Search

The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)

The 25th European Association of Computer-Assisted Language Learning (EUROCALL) conference was hosted by Modern Languages and Linguistics at the University of Southampton, in the United Kingdom, from the 23rd to the 26th of August 2017. The theme of the conference was "CALL in a climate of change." The theme encompassed the notion of how practice and research in CALL is responding to shifting global circumstances which impact education, including developments arising from economic, political, or environmental change. It cut across areas including considerations for teacher training, competitive educational models, open education, new models for blended learning, collaboration, mobile learning, creative and innovative pedagogy, data analytics, students' needs and sustainability--and crucially, it looked to the future with optimism. The programme was packed with over 200 sessions related to this topic, and it included a large number of workshops, pecha kucha, posters, and symposia. This volume offers a snapshot of this dynamic landscape and contains 60 of the papers presented. This volume reflects the wide variety of topics featured at the conference and the high quality of contributions. (Individual papers contain references.)

The 2016 Central States Conference on the Teaching of Foreign Languages (CSC), a joint conference with the Ohio Foreign Language Association, focused on fostering language and culture connections within and outside the language classroom and across the curriculum at all levels. A variety of approaches aimed at improving skills in language, literacy, and critical thinking were highlighted in order to engage students and prepare them for global citizenship in the 21st century. This 2016 report entitled "Fostering Connections, Empowering Communities, Celebrating the World," contains 12 articles that focus on fostering connections between and among language students and teachers, language, culture and content, the language classroom and the world and between K-12 and higher education. Through the integration of meaningful curricula, engaging learning tasks, media and technology, authentic materials, and cultural products in the language classroom, teachers can connect their language classrooms with the authentic lives of their learners. All of these articles underscore the important role of connecting learners with the target language and culture through a variety of means aimed at improving language skills, knowledge and attitudes of language learners in order to prepare them for global citizenship in the 21st century.

The 2015 Central States Conference on the Teaching of Foreign Languages (CSCTFL) was held in Minneapolis, Minnesota together with the Minnesota Council on the Teaching of Languages and Cultures, who served as local host. This year's theme underscores the transformative nature of learning a foreign language. As language teachers we have a great responsibility to provide our students with opportunities to learn and explore languages and cultures in ways that foster intercultural communicative competence. The 2015 conference highlighted strategies, practices, and approaches that world language educators can use to help students develop the attitudes, skills, and knowledge necessary to interact with others in our global community. The CSCTFL 2015 conference featured 35 workshops and more than 200 sessions. Nine of the 16 Central States were represented by "Best of" sessions. 21 sessions from the 2014 conference were presented again at the 2015 conference as "All-Stars." The session and workshop topics represented at the 2015 conference included technology in the classroom, intercultural competence, assessment, advocacy, best practices, and the use of literature, art, and music in language classes. The authors whose articles are included in the 2015 CSCTFL "Report" addressed the 2015 conference theme, "Learn Languages Explore Cultures Transform Lives" by focusing on those elements that transform foreign language teaching and learning. The articles provide the reader with innovative ideas and approaches for world language instruction that will assist teachers in transforming their classrooms to meet the needs of the 21st century learners.

The 2014 Central States Conference on the Teaching of Foreign Languages took place in St. Louis, Missouri with the cooperation of the Foreign Language Association of Missouri. The 2014 conference focused on ways in which foreign language teachers, "unlock" or help to open up lines of communication between their students and people who speak a language other than the native language of their students. Foreign language teachers do so not only by helping students to learn how to express themselves through oral and written communication, but also through cultural knowledge of the target culture. For students to become globally competent citizens, they need to know not only how to communicate through oral and written communication; they must also understand the nuances of a culture. An understanding of the products, practices, and perspectives of a culture are equally important to function in a given culture. The CSCTFL 2014 conference featured 28 workshops and more than 170 sessions. Nine of the 17 central states were represented by "Best of…" sessions. Several presenters from the 2013 conference returned to re-present their session as an "All-Star." The sessions and workshop topics represented at the 2014 conference included the connection to Common Core in the foreign language classroom, the use of technology, teaching for communicative competency, lesson planning, assessment, the integration of culture in the curriculum, and the use of literature, art, music, and film in language classes. The articles in this report pertain to developing communicative competency and cultural competency. By focusing on developing communicative competency and cultural competency, foreign language teachers are able to shape their students into citizens who will be globally competent and be able to communicate and interact effectively in a global society. The authors explain how to achieve these goals through the use of technology in teaching, studying abroad, the use of target language in the classroom, and the role of a textbook in the classroom while promoting communication.

The 2008 Central States Conference on the Teaching of Foreign Languages focused on learning about the diverse backgrounds and needs of today's students. The 2009 Conference continued that focus and added diversity by instructors in using a variety of teaching methods, strategies, themes, technologies, and assessments. Presenters from all 17 states that make up the Central States Conference offered a diverse program, including "Best of…" sessions selected by their respective states. "All-Star" 2008 sessions chosen by the Central States Conference Board were invited to share their expertise again with 2009 conference attendees. There were workshops and sessions for language professionals at all levels and languages. This year's volume offers a varied set of articles representing some of the best practices and innovations in language teaching and learning. Topics range from technology to travel, and should offer something of interest to all members of the readership.

The 2008 Central States Conference on the Teaching of Foreign Languages, a joint conference with the Michigan World Language Association, focused on learning about the diverse backgrounds and needs of today's students and discovering new ways to help them succeed in reaching the goal of language proficiency. A wide variety of workshops and sessions offered practical advice on how to deal with reluctant learners on a variety of levels. Immersion-type workshops and sessions were offered to help participants brush up on their language skills, and participants were brought up-to-date on topics such as foreign language advocacy, advanced placement, technology, assessment, culture, brain-based learning, and much more. In addition to "Best of" presentations from 15 states, the program included several encore presentations from last year's "All-Star" presenters. This volume offers the reader a wealth of research based approaches and strategies to language teaching and learning designed to assist the language educator in creating a learning environment that will motivate and engage all students in the language classroom. These articles focus on best practices representing theory-based instruction designed to optimize language communication skills and cultural knowledge for all learners.

The theme for the 2005 Central States Conference, "Year of Languages," and the title of this volume, "The Year of Languages: Challenges, Changes, and Choices," reinforce the commitment and passion that language educators demonstrate in their profession. Whether teaching in a small rural school or developing innovative programs in university settings, educators in the Central States are meeting challenges and instigating changes with creativity and enthusiasm. This volume celebrates those efforts. The 25 papers herein are organized around five key themes: (1) Year of Languages; (2) Challenges in PK-20 World Language Education; (3) Changes in Curriculum, Assessment, and Instruction; (4) Choices to Create Real-World Learning; and (5) Celebrations of Language Learning.

The title, "Making Connections: From the Classroom to the World Beyond", underscores one of the basic principles of language teaching echoed in the American Council on the Teaching of Foreign Languages (ACTFL) "Standards for Foreign Language Learning in the 21st Century". Teachers are constantly making connections in their language classes: to their students, to the curriculum, to other cultures, to teaching practices, to other disciplines, and to the global community. These connections are based on an infrastructure of language teaching and learning that involves research, theory, classroom practice, activities, and events. Over the past fifty years the profession has undergone enormous changes brought about by new research in second language acquisition as well as new directions in language teaching and learning. Once isolated from other disciplines, world languages now reaches out to them and incorporates them into the curriculum and into daily classroom activities. Furthermore, e-mail and the internet have added vast new dimensions to language teaching repertoire, enabling teachers to reach out to the global community in ways they were unable to previously. The articles are divided in sections that reflect and elaborate on the concept of making connections: (1) Making Connections to Program; (2) Making Connections to Research; (3) Making Connections to the Classroom; and (4) Making Connections to the Classroom and Beyond.

This issue includes the following articles: "Detaching Discourse Functions from Functional Projections" (Dora Alexopoulou); "Interface Conditions on Child Language: A Crosslinguistic Look at Genitives" (Sharon Armon-Lotem, Stephen Crain); "Formal Features and Movement at PF" (Ralph C. Blight); "Semantic Features of Determiners: Toward an Account for Complements of D" (Jocelyn Cohan); "Discourse Deixis and Anaphora Resolution in German" (Miriam Eckert); "The Syntax of IPP-Constructions and the Structure of the Lower Middlefield in Westgermanic" (Roland Hinterholzl); "Pre-Boundary Lengthening: Universal or Language Specific? The Case of Hungarian" (Beth Ann Hockey, Zsuzsanna Fagyal); "Some Reconstruction Riddles" (Howard Lasnik); "The Life and Death of Derivational Morphology: Reduplication in Oroqen (Fengxiang Li, Lindsay J. Whaley); "Chains and Phono-Logical Form" (Jeffrey Lidz, William J. Idsardi); "Deixis and Interactional Construction of Context" (Simona Pekarek); "Complex Small Clauses" (Joan Rafel); "Sloppy Definites (Ann M. Reed); "An Event Syntactic Account of Delimitation in Mandarin" (Chuanchih Wang); and "Restructuring Control" (Susi Wurmbrand). References are appended to each article. (KFT)

This book consists of eleven papers presented at the 1975 Central States Conference. The principal objective of the conference was to examine the trend for human relations, ethnic studies, and bilingual-bicultural education in American education and the new interest in languages not usually taught in the past. The papers include: (1) "We're All Ethnics: Hyphenated Americans, Professional Ethnics, and Ethnics by Attraction," by Lorraine A. Strasheim; (2) "The Analysis of Language and Familiar Cultures," by Nelson Brooks; (3) "Linguistic Diversity in the Classroom," by Geneva Smitherman; (4) "Analyzing French Culture and Interpreting Some of its Manifestations," by Jacqueline C. Elliot; (5) "Analyzing Hispanic Culture: Some Implications for Teaching," by Yvonne de Wright; (6) "A Look at Americans of German Descent," by La Vern J. Rippley; (7) "Newspapers and Magazines in the Second Language Classroom," by Helen L. Jorstad; (8) "Evaluating Cultural Learnings," by Robert C. Lafayette and Renate Schulz; (9) "Sexism in French Language Textbooks," by Betty Schmitz; (10) "Preparing Teachers for Cultural Pluralism," by Margaret Shryer; and (11) "Study-Travel Abroad," by Sue Reynolds. (CFM)

The two volumes of these working papers include articles by linguists from Scandinavia and other parts of the world. Under the heading, "The Use of IT in Grammatical Analysis/Parsing" are five articles: "Creating Inflecting Electronic Thesauri"; "Tagging Speech Data--Constraint Grammar Analysis of Spoken Portuguese"; "A Constraint-Based Tagger for Norwegian"; "Swedish Constraint Grammar"; and "Two Two-Level Models of Norwegian." Under the heading "Functional/Cognitive Linguistics" are 12 articles: "The Subject is Nominative! On Obsolete Axioms and Their Deep Rootedness"; "Negation: A Cognitive Hurdle in Interpreting"; "Inflection Classes, Norwegian Verbs, and Cognitive Grammar"; "Conditionals in Institutional Settings"; "Different Competencies? A Comparison of the Productive and Receptive Languages of a Danish Agrammatic Patient"; "Some Reflections on Syntactic Structure and the Acquisition Process"; "Placement and Scope of Mainland Scandinavian Modal Adverbs"; "On Grammaticalization of Body-Part Nouns: 'Hand' in Finnish and Estonian"; "Some Pragmatic Properties of French Cleft Constructions"; "The Construal of the Scene: Selected Existential Constructions"; and one article each in German and Danish. Under the heading "Language in Interaction" are eight articles: "Overlap Management and Interactional Competence"; "Stereotypes in Action"; "Danish in Greenland -- a new Dialect? Preliminary Results From a Pilot Project"; "Meanings of the Word 'Work' in a Danish Unemployment Office"; "Codeswitching between Persian and Swedish"; and three articles in Danish. Under the heading "Endangered languages" are four articles: "How Fast Will a Language Die When It Is Officially No Longer Spoken?"; "Komi, an Endangered Language?"; "Phonetic Salience and Language Change: Verb Paradigms in Inari Sami"; and "Linguistic and Political Aspects of Alphabet-Making for a Threatened Language." All articles include a brief abstract in English. References appear throughout the articles. (KFT)

This short paper reports on the preliminary findings of a study into the use of Online Translators (OTs) by university language students. Students of Chinese, French, German, Japanese, and Spanish and their teachers responded to comparative surveys on their respective use and evaluation of OTs for L2 writing in formal language learning contexts. Findings indicate that teachers have little awareness of the range of strategies students apply when using OTs as writing tools. Concerns of OT misuse for cheating or as a replacement for language learning seem largely unfounded. Students, however, perceive a lack of guidance for the appropriate use of OTs. Preliminary findings suggest that teachers need to review their assumptions about students' OT practices and that both students and teachers would benefit from technical and pedagogical OT training. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

The ability to objectively quantify the complexity of a text can be a useful indicator of how likely learners of a given level will comprehend it. Before creating more complex models of assessing text difficulty, the basic building block of a text consists of words and, inherently, its overall difficulty is greatly influenced by the complexity of underlying words. One approach is to measure a word's Age of Acquisition (AoA), an estimate of the average age at which a speaker of a language understands the semantics of a specific word. Age of Exposure (AoE) statistically models the process of word learning, and in turn an estimate of a given word's AoA. In this paper, we expand on the model proposed by AoE by training regression models that learn and generalize AoA word lists across multiple languages including English, German, French, and Spanish. Our approach allows for the estimation of AoA scores for words that are not found in the original lists, up to the majority of the target language's vocabulary. Our method can be uniformly applied across multiple languages though the usage of parallel corpora and helps bridge the gap in the size of AoA word lists available for non-English languages. This effort is particularly important for efforts toward extending AI to languages with fewer resources and benchmarked corpora. [This paper was published in: "AIED 2021," edited by I. Roll et al., Springer Nature Switzerland AG, 2021, pp. 77-87.]

There is no doubt that Computer Mediated Communication (CMC) and mobile mediated communication are linked as technology continues to transform the way we communicate with each other. Campbell (2019) analyzed how mobile communication evolved into portable devices to form a complete system of mobile media, reshaping the fabric of our social lives via 'sociality' and 'spatiality'. In this short paper, we would like to offer a brief overview of the diverse oral presentations which took place in the joint CMC and MALL (Mobile Assisted Language Learning) Special Interest Group (SIG) symposium at the online conference this year. This short paper will introduce various online apps which are available for free in both computer-based and mobile versions and can be adapted to foreign language learning in various ways. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

Playing games on mobile devices has become an integral part of younger generations' lives. Mobile games foster, among other things, deep concentration. This paper reports on design guidelines derived from observations of six elementary school pupils' engagement over a six-week period during an after-school reading club program. Each meeting consisted of three activities as well as reading text on the Microsoft immersive reader on an iPad, and playing a competitive reading game app, 'Henry rennt', which are both designed to support reading. Pupils were engaged in informal conversation with the researchers about both applications, and the authors informally observed the pupils' engagement with the apps and each other. Patterns of engagement and comments from pupils informed the design of a new reading app. This work reports these general patterns and concludes with new research areas to pursue as a result, including the impact of: social setting on playing, in-game teaching with avatars on engagement, and speed as a measurement of skill mastery. Finally, the applicability of children's engagement patterns is validated with adult students of German as a second language who used the app. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

This paper summarises the contributions to EuroCALL's CorpusCALL SIG Symposium for the year 2020. In line with this year's EuroCALL conference theme, 'CALL for widening participation', the Symposium centred around the theme of "Data-driven learning for languages other than English." This paper gives a brief overview of developments and challenges when using Data-Driven Learning (DDL) to teach French, German, Italian, and Spanish. As research suggests, a DDL approach has been effectively utilised to teach these languages. However, there are differences in available DDL resources and corpora for the respective languages that are appropriate for language teaching. The main challenges for future developments are also discussed. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

Due to recent unrest around the world, the number of refugees has increased dramatically in the last decade. In order to meet the needs of this population, host countries have had to quickly adapt to provide these refugees with basic needs. One such need is to have quality education for refugee children. The aim of this paper is to compare the policies of educational inclusion in Germany and Turkey that have accepted a large influx of refugees. Our findings suggest that both the German city-state of Hamburg and Turkey have made major strides over the past ten years to accommodate and provide for refugee children's educational needs. We list some of the policies that have led to greater inclusion and accessibility for refugee children in mainstream education. Key findings from the comparative document analysis show that although the two countries are distinguished by different levels of income and development, both have similarities in terms of (1) providing compulsory education for all children, (2) the delay in preparing and applying policy-based legislations for refugee education, and (3) the main activities such as additional language support and teacher training for the purpose of social inclusion of refugee students. Furthermore, both countries have had similar challenges such as the necessity of improvements in second language instruction and teacher training, thus highlighting the need for refugee education-oriented global solutions for the host countries. We recommend continued efforts to include multiculturally rich school curriculums to create educational settings that feel inclusive and comfortable for refugee children. [For the complete Volume 20 proceedings, see ED622631.]

Over the past few years, language teaching has progressively evolved from teacher-fronted classroom settings to more complex, learner-centered scenarios, allowing learners to explore authentic contents, work collaboratively, and create sophisticated and socially relevant products. In addition, these processes foster language learning, increase learner engagement, and support the acquisition of competences such as critical thinking and democratic competence. In spite of these positive results, previous research has not always suggested efficient ways to properly manage classroom interaction and potentially enhance learning outcomes. Against this backdrop, this paper explores the potential of cooperation scripts as a means to leverage collaborative work and classroom interaction in complex learning scenarios. In this paper, we report on the first phase of an intervention study that was conducted with 17 university learners of German at the B2-C1 level. Survey results show that most of the students found the addition of the cooperation script to be beneficial when engaging in a complex, game-based scenario. [For the complete proceedings, see ED600837.]

This paper contributes to a better understanding of the affordances of gamification in Foreign or Second Language (FL/L2) education, specifically in the context of a secondary school. An Exploratory Research (ER) was conducted, aiming to examine how gamification affects secondary school learners' experience in the FL/L2 classroom. A six-week technology-assisted gamified mobile language course for German as a Foreign Language (GFL), called MISSION BERLIN, was developed, implemented, and evaluated. Data collection methods include semi-structured focus group interviews with all students, an online survey and Moodle logs. Results indicate that there are certain game elements that are more useful in a mobile Moodle environment than others, and that structure and duration of the course, as well as technical issues, influence the students' learning experience. The paper concludes with suggested improvements and final considerations for the implementation of a gamified mobile course for FL/L2 learning. [For the complete volume of short papers, see ED590612.]

This reflective practice paper presents an excerpt of the outcome of a telecollaboration project between two tertiary institutions in New Zealand and Finland. Twenty-six intermediate students of German in the two countries used a Facebook-group to write about given topics which were part of their final assessment. The posts were a combination of video uploads, audio recordings, and writing which is in line with the multimodal meaning-making theory (Kress & van Leeuwen, 2001). The task design was guided by O'Dowd and Ware's (2009) three-layer approach design. The study investigates how students perceive the collaboration using the Facebook group and how the multimodal approach helps the students to develop their digital literacies. The data collected for the study included a mixed-methods approach with pre- and post-questionnaires, semi-structured interviews and Facebook logs. Results show that students learned more about each others' culture and improved their German at the same time. [For the complete volume of short papers, see ED590612.]

The ability to spell correctly is a fundamental skill for participating in society and engaging in professional work. In the German language, the capitalization of nouns and proper names presents major difficulties for both native and nonnative learners, since the definition of what is a noun varies according to one's linguistic perspective. In this paper, we hypothesize that learners use different cognitive strategies to identify nouns. To this end, we examine capitalization exercises from more than 30,000 users of an online spelling training platform. The cognitive strategies identified are syntactic, semantic, pragmatic, and morphological approaches. The strategies used by learners overlap widely but differ by individual and evolve with grade level. The results show that even though the pragmatic strategy is not taught systematically in schools, it is the most widespread and most successful strategy used by learners. We therefore suggest that highly granular learning process data can not only provide insights into learners' capabilities and enable the creation of individualized learning content but also inform curriculum development. [For the full proceedings, see ED615472.]

This article reports on an autoethnography by two authors who analysed the interrelationship of their experiences as foreign language learners, educators, and researchers. Both participant-researchers had taken advantage of the accessibility of online learning resources to learn new languages, had incorporated digital tools into their teaching practices, and had researched how technology could be used as a learning aid for students inside and outside the classroom. In this collaborative autoethnography, they turned the research lens upon themselves and each other to develop understandings of the way their experiences as language learners and researchers impacted upon their teacher cognition and teaching practices. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

The Year Abroad (YA) is one of the most valuable parts of our language degree programmes. Here we discuss some of the elements that constitute the assessment Nottingham Trent University students carry out to earn a YA diploma. More specifically we compare the two elements (blog and dossier) that we think contribute most to reflective practice, by analysing examples from students of French, German, and Spanish. Although at this point the analysis remains impressionistic, we compare which of these two elements helps students to reflect more deeply and meaningfully while achieving the YA objectives. The main findings indicate that both types of text help students to reflect on their experience and consequently to develop their Intercultural Communicative Competence (ICC). Notably, the use of the target language does not appear to determine the level of reflection while the intended audience plays an important part in the style and accessibility of students' work. [For the complete volume, "Perspectives on the Year Abroad: A Selection of Papers from YAC2018," see ED603732.]

When organising TeleCollaboration (TC) encounters at primary or secondary schools, especially technological and organisational complexity, alongside pedagogical issues, plays an essential role in the degree of success of the exchanges. Within the European TeCoLa project, pilot experiences have been organised using innovative but 'simple' technologies, like Padlet or Voki to more demanding and complex ones like 3D virtual worlds in OpenSim. The present paper presents the experiences of three pilot exchanges differing in complexity and reports on learners' experiences.[For the complete proceedings, see ED600837.]

The benefits of peer interaction, support, and feedback in Massive Open Online Courses (MOOCs) for Languages (LMOOCs) are well documented, but there has been little research on peer correction in MOOCs. Classroom-based research suggests that peer corrective feedback has significant potential for language development, but it also identifies a number of conditions for the feedback to be effective, notably a 'positive classroom atmosphere'; this may be hard to achieve on a MOOC, with its diverse cohort and large number of participants. Our mixed-method study reveals participants' conflicting expectations of learning from their peers on the one hand and actively contributing to their peers' learning on the other. Most participants believe they are not competent to provide helpful corrective feedback, and some think that the expectation to correct creates unwanted pressure and hinders communication. This paper encourages MOOC educators to address the challenge of creating a culture of learning through meaningful interaction whilst also finding ways of exploiting the opportunities offered by constructive peer correction. [For the complete proceedings, see ED600837.]

New technologies are changing the way of learning foreign languages. However, one of the main challenges for software developers and mobile assisted language learning designers remains the creation of learning environments for students' language immersion in and outside the classroom. This paper describes the design and evaluation of a VR-based mobile app called "Let's date!." The app enables Common European Framework of Reference for languages (CEFR) A1 level German language learners to interact with an immersive environment and to practise several language skills. The results have proven that the use of 360° videos based on realistic situations and combined with a conversational agent is suitable to reinforce students' foreign language competencies. [For the complete proceedings, see ED600837.]

This work-in-progress study focuses on the implementation of digital media into the Russian language classroom at secondary schools in the German-speaking countries of Austria, Germany, and the trilingual region South Tyrol. The data were collected in a mixed-methods procedure: quantitative data from online questionnaires and qualitative data from face-to-face, semi-structured interviews with teachers and learners of Russian. The data from the online-surveys were analysed with descriptive statistics and that of the interviews with qualitative content analysis. The results from the online-surveys illustrate the kinds of digital devices that are employed, the frequency of their use, and the purposes digital media are intended to fulfil in the Russian language classroom. Another finding concerns the teachers' digital literacy, suggesting that only half of the Russian teachers can create online language learning tasks. The paper closes with implications for pre- and inservice teacher education and future research. [For the complete proceedings, see ED600837.]

Papers included in this volume are: "The Muted Voice of Immigrant Workers;""The Situation of Foreign Workers in Sweden"; "Situation of Foreign Workers in the Federal Republic of Germany"; "Teaching German to Immigrant Children"; "Using Language Typology in Contrastive Studies"; "On Determining Developmental Stages in Natural Second Language Acquisition"; "Ordering Adult Learners According to Language Abilities"; "Some Remarks on Foreigner Talk"; "Some Minimal Requirements for the Teaching of Language to Foreign Workers"; "What Language Does the Immigrant Need?"; "What May Be the Use of Linguistics?"; "The Role of Phonetics in Language Teaching"; "Failure of a Language Transfer System Based on the Ideology and Models of Learning of the Country of Production"; "Teaching German to Turkish Migrants in West Berlin"; and "What Kind of Research Do We Need?" Other papers include "Semilingualism and the Education of Migrant Children as a Means of Reproducing the Caste of Assembly Line Workers"; "Verbal and Non-Verbal Communicative Behaviour of Turkish and Greek Workers"; "The Linguistic Development of Immigrant Children in Sweden"; "The Educational Problems of Finnish Immigrants in Sweden"; "What Foreign Workers Think About..."; and "What Kind of Research Do We Need? Some Remarks on Research Politics and Research Morals." (MSE)

Papers are presented from a colloquium on the teaching of German in the United Kingdom. Following an introduction by C.V. James, the following papers on the schools are presented: "A General View" by M. Lodge; "A Regional View" by R. Sheppard and G. Turner; "As the Teacher-Trainer Sees Them" by A. Hornsey; "Problems of Organisation" by J. Campbell; "An LEA Perspective" by D.M. Sidwell; and "The Adviser's View" by K. Emmans. Papers on higher education include: "The Universities" by J.L. Flood; "Polytechnics and Similar Institutions" by R. Oldnall; and "The Role of the Language Centre" by G. Seidmann. Papers on further education, commerce, and industry include: "Further Education Colleges" by J. Coutts and "Commerce and Industry" by E.V. Lee. Papers on teacher training include "The Education and Training of Graduate Teachers" by C.V. Russell and "Colleges of Education" by C. Fox. Papers on issues in methodology include: "Teaching Children of Moderate Ability" by D. Richards; "The Importance of Accuracy" by P. Newmark; and "The Compleat Germanist" by J.T. Smith. Papers on publishing and the media include: "The Provision of Teaching Materials for German" by G.D. Morley; "Problems and Prospects in Publishing" by R. Sawers; "The Contribution of the BBC (Schools) by A.A. Wolff; and "New Developments in Broadcast Language Teaching (Further Education)" by E. Baer. Papers on educational visits and exchanges include: "The Study of German in the United Kingdom: The Exchange Factor" by J. Platt and "The Centre for British Teachers in Europe Limited" by T.L. Marsters. (SW)

This paper presents the prototype of a Mobile Language Learning Environment (MLLE) allowing learners of German at a Japanese university to map classroom learning content onto the pathways of their everyday lives, turning places they come by into mnemonic "loci", and thus changing their daily commute into a learning trail. Even though the evaluation based on learners' self-reports could not confirm the assumption that this type of MLLE supports the use of the loci method for all learners, it allows the conclusion that at least for some learners mnemonic mapping with mobile devices might lead to changes in learning awareness and an expansion of strategy knowledge. [For the complete volume of short papers, see ED572005.]

The present paper describes a case study on the effects of telecollaborative games on learners' motivation. 12 learners from a Dutch and a British secondary school participated in the study. Different games, which included gamification elements, were developed on OpenSim. The overall educational goals of the games were to enhance cultural awareness and intercultural communication of German as a foreign language. Three different cross-cultural groups played the telecollaborative games in two different sessions. Data from pre- and post-surveys were gathered for measuring the impact of telecollaborative games on learners' motivation. At the end of the game sessions, focus group discussions were organised for evaluating the experience. The results indicate that telecollaborative games have a positive impact on learners' motivation. [For the complete volume of short papers, see ED572005.]

This paper evaluates the contribution of instructional technology to advanced-level foreign/second language learning (AL2) over the past thirty years. It is shown that the most salient feature of AL2 practice and associated Computer-Assisted Language Learning (CALL) research are their rarity and restricted nature. Based on an analysis of four leading CALL journals ("CALICO," "CALL," "LL&T," "ReCALL"), less than 3% of all CALL publications deal with AL2. Moreover, within this body of research, the range of languages involved is very restricted. Three languages, English, German and French, account for nearly 87% of the studies. Likewise, in nearly 81% of the cases, the learning focus is on the written language. Attention to oral-aural skills accounts for only 18% of all AL2 CALL projects. Whatever the targeted language or linguistic focus, the most striking aspect of advanced-level L2 CALL studies is the lack of information given regarding the competency level of students and the linguistic level of the activities undertaken. The determination of these critical parameters is thus of necessity very much a highly interpretive process. Based on the available evidence, it is estimated that half of the learners in these AL2 studies were in fact within the Common European Framework of Reference (CEFR) B1 range, i.e. below what would generally be considered as advanced-level competency. So, too, half of the assigned tasks were deemed to have been below the B2 level, with 40% of these below the B1 level. This study concludes that both quantitatively and qualitatively the contribution of instructional technology to advanced-level L2 acquisition has been very limited. [For the complete volume of short papers, see ED572005.]

Based on ethnographic studies of students' learning, this paper investigates how new spatial enactments of learning that include mobile technologies engage students in specific ways that enable them to learn. Data used in the paper have been collected in three lower secondary schools (7-9th form, ages 13-15) where students and teachers have been working with a unique combination of iPads and stationary auditorium based screens for collaboration and learning through videoconferences. Videoconferences have been significant for the schools as they are all based in rural areas where cultural institutions, connections to others and local experts are scarce, and where video-based interactions can open up for new perspectives and resources in learning. In the schools tablets have been used both for video interaction and as a ubiquitous personal device for everyday learning in school and at home, providing students with a digital format that is at hand and accessible for learning. Findings of the research indicate that learning is much more flexible, personalized and diverse when students use their tablets to work with knowledge and that new mobile enhanced body-technology relationships contribute to transforming ways of seeing and knowing in schools. [For the full proceedings, see ED571335.]

It is impossible to imagine a modern person with higher education who would have never studied one or several foreign languages and would not be familiar with the culture of different countries. Especially in the modern world, in which knowledge of languages serves not only as a way of cognition, but also as a key to self-realization both in one's own linguistic environment and beyond. The borders of countries are in many ways more and more transparent, means of transportation are available, which makes a modern person mobile and active in changing their place of residence and work. Knowledge of a foreign language and understanding of the cultural characteristics of other peoples further erases the barriers to temporary or long-term migration. Consequently, interest in the study of foreign languages grows in proportion to the growth of educational, scientific, commercial, cultural contacts, the desire of peoples and governments of different countries to develop cooperation and interaction. The study of linguistic and cultural contacts and the mutual enrichment of languages involves not only the study of specific socio-historical and cultural conditions of their development, but also the results of their mutual influence and interpenetration. In the process of learning one or more foreign languages, the problem of linguistic and cultural interference arises. The focus of our article is the problem faced by students of language departments. Students, even with a good command of a foreign language, often make mistakes, the cause of which is interlanguage interference - the influence of the native language system on a foreign language or two or even more studied languages on each other. With prolonged «immersion» in the language, the languages being studied begin to influence each other, actively interacting with the native language. Interference can manifest itself in both oral and written speech, as well as at all linguistic levels. In addition, issues of cross-cultural interference play a significant role. This article examines the reasons for the occurrence of language interference, describes its main characteristics and features, provides illustrative examples from European (English, Spanish and others), Slavic (Russian, Polish and others), as well as in the Eastern (Chinese) language. The authors pay special attention to the problem of linguistic interference of students of higher educational institutions emitting two or more foreign languages. They are carriers of the cultural code of their country, their people, but at the same time their cultural characteristics are in close contact with the cultural values of the people whose language they are studying, and their native language enters into a complex interaction with the languages being studied. Any culture is national, its national character is expressed in language through a special vision of the world, respectively, these two phenomena are inextricably linked and it is possible to consider them within the framework of one study. In the course of analyzing the above-described scientific linguistic and culturological problem, the authors come to the conclusion that the study of the culture of the people of the country of the target language is in many respects primary and serves as a superstructure over the study of a foreign language. This methodological approach allows students to avoid both cross-cultural and, in the future, linguistic interference. Teachers are required to be not only teachers of the language, who understand its origins of history and its evolution, but also specialists immersed in the culture and traditions of the country, the language they teach, who know its historical features, the mentality of the people and those key moments that influenced the formation of the linguistic features. [For the complete volume, "NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4," see ED625509.]

The global pandemic and subsequent quarantine measures and restrictions have posed a challenge to the structure and procedure of university summative assessment process. Qualification assessment for Foreign Languages major programs in particular is a strict regimen process that involves different stages (oral and written exams, final project viva, internal and external review). This study seeks to analyze the practices of Borys Grinchenko Kyiv University digital qualification assessment for students of European (French, Italian, Spanish, English, German) and Asian (Mandarin, Japanese) Languages major programs, employed in the year 2020 due to quarantine measures. The survey and analysis of different ICT tools is used to translate real life qualification assessment practices into online blended format. The investigation also seeks to identify various groups of applied digital skills and collaboration skills, utilized through qualification assessment process by all parties (students, faculty and referees). Comparative results of ICT tools and practices efficiency for respondents of European and Oriental languages programs are provided. [For the full proceedings, see ED622227.]

The expansion of the "Netflix" TV-network around the globe has made foreign language films and TV-series accessible for formal and informal language learning experiences. As students in educational settings are starting to engage in informal second language (L2) "Netflix" viewing, it is time that new pedagogical approaches support learners to optimise the resource for successful language learning. This pilot study reports on a project conducted with 12 intermediate level German students who watched self-selected German TV-series. For three weeks, students described and commented on each other's viewing experiences in their weekly blogs. In a final report, participants reflected on their affective and cognitive engagement with the series. Findings of this study indicate that previous informal exposure to "Netflix" series positively impacted on the participants' willingness to engage in extensive out-of-class listening. The learning experience in the formal context positively affected subsequent informal L2-series watching. [For the complete proceedings, see ED600837.]

TLC Pack stands for Teaching Languages to Caregivers and is a course designed to support migrants working or hoping to work in the caregiving sector. The TLC Pack resources range from A2 to B2 level of the Common European Framework of Reference for Languages (CEFR), and will be made available online in the six project languages: Dutch, English, German, Greek, Italian and Spanish. TLC Pack will also be available as paper-based materials (PDF) and on a specially designed language learning platform (http://language-for-caregivers.eu). In this paper, we touch upon three challenges we faced during the development of the materials. [For full proceedings, see ED564162.]

It is well documented that providing assessment feedback through the medium of screencasts is favourably received by students and encourages deeper engagement with the feedback given by the language teacher (inter alia Abdous & Yoshimura, 2010; Brick & Holmes, 2008; Cann, 2007; Stannard, 2007). In this short paper we will report the results of a case study where students moved from passively receiving feedback to actively entering into a feedback dialogue with their language teachers: screencasts were used not only by the teachers to provide audio and visual feedback to students on their written work, but also by the students themselves to comment in depth on the feedback they had received. Participants in the case study were surveyed at the end of the semester, and we will report on the survey findings as well as discuss the limitations and implications of the case study. The paper will reflect on the potential role of technology in providing feedback, the effectiveness of elicitation feedback in the context of this case study and the students' perception of the usefulness of creating their own screencasts in response to the feedback they have received. [For full proceedings, see ED564162.]

In the last two decades there have been many attempts to integrate all kinds of mobile devices and apps to support formal as well as informal learning processes. However, most of the available apps still support mainly individual learning, using mobile devices to deliver content rather than providing learners with the opportunity to interact with each other. To address this we have designed an app based on a highly interactive, ubiquitous and constructive learning approach. The app is called "Guess it! Language Trainer" and allows learners to share, assess and co-construct their foreign language knowledge. Learning contents are no longer delivered but integrated into versatile tasks. Even though these tasks are being performed individually by each player, the players' interaction with the app performed affects the whole community of learners. The current research paper presents the first results of an ongoing research project using mobile apps to enhance the Foreign Language Learning in a compulsory German language course at a Spanish University. In our paper we will firstly describe a specific app (Guess it! Language Trainer) which has been used to support students' independent language learning outside the classroom. Secondly, we will describe how the app encouraged students to get actively involved in their own learning processes and thirdly, how the teacher can use the information stored in the system to retrace and assess students' language learning. [For full proceedings, see ED564162.]

The mobility of both the device and the learner will determine how mobile learning takes place. Mobile learning offers new educational opportunities that allow for autonomous, personalized and context aware learning. This paper focuses on contextualized features for mobile language learning apps. Context-awareness is seen as a particularly important app feature in order to create a meaningful mobile learning experience as it adapts learning activities to the learners' real world environments. The scope of this paper is to explore students' perceptions of contextualized mobile language learning. An extended Technology Acceptance Model was developed to analyze the effect contextual app features would have on students' usage intention. The suggested app applies context-triggered push notifications to initiate learning sessions based on a location-aware vocabulary. Partial Least Squares Structural Equation Modeling (PLS-SEM), was used for an empirical validation of the proposed research model. The results of the analysis revealed, that students perceived the proposed app as beneficial for their learning endeavors. The location-aware feature is essentially relevant to improve the perceived usefulness of the system, as it may increase the learning effectiveness of the app in their everyday life. [For complete proceedings, see ED562096.]

This paper is a reflective critique of practice within the field of mathematics education in relation to the challenges faced by non-first-language-English speaking academics when they attempt to publish in English language research outlets. Data for this study are drawn from communications between a German and an Australian academic as the Australian assisted the German in negotiating aspects of translation bound by syntactic, semiotic, cultural, and colloquial language considerations. The paper concludes by raising questions about the issue of the use of English as a universal language for the dissemination of new knowledge and offers possible solutions to the problem.

This paper presents the prototype of a foreign language learning space, based on the construction of an integrated formal/informal learning environment. Before the background of the continued innovation of information technology that places conventional learning styles and educational methods into new contexts based on new value-standards, environment models of foreign language learning constantly face the necessity to change. A structured environment for foreign language learning can be created only when the learning environment in the real space, which is constructed in many forms outside the classroom, constantly connects with the formal learning environment inside the classroom. This study assumes two axes of a learning environment--formal/informal and real/cyber space--and attempts to integrate them to create a circulating four-dimensional model. Integrating formal and informal environments connects real space, which depends on the physical location and situation, with cyber space, which does not. In this study, sentences written in a foreign language by language learners will be auto-collected and analyzed in cyber space, which plays a great role in students' daily lives. Thus, a 4D foreign language learning environment, which automatically delivers practical knowledge to the learner by a comprehensive analysis of formal and informal learning between real and cyber space, will be constructed. [For the complete volume, see ED578177.]

Designing and sharing Open Educational Resources (OERs) requires teachers to develop new competences, in particular with digital resources. In this paper, the case of a language resource production group is introduced. Due to the centrality of the OERs in their collective activity, I show that the documents they produce are essential to the group's work. The theoretical framework of the Documentational Approach (DA) is used in order to analyse their design of resources, the development of their resource system, and how it is linked with professional development. [For the complete volume, see ED578177.]

This paper reports on the potential of Oral Elicited Imitation (OEI) as a format for output practice, building on an analysis of picture-matching and spoken data collected from 36 university-level learners of German as a second language (L2) in a web-based assessment task inspired by Input Processing (VanPatten, 2004). The design and development of OEI for output practice faces two key challenges: learners must be engaged in meaningful language processing rather than in mere repetition of oral stimuli, and the task must eventually provide individualized and qualitative corrective feedback that helps learners to notice gaps between their interlanguage and the target language. Results show that learners attended to meaning and that a commercially available speech recognition tool was able to transcribe learner speech remarkably well. [For the complete volume, see ED578177.]

This paper reports on a case study in the experimental use of Open Educational Resources (OERs) in intermediate level language instruction. The resources come from three sources: the instructor, the students, and open content repositories. The objective of this action research project was to provide student-centered learning materials, enhance student motivation, and encourage learner autonomy. The content modules, designed to complement and supplement materials from the commercial textbook used, represent a variety of disciplines and genres. Grammar tutorials cover the structures typically introduced in intermediate language study. Also included are modules on language self-study, which feature annotated guides to online language resources. To accommodate further student personal or professional interest, students were asked to find and curate additional reading or multimedia content. [For the complete volume, see ED578177.]

This paper analyzes the adequacy of mobile chatting via Whatsapp for the enhancement of a type of spontaneous and colloquial written interaction which has a strong connection with oral discourse. This is part of a research project undertaken with Spanish students of German as a foreign language with a beginner's or quasi-beginner's level. The paper presents the context and parameters of this learning experience and the methodology followed. Then, an analysis of the results is undertaken in terms of student response, attitude and participation, and also in terms of the meaning negotiation strategies and language used. Finally, conclusions are drawn regarding the adequacy of the Whatsapp technology for the practice and improvement of interactive skills for foreign language students at the initial learning levels. [For the complete proceedings, see ED557171.]

Far-reaching technological changes are shaping our society and the ways in which we work. A key 21st -century skill for taking advantage of those changes may be computational thinking (CT). CT aims at enabling humans to carry out more effective problem solving by utilizing concepts of computing and computer technology. For a successful integration of CT into curricula, however, it is important to take assessment into account. We review two instruments that capture CT: the Computational Thinking Test (CTt), a performance test, and the Computational Thinking Scales (CTS), that relies on self-assessment. We have adapted both instruments from English to German. Using a sample of 202 upper-secondary students from Switzerland, we provide further evidence on the validity of both instruments. To this end, we apply item response theory and confirmatory factor analysis. Furthermore, we evaluate the relationship between CTt and CTS. Both instruments show good properties and may be suitable for assessing CT in German-speaking countries at the secondary level. [For the complete proceedings, see ED608557.]

MIRELE is an interactive tabletop for situated domain learning that helps students learn names of the physical objects and their relationships by projecting the names, relationships, and additional information onto the real objects. It is built based on a camera-projector system and offers a domain-independent fast authoring system. Using the authoring system, the teachers can create the learning materials themselves without any programming. MIRELE is designed for domain-independence, unobtrusiveness and usability for manual activities, and offers a simple low-cost solution that can be utilized very fast in the classroom. [For the complete proceedings, see ED608557.]

These proceedings contain the papers of the 16th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2019), held during November 7-9, 2019, which has been organized by the International Association for Development of the Information Society (IADIS) and co-organised by University Degli Studi di Cagliari, Italy. The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agent systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified. However, innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference -- cognition and exploratory learning in the digital age. The CELDA 2019 Conference received 87 submissions from more than 25 countries. Out of the papers submitted, 48 were accepted as full papers for an acceptance rate of 55%; 15 were accepted as short papers and one was accepted as a reflection paper. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher, Baltasar Fernández Manjón, Director of the e-Learning Research Group e-UCM, Complutense University of Madrid (UCM), Spain. [Individual papers are indexed in ERIC.]