-learning; (3) researchers for exploring the effects of technology on language teaching and learning (Bhatia & Ritchie, 2009). Although the use of technology to assist L2 acquisition has been under investigation for the past few decades, there is still much to be explored. Apparently, more research on the role(s) of technology in L2 teaching, learning, and research is needed to gain a better and more nuanced understanding
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An Interview with APPLE Lecture Guest Speaker Professor Leo van Lier
On February 10, 2012, the TESOL/AL Web Journal (represented by Catherine Box, Farah Akbar, and Nancy Boblett) had the pleasure of sitting down with Professor Leo van Lier, guest speaker for the 2012 APPLE Lecture Series. He was kind to take the time to answer our questions pertaining to the tremendous breadth and depth of his work: sociocultural theory and ecological approaches to language learning, scaffolding in the classroom, action-based research, and technology-assisted language learning. Leo van Lier is professor of educational linguistics in the Graduate School of Translation, Interpretation, and Language Education at the Monterey Institute of International Studies. He is the author of several books, including Scaffolding the academic success of adolescent English language learners (2010, with AiÌda Walqui); The ecology and semiotics of language learning (2004); Interaction in the language curriculum (1996); Introducing language awareness (1995); and The classroom and the language learner (1988). He has published numerous book chapters and articles in journals such as TESOL Quarterly, Applied Linguistics, International Journal of the Sociology of Language, The English Language Teaching Journal, Language Awareness, Le Français dans le Monde, Signos, and Applied Language Learning. Professor van Lier is the Editor-in-Chief of The Modern Language Journal and is also on the editorial boards of a number of different journals. He is co-editor of the book series Educational Linguistics for Springer Publishers