The EuroCALL Review - Vol 19, No 1 (2011)
Tabla de contenidos
Project
- ETALAGE. Pedagogical changes brought about by ICT integration
Recommended Website
- EURODIS: a new searchable database and website for project dissemination
Artículos
- A Podcast Project in the German Programme of the University of Canterbury, New Zealand
- The Merits of Using “EthnoQuest” as an English Language Learning Tool and a Medium of Cultural Transmission
- The Impact of Text-Messaging on EFL Freshmen's Vocabulary Learning
- Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software
Book review
- Book review "Evaluating Computer-Assisted Language Learning: An Integrated Approach to Effectiveness Research in CALL"
- Book review "How to Teach English with Technology"
- Book review "CALL Research Perspectives"
URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/200321
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Item type: Artículo , Access status: Abierto , Book review "CALL Research Perspectives"(Universitat Politècnica de València, 2011-09-20) Navarro Laboulais, Cristina Teresa; Departamento de Lingüística Aplicada; Escuela Politécnica Superior de Gandia; Grupo de Investigación para la Enseñanza de lenguas Asistida por Ordenador (CAMILLE)[EN] Edited by Joy L. Egbert and Gina Mikel Petrie, CALL Research Perspectives Series: ESL & Applied LinguisticsProfessional Series. Series Editor: Eli Hinkel Oxford: Routledge, 2005, 216 pp. ISBN: 0-8508-5135-2Item type: Artículo , Access status: Abierto , Book review "How to Teach English with Technology"(Universitat Politècnica de València, 2011-09-20) De-Siqueira, J.M.; Departamento de Sistemas Informáticos y Computación; Escuela Politécnica Superior de Gandia[EN] Gavin Dudeney and Nicky Hockly, How to Teach English with Technology How to... series editor: Jeremy Harmer Harlow: Pearson Longman, 2010, 192 pp ISBN: 978-1-4058-5308-8Item type: Artículo , Access status: Abierto , Book review "Evaluating Computer-Assisted Language Learning: An Integrated Approach to Effectiveness Research in CALL"(Universitat Politècnica de València, 2011-09-20) Sevilla Pavón, Ana Mercedes[EN] Book review:- Evaluating Computer-Assisted Language Learning: An Integrated Approach to Effectiveness Research in CALL Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien: Peter Lang, 2011, 308 pp ISBN: 978-3-0343-0145-9 (pb) ISBN: 978-3-0353-0131-1 (eBook)Item type: Artículo , Access status: Abierto , Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software(Universitat Politècnica de València, 2011-09-20) Turel, Vehbi[EN] The positive effects of using different types of listening texts (i.e. audio, video) in listening enhancement as a part of foreign language learning are already well known (Turel 2004: 178-84, Tschirner 2001: 310, Ridgway 2000: 182, Borchardt 1999:10, Adair-Hauck et al. 1999: 273, 289, Peter 1994: 202, Hart 1992: 5). As multimedia enables us to combine and present different listening texts on the same digital computer platform more effectively, the same listening texts can be presented to language learners in different forms (Turel 2004: 129-38, Trinder 2002: 79, Heron et al. 2002: 37, Brett 1998: 81, Chanier 1996: 7, Ashward 1996: 80, Brett 1996: 204, Fox et al. 1992: 39, Leffa 1992: 66). In this research, the language learners were provided with listening texts in the form of audio-only and audio-visuals (i.e. audio + visuals, audio + animation, video-only, video + visuals). They were also provided with the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals. This study investigated 45 autonomous intermediate and upper intermediate language learners' perceptions of the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals through interactive multimedia listening software that aimed to enhance the listening skills of the participants. The results reveal that the language learners are in favour of re-listening to the same audio-only with visuals and audio-visuals without visuals. They believe that such an opportunity improves their listening skills and helps prepare them for the real world.Item type: Artículo , Access status: Abierto , The Impact of Text-Messaging on EFL Freshmen's Vocabulary Learning(Universitat Politècnica de València, 2011-09-20) Derakhshan, Ali; Kaivanpanah, Shiva[EN] The present research investigates the effectiveness of text-message vocabulary learning on EFL freshmen. The results of the pretreatment interview with EFL learners showed that many of them have difficulty learning vocabulary through the traditional paperand-pencil way; therefore, text-message vocabulary learning was hypothesized to be a potential way to help EFL learners consolidate their vocabulary knowledge. To this end, 43 participants from among 85 freshmen studying in Torbat-e-Heydarieh Azad University participated in the study. The participants were divided into two groups of 21 and 22 on the basis of their proficiency. The book Check Your Vocabulary for Academic English by David Porter (2001) was taught to both groups, and they were told to make some sentences in the class to become familiar with these words; they were requested to work cooperatively in small groups of 3 or 4 in order to have the opportunity to talk more about these words. Fifteen to 20 words were introduced and taught to these students on each session. Then, the participants in the experimental group sent the researcher one text-message containing an original sentence for each word covered in the class. They were also asked to send a text-message containing a sentence to their three predetermined partners. The participants in the control group wrote one sentence using each covered word, and they were also asked to write one sentence to exchange with their three partners and bring their assignments to the class next session. The results of independent samples t-test for the post-test and the delayed post-test showed that there was no statistically significant difference between the initial vocabulary learning and the retention of the vocabulary between the two groups.Item type: Artículo , Access status: Abierto , The Merits of Using EthnoQuest as an English Language Learning Tool and a Medium of Cultural Transmission(Universitat Politècnica de València, 2011-09-20) Creaser, Fiona[EN] This paper will focus on the experience of using the game 'EthnoQuest' as part of a content-based course at a small private university in Japan. 'EthnoQuest' is an interactive multimedia simulation for cultural anthropology fieldwork, and students enter the virtual environs of Amopan, a small Mexican village. The game is text based and two-dimensional and by comparison does not have any of the high quality graphics or adventure stimulating challenges of a commercial game. Nevertheless, I felt it was extremely beneficial to students taking ethnographic fieldwork courses as it opened up the field in a very accessible way. Two groups of students will be discussed; one group of students had very limited abilities in English and were very conscious of this fact. The second group, had advanced English skills and were able to use the simulations as astepping stone to fruitful discussions about topics such as bilingualism and cultural and religious beliefs. Students with lower levels of English were able to interact with villagers at their own pace creating a comfortable and safe study environment from which to improve their English skills and enhance their knowledge of a different culture. Four simulations from the game will be analysed for their language building skills and cultural content. Finally, student feedback and problems with the software will be discussed.Item type: Artículo , Access status: Abierto , A Podcast Project in the German Programme of the University of Canterbury, New Zealand(Universitat Politècnica de València, 2011-09-20) Leier, Vera[EN] This study aims to contribute to the research into the design of language podcasts. It describes the design of the podcasts used and analyses the results of a questionnaire and discusses podcast design for future language learning.During one 12-week semester, podcasts were used in a German language intermediate class to improve student listening skills. New Zealand is a long way from a Germanspeaking country; besides being a good way to bring authentic L2 material into the classroom, we envisaged podcasts on student iPods would also be a good way to take language learning out of the classroom and integrate it into daily life. Podcasts might become part of a series of web tools, which support the teaching goal: improved learning outcomes by making the students part of a web community.Item type: Artículo , Access status: Abierto , EURODIS: a new searchable database and website for project dissemination(Universitat Politècnica de València, 2011-09-20) Gimeno-Sanz, Ana; De-Siqueira, J.M.; Departamento de Lingüística Aplicada; Escuela Técnica Superior de Ingeniería Aeroespacial y Diseño Industrial; Grupo de Investigación para la Enseñanza de lenguas Asistida por Ordenador (CAMILLE); Departamento de Sistemas Informáticos y Computación; Escuela Politécnica Superior de Gandia[EN] This paper describes the rationale for setting up and the outcomes derived from the EURODIS project carried out with support from the European Commission through its Lifelong Learning Programme from November 2009 to October 2010 (Ref.: 159773-2009-LLP-ES-KA2-KA2AM). The project's main aim was to provide efficient ways of disseminating CALL-related projects and their products to the larger language learning community at all levels of education. The major project outcome has been the implementation of a searchable large scale web-enabled database allowing both learners and language professionals to find specific information in a comprehensive manner.Item type: Artículo , Access status: Abierto , ETALAGE. Pedagogical changes brought about by ICT integration(Universitat Politècnica de València, 2011-09-20) Koet, Ton[EN] In this paper, which is based on presentations delivered at the EuroCALL 2010 and EuroCALL 2011 conferences, I shall present the ETALAGE Comenius multilateral project. The acronym, ETALAGE, stands for European Task-based Activities for Language Learning; a good practice exchange (see http://www.etalageproject.eu).