The EuroCALL Review - Vol 24, No 2 (2016)
Tabla de contenidos
Articles
- Could a multimodal dictionary serve as a learning tool? An examination of the impact of technologically enhanced visual glosses on L2 text comprehension
- Usage and efficacy of electronic dictionaries for a language without word boundaries
- A study of Chinese engineering students’ communication strategies in a mobile-assisted professional development course
Review paper
- A Review of Mobile Language Learning Applications: Trends, Challenges, and Opportunities
Recommended website
- BonPatron.com
- Lingora
Teacher training paper
- Content and Language Integrating Learning with Technologies: an online global training experience
Book review
- New Perspectives on Teaching and Working with Languages in the Digital Era
URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/80037
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Item type: Artículo , Access status: Abierto , New Perspectives on Teaching and Working with Languages in the Digital Era(Universitat Politècnica de València, 2016-09-30) Seiz Ortiz, Rafael; 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); Grupo de Análisis de las Lenguas de Especialidad (GALE)Item type: Artículo , Access status: Abierto , Content and Language Integrating Learning with Technologies: an online global training experience(Universitat Politècnica de València, 2016-09-30) Cinganotto, Letizia[EN] The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/ teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global training initiative on these topics will be described: “Techno-CLIL for EVO 2016”. An overview of the course will be offered, detailing some of the asynchronous and synchronous activities proposed during the five-week training experience which registered about 5000 participants from all over the world. Special attention will be devoted to the feedback from the teachers on how this experience helped their professional growth as reflective practitioners.Item type: Artículo , Access status: Abierto , Lingora(Universitat Politècnica de València, 2016-09-30) Hutchings, Edmund[EN] Lingora is an online language learning community for intermediate to advanced learners. People who want to improve at speaking the languages they study can receive written and audio recorded feedback about their accent, pronunciation, intonation and accuracy from native speakers.Item type: Artículo , Access status: Abierto , BonPatron.com(Universitat Politècnica de València, 2016-09-30) López-Santiago, Mercedes; Departamento de Lingüística Aplicada; Escuela Técnica Superior de Arquitectura; Grupo de Investigación para la Enseñanza de lenguas Asistida por Ordenador (CAMILLE)[FR] BonPatron.com est un correcteur de grammaire et d’orthographe gratuit créé en 2001 par Stéfan Sinclair (Université McGill à Montréal) et Terry Nadasdi (Université d’Alberta à Edmonton). Il existe deux versions: BonPatron.com, qui est gratuite; et Pro.BonPatron.com, qui est payante. Selon les auteurs, la version Pro offre des avantages importants: un résumé de fautes suivi d’explications explicites, un outil de conjugaison et des exercices reliés aux fautes commises. Un correcteur similaire pour l'espagnol, Spanischecker.com, est aussi disponible. A notre avis, ces deux correcteurs de grammaire et d’orthographe, BonPatron.com et SpanishChecker.com, sont des outils fort adéquats pour l’auto-apprentissage du français et de l’espagnol, niveau intermédiaire, pour des apprenants anglophones. D’une part, l’approche pédagogique de ces logiciels (par étapes) favorise l’apprentissage en douceur de ces deux langues secondes et, d’autre part, la méthode utilisée (repérage de fautes sans correction automatique) permet à l’apprenant de devenir un acteur actif de son apprentissage.Item type: Artículo , Access status: Abierto , A Review of Mobile Language Learning Applications: Trends, Challenges, and Opportunities(Universitat Politècnica de València, 2016-09-30) Heil, Catherine Regina; Wu, Jason S.; Lee, Joey J.; Schmidt, Torben[EN] Mobile language learning applications have the potential to transform the way languages are learned. This study examined the fifty most popular commercially-available language learning applications for mobile phones and evaluated them according to a wide range of criteria. Three major trends were found: first, apps tend to teach vocabulary in isolated units rather than in relevant contexts; second, apps minimally adapt to suit the skill sets of individual learners; and third, apps rarely offer explanatory corrective feedback to learners. Despite a pedagogical shift toward more communicative approaches to language learning, these apps are behaviorist in nature. To better align with Second Language Acquisition (SLA) and L2 pedagogical research, we recommend the incorporation of more contextualized language, adaptive technology, and explanatory feedback in these applications.Item type: Artículo , Access status: Abierto , A study of Chinese engineering students’ communication strategies in a mobile-assisted professional development course(Universitat Politècnica de València, 2016-09-30) Cheng, Li; Beijing University of Posts and Telecommunications[EN] The development of students’ professional skills is an important issue in higher education in China. This research reports a 3-month study investigating engineering students’ communication strategies (CSs) while they were interacting to do a 12-week mobile-assisted learning project, i.e., “Organizing and Attending a Model International Conference”. This learning project was a major teaching module of the English course of Professional Applications, which used a blended teaching mode integrating face-to-face instruction and mobile learning. Sixty-seven students volunteered to participate in the study. The instruments included eight oral communication sessions, a questionnaire, stimulated recall interviews, the participants’ WeChat exchanges, etc. Results showed that the participants used a variety of CSs when completing the academic learning project. Moreover, these CSs were closely related to the students’ involvement in social interaction. Future research should focus on a longitudinal investigation of the amount of scaffolding that helps students transfer their communication strategies across tasks.Item type: Artículo , Access status: Abierto , Usage and efficacy of electronic dictionaries for a language without word boundaries(Universitat Politècnica de València, 2016-09-30) Toyoda, Etsuko[EN] There is cumulative evidence suggesting that hyper-glossing facilitates lower-level processing and enhances reading comprehension. There are plentiful studies on electronic dictionaries for English. However, research on e-dictionaries for languages with no boundaries between words is still scarce. The main aim for the current study is to investigate the usage and efficacy of e-dictionaries for Japanese language learners. This article reports the results of two studies concerning e-dictionaries: a survey study investigating the use of e-dictionaries (with a particular focus on e-glossaries that change a digital text into a hypertext) by L2 learners of Japanese, and a comparative study examining existing e-glossaries to evaluate whether they provide the optimal level of support for reading Japanese e-texts. The results of the survey showed that learners have their preferred e-dictionaries (in most cases, e-word dictionaries in which the user can look up individual words), and that few learners are aware of the existence of e-glossaries. The results of further study revealed that existing e-glossaries have various functions, but lack some requisite information crucial to the target language. This study suggests that technical issues revolving around the lack of spaces between words may be a reason for the lag in usage and efficacy of e-glossaries for languages without word boundaries.Item type: Artículo , Access status: Abierto , Could a multimodal dictionary serve as a learning tool? An examination of the impact of technologically enhanced visual glosses on L2 text comprehension(Universitat Politècnica de València, 2016-09-30) Sato, Takeshi[EN] This study examines the efficacy of a multimodal online bilingual dictionary based on cognitive linguistics in order to explore the advantages and limitations of explicit multimodal L2 vocabulary learning. Previous studies have examined the efficacy of the verbal and visual representation of words while reading L2 texts, concluding that it facilitates incidental word retention. This study explores other potentials of multimodal L2 vocabulary learning: explicit learning with a multimodal dictionary could enhance not only word retention, but also text comprehension; the dictionary could serve not only as a reference tool, but also as a learning tool; and technology-enhanced visual glosses could facilitate deeper text comprehension. To verify these claims, this study investigates the multimodal representations’ effects on Japanese students learning L2 locative prepositions by developing two online dictionaries, one with static pictures and one with animations. The findings show the advantage of such dictionaries in explicit learning; however, no significant differences are found between the two types of visual glosses, either in the vocabulary or in the listening tests. This study confirms the effectiveness of multimodal L2 materials, but also emphasizes the need for further research into making the technologically enhanced materials more effective.