刊讯｜SSCI 期刊《语言学习与技术》2021年第3期

LANGUAGE LEARNING & TECHNOLOGY

Volume 25, Number 3, October 2021

Language Learning & Technology（SSCI一区，2020 IF：4.313）2021年第3期为特刊，主题为“计算机辅助语言学习（Computer-Assisted Language Learning, CALL）领域25年发展的新兴技术”，共发文13篇，其中研究性论文6篇，专栏文章2篇，征稿启事1篇，书评4篇。研究论文涉及机辅学习、语料库语言学、语用学、多模态等方面。主题包括CALL历史、数据驱动学习、学习者自主性、远程语言学习等。

目录

PREFACE

■Twenty-five years of emerging technologies, by Jonathon Reinhardt, Ana Oskoz, Pages 1–5.

ARTICLES

■Thirty years of data-driven learning: Taking stock and charting new directions over time, by Alex Boulton, Nina Vyatkina, Pages 66–89.

■ L2 pragmatics and CALL, by Marta González-Lloret, Pages 90–105.

■Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL, by Carmenne Kalyaniwala, Maud Ciekanski, Pages 106–131.

■Twenty-five years of digital literacies in CALL, by Richard Kern, Pages 132–150.

■Twenty-five years of computer-assisted language learning: A topic modeling analysis, by Xieling Chen, Di Zou, Haoran R. Xie, Fan Su, Pages 151–185.

■The evolution of identity research in CALL: From scripted chatrooms to engaged construction of the digital self, by Liudmila Klimanova , Pages 186-204.

COLUMNS

Emerging Technologies

Edited by Robert Godwin-Jones

■Evolving technologies for language learning, by Robert Godwin-Jones, Pages 6–26.

Language Teaching and Technology Forum

Edited by Greg Kessler

■Voice-user interfaces for TESOL: Potential and receptiveness among native and non-native English speaking instructors, by David Kent, Pages 27-39.

■ Call for papers for a special issue on Extended Reality (XR) in Language Learning, by Mark Pegrum, Yu-Ju Lan, Pages 40-42.

REVIEWS

■Review of Voyant tools: See through your text, by Ella Alhudithi, Pages 43–50.

■Review of Teaching pragmatics and instructed second language learning: Study abroad and technology-enhanced learning, by María-José Arrufat-Marqués, Pages 51–55.

■ Review of English Central, by Gregory Strong, Pages 56–61.

■Review of Open education and second language learning and teaching: The rise of a new ecology,  by Inés Vañó García, Pages 62–65.

摘要

Thirty years of data-driven learning: Taking stock and charting new directions over time

Alex Boulton, ATILF – CNRS & University of Lorraine

Nina Vyatkina, University of Kansas

Abstract The tools and techniques of corpus linguistics have many uses in language pedagogy, most directly with language teachers and learners searching and using corpora themselves. This is often associated with work by Tim Johns who used the term Data-Driven Learning (DDL) back in 1990. This paper examines the growing body of empirical research in DDL over three decades (1989-2019), with rigorous trawls uncovering 489 separate publications, including 117 in internationally ranked journals, all divided into five time periods. Following a brief overview of previous syntheses, the study introduces our collection, outlining the coding procedures and conversion into a corpus of over 2.5 million words. The main part of the analysis focuses on the concluding sections of the papers to see what recommendations and future avenues of research are proposed in each time period. We use manual coding and semi-automated corpus keyword analysis to explore whether those points are in fact addressed in later publications as an indication of the evolution of the field.

Key words: Data-Driven Learning, DDL, Corpus Linguistics, Synthesis

L2 pragmatics and CALL

Marta González-Lloret, University of Hawaiʻi

Abstract In order to develop pragmatic competence in a language other than our own (L2), it is important to have enough knowledge of the cultural norms of the target language and enough opportunities to interact with a wide range of speakers to deploy different speech acts, registers, levels of politeness, conversational moves, and the like. The limitations common in traditional face-to-face classrooms have brought researchers in the field of Computer-Assisted Language Learning (CALL) to recognize that technology can provide environments to expose language learners to a larger variety of sociopragmatic situations and contexts to test and develop their L2 pragmatic competence. This article presents a historical overview of the tools and digital spaces that have been explored for the teaching and the research of L2 pragmatics. Pedagogical practices that have evolved from presentational to more interactive are then briefly discussed. The article ends with a look into what the future may bring for the field of technology mediated L2 pragmatics.

Key words: L2 Pragmatics, Interaction, CMC, Sociopragmatics, Pragmalinguistics

Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL

Carmenne Kalyaniwala, University of Lorraine

Maud Ciekanski, University of Lorraine

Abstract While research on language learner autonomy and Computer-Assisted Language Learning (CALL) is abundant, few studies have sought to systematically explore the relationship between the two. By adopting a rigorous approach that identifies transparent inclusion and exclusion criteria, this paper presents a systematic review that seeks to identify: (a) the scope of interest, (b) features, and (c) the trends that emerge at the intersection of the empirical research on learner autonomy and CALL. A dataset comprising of 41 research articles published over a span of 22 years was coded and quantified, with the data extracted, then compared over two distinct periods, 1997 to 2010 and 2011 to 2020. Results show that there is a significant increase in the number of participants targeted for studies, which are situated in non-formal and informal learning contexts with an unstructured degree of formality. Moreover, online applications, such as social media and downloadable apps, seem to be favored and can be directly linked to the ubiquitous autonomous learning experience through either mobile-assisted language learning or informal learning.

Key words: Systematic Review, Learner Autonomy, Computer-Assisted Language Learning, Informal Learning

Twenty-five years of digital literacies in CALL

Richard Kern, University of California, Berkeley

Abstract This article begins with a brief overview of how digital literacies have evolved in the context of recent technological and social changes. It then discusses three major domains in which digital literacies have made important contributions to language learning during this period: (a) agency, autonomy, and identity; (b) creativity; and (c) new sociality and communities. It then discusses a range of pedagogical issues related to digital literacies and some frameworks that have been proposed to address those issues. The conclusion summarizes some of what we have learned over the past 25 years and what we still have yet to learn.

Key words: Literacy, Multimodality, Identity, Virtual Communities

Twenty-five years of computer-assisted language learning: A topic modeling analysis

Xieling Chen, The Education University of Hong Kong

Di Zou, The Education University of Hong Kong

Haoran R. Xie, Lingnan University

Fan Su, The Education University of Hong Kong

Abstract The advance of educational technologies and digital devices have made computer-assisted language learning (CALL) an active interdisciplinary field with increasing research potential and topic diversity. Questions like “what topics and technologies attract the interest of the CALL community?,” “how have these topics and technologies evolved?,” and “what is the future of CALL?” are key to understanding where the CALL field has been and where it is going. To help answer these questions, the present review combined structural topic modeling, the Mann-Kendall trend test, and hierarchical clustering with bibliometrics to investigate the research status, trends, and prominent issues in CALL from 1,295 articles over the past 25 years ending in 2020. Major findings revealed that Social Sciences Citation Indexed journals such as Computer Assisted Language Learning, Language Learning & Technology, and ReCALL contributed most to the field. Topics that drew the most interest included mobile-assisted language learning, project-based learning, and blended learning. Topics drawing increasing research interest include mobile-assisted language learning, seamless learning, wiki-based learning, and virtual world and virtual reality. Additionally, the development of mobile devices, games, and virtual worlds continuously promote research attention. Finally, the review showed that scholars and educators are integrating different technologies, such as the mixed use of mobile technology and glosses/annotations for vocabulary learning, and their application into various contexts; one such context being the integration of digital multimodal composing into blended project-based learning.

Key words: Computer Assisted Language Learning, Structural Topic Modeling, Bibliometrics, Mobile Assisted Language Learning

The evolution of identity research in CALL: From scripted chatrooms to engaged construction of the digital self

Liudmila Klimanova, University of Arizona

Abstract Drawing on past and current scholarship on digitally mediated communication in language learning, this review article examines the evolution of identity research in computer-assisted language learning (CALL) from the 1990s to the present day. The article offers an in-depth overview of critical issues and topics associated with language learner identification in educational digital settings and non-institutionally situated online cultures. A chronological approach is followed, addressing three main historical periods broadly related to the major conceptual shifts in applied linguistics: early developments and the communicative turn (1995-2000), the social and intercultural turns (2000-2010), and the critical and multilingual turns (2010-2020). Thus, this paper seeks to link the research on digital identity in CALL to second language acquisition (SLA) theories and highlight key studies and their importance for the field and the shifting paradigm. The article concludes with a summary of newly emerging themes in digital identity studies and outlines new directions for research on language learner identity in digital spaces. Singling out identity research within the discipline of CALL as a historically evolving topic that reflects the ever-changing realms of the digital world contributes to strengthening interdisciplinary ties between broadly conceptualized digital humanities, digital humanistic pedagogies, and computer-assisted language learning sciences.

Keywords: History of CALL, Identity, Computer-Mediated Communication (CMC), Language Acquisition Language(s) Learned in This Study: Multiple

Evolving technologies for language learning

Robert Godwin-Jones, Virginia Commonwealth University

Abstract This column traces the evolution of electronic resources for language learning over the past 25 years, focusing on the arrival and transformation of the “world wide web”, the dramatic changes in mobile technologies, and the movement towards commercial and all-in-one solutions to online learning. In the choice and use of learning materials and approaches, I argue for the consideration of current research in second language acquisition (SLA), with particular importance being studies on sociocultural/pragmatic and multilingual practices, the application of usage-based and complex dynamic models of language learning, and the evidence of the viability of informal language learning. Those developments inform an ecological approach to computer-assisted language learning (CALL), which stresses the openness and unpredictability of the process through the organic interplay between learner and environment. The column concludes with a plea for a greater role for second language development as a vital contribution to the development of global citizenry.

Keywords: CALL, SLA, Ecological Theories, Mobile Language Learning, Language Learning Materials

Voice-user interfaces for TESOL: Potential and receptiveness among native and non-native English speaking instructors

David Kent, Woosong University

Abstract Initial research, although limited, demonstrates promise for the use of a voice-user interface via a digital assistant (i.e., Google Assistant) for English language learners seeking language skill development. However, no research has sought to determine the adult English as a foreign language instructor response toward the application of such devices. This study addresses that gap by seeking to determine the pedagogical value of such an interactional modality by native-English speaking (NES) and non-native English speaking (NNES) instructors (n=12) enrolled in an MA(TESOL) program in Korea. Particular focus centers on the potential regarding the deployment of such a device with learners by these instructors, and their receptiveness toward using such a device from within their educational contexts. An exploratory qualitative method employing a semi-structured interview technique was undertaken. A concept driven coding approach in data analysis was then employed to develop a framework of pedagogical prospects regarding digital assistant use, built on aspects emerging from the concepts of comfortability, comprehension, usability, enjoyability, and worthwhileness. Results highlight that instructor perceptions regarding the potential use of voice-user interfaces in the classroom tend to align, although some minor differences did emerge, and that all are receptive to its use in a multitude of ways.

Keywords: Computer-Mediated Communication, Digital Assistants, EFL Instructors, Voice-User Interfaces

期刊简介

Language Learning & Technology (LLT) is a free, fully-refereed, open journal which has been published exclusively online since July 1997. Published triannually (February, June, and October) by the National Foreign Language Resource Center at the University of Hawai‘i at Mānoa, the journal seeks to disseminate research to foreign and second language educators on issues related to technology and language education. The focus of LLT is not technology per se, but rather issues related to language learning and language teaching, and how they are affected or enhanced by the use of digital technologies. LLT has an editorial board of scholars in the fields of second language acquisition and computer-assisted language learning.

《语言学习与技术》(LLT) 是一份免费的、经过充分审阅的开放期刊，自 1997 年 7 月起在网上独家出版。由夏威夷大学国家外语资源中心在 Mānoa每年出版三次（二月、六月和十月），该期刊旨在向外国和第二语言教育者传播有关技术和语言教育问题的研究。LLT 的重点不是技术本身，而是与语言学习和语言教学相关的问题，以及数字技术的使用如何影响或增强它们。LLT 在第二语言习得和计算机辅助语言学习领域拥有一个由学者组成的编辑委员会。

Language Learning & Technology is currently sponsored and funded by the National Foreign Language Resource Center (NFLRC) and the Center for Language & Technology (CLT) at University of Hawai'i at Mānoa, and the Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin. In its early beginnings, the journal started as a project sponsored by the NFLRC and the Center for Language Education and Research (CLEAR) at Michigan State University and co-sponsored by Apprentissage des Langues et Systèmes d'Information et de Communication (ALSIC), the Australian Technology Enhanced Language Learning Consortium (ATELL), the Center for Applied Linguistics (CAL), the Computer Assisted Language Instruction Consortium (CALICO), the European Association for Computer Assisted Language Learning (EUROCALL), the International Association for Language Learning Technology (IALLT), and the University of Minnesota Center for Advanced Research on Language Acquisition (CARLA).

目前，赞助和资助《语言学习与技术》的机构包括（美国）国家外语资源中心 (NFLRC) 、夏威夷大学马诺阿分校的语言与技术中心 (CLT) 以及德克萨斯大学奥斯汀分校开放教育资源和语言学习中心 (COERLL)。在初创阶段，该期刊的赞助机构包括 NFLRC 、密歇根州立大学语言教育与研究中心 (CLEAR) 、语言学习和信息通信系统 (ALSIC)、澳大利亚技术增强语言学习联盟 (ATELL)、应用语言学中心 (CAL)、计算机辅助语言教学联盟 (CALICO)、欧洲计算机辅助语言学习协会 (EUROCALL)、国际语言学习技术协会 ( IALT) 和明尼苏达大学语言习得高级研究中心 (CARLA)。

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