The EuroCALL Review - Vol 23, No 1 (2015)
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Papers stemming from the INTENT conference
- Promoting critical thinking in online intercultural communication
- Why in the world would I want to talk to someone else about my culture?
- A blended learning scenario to enhance learners’ oral production skills
- Combining Skype with Blogging: A chance to stop reinforcement of stereotypes in intercultural exchanges?
- English learning in an intercultural perspective: Russia and Norway
- Pan-American teletandem language exchange project
Articles
- An e-portfolio to enhance sustainable vocabulary learning in English
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- PublicationABA English(Universitat Politècnica de València, 2015-03-30) 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)http://campus.abaenglish.com
- PublicationAn e-portfolio to enhance sustainable vocabulary learning in English(Universitat Politècnica de València, 2015-03-30) Tanaka, Hiroya; Yonesaka, Suzanne M.; Ueno, Yukie; Ohnishi, Akio[EN] Vocabulary is an area that requires foreign language learners to work independently and continuously both in and out of class. In the Japanese EFL setting, for example, more than 97% of the population experiences approximately six years of English education at secondary school during which time they are required to learn approximately 3,000 words (i.e., lemmas). Given the lexical distance between Japanese and English, this leaves Japanese university EFL learners with a long way to go before they can acquire a sufficient number of words to comprehend authentic texts in English. To help Japanese university EFL learners sustain their vocabulary learning, the researchers have developed Lexinote, an e-portfolio system that allows learners to record and save the target words they encounter online, to search for them in online dictionaries, to practice them in several ways including written and oral rehearsals according to word familiarity (i.e., level of understanding of each lexical item), and to share their own output with peers. Learners are guided to monitor and control their vocabulary learning metacognitively according to word familiarity. Lexinote also provides learners with multimedia materials such as audio lessons for business and academic vocabulary development and online video lectures to prepare for classes conducted in English. Instructors can monitor students' learning records by number of words recorded, by type of practices chosen, and by how frequently they edit their learning records. This paper introduces the key concepts and basic functions of Lexinote and discusses how it can benefit learners, instructors, CALL researchers and developers with results from a survey on learners' perceptions.
- PublicationPan-American teletandem language exchange project(Universitat Politècnica de València, 2015-03-30) Castillo-Scott, Aurora[EN] This paper describes a TeleTandem language exchange project between English speaking Spanish students at Georgia College, USA, and Spanish speaking English students at Universidad de Concepción, Chile. The aim of the project was to promote linguistic skills and intercultural competence through a TeleTandem exchange. Students used Skype and Google Hangouts for monthly synchronous conversations where they interviewed each other, and exchanged information about their lives and cultures. The project also involved a monthly blog and a video report where students talked about their TeleTandem partner and reflected on their learning experience.
- PublicationEnglish learning in an intercultural perspective: Russia and Norway(Universitat Politècnica de València, 2015-03-30) Bjøru, Anne-Mette[EN] This paper describes a cross-border collaboration between a Russian and a Norwegian University in the English Language field, and how it is made possible by the universities' support – both in terms of strategic plans and funding. The paper shows the goals of the collaboration; to give the students an insight into how English is taught in Russia/Norway and intercultural learning, as well as how this is pursued through telecollaboration and physical mobility. The paper also explains how the physical mobility, as it is the core activity of the collaboration, has led to less telecollaborative activity
- PublicationCombining Skype with Blogging: A chance to stop reinforcement of stereotypes in intercultural exchanges?(Universitat Politècnica de València, 2015-03-30) Kirschner, L. Lynette[EN] This papers looks into whether combining Skype, blogging and class discussions reinforces or refutes stereotypes. The hypothesis was that some students do not have an adequate chance to reflect on their skype experience and course content. To see if students have made improvements in reducing stereotypes, the Standards for Foreign Language Learning: Culture will be used to evaluate their blog entries. In addition a survey will be given at end of the semester to analyse the student's perspective of their own learning.