Language Learning & Technology

Volume 27, Number 3, Qctober 2023

LANGUAGE LEARING & TECHNOLOGY（SSCI一区，2022 IF：3.8，排名：14/194）2023年第3期共发文6篇，其中研究性论文4篇，评论文章2篇。研究论文涉及语言教师教育与技术、扩展现实对语言学习的影响、二语发音教学、沉浸式虚拟现实评估大学生跨文化能力等方面。欢迎转发扩散！（2023年已更完）

往期推荐：

刊讯｜SSCI 期刊《语言学习与技术》2023年1-2期

刊讯｜SSCI 期刊《语言学习与技术》2022年第2期

刊讯｜SSCI 期刊《语言学习与技术》2022年第1期

目录

ARTICLES

■ Presence and agency in real and virtual spaces: The promise of extended reality for language learning, by Robert Godwin-Jones, Pages 6–27.

■Can ChatGPT make reading comprehension testing items on par with human experts? by Dongkwang Shin, Jang Ho Lee, Pages 27–40.

■ A systematic review of technology-enhanced L2 listening development since 2000, by Ruofei Zhang, Di Zou, Gary Cheng, Pages 41–64.

■ A review of technology-enhanced Chinese character teaching and learning in a digital context, by Michael Li, Pages 65–82.

■Restructuring multimodal corrective feedback through Augmented Reality (AR)-enabled videoconferencing in L2 pronunciation teaching , by Yiran Wen, Jian Li, Hongkang Xu, Hanwen Hu, Pages 83–107.

■ Using immersive virtual reality for the assessment of intercultural conflict mediation, by Naoko Taguchi, Pages 108–128.

摘要

Presence and agency in real and virtual spaces: The promise of extended reality for language learning

Robert Godwin-Jones, Virginia Commonwealth University

Abstract Augmented and virtual realities (together “extended reality”) offer language learners the opportunity to communicate and interact in real and virtual spaces. In augmented reality (AR), users view computergenerated layers added to a phone camera’s view of the world. Virtual reality (VR) immerses users in a 3D environment that might simulate aspects of the outside world or project an entirely imagined reality. This column looks at opportunities and challenges in the use of extended reality (XR) for second language learning. Opportunities include higher learner motivation and personal agency through XR uses that feature collaboration and open-ended interactions, particularly in simulations, games, and learner codesign. That direction offers more alignment with current theories of second language acquisition (SLA)–emphasizing holistic language development and ecological frameworks–than most commercial VR apps currently available. Those posit a linear language development and focus largely on vocabulary learning and language practice within closed role-play scenarios. Offering both AR and VR access, mixed reality may present opportunities to combine the best features of each medium. Advances in generative artificial intelligence (AI) provide additional possibilities for personalized language learning in a flexible and dynamic VR environment.

Key words Augmented Reality, Virtual Reality, Second Language Acquisition, Artificial Intelligence

Can ChatGPT make reading comprehension testing items on par with human experts?

Dongkwang Shin,  Gwangju National University of Education

Jang Ho Lee,  Chung-Ang University

Abstract Given the recent increased interest in ChatGPT in the L2 teaching and learning community, the present study sought to examine ChatGPT’s potential as a resource for generating L2 assessment materials on par with those created by human experts. To this end, we extracted five reading passages and testing items in the format of multiple-choice questions from the English section of the College Scholastic Ability Test (CSAT) in South Korea. Additionally, we used ChatGPT to generate another set of readings and testing items in the same format. Next, we developed a survey made up of Likert-scale questions and open-ended response questions that asked about participants’ perceptions of the diverse aspects of the target readings and testing elements. The study’s participants were comprised of 50 pre- and in-service teachers, and they were not informed of the target materials’ source or the study’s purpose. The survey’s results revealed that the CSAT and ChatGPT-developed readings were perceived as similar in terms of naturalness of the target passages’ flow and expressions. However, the former was judged as having included more attractive multiple-choice options, as well as having a higher completion level regarding testing items. Based on such outcomes, we then present implications for L2 teaching and future research.

Key words Artificial Intelligence, Automated Item Generation, ChatGPT, Content Generation

A systematic review of technology-enhanced L2 listening development since 2000 

Ruofei Zhang, The Education University of Hong Kong

Di Zou, Lingnan University

Gary Cheng, The Education University of Hong Kong

Abstract Since 2000, technology-enhanced L2 listening development (TELD) has been increasingly investigated. However, systematic reviews concerning the technologies, learning tasks, and outcomes of TELD remain limited. To fill this gap, we conducted a systematic review of publications from 2000 to 2022 on TELD from the perspectives of technologies, learning tasks, and learning outcomes. Forty-six articles from Web of Science were screened by predefined criteria and analysed based on a step-by-step procedure using the PRISMA framework. The findings revealed 13 types of technology and 19 learning tasks useful for TELD. TELD was effective both in terms of building listening skills and enhancing learner emotions. The studies showed that TELD supported learner interactions, encouraged active engagement, and augmented various learning tasks. Based on the findings, we developed a TELD model consisting of two parts: “Within cognitive systems,” in which learners deal with cognitive schemata, listening strategy application, and listening practice via solid attention; “outside of cognitive systems,” in which TELD can construct and reconstruct cognitive schemata, support listening practices, encourage and guide listening strategy application, and improve learner emotions and attention by providing learning materials and activities based on listening-related knowledge, listening exercises with feedback, prompts and feedback on listening strategy application, and a sense of enjoyment and comfort.

Key words Foreign Language, Listening, Second Language, Technology-enhanced Language Learning

A review of technology-enhanced Chinese character teaching and learning in a digital context

Michael Li, Massey University

Abstract The acquisition of Chinese characters has been widely acknowledged as challenging for learners of Chinese as a foreign language (CFL) due to their unique logographic nature and the time and effort involved. However, recent advancements in instructional technologies demonstrate a promising role in facilitating the teaching and learning of Chinese characters. This paper examines studies exploring technology-enhanced character teaching and learning (TECTL) through a systematic literature review of relevant publications produced between 2010 and 2021. The synthesized findings shed insights on the research undertaken in the TECTL field, identifying a focus on characters’ component disassembling, reassembling, and associations among orthography, semantics, and phonology. In addition, learners’ perceptions toward the use of technology and the benefits of various types of technological tools are also discussed in detail. Implications for TECTL are also put forward for future pedagogical practice and exploration.

Key words Teaching Chinese as a Second/Foreign Language (TCSL/TCFL), Technology Enhanced Language Learning, Chinese Characters

Restructuring multimodal corrective feedback through Augmented Reality (AR)-enabled videoconferencing in L2 pronunciation teaching

Yiran Wen, Shanghai University of Finance and Economics

Jian Li, Shanghai University of Finance and Economics

Hongkang Xu, Northeastern University

Hanwen Hu, Shanghai University of Finance and Economics

Abstract

The problem of cognitive overload is particularly pertinent in multimedia L2 classroom corrective feedback (CF), which involves rich communicative tools to help the class to notice the mismatch between the target input and learners’ pronunciation. Based on multimedia design principles, this study developed a new multimodal CF model through augmented reality (AR)-enabled videoconferencing to eliminate extraneous cognitive load and guide learners’ attention to the essential material. Using a quasi-experimental design, this study aims to examine the effectiveness of this new CF model in improving Chinese L2 students’ segmental production and identification of the targeted English consonants (dark /ɫ/, /ð/and /θ/), as well as their attitudes towards this application. Results indicated that the online multimodal CF environment equipped with AR annotation and filters played a significant role in improving the participants’ production of the target segments. However, this advantage was not found in the auditory identification tests compared to the offline CF multimedia class. In addition, the learners reported that the new CF model helped to direct their attention to the articulatory gestures of the student being corrected, and enhance the class efficiency. Implications for computer-assisted pronunciation training and the construction of online/offline multimedia learning environments are also discussed.

Key words Corrective Feedback, Multimedia Learning, Computer-assisted Pronunciation Training (CAPT), AR-enabled Videoconferencing

Using immersive virtual reality for the assessment of intercultural conflict mediation

Naoko Taguchi, Northern Arizona University

Abstract This exploratory study adopted immersive virtual reality (VR) technology to develop a task assessing college students’ intercultural competence, specifically their ability to mediate an intercultural conflict. Participants were 22 students enrolled in the intercultural communication class in a U.S. university. They first completed a pre-conflict mediation task using a VR platform following three steps: (a) reading a scenario describing a conflict situation between people from different cultures; (b) observing two people having a conflict in a 360-degree VR video; and (c) mediating the conflict on-the-spot by proposing a solution to the conflict. After completing the pre-task, they attended two class sessions (75 minutes each) that aimed to develop their conflict mediation skills. After the sessions, they completed a post-conflict mediation task following the same steps as the pre-task. A comparison between the pre- and post-task performance revealed significant gains in conflict mediation skills assessed on five dimensions: social initiative, empathy, perspective-taking, solution, and clarity in discourse. Survey data showed that the VR task evoked realistic emotions from witnessing a conflict, which in turn prompted the participants to take initiative in mediating the conflict.

Key words Virtual Reality, Intercultural Competence, Conflict Mediation

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)。

官网地址：

https://www.lltjournal.org/

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