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2. Cognitive and Socioemotional Skills in Low-Income Countries: Measurement and Associations with Schooling and Earning. Policy Research Working Paper 10309
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World Bank, Development Research Group, Danon, Alice, Das, Jishnu, de Barros, Andreas, and Filmer, Deon
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This paper assesses the reliability and validity of cognitive and socioemotional skills measures and investigates the correlation between schooling, skills acquisition, and labor earnings. The primary data from Pakistan incorporates two innovations related to measurement and sampling. On measurement, the paper develops and implements a battery of instruments intended to capture cognitive and socioemotional skills among young adults. On sampling, the paper uses a panel that follows respondents from their original rural locations in 2003 to their residences in 2018, a period over which 38 percent of the respondents left their native villages. In terms of their validity and reliability, our skills measures compare favorably to previous measurement attempts in low- and middle-income countries. The following are documented in the data: (a) more years of schooling are correlated with higher cognitive and socioemotional skills; (b) labor earnings are correlated with cognitive and socioemotional skills as well as years of schooling; and (c) the earnings-skills correlations depend on respondents' migration status. The magnitudes of the correlations between schooling and skills on the one hand and earnings and skills on the other are consistent with a widespread concern that such skills are under-produced in the schooling system. [This report was prepared by the World Bank Group's Development Research Group, Development Economics. Funding was provided by RISE and World Bank's Strategic Research Program Fund.]
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- 2023
3. Flipped Classroom with Gamified Technology and Paper-Based Method for Teaching Vocabulary
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Damar Isti Pratiwi, Sri Wuli Fitriati, Issy Yuliasri, and Budi Waluyo
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While gamified technology integration in vocabulary instruction within a flipped classroom has yielded beneficial teaching outcomes, specific studies have raised concerns about potential adverse effects linked to this approach. As a result, conducting a comparative analysis between gamified technology and conventional paper-based methods within the flipped classroom framework has become essential. This analysis aims to foster the development of a targeted teaching approach that adeptly addresses the unique needs of students. This study employed a sequential explanatory research design to examine the effectiveness of flipped classroom with gamified technology and paper-based method in teaching vocabulary to students with different proficiency levels. Quantitative data was gathered from a pretest and a posttest, whilst qualitative data was collected through teachers' guided reflection. Using Academic Word List (300 target words), control groups employed a paper-based, while experimental groups applied gamified technology ("Quizlet," "Kahoot!," "Quizizz," "Socrative," and "Google Form"), which lasted 10 weeks. The participants were 144 non-English major students who took a general English course in the 2nd semester of 2023. Quantitative data analysis ran in SPSS 25 using "Paired Sample t-Test" and "One-way ANOVA." The qualitative data were analyzed using thematic progression. The results showed that gamified technology did not affect students' learning outcomes, while the paper-based method resulted conversely. It revealed that the paper-based method is more effective than gamified technology for students in general, with low proficiency and high-proficiency level. Further, teachers' beliefs admitted distinctive issues that gamified technology was more effective for high-proficiency learners, whereas paper-based was more effective for low-proficiency learners. The difference analysis of quantitative and qualitative data sheds light on discussing threats while implementing gamified technology and possible solutions.
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- 2024
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4. Qualitative Data Coding and Analysis: A Systematic Review of the Papers Published in the 'Journal of Second Language Writing'
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Riazi, A. Mahdi, Ghanbar, Hessameddin, and Rezvani, Reza
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A challenging step in any qualitative research project is data coding and analysis. If the data coding is done appropriately, it will lead the researchers to develop patterns or themes and to make final inferences about the research problem. As such, qualitative researchers are supposed to take systematically informed steps and procedures to perform qualitative data coding and analysis. However, this is not as easy as it might be thought, and even published articles might fall short of providing a thorough explanation of their methods and procedures, making it difficult for other researchers, especially early career researchers, to aim for replication of the study. This article presents a review of the methods and data coding and analysis procedures in the field of L2 writing as a case in point. We scrutinized and analyzed all 168 articles with a qualitative orientation published in the "Journal of Second Language Writing" (JSLW) over its lifecycle. We present the results and discuss some articles to illustrate how L2 writing researchers handled qualitative data coding and analysis and showcase problematic areas. The outcomes of the review and analysis, including the showcase articles, provide some tips and guidelines for prospective L2 writing researchers and other stakeholders more broadly.
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- 2023
5. Building the Future by Looking to the Past: The Evolution of Research Strands in Influential CALL Papers
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Choubsaz, Yazdan, Jalilifar, Alireza, and Boulton, Alex
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To trace the evolution of research strands in published Computer Assisted Language Learning (CALL) papers over time, a corpus of 426 highly-cited papers in four major CALL journals ("ReCALL," "CALL," "LL&T," and "CALICO Journal") was compiled and coded using NVivo 12. All identified aspects of technology-mediated language learning and teaching were collected to produce a comprehensive list of 690 recurring research strands and then, by adopting a constant comparison method, were merged to form 119 unique research strands. The top 10 alone represent almost half of all research strands: Computer-Mediated Communication (CMC), writing, vocabulary, feedback, evaluation, learning environment, telecollaboration, design, speaking, and grammar. This paper provides the rationale for the study along with the methodology for data collection and analysis, with a particular focus on the dominant and intermediary strands to inform future CALL publications. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
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- 2022
6. CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)
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Research-publishing.net (France), Zoghlami, Naouel, Brudermann, Cédric, Sarré, Cedric, Grosbois, Muriel, Bradley, Linda, Thouësny, Sylvie, Zoghlami, Naouel, Brudermann, Cédric, Sarré, Cedric, Grosbois, Muriel, Bradley, Linda, Thouësny, Sylvie, and Research-publishing.net (France)
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The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the COVID-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was "CALL & Professionalisation". This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
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- 2021
7. Palestinian EFL University Students' Problems with the Reading Sections of the TOEFL Internet-Based Test and the Revised TOEFL Paper-Delivered Test
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Hammad, Enas Abdullah
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Despite Palestinian university students' problems with the Test of English as a Foreign Language Internet-based Test, no researchers approached this research area in the Palestinian English as a Foreign Language context. The present study attempted to answer a question focusing on Palestinian university students' problems with the reading sections of the Test of English as a Foreign Language Internet-based Test and the revised Test of English as a Foreign Language paper-delivered test. The participants were 65 fourth-year students studying English at Al-Aqsa University. The researcher employed four instruments: a test, a group semi-structured interview, and two individual semi-structured interviews. Results showed the students' problems with the reading sections of the two types of tests, such as the irrelevance of the topics of the tests to the students' content background knowledge, students' lack of exposure to lengthy passages, students' slow reading speed, and the students' lack of linguistic proficiency. Additionally, the study offered many recommendations for Educational Testing Service experts and Al-Aqsa university students and instructors.
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- 2021
8. The Role of Cognitive Individual Differences in Digital versus Pen-and-Paper Writing
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Vasylets, Olena, Mellado, M. Dolores, and Plonsky, Luke
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It is unknown whether and to what extent cognitive individual differences may play different roles in paper versus computer-based second language (L2) writing. This exploratory study is a first attempt to explore this issue, focusing on the effects of working memory and language aptitude on the quality of paper versus computer-based L2 writing performance. Forty-two Spanish learners of L2 English performed a problem-solving task either digitally or on paper, took a working memory n-back test, and completed LLAMA tests to measure language aptitude. The quality of their L2 written texts was assessed in terms of complexity, accuracy and fluency (CAF) measures. The results indicated that the role of cognitive individual differences may vary depending on the writing environment.
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- 2022
9. The WIDA Framework for Equitable Instruction of Multilingual Children and Youth in Content-Area Classrooms. WCER Working Paper No. 2022-1
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Molle, Daniella, Wilfrid, Jennifer, MacDonald, Rita, Westerlund, Ruslana, and Spalter, Amanda
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This paper discusses the purpose and content of the WIDA Framework for Equitable Instruction (FEI). The FEI is an instruction-focused resource designed to promote the equitable engagement in disciplinary learning and language development of multilingual learners. It complements the WIDA English Language Development Standards Framework in that it offers guidance on how educators can design learning environments that promote language growth in the context of disciplinary learning. The paper details the approach to language instruction reflected in the FEI and describes its four key principles. The paper also discusses the different components of the FEI: cross-disciplinary teacher actions that promote equitable learning and language practices, as well as discipline-specific teacher actions, student actions, language functions, and language trajectories. The paper concludes with guidance on how educators can use the FEI to strengthen their instructional practices for multilingual learners. The appendices offer discipline-specific illustrations of the framework's components and a glossary.
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- 2022
10. A Classroom-Based Study on the Effects of WCF on Accuracy in Pen-and-Paper versus Computer-Mediated Collaborative Writing
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González-Cruz, Belén, Cerezo, Lourdes, and Nicolás-Conesa, Florentina
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This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts.
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- 2022
11. Five Years of ELEUK Conferences: A Selection of Short Papers from 2019
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Research-publishing.net (France), Lallana, Amparo, Martín, Lourdes Hernández, Gutiérrez, Mara Fuertes, Lallana, Amparo, Martín, Lourdes Hernández, Gutiérrez, Mara Fuertes, and Research-publishing.net (France)
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This anniversary volume of the Association for the Teaching of Spanish in Higher Education in the United Kingdom is a compilation of contributions made by members and delegates at the 2019 ELEUK annual conference held at the University of Edinburgh. Throughout the book, authors share their teaching, assessment, and research practice in the area of Spanish Language Teaching (SLT). From strategies to enhance student engagement and foster student agency to reflections on language teaching practice from diverse angles, these nine short papers contribute to current debates around foreign language pedagogy, with a focus on teaching Spanish in the higher education context. [For the two out of nine papers in this volume written in English, see ED606533 and ED606534.]
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- 2020
12. English Learners Who Take the ACT with Testing Supports: An Examination of Performance, Demographics, and Contextual Factors. Working Paper. 2021-R2101
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Moore, Joann L.
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This study examined the performance of English learners (ELs) taking the ACT® test with testing supports, as compared to ELs and non-ELs taking the ACT without supports or accommodations. Contextual factors were also explored, including high school experiences and demographic characteristics such as low-income and first-generation college student status that may be associated with their scores. Results indicate that ELs tended to score substantially lower than non-ELs, and ELs who tested with supports tended to score lower than ELs who tested without supports. ELs in both groups, particularly those testing with supports, tended to take fewer core academic courses, fewer honors or AP courses, and had lower high school grades than non-ELs. ELs in both groups, particularly those testing with supports, were also more likely to be non-White, low income, and/or first-generation college students. Regression analyses found that demographic and contextual factors, along with limited English proficiency, played a substantial role in predicting the performance of ELs taking the ACT, both those testing with and without supports. It is important that ELs are provided with a rigorous education that includes instruction in both English language and core academic content to ensure that they have equitable opportunities and experiences as compared to their English proficient peers.
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- 2021
13. A Shortcut in Language Testing: Predicting the Score for Paper-Based TOEFL Based on One Sub-Score
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Anwar, Samsul and Mustafa, Faisal
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Using standardized tests such as paper-based TOEFL with three subtests for classroom assessment is restricted by the length of the test, which is usually longer than the class duration. Therefore, it is significant to be able to predict other subtests by conducting only one subtest. Therefore, the current study aimed to calculate prediction coefficients, enabling teachers to predict scores in paper-based TOEFL by conducting only one subtest. The data to create the prediction models were obtained from 2,030 scores of Institutional TOEFL, i.e. paper-based TOEFL without writing subtest. The prediction coefficient was calculated by using linear regression analysis. The result shows that the listening comprehension sub-score predicts the TOEFL score more accurately (MSE of 520) than other sub-scores (MSE of 553 and 587). The intercept for listening comprehension sub-score was 373.07, 357.14 for structure & written expression, and 364.19 for reading comprehension. In addition, the slope for each sub-score was 4.07, 5.96, and 4.63, respectively. Therefore, a listening test should be used in predicting the overall TOEFL scores for an accurate prediction.
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- 2021
14. Not Lost in Translation: The Implications of Machine Translation Technologies for Language Professionals and for Broader Society. OECD Social, Employment and Migration Working Papers. No. 291
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Organisation for Economic Cooperation and Development (OECD) (France), Borgonovi, Francesca, Hervé, Justine, and Seitz, Helke
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The paper discusses the implications of recent advances in artificial intelligence for knowledge workers, focusing on possible complementarities and substitution between machine translation tools and language professionals. The emergence of machine translation tools could enhance social welfare through enhanced opportunities for inter-language communication but also create new threats because of persisting low levels of accuracy and quality in the translation output. The paper uses data on online job vacancies to map the evolution of the demand for language professionals between 2015 and 2019 in 10 countries and illustrates the set of skills that are considered important by employers seeking to hire language professionals through job vacancies posted on line.
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- 2023
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15. How Sociocultural Factors Mediate Washback Effect: A Study of the Hong Kong Diploma of Secondary Education Examination English Language Paper 4
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Katagiri, Nozomu Wong
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The study explores the unaddressed washback on the English-speaking test of the Hong Kong Diploma of Secondary Education Examination (HKDSE-English Language Paper 4). The HKDSE is a university entrance exam in Hong Kong which includes a group discussion speaking test known as English Language Paper 4. To identify ongoing washback effects, including sociocultural perspectives, the study analyses ongoing student washback of test-specific and non-specific preparation and how the mediating factors affect these preparations. One-hundred and ninety-nine secondary 4th to 6th grade students provided the questionnaire data in two rounds. Results from exploratory factor analysis indicate six major types of test preparation, which are categorised as two test specific, three non-specific, and one integrated type of preparation. Mediating factors comprise five categories of learner characteristics and stakeholders in and out of school. The cluster analyses identified four students' groups intertwined with the involvement of washback and the mediating factors. A strong relationship between extrinsic factors and explicit learning and intrinsic factors and implicit learning was found. The study concludes that students' washback is affected by mediating factors aside from the test; learning method choice by students (e.g. learning from entertainment content) has a strong relationship with specific mediating factors (e.g. interest in English).
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- 2023
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16. The Low Co-Occurrence of Nominalization and Hedging in Scientific Papers Written by Chinese EFL Learners
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Liu, Xiao
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This article hypothesizes that one of the reasons for Chinese EFL learners' rigid use of nominalization and insufficient use of hedging in academic writing can be attributed to the unclear understanding of the relationship between these two expressions. The aim of the research is to first prove and then explain the possible co-occurrence of nominalization and hedging in scientific papers, with the intention of deepening Chinese EFL learners' understanding of the reasons for their possible co-occurrence. After a corpus-assisted statistical analysis of sixty abstracts selected from leading scientific journals written by native English speakers, it's been found that there is indeed a tendency for nominalization and hedge to co-occur both at the textual-level and clause-level. Besides, a tentative analysis is conducted to explain the pattern of their co-occurrence. It has been observed that the number of nominalized expressions in clauses is inversely correlated with the probability degree of hedging, and the position of nominalization in the clause (theme or rheme) influences the generalization level of hedging. The research results could shed light on the pedagogic approach in improving Chinese EFL learners' academic writing by making evident that the elusive Grammatical Metaphor competence could be enhanced by deepening the understanding of the inter-relationship between seemingly different in-congruent expressions like nominalization and hedges.
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- 2021
17. A Conceptual Paper on Future Development of Literacy Theories and Language Learning among Contemporary Chinese College EFL Students
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Su, Huanan and Ma, Fengyi
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This paper aims to further understand the future development of literacy theory and language learning in contemporary Chinese universities through the research on the current situation of EFL students' literacy in Chinese universities and the teaching characteristics of contemporary Chinese teachers. In this study, literature analysis method, literature comparison analysis method, literature synthesis method and other analytical methods were used to obtain the results. Based on our results, the lack of literacy training is an extremely important reason for the defects of literacy skills of contemporary Chinese college EFL students in the process of language learning. The strengthening of literacy training is one of the key measures to improve the comprehensive level of literacy of contemporary Chinese college EFL students in the process of their language learning. Theoretically, the future development of literacy theories and language learning among contemporary Chinese college EFL students is bound to closely connect with the new theory of multiliteracies and critical literacy in literacy development and the multiliteracies teaching methodology in language learning. Practically, the new theory of multiliteracies puts forward a series of hypotheses for school literacy education to cope with the drastic changes facing the world today. At the same time, the critical literacy theory is rooted in critical education theory, focusing on the important role of literacy in the formation of individual human values. Besides, the multiliteracies teaching methodology in language learning explores how to change traditional teaching methods, effectively using multimedia resources, and cultivating language learners' skills of multiliteracies.
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- 2021
18. Inductive Teaching Approaches in Business English Writing in an EFL Context: Paper-Based and Product-Based Instructions
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Rungwaraphong, Piyawan
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The study reported in this article compared two different inductive instructional methods implemented in a Business English writing training, including paper-based instruction (PPI) and product-based instruction (PDI). It assessed the effectiveness and examined practical issues of the implementation of each method. A total of 46 Thai students majoring in a Business English program at a Thai university participated in this study. The students were randomly divided into two groups and put into either the PPI or PDI training module. The researcher collected data from direct observations, focused-group discussions, and students' writing scores. Qualitative data from the focused-group discussions and observation field notes were analyzed thematically using the grounded theory, while cross-examination was utilized for students' writing scores. The study results indicate that the fundamental dichotomies between both approaches include tangibility, authenticity, and contextuality. Students' difficulties in formulating grammar and writing rules on their own and students' perception of learning as a burden were found as challenges in both modules. The findings also indicate that both the PPI and PDI modules trigger classroom dynamics and a positive atmosphere; however, PDI resulted in more vigorous dynamics as student movements and interactions were relatively higher. Finally, this study's findings are beneficial for instructors seeking innovative instructional methodology to improve their Business English writing teaching. The study has contributed to the field of teaching Business English writing. The study's findings have helpful implications for lecturers of Business English writing, who are looking for a teaching approach that enables them to create opportunities for students to learn in authentic, professional environments, contexts, and cultures cast in real-life business situations.
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- 2021
19. Loud and Clear: Effective Language of Instruction Policies for Learning. A World Bank Policy Approach Paper
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World Bank, Crawford, Michael, and Marin, Sergio Venegas
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The World Bank's focus on foundational skills requires that issues of language and Language of Instruction be brought to the forefront of education policy discussions. Poor Language of Instruction policies harm learning, access, equity, cost-effectiveness, and inclusion. Yet nearly 37% of students in low- and middle-income countries are taught in a language they do not understand. Massive learning improvements are feasible by teaching in a small number of additional languages. The World Bank's first Policy Approach Paper on Language of Instruction offers an indication of the work that will be undertaken to support countries in introducing reforms that will result in more resilient, equitable, and effective systems by promoting teaching in the languages that students and teachers speak and understand best. [The report was edited by John Steinhardt.]
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- 2021
20. CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)
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Research-publishing.net (France), Frederiksen, Karen-Margrete, Larsen, Sanne, Bradley, Linda, Thouësny, Sylvie, Frederiksen, Karen-Margrete, Larsen, Sanne, Bradley, Linda, Thouësny, Sylvie, and Research-publishing.net (France)
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Despite the COVID-19 pandemic, the EUROCALL society succeeded in holding the 28th EUROCALL conference, EUROCALL2020, on 20-21 August as an online, two-day gathering. The transition process required to make this happen was demanding and insightful for everyone involved, and, in many ways, a logical consequence of the core content and purpose of EUROCALL. Who would be better suited to transform an onsite conference into an online event than EUROCALL? CALL for widening participation was this year's theme. We welcomed contributions from both theoretical and practical perspectives in relation to the many forms and contexts of CALL. We particularly welcomed longitudinal studies or studies that revisited earlier studies. The academic committee accepted 300 abstracts for paper presentations, symposia, workshops, and posters under this theme; 57 short papers are published in this volume. We hope you will enjoy reading this volume, the first one to reflect a one hundred percent online EUROCALL conference/Online Gathering. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
- Published
- 2020
21. Standardization of EFL Undergraduate Skill Exam Papers: A Case Study at Majmaah University
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Abahussain, Majed Othman, Iqbal, Muhammad, and Khan, Imran
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Designing standardized exams for EFL undergraduates is a matter of great concern in pedagogical practices that assess learners' academic achievements. This case study was conducted at Majmaah University, Saudi Arabia, to explore the significance of educational exam standardization and its impact on the process of implementation, leading to a balanced and equitable assessment of English language skills. During the study, 250 final English skill exam questions of two semesters were analyzed. A mixed-method approach using a questionnaire and Focused Group Discussion was adopted to collect relevant data. The quantitative data were analyzed using SPSS 16, and the qualitative data was processed by thematic analysis. The quantitative data results showed that questions were balanced, valid, and reliable in language skill exam papers designed for undergraduate English students. The qualitative data revealed four major themes -- standardization of questions, the efficacy of Bloom's taxonomy, assessment/evaluation, and alignment of the question with learning outcomes. These emerging themes highlighted the effectivness of standardizing exam papers, identified problems, and suggested ways of improvement. The study indicates that exams must be scrutinized for the sake of standardization in terms of maximum course coverage; the variety in the question item; clear, concise, and precise instructions; validity and reliability of exam papers; and the alignment of questions with the course and program learning outcomes to ensure the implementation of the revised Bloom's taxonomy. The study suggests, to generalize the results, that further investigation should be done in another Saudi university for the sake of comparison.
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- 2020
22. Metadiscourse and Counterargument Integration in Student Argumentative Papers
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McCarthy, Philip M., Kaddoura, Noor W., Ahmed, Khawlah, Buck, Rachel Hall, Thomas, Anuja M., Al-harthy, Ayah, and Duran, Nicholas D.
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Incorporating counterarguments can be challenging for many student-writers, including those for whom English is a second or other language. In this study, we present findings that may lead to improvements in students' understanding of the benefits of integrating counterarguments. In our study, expert readers were presented with excerpts of student academic writing in order to assess the degree to which counterarguments could be identified through student deployment of metadiscoursal features. The results suggest that student-writers deploy metadiscoursal features with insufficient frequency and consistency. The results further suggest that when metadiscoursal features are used in counterarguments, their deployment is largely restricted to the sentence-initial position. The study also considers the pedagogical and technological issues associated with the findings.
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- 2021
23. A Comparative Study of Test Takers' Performance on Computer-Based Test and Paper-Based Test across Different CEFR Levels
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Yao, Don
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Computer-based test (CBT) and paper-based test (PBT) are two test modes to the test takers that have been widely adopted in the field of language testing or assessment over the last few decades. Due to the rapid development of science and technology, it is a trend for universities and educational institutions striving rather hard to deliver the test on a computer. Therefore, research on the comparison between these two test modes has attracted much attention to investigate whether the PBT could be completely replaced. At the same time, task difficulty is always a key element to reflect test takers' performances. Numerous studies have laid a solid foundation and guidance about the comparative study of test takers' performance on CBT and PBT, but there still remains a scarcity from the perspective of task difficulties with different Common European Framework of Reference for Languages (CEFR) task levels in particular. This study, therefore, compared the test takers' performance on both CBT and PBT across tasks with different CEFR levels. A total of 289 principal recommended high school test takers from Macau took the pilot Test of Academic English (TAE) at a local university. The results indicated that there was a difference between test takers' performance on different test modes across different CEFR levels, but only CEFR A2 level showed a statistically difference between CBT and PBT. And since science and technology are continuously developing, it is essential for the university to consider switching the test mode from PBT to CBT.
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- 2020
24. Justifying the Construct Definition for a New Language Proficiency Assessment: The Redesigned 'TOEIC Bridge'® Tests--Framework Paper. Research Report. ETS RR-19-30
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Schmidgall, Jonathan, Oliveri, Maria Elena, Duke, Trina, and Grissom, Elizabeth Carter
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One of the most critical steps in the test development process is defining the construct, or the knowledge, skills, or abilities, to be assessed. This foundational step provides the basis for initial assumptions about the meaning of test scores and serves as a reference for subsequent validity research. In this paper, we describe the purpose of the redesigned "TOEIC Bridge"® 4 skills assessments and elaborate the theoretical basis of its construct definition. We also describe how an evidence-centered design (ECD) approach was used to develop the redesigned TOEIC Bridge assessments and the first stage of that approach, the domain analysis. The domain analysis begins by elaborating a clearer definition of the context in which language is evaluated by the redesigned TOEIC Bridge assessments, "everyday adult life." Next, we review research literature and relevant language proficiency standards to highlight the knowledge, skills, and abilities relevant to beginner to low-intermediate English proficiency for everyday adult life. This information is synthesized in the construct definitions for reading, listening, speaking, and writing ability for beginner to low-intermediate levels of general English proficiency in the context of everyday adult life.
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- 2019
25. CALL and Complexity: Short Papers from EuroCALL 2019 (27th, Louvain-la-Neuve, Belgium, August 28-31, 2019)
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Research-publishing.net (France), Meunier, Fanny, Van de Vyver, Julie, Bradley, Linda, Thouësny, Sylvie, Meunier, Fanny, Van de Vyver, Julie, Bradley, Linda, Thouësny, Sylvie, and Research-publishing.net (France)
- Abstract
The 27th European Association of Computer-Assisted Language Learning (EUROCALL) conference was hosted by UCLouvain in Louvain-la-Neuve (Belgium), in collaboration with KU Leuven, from the 28th to the 31st of August 2019. The theme selected for the 2019 EuroCALL conference held in Louvain-la-Neuve was "CALL and complexity." As languages are known to be intrinsically and linguistically complex, as are the many determinants of learning (additional) languages, conference organizers wanted to view complexity as a challenge to be embraced collectively. The 2019 conference paid tribute to providers of Computer Assisted Language Learning (CALL) solutions and recognized the complexity of their task, acknowledged the notion of complexity to ensure the provision of ad hoc CALL solutions, and drew both learners' and teachers' attention to complexity issues so that they can make the most of their learning/teaching experience. The conference program included 189 paper presentations, 4 symposia, 10 workshops, and 46 posters. All of these activities were divided into the following sub-themes in CALL: social inclusion, computer mediated communication and telecollaboration, corpora and language learning, digital bi- and multi-literacies, digital game-based language learning, intelligent CALL, mobile assisted language learning, natural language processing applications, open educational resources and practices, research trends, second language acquisition principles, task complexity, teacher education and professional development, the complexity, accuracy, and fluency framework, and virtual reality and gamification.
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- 2019
26. Building Grade 10 Students' Vocabulary Achievement through Reading the News Paper at SMK 45 Lembang
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Katemba, Caroline V. and Parillia, Rafael R.
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Using the newspaper as a medium of learning English is a unique way to stimulate students' interest in reading, since students at this age is a student who has dropped their interest in reading. Therefore, the researchers decided to use the newspaper as a medium to build students' vocabulary. Researcher chose participant in the study of class XB and XE in SMK 45 Lembang. The school gave these two classes as the sample, because believed that each class has the cognitive abilities and knowledge that are relatively equal. In this study, researchers randomly selected from among the two classes used as a sample for the Control and Experimental Class. As the result, researchers found class X E as Control class, and X B as an Experimental class. The study lasted for a full month, in which each class received different treatment. As a result, the Gain value of Experimental class is higher than the Control class. Moreover, based on the result of the data analysis with the Mann-Whitney U test method, it showed that that there were significant differences in Students' Vocabulary growth, between Control class and Experimental class. Based on the calculation of Non-parametric Mann- Whitney U test, the gain data between Experimental Class and Control Class show the value of Asymp Sig. (0.000), Z[alpha] (0.05) and the value of Z (4.847). Z [alpha] (1.96). Therefore, it can be concluded that the method of using newspaper as a teaching material has a positive impact in the absorption and growth in students' vocabulary.
- Published
- 2020
27. Roaming Students' Role as Text Analysts: An Analysis of Indonesian Tertiary EFL Students' Review Paper
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Setyaningsih, Endang
- Abstract
Current trend in education has acknowledged the urgency to move students from the role of traditional receiver and echoer of information to the role of critical listener, speaker, reader, and writer. In so doing, the students need to embrace the role of text analysts who continuously question texts that they encounter. This study looked for indices of students' engagement in text analyst role. The data for the analysis were collected from 25 EFL university students' reviews which were randomly selected. Using the guidepost developed from Luke and Freebody's (1999) Four Resources Framework, the study highlighted points of information and/or questions or issues addressed in the students' writing which indicated students' role as text analysts. The study revealed that 40 percent of the students failed to practice the text analyst role. Meanwhile, those who addressed the role showcased five major patterns of indices: (1) questioned the trustworthiness of text, (2) recognized bias, (3) uncovered hidden intention/agenda, (4) identified harmed/benefitted party, and (5) provided alternate point of view/way of saying and/or personal standing. This study concludes that the students will be able to engage in text analyst role under two conditions (1) they are not struggling with the basic comprehension and (2) they have reached a state of habituation of mind in terms of questioning text. It is therefore recommended that the students be given sufficient time for familiarization and have continuous practices to make a critical approach to texts.
- Published
- 2020
28. Creating ESP-Based Language Learning Environment to Foster Critical Thinking Capabilities in Students' Papers
- Author
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Karapetian, Alina O.
- Abstract
The purpose of this research is to experimentally evaluate how the "flipped classroom" model used to deliver Business English, which is commonly an integral part to the ESP course at tertiary schools of Economics in Ukraine, to the students majoring in Economics fosters students' critical thinking skills and improved their academic performances and what students' perceptions of this model are. The learning environment used a multimedia-based textbook entitled "Business skills through English". This was experimental research which used a mixed-methods approach. Students' critical thinking skills and academic performance (learning outcomes) were the variables for this study. Placement tests, needs analysis questionnaires, Course Satisfaction Questionnaire, a test to assess the students' critical thinking skills were used to collect the statistical data. Cronbach Alpha coefficient was applied to interpret the test on critical thinking data and SPSS AMOS statistical package programme was used to analyse the consolidated data. The study found that the "flipped classroom" model used to deliver ESP and Business English to the students majoring in Economics has the potential to provide a better learning experience for the students and teaching experience for the teachers. This model fosters students' critical thinking skills by involving them in problem-solving-based learning and improves their academic performances by increasing their responsibility for learning results and stimulating them to use different learning styles. Overall, the above model substitutes a teacher-centered with a student-centered approach that engages learners in the true-to-life business world and language environment. In this way, learning Business English and ESP at higher educational institutions in Ukraine is a move from just training memory (memorizing professionalism-related English vocabulary and doing grammar drills) to applying language as a learning medium in the specifically designed vocational contexts.
- Published
- 2020
29. Building Grade 10 Students' Vocabulary Achievement through Reading the News Paper at SMK 45 Lembang
- Author
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Katemba, Caroline V. and Parillia, Rafael R.
- Abstract
Using the newspaper as a medium of learning English is a unique way to stimulate students' interest in reading, since students at this age is a student who has dropped their interest in reading. Therefore, the researchers decided to use the newspaper as a medium to build students' vocabulary. Researchers chose participants in the study of class XB and XE in SMK 45 Lembang. The school gave these two classes as the sample, because believed that each class has the cognitive abilities and knowledge that are relatively equal. In this study, researchers randomly selected from among the two classes used as a sample for the Control and Experimental Class. As the result, researchers found class XE as Control class, and XB as an Experimental class. The study lasted for a full month, in which each class received different treatment. As a result, the Gain value of Experimental class is higher than the Control class. Moreover, based on the result of the data analysis with the Mann-Whitney U test method, it showed that that there were significant differences in Students' Vocabulary growth, between Control class and Experimental class. Based on the calculation of Non-parametric Mann-Whitney U test, the gain data between Experimental Class and Control Class show the value of Asymp Sig. (0.000), Z[alpha] (0.05) and the value of Z (4.847). Z[alpha] (1.96). Therefore, it can be concluded that the method of using newspaper as a teaching material has a positive impact in the absorption and growth in students' vocabulary. [Note: The page range (12-28) shown on the PDF is incorrect. The correct page range for this article is 12-27.]
- Published
- 2020
30. Dos Métodos: Two Classroom Language Models in Head Start. Strengthening the Diversity and Quality of the Early Care and Education Workforce Paper Series. Research Report
- Author
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Urban Institute and Oliva-Olson, Carola
- Abstract
Dual language learners make up an increasing share of preschool students, but they often perform worse than monolingual students on assessments measuring school achievement. This study compares Head Start classrooms implementing either the dual language model or the English with home language support model. The author examines how the models affect gains in English or Spanish oral proficiency over a school year and how classroom organization and quality affect potential proficiency gains. Students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. The difference was even more pronounced among classrooms with low organization. Findings highlight the need for professional development on language model use to ensure consistency in delivery. [This work was funded through the Young Scholars Award.]
- Published
- 2019
31. Internationalisation and Mobility Policy Paper. BM76 - Sofia
- Author
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European Students' Union (ESU) (Belgium)
- Abstract
This paper defines the European Students' Union (ESU) opinions on the topics related to internationalisation and learning mobility. This document is both an advancement and a cohesive overview of ESU's existing positions on internationalisation and mobility in higher education. This paper offers both definitions and elaborations on relevant policy areas, and should function as a framework and a guide for both students and other actors in higher education across Europe. This Policy Paper was adopted at the European Students' Union Board Meeting 76 in Sofia, Bulgaria.
- Published
- 2019
32. The Effects of Paper, Web, and Game Based Formative Assessment on Motivation and Learning: A Literature Review
- Author
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Alzaid, Faten and Alkarzae, Nouf
- Abstract
Assessment has a significant influence on the process of teaching and learning. It is essential to close the gap between learners' performance and the target performance. The rapid changing of technology reached the assessment community by developing new and different ways of formative assessments. This paper is written to distinguish between paper-based, web-based, and game-based formative assessment and their possible influence on motivation and learning. It presents the main challenges remaining with traditional paper-based classroom assessment and the influential role of technology in improving the application of formative assessment. This paper also discusses the potential of gamification on the future of formative assessment and its influence on motivation and a second language (L2) learning. In this paper, gamification represents the uses of game elements and design in a non-game context such as rewards, badges, leaderboards, challenges...etc. A theoretical and empirical framework has been discussed in the light of literature along with a comparison between the three formative assessment methods. Accordingly, gamification strategies seemed to have a clear value to overcome previous issues of traditional formative assessment in terms of motivation and learning. Future studies are recommended to implement a comparative study to investigate the implication of gamification strategies in formative assessment on L2 students' learning and motivation.
- Published
- 2019
33. A Systematic Review of Research on Reading in English on Screen and on Paper
- Author
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Çetin, Kenan and Kiliçkaya, Ferit
- Abstract
The introduction and wide use of devices, especially mobile ones, has changed the way learners read and do research for a variety of reasons, and this trend has attracted a number of studies conducted regarding reading on screen and on paper in addition to those dealing with the students' behavior in using online resources to print ones. This paper aims at identifying the major findings and trends in reading research by describing the current state of knowledge and practice in the studies comparing reading on screen and on paper and to provide guidance for practitioners by analyzing and summarizing the existing research. The current review adopted a systematic review as the research methodology as well as the article selection and screening process. The articles published between 2009 and 2017 were reviewed, and 37 articles were included in the analysis. The review revealed that the research on onscreen and paper-based reading focused on comparing the learners' performances in reading activities in both contexts and sharing preliminary findings and students' views. However, the findings are inconclusive as mixed findings were produced as to the effects of reading on screen and on paper. Moreover, the review also indicates that practitioners are also interested in examining the factors and affordances in reading on screen. As a result, there is still further research needed to establish the factors affecting reading and comprehension while reading on screen and on paper.
- Published
- 2019
34. Future-Proof CALL: Language Learning as Exploration and Encounters. Short Papers from EUROCALL 2018 (26th, Jyväskylä, Finland, 2018)
- Author
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Research-publishing.net (France), Taalas, Peppi, Jalkanen, Juha, Bradley, Linda, Thouësny, Sylvie, Taalas, Peppi, Jalkanen, Juha, Bradley, Linda, Thouësny, Sylvie, and Research-publishing.net (France)
- Abstract
The 26th European Association of Computer-Assisted Language Learning (EUROCALL) conference was organised by the University of Jyväskylä (JYU) Language Campus and specifically the Language Centre, in Jyväskylä, Finland. The theme of this year's conference was "Future-proof CALL: language learning as exploration and encounters," which reflects an attempt to envision language teaching and learning futures in a changing world. What brought researchers together this year are shared concerns in relation to the sustainability of language learning and teaching in technology-rich contexts that are marked by ever-increasing complexity. 184 submissions were accepted to be presented as workshops, symposia, individual oral presentations, or posters. The oral presentations were categorised as research, research and development, reflective practice papers, along with presentations on European projects. The collection of short papers in this volume is a very thorough view into the conference proper exhibiting the complexity and novelty of the field of CALL. There are exciting new openings and a more profound exploration of theoretical underpinnings of the contemporary issues in teaching and learning, cross-cultural communication, mobile learning and the like. (Individual papers contain references.)
- Published
- 2018
35. Professional Development in CALL: A Selection of Papers
- Author
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Research-publishing.net (France), Giannikas, Christina Nicole, Constantinou, Elis Kakoulli, Papadima-Sophocleous, Salomi, Giannikas, Christina Nicole, Constantinou, Elis Kakoulli, Papadima-Sophocleous, Salomi, and Research-publishing.net (France)
- Abstract
This volume gives readers insights on the use of technology in professional development programmes and content knowledge that can enrich teacher education. Every chapter of the book builds, through research, an analysis and discussion of CALL [Computer Assisted Language Learning] matters and professional development. The purpose of the EuroCALL Teacher Education Special Interest Group's (SIG) edited volume, supported by the Language Centre of the Cyprus University of Technology, is to respond to the needs of language educators, teacher trainers and training course designers through relevant research studies that provide technological, pedagogical, and content knowledge. The book concentrates on professional development in CALL, the use of technology in primary, secondary, and tertiary education, e-learning facilitators, the integration of personal learning environments, the use of MALL [Mobile Assisted Language Learning], the applications of virtual reality, materials design, the use of ICT [Information and Communications Technologies] in task-based language teaching, and the integration of social media networks in language education. "Professional Development in CALL: A Selection of Papers" is a collection of newly-commissioned chapters which unifies theoretical understanding and practical experience. The EuroCALL Teacher Education SIG hopes that the present contribution will be viewed as a valuable addition to the literature and a worthy scholarly achievement. [Support for this publication was provided by the EuroCALL Association and the Language Centre of the Cyprus University of Technology.]
- Published
- 2019
36. Sentence Openers in Academic Writing: A Comparison between Seminar Texts and Students' Reflective Writing Papers
- Author
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Deveci, Tanju
- Abstract
Language used to report research findings and put forward arguments is at the heart of effective communication with readers. To this end, scholars use a variety of stylistic features. One of these is variety in language, which includes structures, lexis, and organization markers. Although much research has been conducted on these aspects, a particular feature has received limited interest from researchers: sentence openers, a strategic use of which helps authors develop an individual style, and avoid stagnant prose. This helps them maintain readers' interest while communicating scientific knowledge. Due to the importance of sentence openers in scientific prose, university students' awareness should be raised about this aspect of academic writing. This requires identification of commonly occurring sentence openers in the texts they study. It is also useful to identify student tendencies regarding sentence openers and their perceived competence in varying sentence openers. Prompted by these necessities, this research investigated a 10,949 running-word corpus compiled from professionally-written texts used in a first-year writing course, as well as a 42,070 running-word student corpus compiled from the reflective writing papers of 35 first-year students. Data on students' perceived competence were collected using a survey. Results showed that the two most frequent sentence openers in both corpora were subject-verb and transition markers. However, the latter were used by the students with significantly higher frequency than they were by the professional writers. Data also revealed that the students lack awareness of sentence openers as a feature for making writing more interesting. Students further reported an inability to use a wide range of sentence openers in their writing. Results are discussed, and recommendations are made for increasing students' skill in composing effective academic texts.
- Published
- 2019
37. Lexical Collocational Instruction in EAP Writing via COCA
- Author
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Liontas, John I., Bangun, Imelda V., and Li, Siying
- Abstract
This study investigated the efficacy of explicit lexical collocation instruction via the Corpus of Contemporary American English (COCA). To improve competence in lexical collocation and writing performance and to examine whether collocational competence and writing performance have a linear interrelation, 16 international English for Academic Purposes students received training on the use of the COCA interface. They were asked to first analyze the lexical collocations used in an academic paper, then search COCA for collocations to see how they are used pragmatically, and, finally, write an academic research paper on their own. A dependent t-test measured significant differences in performance, and the Pearson product-moment correlation coefficient identified the strength of the correlation between lexical competence and writing performance and their association with each other, respectively. The results showed that when students are given explicit instruction on how to utilize COCA to identify lexical collocations and their use in various contexts, both their lexical collocational competence and writing performance improves and, furthermore, these improvements correlate with each other. Implications for teaching lexical collocation are also discussed.
- Published
- 2023
38. Proceedings of International Conference on Social and Education Sciences (IConSES) (Las Vegas, Nevada, October 19-22, 2023). Volume 1
- Author
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International Society for Technology, Education and Science (ISTES) Organization, Mack Shelley, Valarie Akerson, Mevlut Unal, Mack Shelley, Valarie Akerson, Mevlut Unal, and International Society for Technology, Education and Science (ISTES) Organization
- Abstract
"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 19-22, 2023, in Las Vegas, Nevada. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2023
39. Less than Four Domains: Creating an Overall Composite Score as an Indicator of English Language Proficiency for English Learners with 504 or Individualized Education Plans. WCER Working Paper No. 2019-3
- Author
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Porter, Tameka, Cook, H. Gary, and Sahakyan, Narek
- Abstract
The authors illustrate models and procedures that can be applied to calculate overall composite scores in order to identify an indicator of English language proficiency, based on composite scores for English learners with 504 or individualized education plans who are missing one or more domain scores on the Assessing Comprehension and Communication in English State-to-State for English Language Learners assessment for state monitoring, achievement, and accountability determinations. As a technical reference, the appendix includes tables and statistical programming code used to compute the different methods. The analyses and results provide clear and concise frameworks for approaching accountability criteria and decisions.
- Published
- 2019
40. Computer-Based (CBT) vs. Paper-Based (PBT) Testing: Mode Effect, Relationship between Computer Familiarity, Attitudes, Aversion and Mode Preference with CBT Test Scores in an Asian Private EFL Context
- Author
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Khoshsima, Hooshang, Hashemi Toroujeni, Seyyed Morteza, Thompson, Nathan, and Reza Ebrahimi, Mohammad
- Abstract
The current study was conducted to investigate whether test scores of Iranian English as Foreign Language (EFL) learners were equivalent across CBT and PBT modes, with 58 intermediate learners studying at a private language academy located in Behshahr city in northern Iran. Moreover, test takers' computer familiarity, attitudes, aversion, and testing mode preference were regarded as the potential issues to influence CBT test scores. Data were collected using CBT and PBT versions of Nelson Proficiency Multiple-Choice Tests and Computer Aversion, Attitudes, and Familiarity Index (CAAFI) questionnaire as well as a simple testing administration mode preference question. The participants produced similar scores across modes, although they insignificantly outperformed on the CBT version. Additionally, analysis of the overall scores on the CAAFI and mode preference question obtained from CBT testing session indicated no statistically significant correlation between computer familiarity, attitude, aversion, and mode preference variables and test takers' CBT scores. The qualitative findings of this study obtained by semi-structured interview revealed that most of the participants showed high preference and more advantages for CBT over PBT to rationalize why they preferred this mode of testing.
- Published
- 2019
41. Breaking Barriers, Building Bridges, Promoting Performance. Selected Papers from the 2019 Central States Conference on the Teaching of Foreign Languages
- Author
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Central States Conference on the Teaching of Foreign Languages (CSCTFL) and Burke, Brigid M.
- Abstract
The 2019 Central States Conference on the Teaching of Foreign Languages (CSCTFL), held in conjunction with the Ohio Foreign Language Association (OFLA), was held at the Hilton Downtown Columbus from March 14-16, 2019. In accordance with the goals set forth by the founders of CSCTFL, the 2019 conference endeavored "to support language teachers and to advance the study of foreign languages." The conference theme "Breaking Barriers, Building Bridges, Promoting Performance" inspired presenters of 27 workshops and over 200 sessions to focus on three areas: breaking barriers to learning languages, building bridges to new teaching practices and cultures, and promoting and improving student and teacher performance both within and beyond classrooms. A wide variety of sessions and workshop topics offered ideas for infusing world language instruction with music, art, film, literature, technology, current events and much more. Participants explored innovative techniques that integrated technology to enhance student learning. World language educators discovered strategies to engage students to help them take control of their learning. The authors of this year's volume focus on making the U.S. exceptional through language immersion programs, interactive digital technology tools, cross-district and multi-grade collaboration, task-based integrative curriculum and instruction, and more careful mentoring of pre-service teachers during their student teaching practicum.
- Published
- 2019
42. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Denver, Colorado, April 13-16, 2023). Volume 1
- Author
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International Society for Technology, Education and Science (ISTES) Organization, Mack Shelley, Mevlut Unal, and Sabri Turgut
- Abstract
The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2023
43. The Effectiveness of Online and Paper-Based Formative Assessment in the Learning of English as a Second Language
- Author
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Joyce, Paul
- Abstract
This article investigates the relative effectiveness of online and paper-based formative assessment in the learning of English as a second language. For this study, 74 Japanese university second language (L2) students took online quizzes, while 71 were given paper-based quizzes to complete. The quiz content was drawn from learning material found in the class textbook. Both groups were assigned the exercises as homework. At the end of the 15-week study period, both groups were administered a summative assessment that also covered learning points from the textbook. After controlling for the learners' L2 proficiency through their TOEIC test scores, the performance of the two groups on the formative quiz was compared through correlation and regression analysis. While there was found to be a statistically significant relationship between the online formative assessment and summative exam scores, this was not the case for the paper-based homework. When compared through an analysis of covariance, there was found to be a significant interaction between group and homework on exam scores. The online group was more affected by their homework score than the pencil and paper group. The findings from this study have implications for teachers, learners and curriculum developers.
- Published
- 2018
44. Computer-Based and Paper-Based Testing: Does the Test Administration Mode Influence the Reliability and Validity of Achievement Tests?
- Author
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Öz, Hüseyin and Özturan, Tuba
- Abstract
This article reports the findings of a study that sought to investigate whether computer-based vs. paper-based test-delivery mode has an impact on the reliability and validity of an achievement test for a pedagogical content knowledge course in an English teacher education program. A total of 97 university students enrolled in the English as a foreign language (EFL) teacher education program were randomly assigned to the experimental group that took the computer-based achievement test online and the control group that took the same test in paper-and-pencil based format. Results of Spearman Rank order and Mann-Whitney U tests indicated that test delivery mode did not have any impact on the reliability and validity of the tests administered in either way. Findings also demonstrated that there was not any significant difference in test scores between participants who took the computer-based test and those who took the paper-based test. Findings were discussed in terms of the idea that computer technology could be integrated into the curriculum not only for instructional practices but also for assessment purposes.
- Published
- 2018
45. CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016)
- Author
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Research-publishing.net (France), Papadima-Sophocleous, Salomi, Bradley, Linda, and Thouësny, Sylvie
- Abstract
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.)
- Published
- 2016
46. Developing Research Paper Writing Programs for EFL/ESL Undergraduate Students Using Process Genre Approach
- Author
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Tuyen, Kim Thanh, Bin Osman, Shuki, Dan, Thai Cong, and Ahmad, Nor Shafrin Binti
- Abstract
Research Paper Writing (RPW) plays a key role in completing all research work. Poor writing could lead to the postponement of publications. Therefore, it is necessary to develop a program of (RPW) to improve RPW ability for EFL/ESL writers, especially for undergraduate students in Higher Education (HE) institutions, which has caught less attention of curriculum developers so far. Therefore, this study aims to determine the core components of (RPW) program perceived as essential for EFL/ESL undergraduate students using Process Genre Approach (PGA) to develop a program of RPW. The Delphi Technique (DT) was used to validate those components through the interviews of experts including two boards of ten experienced and qualified lecturers of TESOL and curriculum studies in Can Tho University (CTU) in Vietnam and Universiti Sains Malaysia (USM). The results revealed that the core components of RPW program for EFL/ESL undergraduate students were determined and confirmed. This paper is therefore believed to make a great contribution to practical applications for RPW program developers, lecturers, undergraduate and postgraduate students in EFL/ESL contexts.
- Published
- 2016
47. Chinese Undergraduate EFL Learners' Perceptions of Plagiarism and Use of Citations in Course Papers
- Author
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Liu, Meihua and Wu, Yong
- Abstract
Source-based writing research has received much attention in recent years, which generally shows that both novice and expert EFL (English as a foreign language) writers have difficulties in writing from sources. As many Chinese institutes of higher education attach increasingly more importance to publications in international journals, citation and plagiarism become critical issues for both student and teacher researchers as well as the institutes. Nevertheless, not much research can be found on the issues with Chinese students, especially undergraduate students. The present study thus investigated Chinese undergraduate EFL learners' perceptions of plagiarism and use of citations in their course papers. A total of 141 students from a highly prestigious university answered an open-ended questionnaire and 97 of them submitted course papers. Major findings were: (1) the students had a (fairly) good knowledge of plagiarism and identified various reasons for plagiarism in academic writing, (2) they used summary the most often when citing from sources, followed by paraphrase and quotation, and (3) they mainly used single-source citations to primarily support their own ideas, position an author's opinions and/or findings, and acknowledge the author's ideas. These findings reveal a general overview of students' perceptions of plagiarism and use of citations in their course papers, thus providing implications for formal classroom instruction of writing from sources.
- Published
- 2020
- Full Text
- View/download PDF
48. The Power of Language, the Power of People: Celebrating 50 Years. Selected Papers from the 2018 Central States Conference on the Teaching of Foreign Languages
- Author
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Central States Conference on the Teaching of Foreign Languages (CSCTFL) and Foss, Julie A.
- Abstract
The 2018 Central States Conference on the Teaching of Foreign Languages (CSCTFL), meeting with the Wisconsin Association for Language Teachers, was held in downtown Milwaukee at the Hilton City Center, March 8-10, 2018. Fifty years of annual conferences were celebrated, each one designed "to support language teachers and to advance the study of foreign languages" in accordance with the aim of the founders of CSCTFL. The conference theme focused on two ideas: (1) the power that knowing another language gives the learner, not only to communicate effectively, but also as an entry point into a different culture, alternate perspectives and a more expansive global outlook; and (2) the power that teachers have to engage their students in the language experience, to advocate for their discipline and to promote high-quality instruction as they learn with and from each other. Conference attendees were able to choose from among 21 workshops and more than 200 sessions ranging from elementary to university levels and representing a number of world languages including Latin and ESL. Session and workshop topics throughout the conference included ideas for using the power of art, film, literature, music, and technology to enhance instruction at all levels as well as a myriad of activities and strategies for growing student proficiency, assessing, curating authentic resources, and more. This report contains articles that discuss student empowerment through a wide variety of methods and tactics. All of them provide practical and proven activities with ideas and suggestions to motivate students to discover and strengthen their second-language voice.
- Published
- 2018
49. CALL in a Climate of Change: Adapting to Turbulent Global Conditions. Short Papers from EUROCALL 2017 (25th, Southampton, United Kingdom, August 23-26, 2017)
- Author
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Research-publishing.net (France), Borthwick, Kate, Bradley, Linda, and Thouësny, Sylvie
- Abstract
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.)
- Published
- 2017
50. Cross-Mode Comparability of Computer-Based Testing (CBT) versus Paper-Pencil Based Testing (PPT): An Investigation of Testing Administration Mode among Iranian Intermediate EFL Learners
- Author
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Khoshsima, Hooshang, Hosseini, Monirosadat, and Toroujeni, Seyyed Morteza Hashemi
- Abstract
Advent of technology has caused growing interest in using computers to convert conventional paper and pencil-based testing (Henceforth PPT) into Computer-based testing (Henceforth CBT) in the field of education during last decades. This constant promulgation of computers to reshape the conventional tests into computerized format permeated the language assessment field in recent years. But, enjoying advantages of computers in language assessment raise the concerns of the effects that computerized mode of testing may have on CBT performance. Thus, this study investigated the score comparability of Vocabulary in Use test taken by 30 Iranian undergraduate students studying at a state university located in Chabahar region of Iran (CMU) to see whether scores from two administrations of testing mode were different. Therefore, two similar tests were administered to the male and female participants on two testing mode occasions with four weeks interval. Employing One-Way ANOVA statistical test to compare the mean scores and Pearson Correlation test to find the relationship between mode preference and performance revealed that two sets of scores were not different and gender difference was not also considered a variable that might affect performance on CBT. Based on the results, computerized version of the test can be considered a favorable alternative for the state undergraduate students in Iran.
- Published
- 2017
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