Category: CALL Journal

New publication: An investigation of Chinese EFL learners’ acceptance of mobile dictionaries in English language learning

Zhang,D., Hennessy, S. & Pérez-Paredes, P. (2023) An investigation of Chinese EFL learners’ acceptance of mobile dictionaries in English language learning. Computer Assisted Language Learning, DOI: 10.1080/09588221.2023.2189915

Abstract

Although many studies have explored the role of dictionaries in English language learning, few have investigated mobile dictionaries (MDs) from learners’ perspectives. This study aimed to explore Chinese EFL learners’ acceptance of three types of MDs: monolingual, bilingualised and bilingual. A total of 125 participants used mobile dictionaries in various English learning contexts, especially in reading comprehension and vocabulary learning. Adapted from the Technology Acceptance Model and the mobile technology evaluation framework, the questionnaire in this study addressed three key themes: (1) perceived ease of use, (2) perceived usefulness, and (3) behavioural intention to use.

Analysis shows that the bilingualised MD group reported the most positive perceptions, especially compared to the bilingual MD group. A total of 101 participants participated in semi-structured group interviews to further explore the reasons underlying their perceptions. Several factors impacting learner acceptance, from the micro to the macro level, are proposed and discussed. As an interdisciplinary study, this research fills theoretical and empirical gaps in investigating mobile-assisted language learning. It offers application designers and language teachers insights into learners’ acceptance of MDs. Moreover, it provides recommendations concerning making MDs more personalised, attractive and effective.

#CALLabstracts EFL writing revision with blind expert and peer review using a CMC open forum

This cites “The types and effects of native speakers’ feedback on CMC“ Language, Learning & Technology article.

This exploratory computer assisted-language learning (CALL) study used a computer-mediated communication (CMC) interface to allow English as a foreign language (EFL) writing students in classes at two universities to give each other anonymous peer feedback about essay-writing assignments reacting to selected news stories. Experts also provided feedback review. Follow-up questions were facilitated by the interface.

The students felt that they benefitted from the instructional design, but found that the peer review focused most on things like grammar whereas the experts focused on organization and structure, making the expert feedback more valuable. Researchers found that more complex issues discussed in the source news articles resulted in lower outcome scores, based on a rubric, than did source material simpler issues.

The study also compared performance of students with higher and lower ability and evaluated the quality of the review comments. Conclusions and recommendations for practice are provided. This study is significant because it used CALL/CMC technology to provide online interactivity between students and reviewers in an open forum that allowed students to seek follow-up clarification to the comments of reviewers. The review process, therefore, was not a one-way anonymous communication from reviewer to student but rather allowed interactive discussion of the points and suggestions made by the reviewers.

DOI:10.1080/09588221.2014.937442

Authors: Wen-Chi Vivian Wua, Emily Petita & Ching-Huei Chenb

CFP RESEARCH CHALLENGES IN CALL

The editor, associate editors and editorial board of Computer Assisted Language Learning (Taylor and Francis) extend a cordial invitation to attend our  XVIth International CALL Research Conference at Universiteit Antwerpen (Antwerp, Belgium), 7-9 July 2014.

RESEARCH CHALLENGES IN CALL

The starting points for this conference are the 12 challenges Jozef Colpaert recently identified and presented at WorldCALL 2013 in Glasgow, and which he classified into three categories:

contextual (academic meritocracy, academic value of CALL, myths/hypes and broad-public perception), methodological (design, replication, slow research and transdisciplinarity), and epistemological (open, psychological, smart and sustainable aspects).

Our three proposed session types reflect these categories:

-Keynote speakers – Piet Desmet (K.U. Leuven University) and Bryan Smith (Arizona State University) – will tackle the contextual challenges in thought-provoking plenary sessions.

-Research papers  should  focus on your current research and should discuss the methodological challenges you encounter. Two selected research papers will be awarded as plenary presentations.

-Pre- and post-conference surveys, polls, group discussions and panels will focus on epistemological challenges we define together. If we want academic evaluation to become more objective, fair and justifiable, then epistemological challenges need to be defined clearly in advance. We would like this conference to be a catalyst for discussions regarding the question: What priority research topics can be defined by our community?  This should lead to a document that can be used by all CALLers worldwide for supporting their research proposals.

Deadline for submissions is 30 November 2013. Please send your abstract (300 words) and biodata (100 words) to ann.aerts@uantwerpen.be.

Participants have the opportunity to combine the CALL conference with a Summer School in Design-Based Research (by Sven De Maeyer and Vincent Donche) or a Master Class in Educational Engineering (by Jozef Colpaert). Both events will be held from 30 June until 4 July. Further information will follow soon on the conference website www.antwerpcall.be.

CFP RESEARCH CHALLENGES IN CALL

The editor, associate editors and editorial board of Computer Assisted Language Learning (Taylor and Francis) extend a cordial invitation to attend our  XVIth International CALL Research Conference at Universiteit Antwerpen (Antwerp, Belgium), 7-9 July 2014.

RESEARCH CHALLENGES IN CALL

The starting points for this conference are the 12 challenges Jozef Colpaert recently identified and presented at WorldCALL 2013 in Glasgow, and which he classified into three categories:

contextual (academic meritocracy, academic value of CALL, myths/hypes and broad-public perception), methodological (design, replication, slow research and transdisciplinarity), and epistemological (open, psychological, smart and sustainable aspects).

Our three proposed session types reflect these categories:

-Keynote speakers – Piet Desmet (K.U. Leuven University) and Bryan Smith (Arizona State University) – will tackle the contextual challenges in thought-provoking plenary sessions.

-Research papers  should  focus on your current research and should discuss the methodological challenges you encounter. Two selected research papers will be awarded as plenary presentations.

-Pre- and post-conference surveys, polls, group discussions and panels will focus on epistemological challenges we define together. If we want academic evaluation to become more objective, fair and justifiable, then epistemological challenges need to be defined clearly in advance. We would like this conference to be a catalyst for discussions regarding the question: What priority research topics can be defined by our community?  This should lead to a document that can be used by all CALLers worldwide for supporting their research proposals.

Deadline for submissions is 30 November 2013. Please send your abstract (300 words) and biodata (100 words) to ann.aerts@uantwerpen.be.

Participants have the opportunity to combine the CALL conference with a Summer School in Design-Based Research (by Sven De Maeyer and Vincent Donche) or a Master Class in Educational Engineering (by Jozef Colpaert). Both events will be held from 30 June until 4 July. Further information will follow soon on the conference website www.antwerpcall.be.