Elicited imitation as a window into developmental stages

In the second language acquisition literature, data of naturally occurring language use are considered the most ideal data to make statements about second-language (L2) development. This study examines to what extent experimentally elicited data can provide an equally valid basis for determining L2 development, by testing predictions derived from Processability Theory regarding the L2 acquisition of the German case system. Using naturally occurring language data, previous research on L2 German case acquisition has uncovered three developmental stages. The present cross-sectional study investigates whether the same stages occur in data obtained from an experimental task (i.e., a computer oral elicited imitation task (OEIT). Thirty-six university L2 learners of German participated in the study. The results show that the elicited data prove comparable to the naturally occurring data. As such, this study corroborates a previous validation study on developmental stages in L2 English, which demonstrated the comparability of naturally occurring and experimentally elicited data. In addition, concerning methodological advancement of the OEIT design, the present study proposes to include a direct measure of comprehension

The tablet for Second Language Vocabulary Learning: Keyboard, Stylus or Multiple Choice

Mobile technologies are increasingly finding their way into classroom practice. While these technologies can create opportunities that may facilitate learning, including the learning of a second or foreign language (L2), the full potential of these new media often remains underexploited. A case in point concerns tablet applications for language practice: while tablets allow writing, as in pen-and-paper exercises, current applications typically offer multiple-choice exercises or fill-in-the-blank exercises that require typing and tapping. This change in medium and practice modality might have an impact on the actual second language-learning. Based on the embodied cognition perspective, this study hypothesizes that, for the learning of French L2 vocabulary, writing leads to better memorization, spelling, and use of diacritics in comparison with typing and completing multiple-choice exercises. This hypothesis is tested in a quasi-experimental classroom-based study in which learners (N=282) practiced French vocabulary on a tablet in one of three modalities: multiple choice, typing, and writing by means of a stylus. Whereas all three practice modalities aided learning, results show that pupils who had practiced vocabulary by writing or typing obtained higher scores on spelling and use of diacritics than the pupils who had practiced by means of multiple choice. Spending more time on learning vocabulary at a higher processing level leads thus to greater vocabulary gains

Examining focused L2 practice: From in vitro to in vivo

Behaviour-tracking technology has been used for decades in SLA research on focused practice with an eye toward elucidating the nature of L2 automatization (e.g. DeKeyser, 1997; Robinson, 1997). This involves longitudinally capturing learners’ judgments or linguistic production along with their response times in order to investigate how specific skills become automatic over time. However, previous research in this area has been conducted mostly in laboratories (i.e., in vitro), sometimes with artificial languages, thereby compromising ecological validity of the findings. Building on this work, this article reports on a one-month study in which learners’ (N = 126) behaviour was tracked while they practised two constructions of English grammar (varying in complexity) using mini-games that involved some time pressure and were embedded in meaning-focused reading and discussion activities in class. Feedback was randomly varied between participants. Multilevel statistical analyses of accuracy and response time suggest that practice helped to develop automaticity, and that rule complexity and metalinguistic feedback played a role. The methodological innovation of this study consists of the application of in vitro experimental research techniques in in vivo L2 learning contexts and of the use of statistical mixed effects models to account for the complexity of real-life tracking data

A Multidimensional IRT Approach for Dynamically Monitoring Ability Growth in Computerized Practice Environments

Adaptive learning systems have received an increasing attention as they enable to provide personalized instructions tailored to the behaviors and needs of individual learners. In order to reach this goal, it is desired to have an assessment system, monitoring each learner's ability change in real time. The Elo Rating System (ERS), a popular scoring algorithm for paired competitions, has recently been considered as a fast and flexible method that can assess learning progress in online learning environments. However, it has been argued that a standard ERS may be problematic due to the multidimensional nature of the abilities embedded in learning materials. In order to handle this issue, we propose a system that incorporates a multidimensional item response theory model (MIRT) in the ERS. The basic idea is that instead of updating a single ability parameter from the Rasch model, our method allows a simultaneous update of multiple ability parameters based on a compensatory MIRT model, resulting in a multidimensional extension of the ERS (“M-ERS”). To evaluate the approach, three simulation studies were conducted. Results suggest that the ERS that incorrectly assumes unidimensionality has a seriously lower prediction accuracy compared to the M-ERS. Accounting for both speed and accuracy in M-ERS is shown to perform better than using accuracy data only. An application further illustrates the method using real-life data from a popular educational platform for exercising math skills

Worlds of wordcraft: games in het talenonderwijs

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Educationally Designed Game Environments and Feedback

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Foreign language learning in immersive gaming environments: a state of affairs

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Design Issues in Language Learning Based on Crowdsourcing: The Critical Role of Gameful Corrective Feedback

Crowdsourcing has revolutionized the software market, affecting the quality, adoption and business models of consumer softwareapplications in many domains of human behaviour. In language learning, however, its impact is still to be seen. Through the lens of thecommercial application Duolingo as well as the research prototype DialogDungeon, this paper discusses corrective feedback, a designfeature of (technology-enhanced) language learning environments that can be a key driver for both learning success and platformadoption, and which will equally need to be considered in the design of language learning based on crowdsourcing. We address thistopic from the literature at the intersection of second language (L2) acquisition, computer-asssisted language learning (CALL), humanmotivation, and gamification. We conclude with a call for collaboration between educators, L2 acquisition researchers and developersof crowdsourcing-based applications.status: publishe

Adventures in red ink. Effectiveness of corrective feedback in digital game-based language learning

Both in second and foreign language (L2) teaching environments and in digital games, feedback is considered indispensable as well as a powerful device to support learning. However, the state of affairs in the fields of second language acquisition and educational psychology shows that the effects of corrective (negative) feedback (CF) are not univocal, and suggests that the effectiveness of CF in digital game-based language learning is likely to depend on the following factors: the type of CF ( explicit or implicit ), how learning is measured (as the development of explicit or implicit L2 knowledge), and individual differences related to learners receptivity to CF, namely perceived usefulness of CF and intrinsic motivation. The current PhD project investigates the complex interplay between these factors both from a theoretical point of view and empirically, and in a highly interdisciplinary way, combining insights from the literatures of second language acquisition, computer-assisted language learning (CALL; by itself a highly interdisciplinary undertaking), educational psychology and technology, motivational psychology, and game studies.Subsequent to the general introduction (chapter 1) and the theoretical study (chapter 2), this dissertation presents the results of four empirical studies with prototypes of digital game-based experiences engineered for the instruction and practice of English as a L2. These were evaluated mainly in the context of secondary education.The first empirical study (chapter 3) explores the role of individual differences vis-à-vis CF types in a 3D immersive game designed for the instruction of English pragmatics. It shows that learners (N=83) found explicit CF more useful than more implicit CF, and that the perceived usefulness of explicit CF correlated positively with parameters of motivation. The second empirical study (chapter 4) investigates learners (N=36) use of explicit metalinguistic CF in a written interactive murder mystery, and cannot present any evidence that perceived usefulness predicted CF use; there was a strong positive association, however, between CF use and prior metalinguistic knowledge. The third and fourth empirical studies focus on the effectiveness of grammar practice with CF in mini-games. The third study (chapter 5) found that vivid CF, adapted to the fantasy of the game concept, affected learners (N=32) intrinsic motivation positively, which was related to their willingness to practise more. The fourth empirical chapter (chapter 6) reports on the effects of grammar practice on L2 learning in a two-month study, comprising one month of practice. The results indicate that intensive practice supported by mini-games and CF helped learners (N=125; control group N=61) to develop L2 grammar knowledge that was useful for their performance on various transfer tasks (both near and far transfer). Moreover, the effects of explicit metalinguistic CF were, by and large, stronger than the effects of CF which did not include any metalinguisticexplanation; this finding did not apply to learners performance on a complex spoken language task.The final chapter of this dissertation (chapter 7) discusses the main findings, and presents directions for future research. The results of this project bode well for the design of powerful technology-mediated language learning spaces which seek to engage learners by drawing on their gaming experience or interest, and which are aimed at supporting learners in mastering the conventions of formal language use.status: publishe

‘Content with your content?’ (revisited) Why interoperability standards do not offer sufficient linguistic-didactic functionality

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