刊讯｜SSCI 期刊《计算机辅助语言学习》2022年第1-2期

Computer Assisted Language Learning

Volume 35, Issue 1-2, June 2022

Computer Assisted Lnaguage Learning（SSCI一区，2020 IF：4.789）2022年第1-2期共发文9篇。研究论文涉及二语习得研究、二语教学研究、计算机辅助语言学习、语料库语言学、语言互动等方面。

目录

ARTICLES

■Effects of regulation on interaction pattern in web-based collaborative writing activity, by Linnan Wang, Pages 1–35.

■ A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015, byPascual Pérez-Paredes, Pages 36–61.

■ Pre-service language teachers’ online written corrective feedback preferences and timing of feedback in computer-supported L2 grammar instruction, byFerit Kılıçkaya, Pages 62–87.

■ Investigating the impacts of using a mobile interactive English learning system on the learning achievements and learning perceptions of student with different backgrounds, byChing-Hsue Cheng, Chung-Hsi Chen, Pages 88–113.

■ Recasts during mobile-mediated audio and video interactions: learners’ responses, their interpretations, and the development of English articles, by Ehsan Rassaei, Pages 114–140.

■ Supporting lower-level processes in EFL listening: the effect on learners’ listening proficiency of a dictation program supported by a mobile instant messaging app, byChengyuan Jia, Khe Foon Timothy, Pages 141–168.

■ Exploring the effect of video feedback from unknown peers on e-learners’ English-Chinese translation performance, by Zi-Gang Ge, Pages 169–189.

■ Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English, by Mariusz Kruk, Pages 190–216.

■ Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language, byJie Yu, Xing Zhou, Xiaoming Yang, Jie Hu, Pages 217–245.

摘要

Effects of regulation on interaction pattern in web-based collaborative writing activity

Linnan Wang, School of Foreign Studies, North China University of Water Resources and Electric Power, Zhengzhou, China

Abstract Although regulation has become a critical method to improve the effect of collaborative writing in L2 classes, it is still not clear how the regulation activities influence peer interactions, which is important for improvement of regulation itself. This case study examined dynamic interactions of several small teams of ESL students when they performed two collaborative argument writing tasks without and with regulation. Interaction patterns were identified in terms of ‘equality’ and ‘mutuality’ and different interaction patterns occurred when these learners switched between tasks. The dynamic features of peer interactions were explained according to an extended activity model. This study enriched the observation of how regulation affected peer interactions through sociocultural factors. The result can provide insights into how regulation activity should be designed and improved for web-based collaborative writing activities in L2 classes.

Key words Collaborative writing, interaction pattern, regulation, ESL learner, activity model

A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015

Pascual Pérez-Paredes, Faculty of Education, University of Cambridge, Cambridge, UK

Abstract  This research uses the theoretical framework of CALL normalisation developed by Bax (2003) and Chambers and Bax (2006) to offer a systematic review (Gough et al., 2012) of the uses and spread of data-driven learning (DDL) and corpora in language learning and teaching across five major CALL-related journals during the 2011–2015 period. DDL research represented 4.2% of all published papers on CALL during this time frame. The main focus of research was found to be the use of concordancing and collocations when developing university students’ writing skills. Contrary to previous research, access to technology was not identified as an impeding factor for normalisation. Syllabus integration and a lack of contribution from language teachers other than researchers emerged as threats to the normalisation of corpora use. Further theorisation is needed if DDL and corpora are to expand their influence on mainstream second language education.

Key words DDL, corpora, language education, language learning, language teaching, normalisation, CALL, systematic review

Pre-service language teachers’ online written corrective feedback preferences and timing of feedback in computer-supported L2 grammar instruction

Ferit Kılıçkaya, Department of Foreign Language Education, Burdur Mehmet Akif Ersoy University, Burdur, Turkey

Abstract Although a plethora of research has been conducted on written corrective feedback and timing of feedback in various teaching and learning contexts, there is a paucity of research on learners’ preferences regarding different online written corrective feedback. Such a lacuna becomes prominent in EFL contexts, especially in grammar classes, where there are many calls for clear explanations on the rules and uses of language. To fill this gap, the current study reports on a case study regarding how technology can suit pre-service teachers’ preferences as to written feedback provided on online quizzes based on four units in Advanced English Grammar class. The study benefited from both qualitative and quantitative approaches to find answers to the research questions. The convenience sampling method was chosen, and the participants of the study included 64 seniors enrolled in the elective course entitled Advanced English Grammar II at a state-run university in the southwest of Turkey. Data collection instruments included four online quizzes supported with different feedback for each answer, and semi-structured interview sessions with the selected participants. Findings indicate that metalinguistic and concordance feedback were the feedback types that the pre-service language teachers most preferred. Immediate feedback was determined to be the most efficient way to support learning based on participants’ views and suggestions.

Key words Online, corrective feedback, written, learners’ views, types of feedback

Investigating the impacts of using a mobile interactive English learning system on the learning achievements and learning perceptions of student with different backgrounds

Ching-Hsue Cheng, Department of Information Management, National Yunlin University of Science and Technology, Douliu City, Yunlin County, Taiwan

Chung-Hsi Chen, Department of Information Management, National Yunlin University of Science and Technology, Douliu City, Yunlin County, Taiwan

Abstract Many scholars have highlighted the importance of motivation and anxiety in language learning. They have also indicated the advantages of integrating learning content into a mobile-assisted English learning system environment. Meanwhile, a few studies have explored the impacts of a mobile-assisted English learning system on the motivation and English anxiety of elementary school students. This study explores these factors in the English learning achievement of elementary school students by using a mobile-assisted English learning system that includes interesting and interactive games. This study also tries to improve students' learning motivations and decrease their English anxiety through the mobile-assisted English learning system. This quasi-experimental design required 6 weeks to collect the data from the participants. A total of 79 students participated in the experiment, and they were divided into an experimental group and a control group. The students in the experimental group used a mobile-assisted English learning system to learn. Then, they filled out a questionnaire and evaluated whether the system’s operations and their motivation, English anxiety, and perceived usefulness affected their learning achievement. The experimental results indicate that the mobile-assisted English learning system benefits students' learning achievement. Moreover, students with lower levels of English anxiety have better learning achievement than those with higher levels of English anxiety, and higher levels of perceived usefulness result in better learning achievement. These findings could be used as a reference for relevant instructors to find better assisted learning tools and improve students' learning achievement.

Key words Mobile-assisted English learning system, English anxiety, perceived usefulness, learning motivation

Recasts during mobile-mediated audio and video interactions: learners’ responses, their interpretations, and the development of English articles

Ehsan Rassaei, Faculty of English Language Studies, Majan University College, Muscat, Oman

Abstract The study reported here investigated the effects of recasts on L2 development in terms of promoting EFL learners' accuracy in using English articles during mobile-mediated audio and video interactions. Fifty-two Iranian EFL learners were randomly assigned into two audio and video recasts conditions as well as two audio and video control groups. During five treatment sessions, the participants in the audio recasts group performed several online communicative tasks via their smartphones with their interlocutor and received recasts in response to their errors during audio interactions. The participants in the video recasts group performed the same tasks and received recasts during video interactions. The analyses of the learners’ post-test scores indicated the benefits of recasts provided during both audio and video interactions for L2 development although recasts provided during audio interactions proved to be more effective than recasts delivered during video interactions. The analyses of learners’ perceptions of recasts and also their responses to recasts revealed that the learners had more accurate perceptions of audio recasts and that the participants produced more target-like modified output in response to audio recasts compared to the video recasts. The implications for language teaching, especially technology-based and distance education, will be discussed in the study.

Key words Recasts, mobile-assisted language learning, learners’ perceptions, modified outpu, tuptake

Supporting lower-level processes in EFL listening: the effect on learners’ listening proficiency of a dictation program supported by a mobile instant messaging app

Chengyuan Jia, School of Foreign Languages, Northwest University of Political Science and Law, Xi’an, China

Khe Foon Timothy, Faculty of Education, University of Hong Kong, Hong Kong SAR, China

Abstract Lower-level processes have long been overlooked in EFL listening pedagogy. To address this pervasive problem, in this study, a program was designed that integrated WeChat, the most popular mobile instant messaging app in China, into dictation practice. Students in two classes studying a compulsory university EFL course were selected as participants, with one class as the experimental group (EG, n = 37) and the other as the control group (CG, n = 33). Both groups attended the same weekly in-class listening course taught by the same instructor, in which traditional listening exercises were combined with explicit decoding instructions. Members of the EG were asked to participate in a WeChat group of 8–10 students to complete daily dictation, while the CG did the practice individually. A listening test served as pre- and post-test, and an open-question survey was used to collect the EG’s perceptions of the WeChat dictation program. The results show that the EG’s improvement in listening was significantly greater than that of the CG. There were no differences in improvement in participants’ listening comprehension between males and female, whereas listening gains differed significantly between the EG and the CG when participants were at different initial listening levels. The students’ perceptions of the benefits and drawbacks of the program are discussed.

Key words WeChat, mobile instant messaging, listening, English as a foreign language

Exploring the effect of video feedback from unknown peers on e-learners’ English-Chinese translation performance

Zi-Gang Ge, school of Network Education, Beijing University of Posts and Telecommunications, Beijing, China;

Research Center of China’s Ministry of Education for Development Strategies of High-level Specialized Universities, Beijing, China

AbstractThis study aims to investigate the effectiveness of peer video feedback on adult e-learners’ language learning. The participants were 60 first-year e-learning students majoring in telecommunications at an e-learning college in Beijing and participating in a 19-week English course. They were divided evenly into two groups with two peer feedback methods, namely video feedback and written feedback. The feedback process was anonymous to some extent, since the feedback was provided by unknown peers with the instructor as the intermediator. A pretest, a posttest, an online questionnaire, and a semi-structured interview were employed as research instruments. The results indicated that peer video feedback was more effective in improving e-learners’ translation performance than written feedback. The questionnaire survey and the interview administered to the video group also showed that the video feedback method was generally welcomed and was advantageous in that it was easier to use than written feedback, saved time, and fostered a sense of belonging.

Key words Peer feedback, video feedback, e-learning, language learning

Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English

Mariusz Kruk, University of Zielona Góra, Zielona Góra, Poland

Abstract The first part of the paper offers the characteristics of the affective variables of willingness to communicate, motivation, language anxiety and boredom as located within the framework of the complex dynamic systems. The second part aims to discuss the results of a study intended to examine the effect of Second Life on two English philology students’ changes in the levels of willingness to communicate, motivation, language anxiety and boredom. The data collected via session logs underwent both quantitative and qualitative analysis. The results indicated changes in the levels of the variables in question both during single visits and from one visit to another. These changes in the constructs in question were affected by a number of positive (e.g. interesting topics, the possibility to discuss common interests, comprehending the output produced by interlocutors) and negative (e.g. unpleasant SL users, monotony, no willing to talk SL users, previous negative experience) factors.

Key words Changes in the levels of WTC, motivation, language anxiety and boredom, the complex dynamic systems, virtual worlds

Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language

Jie Yu, Department of Linguistics, School of International Studies, Zhejiang University, Hangzhou City, Zhejiang Province, China

Xing Zhou, Department of Linguistics, School of International Studies, Zhejiang University, Hangzhou City, Zhejiang Province, China

Xiaoming Yang, Department of Linguistics, School of International Studies, Zhejiang University, Hangzhou City, Zhejiang Province, China

Jie Hu, Department of Linguistics, School of International Studies, Zhejiang University, Hangzhou City, Zhejiang Province, China;

Center for College Foreign Language Teaching, Zhejiang University, Hangzhou City, Zhejiang Province, China;

Institute of Asian Civilizations, Zhejiang University, Hangzhou City, Zhejiang Province, China

Abstract The issues of whether mobile-assisted English as a foreign language (EFL) reading is effective have become increasingly important for EFL teachers and policy-makers. However, empirical studies investigating EFL students’ reading comprehension performance on mobile phones and students’ perceptions of these reading formats are lacking. The present research employed questionnaire surveys and semistructured interviews to investigate whether differences exist between mobile-assisted and paper-based EFL reading in terms of participants’ reading comprehension accuracy, reading speed, and reading strategy used (i.e. general, problem-solving or support strategies) and explore EFL learners’ perceptions of mobile-assisted EFL reading. A sample of 81 first-year college students participated in a quasiexperiment, 6 participants participated in a semistructured interview, and a sample of an additional 10 students participated in a pilot study. The analyses, including qualitative descriptions, mixed-design analysis of variance (ANOVA), paired-sample t-tests, and independent-sample t-tests, indicated that participants achieved superior reading comprehension accuracy when reading from printed paper compared to reading from mobile phones. Superior reading speed from paper was observed only when participants were instructed to read and complete the comprehension test the first time, while no difference in speed between the two reading media was observed the second time. Additionally, participants’ use of reading strategies during mobile-assisted EFL reading was not as effective as that during paper reading. Regarding participants’ preferences, most participants (79%) preferred reading from paper over mobile phones because hard copies provided a better reading experience and promoted active reading engagement. However, participants held positive attitudes toward mobile-assisted EFL learning and wanted to continue to read from mobile phones to assist their foreign language learning due to their convenient built-in functions and portability. The implications for the use of mobile devices to assist language pedagogical practice are discussed.

Key words Mobile-assisted EFL reading, reading comprehension accuracy, reading speed, reading strategies, students’ perceptions

期刊简介

Computer Assisted Language Learning is dedicated to publishing articles that enhance our understanding of the technology-mediated language learning process. Papers where language learning is not the focus or is demonstrably less important than other aspects will not be considered.

《计算机辅助语言学习》致力于发表能够增强我们对于技术调节语言学习过程理解的文章。若语言学习不是文章的关注重点或明显不如其他方面重要，本刊将不予考虑。

Submitted articles should have the following qualities:

• show a rigorous research method informed by a strong theoretical underpinning;

• explicitly build on previous research in the field, providing sufficient up-to-date references to relevant publications, especially those from CALL-related journals;

• feature an experimental or observational method, and not be just surveys, pilot studies, or systematic reviews of literature;

• display a clear logic behind the use of technology and a strong rationale in support of the research question, with these points being apparent in the abstract;

• transcend the solely local aspect of the research context, demonstrating a contribution of potential broader relevance and generalizability.

提交的文章应具备以下条件:

•呈现严谨的研究方法，并提供强有力的理论支撑;

•建立在先前研究的基础之上,并提供充分的与最新出版物相关的引用,尤其是CALL相关期刊;

•以实验或观察方法为特色，而不仅仅是调查、试点研究或系统的文献综述;

•展现技术使用背后的清晰逻辑和支持研究问题的推理能力，并在摘要中清晰阐明这些要点;

•超越研究的单一本土视角，展现对于潜在的更为广泛的相关性和普遍性的贡献。

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