The EuroCALL Review - Vol 27, No 1 (2019)
https://riunet.upv.es:443/handle/10251/137979
2024-03-28T22:37:45ZWeShareScience 101: A Website for Creating Video Abstracts
https://riunet.upv.es:443/handle/10251/138314
WeShareScience 101: A Website for Creating Video Abstracts
Nezami Nav, Sara
[EN] Video abstracts are becoming a major platform for disseminating recent research and websites such as We Share Science (http://wesharescience.com) provide researchers with opportunities to create them. In this review, a detailed description of the website is put forward along with its teaching and learning potentials for research writing courses in L2 settings. As the researchers who publish their videos on this website come from different language and disciplinary backgrounds, it is of interest to see how it can potentially benefit L2 learners. The review reveals the benefits along with the drawbacks that teachers will need to address if interested in implementing the website in their course for L2 students.
2020-03-04T07:10:37ZReDesign: Redesigning learning through a new Learning Management System
https://riunet.upv.es:443/handle/10251/138296
ReDesign: Redesigning learning through a new Learning Management System
Avgousti, Maria Iosifina; Hadjistassou, Stella
[EN] In a world which abounds with digitally-driven changes, an orthodoxy of technology
adoption and utilisation in higher education is emerging, and it is deemed critical for
steering the discussions of experts for planning and implementing a digitally-enabled
ecology where students and faculty members alike will benefit. Although several types of
software that host educational or training content for students have been used in previous
studies, the aim of this EU-funded project was to design a digitally-enabled platform that
would afford culturally-driven exchanges between university students and collaboration
among faculty members of the same disciplines across Europe. The platform is based on,
but extends beyond, principles of standard Learning Management Systems (LMSs) and
Facebook, by affording Web 2.0 tools, Augmented Reality (AR) applications, and QR
codes. Further, the platform has been designed based on multiple pilot testing phases,
students’ individual needs, instructors’ constructive feedback, and the tailored needs of
each academic discipline. This EU-funded project is a joint effort to guide instructors and
students in experiencing the curricula in different academic institutions, to guide
instructors and students in understanding the affordances and contradictions of
intercultural telecollaboration, and to guide students in developing a conceptual
understanding of complex constructs in their discipline.
2020-03-03T13:13:05ZHow Do Different Keyword Captioning Strategies Impact Students’ Performance in Oral and Written Production Tasks? A Pilot Study
https://riunet.upv.es:443/handle/10251/138295
How Do Different Keyword Captioning Strategies Impact Students’ Performance in Oral and Written Production Tasks? A Pilot Study
He, Long
[EN] As an increasingly popular format of input, the affordances of audio-visual materials have
been widely studied. Past research has provided evidence that audio-visual input
combined with different captioning strategies could benefit learners in terms of vocabulary
learning, listening comprehension, and the development of grammatical knowledge.
However, there is a lack of research on how manipulating captioning conditions could help
learners use their own linguistic resources to produce L2. Comparing the effects of three
captioning techniques, L1 glossed keyword captioning, keyword captioning, and no
captioning on English learners’ oral and written recall of a short video, this pilot study
aims to test the instruments and the data collection methods. The tentative results
suggest that L1 glossed keyword captioning might have worked better in facilitating
students’ oral and written production of the keywords than keyword captioning and no
captioning. The study also shows that L1 glossed keyword captioning might be more
useful than keyword captioning and no captioning in helping students comprehend and
reproduce the content of the video. Suggestions for further research on this topic are
presented in the final part of this paper.
2020-03-03T13:07:01ZForeign Language Learning In Knowledge Forums: using a knowledge-building forum in an EFL classroom
https://riunet.upv.es:443/handle/10251/138294
Foreign Language Learning In Knowledge Forums: using a knowledge-building forum in an EFL classroom
Manegre, Marni; Gutiérrez-Colón, Mar; Gisbert, Mercè
[EN] This paper presents the first phase of a study conducted to analyze Knowledge Building forums for evidence of second language acquisition. This study is an analysis of the posts within an existing forum in search of evidence of foreign language learning. The analysis found that the collaborative writing project shows evidence that the students passed through the stages of construction of knowledge within their foreign language classroom, however factors, such as confounding variables, inconsistencies in error types, and the small number of posts by the participants made it challenging to determine whether there is evidence of language acquisition for each student. The forum posts show evidence of knowledge acquisition, but further investigation is required to determine whether collaborative writing in knowledge forums is effective for foreign language acquisition.
2020-03-03T13:00:36ZTeacher Development in Technology-Enhanced Language Teaching
https://riunet.upv.es:443/handle/10251/138274
Teacher Development in Technology-Enhanced Language Teaching
Yaman, İsmail
[EN] Teacher Development in Technology-Enhanced Language TeachingJeong-Bae SonPalgrave Macmillan2018ISBN 978-3-319-75710-0ISBN 978-3-319-75711-7 (eBook)https://doi.org/10.1007/978-3-319-75711-7233 pages
2020-03-03T12:56:30ZLearning autonomy, digital learners and Google Education: a rhizomatic English syllabus framework
https://riunet.upv.es:443/handle/10251/138257
Learning autonomy, digital learners and Google Education: a rhizomatic English syllabus framework
Kara, Samia
[EN] Exploiting the free technology empowering services with which Google supplies the educational field, the present paper contributes a Google Education mediated syllabus framework to the field of teaching English as a second/ foreign language. Through a systems approach methodology, the framework addressed the concepts of ‘learner autonomy’ and ‘digital learners’ within the scope of its consecutive blocks: conceptualisation, planning and development. The relevance of this effort is to be seen in terms of bridging the ever-growing gap between the classroom and the digital world of web 2.0 learners; as well as enabling the teachers to contextualise the proposed tool with regard to their syllabi development, renewal and adaptation.
2020-03-03T12:46:36Z