The EuroCALL Review - Vol 26, No 2 (2018)
Tabla de contenidos
Artículos
- Examining Teachers’ Roles in Online Learning
- Instant-messaging for improving literacy and communication skills in FLT: students’ evaluation
- Netflix and L2 learning: A case study
- Interlanguage or Technology when Using English as Vehicular Language: what influences students productions online?
Reflective practice
- Google Translate in Academic Writing Courses?
- Autonomy in Vocabulary Learning of Turkish EFL Learners
Book review
- Blending Technologies in Second Language Classrooms
URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/120514
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Item type: Reseña , Access status: Abierto , Blending Technologies in Second Language Classrooms(Universitat Politècnica de València, 2018-09-30) Martín Marchante, Beatriz; Departamento de Lingüística Aplicada; Escuela Técnica Superior de Ingeniería Aeroespacial y Diseño Industrial; Grupo de Análisis de las Lenguas de Especialidad (GALE)[EN] Blending Technologies in Second Language Classrooms Don Hinkelman Palgrave Macmillan 2018 386 pages https://www.palgrave.com/gp/book/9781137536853Item type: Artículo , Access status: Abierto , Autonomy in Vocabulary Learning of Turkish EFL Learners(Universitat Politècnica de València, 2018-09-30) Korlu, Hakan; Mede, Enisa[EN] The primary aim of this study is to investigate the impact of a mobile flashcards application, Quizlet, on the students’ performance and autonomy in vocabulary learning. The study also attempts to explore the perceptions of students and their teacher about incorporating this application into the teaching, learning and practicing of target vocabulary in English language preparatory classes. To achieve these objectives, a nonrandomized quasi-experimental research design was adopted. The participants were selected from two intact classes of Turkish EFL students enrolled in a language preparatory program at a foundation (non-profit, private) university in Istanbul, Turkey. The data was collected through pre- and post- vocabulary tests, an online survey, student interviews and a teacher’s reflective journal. The findings revealed that Quizlet had a positive impact on students’ performance and their autonomy in vocabulary learning. The overall perceptions of participating students and their teacher about using Quizlet to teach and learn English vocabulary were also positive. Based on these findings, the study provides practical implications and offers suggestions for integrating mobile learning into English language preparatory classes.Item type: Artículo , Access status: Abierto , Google Translate in Academic Writing Courses?(Universitat Politècnica de València, 2018-09-30) Kol, Sara; Schcolnik, Miriam; Spector-Cohen, Elana[EN] The aim of this study was to explore the possible benefits of using Google Translate (GT) at various tertiary English for Academic Purposes (EAP) course levels, i.e., to see if the use of GT affects the quantity and quality of student writing. The study comprised preliminary work and a case study. The former included an awareness task to assess student awareness of GT mistakes, and a correction task to assess their ability to correct the mistakes identified. The awareness and correction tasks showed that intermediate students identified 54% of the mistakes, while advanced students identified 73% and corrected 87% of the mistakes identified. The case study included two writing tasks, one with GT and one without. Results showed that when using GT students wrote significantly more words. They wrote longer sentences with longer words and the vocabulary profile of their writing improved. We believe that GT can be a useful tool for tertiary EAP students provided they are able to critically assess and correct the output.Item type: Artículo , Access status: Abierto , Interlanguage or Technology when Using English as Vehicular Language: what influences students productions online?(Universitat Politècnica de València, 2018-09-30) Torrado-Cespón, Milagros; Universidad Internacional de La Rioja[EN] This article seeks to explore what influences the production of accurate online written texts in English by speakers of Spanish. In order to do so, the cases where the pronoun “I” is not capitalized have been examined in detail to determine whether we are facing an error due to a lack of proficiency or whether the use of ICT is to blame. After going through the cases of “i” and observing the other mistakes made in the texts where they appear, ICT together with lack of proofreading, and interlanguage seem to be the possible answers. Although we can establish the use of technology and, therefore, Computer-Mediated Communication (CMC) as the cause of most cases in analogy with what happens with native speakers, further investigation is needed and new research with similar control groups where explicit corrective feedback is given could give us more clues about the behaviour of the participants.Item type: Artículo , Access status: Abierto , Netflix and L2 learning: A case study(Universitat Politècnica de València, 2018-09-30) Dizon, Gilbert[EN] The evolving video viewing habits of consumers combined with advances in mobile technology have resulted in the growth of video on demand (VOD) services. While these video streaming services potentially offer several benefits for L2 learners, little is known about them in the context of language learning. Thus, this study fills this gap in the literature by examining EFL students’ views of Netflix, the leading provider of subscription VOD. The study also investigates the extent to which EFL learners use Netflix for L2 learning and the means by which they access the service. Nine Japanese EFL students participated in the study and were given three months to use Netflix. The participants were then interviewed to obtain their opinions of the video streaming service. Four themes were extracted from the interview data: (1) enhanced learning effectiveness, (2) increased L2 motivation, (3) better access to L2 knowledge, and (4) hindered convenience. It was also found that the learners watched primarily through mobiles devices rather than PCs, and viewed more L2 titles than L1 programming. These results illustrate that subscription VOD has the potential to foster L2 learning and underscore the necessity for more research into their use for language learning.Item type: Artículo , Access status: Abierto , Instant-messaging for improving literacy and communication skills in FLT: students’ evaluation(Universitat Politècnica de València, 2018-09-30) Garrote, Marta[EN] The present work presents an example of using Computer-Mediated Communication (CMC) in Foreign Language Teaching (FLT) with the aim to increase students’ hours of exposure to English as a Foreign Language (EFL). Since class time is sometimes limited, it is necessary to look for reinforcement tasks for students to properly develop literacy and communication skills. In addition, CMC is considered by scholars a new variety of language, with its own features and rules, one that students must master as well as other traditional language varieties. As secondary goals, this project intended to develop students’ motivation, autonomy, linguistic awareness and cooperative learning. By using a Mobile Instant Messaging (MIM) application, Remind, students were encouraged to communicate in groups and, thereby, supplement hours of practicing the foreign language outside the classroom, without limitation of time and space. Students evaluated the task by means of an online questionnaire and results proved to be positive, showing that they enjoyed the activity and considered it useful and effective. Moreover, they realised the importance of cooperative learning, of responsibility and of being aware of their own learning process. Likewise, the real and authentic purpose of communication enhanced motivation among students.Item type: Artículo , Access status: Abierto , Examining Teachers’ Roles in Online Learning(Universitat Politècnica de València, 2018-09-30) Huang, Qiang[EN] Online learning has been used in the literature to cover diverse learning contexts ranging from blended learning, distance learning, virtual learning and web-enhanced learning. Many aspects of online learning have become the focuses of research and teacher roles are one of them. The present study, therefore, intends to examine how 153 university students perceived the roles of their teachers in online learning of a blended English course by using a 27-item and 5-Likert-scale questionnaire (the STRI). Results of statistical analyses showed that the Cronbach’s Alpha value of the entire questionnaire was .955 and those of the three sub-roles were all above .891, indicating that both the questionnaire and the three factors of sub-roles were reliable and valid. Further analyses revealed that the three sub-roles of teachers, i.e., the cognitive role, the affective role and the managerial role, were significantly different from each other. Among them, the means of the managerial role was significantly higher than that of the cognitive role while the means of the affective role was the lowest. Results of descriptive statistics also revealed that keeping a record of students’ learning in the managerial role was quite notable for students. The findings suggest that the roles of teachers in online learning as a whole were reduced. However, the managerial role was more notable than the other two roles and the affective role was the least impactful in the online learning context in this study. The researcher believes that these findings may offer some insights to classroom implications and provide the basis for future studies of comparing teacher roles across different educational contexts.