The EuroCALL Review - Vol 25, No 2 (2017)
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Tabla de contenidos
Artículos
- Exploring students’ reflective writing on Facebook
- A look at the advanced learners' use of mobile devices for English language study: Insights from interview data
- EFL teachers’ perceptions about an online CALL training. A case from Turkey
Project
- Exploring the Impact of Telecollaboration in Initial Teacher Education: The EVALUATE project
- Governmental partnerships for language learning: A commercial language platform for young workers in Colombia
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- PublicationGovernmental partnerships for language learning: A commercial language platform for young workers in Colombia(Universitat Politècnica de València, 2017-10-23) Garcia Botero, Gustavo; Garcia Botero, Jacqueline; Questier, Frederik[EN] In June 2015, the Colombian government via the Labor Ministry announced a project for young workers called 40.000 Primeros Empleos. In the framework of this project, the Ministry of Labor signed an alliance with the language platform Duolingo as a strategy to provide participants with English learning opportunities and a free language certificate. With the help of a monitoring and evaluation perspective, this study describes Colombian English language learning policies and their relationship with the labour market. The discussion presented here intends to maximize the outcomes of these kinds of agreements and to provide insights for researchers and national stakeholders willing to carry out similar projects in their countries. Certification is also thoroughly analyzed as a means of estimating the possible impact of this partnership.
- PublicationExploring the Impact of Telecollaboration in Initial Teacher Education: The EVALUATE project(Universitat Politècnica de València, 2017-10-23) O'Dowd, Robert[EN] This article provides an introduction to the EVALUATE project (Evaluating and Upscaling Telecollaborative Teacher Education). This project aims to gauge the impact of telecollaborative learning on student-teachers involved in Initial Teacher Education in various European countries and regions. The project is funded by the Erasmus+ KA3 programme (EACEA/34/2015) and is a European Policy Experiment (EPE).
- PublicationEFL teachers’ perceptions about an online CALL training. A case from Turkey(Universitat Politècnica de València, 2017-10-23) Cengiz, Behice Ceyda; Seferoğlu, Gölge; Günseli Kaçar, Işıl[EN] This paper examined a group of Turkish EFL in-service teachers’ perceptions about a four-week online CALL training they received on a voluntary basis. The data were collected via a background questionnaire, interviews and reflection reports written by the participating teachers. Findings demonstrated that online CALL training was beneficial for the teachers since they gained familiarity with cutting-edge CALL technologies and developed ideas about how to use them in their classes. CALL learning in cyberspace, however, was found to be too challenging for some teachers devoid of the computer skills needed to manage the online experience. Most of the teachers also expected the CALL training to be situated in their classroom contexts providing them with ample opportunities to learn and apply CALL in their local teaching contexts. Taking the various needs of the teachers into consideration, the researcher came up with suggestions for future initiatives for in-service CALL teacher education.
- PublicationA look at the advanced learners' use of mobile devices for English language study: Insights from interview data(Universitat Politècnica de València, 2017-10-23) Kruk, Mariusz[EN] The paper discusses the results of a study which explored advanced learners of English engagement with their mobile devices to develop learning experiences that meet their needs and goals as foreign language learners. The data were collected from 20 students by means of a semi-structured interview. The gathered data were subjected to qualitative and quantitative analysis. The results of the study demonstrated that, on the one hand, some subjects manifested heightened awareness relating to the advantageous role of mobile devices in their learning endeavors, their ability to reach for suitable tools and retrieve necessary information so as to achieve their goals, meet their needs and adjust their learning of English to their personal learning styles, and on the other, a rather intuitive and/or ad hoc use of their mobile devices in the classroom.
- PublicationExploring students’ reflective writing on Facebook(Universitat Politècnica de València, 2017-10-23) Annamalai, Nagaletchimee; Jaganathan, Paramaswari[EN] According to our experience, facilitating online reflective writing via Facebook motivates students to improve their writing skills and reflective thinking. Six students and a teacher from an urban school in the northern region of Malaysia were involved in this study. The qualitative data in the form of online archives were categorized as reflection-in-action (feedback and self-correction) based on Garrison et al.'s (2000) cognitive presence. Additionally, reflection-on-action which comprised the students’ reflective journal demonstrated their thoughts and feelings while engaged in the Facebook environment. Data suggested that feedback only related to grammar and sentence structures (micro aspects). There was no feedback relating to organization and content (macro aspects). The reflective journal revealed that Facebook can be considered as a successful platform to enhance students’ narrative writing. The findings of this study have implications for teaching and learning activities in web-based environments.