The EuroCALL Review - Vol 27, No 2 (2019)
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Artículos
- A review of MALL: from categories to implementation. The case of Apple’s iPad
- The effect of online exchanges via Skype on EFL learners’ achievements
- Assessing Spanish Proficiency of Online Language Learners after Year 1
Recommended resource
- A freely-available system for browser-based Q&A practice in English, with speech recognition
Teacher education
- Impact and reactions to a blended MA course on Language Education and Technology
Project
- The Linguacuisine Project: A Cooking-based Language Learning Application
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- PublicationThe effect of online exchanges via Skype on EFL learners’ achievements(Universitat Politècnica de València, 2019-09-30) Furumura, Yumiko; Huang, Hsin-Chou[EN] This study examined whether direct communication with people from other countries using Skype or Line would affect students’ English test scores in listening and reading as well as the development of their curiosity concerning foreign cultures by comparing the data of an experimental group with that of a control group. The former group conducted online exchanges with foreign students, while the latter group did not. As many Japanese companies engaged in international business require high scores in the TOEIC test, which is one of the multiple-choice English tests of listening and reading often used to show each person’s English proficiency, universities in Japan are making efforts to improve their students’ scores in such an English test. Preparation classes for English tests have been offered. However, students have been likely to lose interest in learning English in the circumstances of this learning style. Results of the study indicated that although the aim of exchange activities is to foster students’ curiosity concerning intercultural matters, students experiencing online exchange with skype significantly raised their scores in TOEIC tests in listening and reading after a programme of synchronous exchanges with foreign students, compared with ones who did not experience such online exchanges.
- PublicationThe Linguacuisine Project: A Cooking-based Language Learning Application(Universitat Politècnica de València, 2019-09-30) Seedhouse, Paul; European Commission[EN] In this article, we present the Linguacuisine app, which was a product of the Erasmus Plus-funded project ‘Linguacuisine’.
- PublicationA review of MALL: from categories to implementation. The case of Apple’s iPad(Universitat Politècnica de València, 2019-09-30) Morgana, Valentina[EN] The use of mobile devices inside and outside formal settings is often associated to innovative practices in the design of language learning activities. This often implies the reconceptualization of language learning tasks and of the role of the teacher in the mobile classroom. In order to investigate current research and practices in secondary and higher education a review of recent studies in the field of MALL has been undertaken with the main aim of identifying main trends, implementation practices and research gaps.This paper presents a synthesis of the literature by analysing the four different MALL categories, as presented in Pegrum (2014) and selecting a series of case studies and trends that may be implemented in various educational settings with a specific focus on the use of the iPad in second language settings. The review sought to provide a picture of the various options of MALL task-design and recent implementation practices in secondary and higher education using a specific tablet device. General findings show that many studies are more descriptive than innovative and advocate the implementation of larger and long-term research studies on how mobile devices, and the iPad in particular, are impacting language teaching and learning. Keywords: Mobile-assisted language learning, review, iPAD, task design.
- PublicationA freely-available system for browser-based Q&A practice in English, with speech recognition(Universitat Politècnica de València, 2019-09-30) O'Brien, Myles[EN] A browser-based system to facilitate practice in asking and answering simple questions in English was developed. The user may ask or answer by speaking or typing and the computer’s output is in the form of speech and / or text. The types of questions handled and the permitted vocabulary are limited, though the vocabulary items may be edited freely. The system was well received in a small pilot study among Japanese students. It is freely available for download, and requires no technical expertise to deploy, just the facilities and ability to edit text files and upload to the internet.
- PublicationAssessing Spanish Proficiency of Online Language Learners after Year 1(Universitat Politècnica de València, 2019-09-30) Aldrich, Rosalie S.; Moneypenny, Dianne[EN] Online (OL) second language (L2) courses are becoming more widely offered in the United States; however, little information exists about the effectiveness of OL L2 courses beyond one semester or course. Therefore, the purpose of this study was to assess Spanish students’ oral proficiency after completing one year of OL only L2 courses. At the end of year one, students (n=65) completed the Versant exam, which scored overall level of oral proficiency as well as four sub-categories: pronunciation, fluency, sentence formation, and vocabulary production. The results showed that 40% of OL Spanish students met the ACTFL benchmark of Intermediate-Low, while 49% scored Novice-High, one level below the benchmark. A portion (15%) of students not reaching Intermediate-Low scored within a few points of the benchmark. A majority of the students also met the benchmark for pronunciation and fluency, but not for sentence formation or vocabulary production. These results show that it is possible for students enrolled exclusively in online Spanish language classes to meet benchmarks. Thus, OL language students can and should be held to the same standards of oral proficiency as their peers in seated classrooms.