The EuroCALL Review - Vol 20, No 1 (2012)

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https://riunet.upv.es/handle/10251/199592

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Artículos

Learning register variation. A web-based platform for developing diaphasic skills
Designing for online interaction: Scaffolded and collaborative interventions in a graduate-level blended course
Task design for L2 oral practice in audioblogs
A Cell Phone in the Classroom: A Friend or a Foe?
Assessing oral proficiency for intercultural professional communication: the CEFcult project
Combining face-to-face learning with online learning in Virtual Worlds
What data for data-driven learning?
Towards new roles for learners and teachers in a language learning system?
Application of Gender Difference and Topic Preference to Promote Students’ Motivation for Online EFL Learning
I’m* two rabbits / J’ai un rouge pullover*. How corrective feedback is handled in collaborative exchange programmes between early language learners
An in-depth exploration of the effects of the webcam on multimodal interactive learning
Identifying Identity: Using Second Life in the Teaching of Sociolinguistics for the rasing of Gender Awareness
The VoiceForum platform for spoken interaction
Correcting erroneous N+N structures in the productions of French users of English
What is the impact of video conferencing on the teaching and learning of a foreign language in primary education?
In search of the optimal path: How learners at task use an online dictionary
One Quiz File, Several Modes of Delivery
Design perspectives on technology, language teaching and language teacher education
Integrating cross-cultural interaction through videocommunication and virtual worlds in foreign language teaching programs: burden or added value?
Using a quest in a 3D virtual environment for student interaction and vocabulary acquisition in foreign language learning
On Experience of Integrating CALL in Everyday Practice of Language Teaching
Facebook used in a German film project
Changing teachers’ attitudes towards ICT-based language learning tasks: the ETALAGE Comenius project (the Portuguese case)
An evaluation of an automated approach to concept-based grammar instruction
Supporting Low Ability Learners in a Tertiary Level Compulsory English Programme using CEFR Based Online Language Software
Building up an equilateral language learning triangle through innovation and pedagogic improvement: the example of an educational innovation project
CALL: A triangle of triangles
Revising writing in an online learning environment
Come si fa? Can virtual worlds help us promote Intercultural Awareness?
An electronic dictionary and translation system for Murrinh-Patha
Digital literature: finding new ways to motivate students to read Brazilian literature electronic books
The learner, the media and the community: How does learning take place in the other CALL triangle?
Students as Doers: Examples of successful e-learning activities
“... then click on the correct answer”: which way ahead for the field of CALL?
Enhancing writing skills through blogs in an EFL class

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Enhancing writing skills through blogs in an EFL class
(Universitat Politècnica de València, 2012-03-22) Vurdien, Ruby
[EN] Today Web 2.0 technologies, including blogs, are presenting both teachers and learners with new horizons in the field of language teaching and learning. A blog is an online journal which can be continuously updated by its users (Matheson, 2004). People can write their views at their own pace without space and time constraints. Blogs aid in the development of interpretive and critical thinking skills. The present study explores how a blog as a computermediated tool engages a group of EFL learners, at a language school in Spain, in reflective and collaborative learning, and argues that personal blogs can motivate students to build on their writing skills through self-reflection and peer feedback. The students had become more careful with planning their task and error correction before submitting their work. Collaborative skills were also fostered through students regular interaction on the blogs.
"... then click on the correct answer": which way ahead for the field of CALL?
(Universitat Politècnica de València, 2012-03-22) Tschichold, Cornelia
[EN] Despite the promise it holds, tutorial CALL has been marginalized within the CALL community. Where the computer is used solely as a tool, the beneficial effects of feedback for language learning are absent. Vocabulary would be one of the areas where tutorial CALL can be of great use to the individual learner. A small study on learning Welsh vocabulary shows some of the areas where feedback in vocabulary CALL could be improved.
Students as Doers: Examples of successful e-learning activities
(Universitat Politècnica de València, 2012-03-22) Tammelin, Maija; Peltonen, Berit; Puranen, Pasi; Auvinen, Lis
[EN] This paper discusses learning language and communication activities that focus on students concrete involvement in their learning process. The activities first deal with student-produced blogs and digital videos in business Spanish. They then present student-produced podcasts for Swedish business communication learners that are meant for speakers of Finnish. Finally, the activities introduce language karaoke for individual pronunciation practice in Swedish. These successful learning by doing activities have shown to enhanced the students´ motivation and interest in learning.
The learner, the media and the community: How does learning take place in the other CALL triangle?
(Universitat Politècnica de València, 2012-03-22) Sockett, Geoffrey
[EN] In this research project, students in applied linguistics were asked to keep blogs over a three-month period in which they reported on their online informal learning of English through activities such as social networking, downloading films and TV series and listening to music on demand. The study is situated within the framework of complexity theory, many aspects of which are well suited to describing informal language development. The blogs are analysed according to a number of learning processes suggested by Larsen-Freeman and Cameron (2008) and a corresponding range of learning activities are observed. Finally, suggestions are made as to possible classroom applications of this work.
Digital literature: finding new ways to motivate students to read Brazilian literature electronic books
(Universitat Politècnica de València, 2012-03-22) Soares Barbosa, Vânia; Lima, Vera; Silva, Rejane; Silva, Willy; Soares, Ana Carolina; de Sousa, Aline
[EN] This quantitative and qualitative study is aimed to diagnose and promote the use of new technologies in teaching literature reading in Public (State) Schools, assessing materials accessibility and computer skills. The research consisted of three distinct steps: 1. A survey to detect teachers and students computer skills, their use of computers and accessibility; 2. Search and list websites where users can either read or download Brazilian literature books; 3. Workshops on where and how to access these books. This research is also intended to reflect upon electronic books and their impact on reading.

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