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User:DylanPE/Computer Assisted Language Learning

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This is an old revision of this page, as edited by 71.77.236.87 (talk) at 18:50, 14 March 2021 (Added valuable information on ICALL. Reframed sections to work on. {{subst:xsign|date/DylanPE}}). The present address (URL) is a permanent link to this revision, which may differ significantly from the current revision.

Notes on current article

  • lacks recent references (past decade)
  • outdated/unnecessary technological details (could be relegated to a 'History' section?)
  • many references are given without explaining anything in them (could be separated into 'Further Reading', an annotated bibliography?)

Planned changes

  • add information about modern (e.g. web/mobile app) technologies, affordances/constraints
  • add some context/information on (more recent) intersection with SLA, learning outcomes
    • maybe something about implicit versus explicit learning and outcomes?
    • updates to "Pedagogy" section
  • maybe something about corpora/concordancers? (e.g. Linguee) Defining Corpora in more laymen's terms.
  • maybe something about problems related to CALL
  • Link to Mobile assisted language learning
  • Maybe more information about NLP in Human Language Technologies. Clean this section up.
    • Lots of weird phrasing and direct quotes in this section.

Drafting

Sections to add/edit:

  • Dylan - Effects of CALL/ Human Language Technologies
  • Meredith - Mobile-assisted Language Learning. Link to other article
  • Alex - Web 2.0 Technologies, CMC

Revision/addition to "CALL: Internet"

The emergence of the World Wide Web and graphical web browsers in the early 1990s marked a significant change in the use of communications technology. The launch of the Web in the public arena offered possible applications in a number of areas, including for language teachers. Many language teachers were already familiar with the concept of hypertext on stand-alone computers (e.g. using Apple's HyperCard software), which made it possible to set up non-sequential structured reading activities for language learners in which they could point to text or images on a page on the computer screen and branch to any other pages. The Web provided a similar framework on a larger scale, as a worldwide hypertext system in which the user could use links to navigate between different webpages from anywhere in the world. This opened up access to thousands of authentic foreign-language websites that teachers and students could use in a variety of ways. A problem that arose, however, was that this could lead to a good deal of time-wasting if Web browsing was used in an unstructured way (Davies 1997: pp. 42–43).[1] Language teachers responded by developing more structured activities and online exercises (Leloup & Ponterio 2003),[2] for example using free authoring tools like Hot Potatoes (first demonstrated publicly at the EUROCALL 1998 conference) to create their own online interactive exercises.[3] Davies (2010) lists over 500 websites, where links to online exercises can be found, along with links to online dictionaries and encyclopaedias, concordancers, translation aids and other miscellaneous resources of interest to the language teacher and learner.[4]

In the early days of the Web, slow connections and poor sound and video quality limited the capabilities of webpages compared to existing multimedia CALL technologies like CD-ROM and DVD. Since then, however, network technologies have improved and web-based CALL has largely supplanted these media. One area in which CD-ROMs and DVDs are still superior is in the presentation of listen/respond/playback activities,[citation needed] although such activities on the Web are continually improving. [this last sentence isn't cited, and is probably outdated. remove?]

Starting in the early 2000s, there was a shift toward the development of so-called Web 2.0 applications, in which emphasis shifted from web browsing, as an essentially one-way process from the webpage to the end-user, to the use of interactive web applications permitting greater social interaction and sharing. Walker, Davies & Hewer (2011: Section 2.1)[5] list multiple examples of relevant applications, including image storage and sharing, social bookmarking, discussion lists, blogs, wikis, social networking, chat rooms, MUDs, virtual worlds, podcasting, audio and video sharing, animation tools, and mashups.

[additions begin here, from Reinders & Stockwell[6] and Parmaxi & Zaphiris[7]]

Research in CALL has suggested potential advantages and challenges associated with some of these technologies in their application to language learning. For example, Parmaxi & Zaphiris[7] summarize the results of several studies between 2009 and 2013 including the following findings:

  • Blogging may be an effective way of developing reading and writing skills, as well as for encouraging interactions and feedback from both peers and instructors. Voice blogs in particular may provide an opportunity to practice prepared spoken material. However, the use of blogs in an academic setting requires specific student and instructor mentalities, and may restrict the kinds of interaction that take place.
  • Working on wikis may likewise provide opportunities to develop writing skills, as well as peer collaboration. The effectiveness and interest of this tool for different students depends on their patterns of participation and desire to engage in online groups.
  • Social networking sites can be used to enhance exposure and awareness of cultural aspects of language usage, assuming learners are made familiar with how to use these platforms.

The affordances of each technology are relevant in turn to the design of instructional tasks that use them.

[these claims are from the end of the current version, but need to be developed...]

Language teachers have made use of a wide range of facilities provided by the Web: see Dudeney (2007)[8] and Thomas (2008).[9]

The use of Web 2.0 tools calls for a careful reexamination of the role of the teacher in the classroom (Richardson 2006).[10]

Addition: Effects of CALL

Computer assisted Language Learning might be better at somethings than others depending on pedagogical practice. Syntax, it appears... [Not so sure about this citation][11]

Incorporation of ICALL into language education has seen mixed results. Often ICALL is implemented too narrowly, having advanced language processing abilities focused on a small aspect of the language, or too widely given unrestricted data for testing. The results are mixed (Tafazoli 2019)[12]

Addition: Intelligent Language Tutoring Systems:

Most CALL systems work off simple pattern matching, comparing responses to pre-stored answers. In many cases, this can be effective, however there are limits as to what aspects of Language Education can be implemented with this approach.(Tafazoli 2019)[12]

Much attention is being paid to syntactic teaching with ICALL using NLP. (Tafazoli 2019)[12]

Addition: Mobile-Assisted Language Learning (MALL)

Mobile-assisted language learning (MALL) is a subcategory of CALL bridging the gap between formal and informal language learning. It facilitates language acquisition using mobile technology such as smartphones, tablets, e-readers, e-dictionaries, and gaming consoles. Mobile technology enables users to learn the target language using applications and access to the Internet. These functions allow the user to independently or cooperatively acquire language skills (Kukulska-Hulme 2018).[13] MALL has increased in use throughout the 21st century as it provides learners with time flexibility and entertaining learning methods.

There are limited empirical studies on the effectiveness of MALL. A study by Loewen, S. et al. (2019)[14] on the effectiveness of a popular language learning application for learners of Turkish included these findings:

  • Participants who used the application obtained a greater knowledge of the target language by the end of the study.
  • Of all participants who used the application for thirty-four hours and took a university first-semester level exam for their target language at the end of the study, only one participant earned a passing score.
  • The correlation between exam performance and study time was about average. This suggests that individuals learn more as they spend more time using the application.

Another study by Gonulal, T. (2019)[15] examined a popular social media platform as a means to learn English. The findings were as follows:

  • Most English learners reported that they use this social media with the intention of learning English through following English teaching profiles and communicating with others through comments and direct messages.
  • Social media provides users with an immense amount of input, which primarily strengthens vocabulary and communicative skills in the target language.

Possible resources

Reinders, H. & Stockwell, G. (2017). Computer-assisted second language acquisition. [1]

A more up to date overview, written for a handbook for L2 pedagogy.


Parmaxi, A. & Zaphiris, P. (2016). Web 2.0 in Computer-Assisted Language Learning. [2]

Recent-ish summary of some of the newer web technologies. Maybe not recent enough.


Bibauwa, S., François, T., & Desmet, P. (2019). Research synthesis and conceptual framework of dialogue-based CALL. [3]

Review of research on the subfield of `dialogue-based CALL'...

Mobile-assisted language learning (cf. MALL)

Kukulska-Hulme, A. (2018). Mobile-assisted language learning. [4]


Loewen, S. & al. (2019). Mobile-assisted language learning: A Duolingo case study. [5]


Gonulal, T. (2019). The Use of Instagram as a Mobile-Assisted Language Learning Tool. [6]

Call Pedagogical practices

Heift, T. and Rimrott, A. (2012), Task‐Related Variation in Computer‐Assisted Language Learning.

Modern Language Journal, 96: 525-543. https://doi-org.libproxy.lib.unc.edu/10.1111/j.1540-4781.2012.01392.x [11][(Not so sure about this citation)]

A useful database for articles: https://eric.ed.gov/

A general handbook: The Handbook of Technology and Second Language Teaching and Learning

EUROCALL short papers: https://eric.ed.gov/?q=eurocall+short+papers

Citations

  1. ^ Cite error: The named reference davieslessons was invoked but never defined (see the help page).
  2. ^ LeLoup J. & Ponterio R. (2003) "Interactive and multimedia techniques in online language lessons: a sampler", Language Learning & Technology 7, 3 [Online]: http://llt.msu.edu/vol7num3/net/default.html
  3. ^ Holmes M. & Arneil S. Hot Potatoes, University of Victoria, Canada. Downloadable from: http://hotpot.uvic.ca: A library of Clipart for use with Hot Potatoes and other authoring tools is also available at the University of Victoria site: http://hcmc.uvic.ca/clipart/
  4. ^ Davies G. (2010) Graham Davies's Favourite Websites
  5. ^ Walker R., Davies G. & Hewer S. (2011) Introduction to the Internet. Module 1.5 in Davies G. (ed.) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]: http://www.ict4lt.org/en/en_mod1-5.htm
  6. ^ Reinders, H., & Stockwell, G. (2017). Computer-assisted SLA. The Routledge handbook of instructed second language acquisition, 361-375.
  7. ^ a b Parmaxi, A., & Zaphiris, P. (2017). Web 2.0 in Computer-Assisted Language Learning: a research synthesis and implications for instructional design and educational practice. Interactive Learning Environments, 25(6), 704-716.
  8. ^ Dudeney G. (2007) The Internet and the language classroom, Second Edition, Cambridge: Cambridge University Press.
  9. ^ Thomas M. (2008) Handbook of research on Web 2.0 and second language learning, Hershey, Pennsylvania, USA: IGI Global.
  10. ^ Richardson W. (2006) Blogs, Wikis, Podcasts and the Powerful Web Tools for Classrooms. Thousand Oaks: Corwin Press.
  11. ^ a b Heift, T., & Rimrott, A. (2012). Task‐Related Variation in Computer‐Assisted Language Learning. The modern language journal, 96(4), 525-543. doi: 10.1111/j.1540-4781.2012.01392.x
  12. ^ a b c Tafazoli, dara (March 14, 2021). "Intelligent Language Tutoring System: Integrating Intelligent Computer-Assisted Language Learning Into Language Education". International Journal of Information and Communication Technology Education. 15 – via UNC University Library.
  13. ^ Kukulska-Hulme, Agnes (2018). Mobile-assisted language learning [Revised and updated version]. In: Chapelle, Carol A. ed. The Concise Encyclopedia of Applied Linguistics. Wiley.
  14. ^ Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A duolingo case study. ReCALL : The Journal of EUROCALL, 31(3), 293-311. doi:http://dx.doi.org.libproxy.lib.unc.edu/10.1017/S0958344019000065
  15. ^ Gonulal, Talip (7 December 2019). "The Use of Instagram as a Mobile-Assisted Language Learning Tool" (PDF). Contemporary Educational Technology.
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