刊讯｜SSCI 期刊《计算机辅助语言学习》2024年第1-3期

 Computer Assisted Language Learning‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍

Volume 37, Issue 1-3, 2024

Computer Assisted Language Learning（SSCI一区，2023 IF：6.0，排名：1/194）2024年第1-3期共发表论文20篇，其中研究论文18篇，综述论文2篇。研究论文涉及二语习得研究、二语教学研究、语料库研究、技术辅助语言教学研究等方面。主题包括人工智能辅助教学、学习者动机、词汇理解及习得、虚拟互动学习、同伴反馈、学习者能动性、自动写作反馈、语音学研究、多媒体教学、外语学习焦虑、情境学习、教师发展、学术写作等。欢迎转发扩散！

往期推荐：

刊讯｜SSCI 期刊《计算机辅助语言学习》2023年第7-8期

刊讯｜SSCI 期刊《计算机辅助语言学习》2023年第5-6期

刊讯｜SSCI 期刊《计算机辅助语言学习》2023年第1-4期

目录

ISSUE 1-2

ARTICLES

■Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives, by Jaeho Jeon, Pages 1–26.

■ A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play, by Ali Soyoof, Barry Lee Reynolds, Rustam Shadiev,  Boris Vazquez-Calvo, Pages 27–60.

■ ESP intralinguistic mediation and professional knowledge building through collaborative CALL, by Soraya García-Sánchez, Pages 61–84.

■ Intercultural learning through Chinese-American telecollaboration: results of a song sharing project, by Han Luo, Pan Gao, Pages 85–113.

■ Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective, by Boning Lyu, Chun Lai, Pages 114–148.

■ Human versus machine: investigating L2 learner output in face-to-face versus fully automated role-plays, by Veronika Timpe-Laughlin, Tetyana Sydorenko, Judit Dombi, Pages 149–178.

■ Critical thinking cultivation in TESOL with ICT tools: a systematic review, by Dan Lu, Ya-Nan Xie, Pages 222–242.

■ Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge, by Sima Khezrlou, Pages 243–278.

■ Quest-based learning and motivation in an EFL context, by Andrew Philpott, Jeong-Bae Son, Pages 279–306.

REVIEW‍‍‍

■ A review of AWE feedback: types, learning outcomes, and implications, by Qing-Ke Fu, Di Zou, Haoran Xie, Gary Cheng, Pages 179–221.

ISSUE 3

ARTICLES

■ Investigating CALL researchers’ strategies to conduct genuine CALL research: a community of practice perspective, by Hussein Meihami, Pages 307–332.

■ A systematic review examining the efficacy of commercially available foreign language learning mobile apps, by Jodi M. Tommerdahl, Chrystal Sapphire Dragonflame, Amanda A. Olsen, Pages 333–362.

■ Computer-aided feedback on the pronunciation of Mandarin Chinese tones: using Praat to promote multimedia foreign language learning, by Mengtian Chen, Pages 363–388.

■ Reducing students’ foreign language anxiety to improve English vocabulary learning in an online simulation game, by Yu-Fen Yang,  Wen-Min Hsieh, Wing-Kwong Wong, Yi-Chun Hong, Siao-Cing Lai, Pages 410-432.

■ The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension, by Tzu-Yu Tai, Howard Hao-Jan Chen, Pages 433–460.

■ Teacher paths for developing corpus-based language pedagogy: a case study, by Qing Ma, Rui (Eric) Yuan, Lok Ming Eric Cheung, Jing Yang, Pages 461–492.

■ Creating an online community of inquiry: learner practice and perceptions of community-based feedback giving in academic writing, by Wenting Chen, Jianwu Gao, Pages 493–520.

■ Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering, by Nazanin Adhami, Mahboubeh Taghizadeh, Pages 521–577.

■ Exploring the affordances of WeChat for Chinese cultural knowledge learning among learners of Chinese in an international exchange program, by Xiaoji Wang, Wenying Jiang, Pages 558–584.

REVIEW‍‍

■ A critical review of design features of LMOOCs, by Sin Wang Chong, Muhammad Aamir Khan, Hayo Reinders, Pages 389–409.

摘要

Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives

Jaeho Jeon, Department of English Education, Seoul National University of Education, Seoul, Republic of Korea

Abstract Professionals within the field of language learning have predicted that chatbots would provide new opportunities for the teaching and learning of language. Despite the assumed benefits of utilizing chatbots in language classrooms, such as providing interactional chances or helping to create an anxiety-free atmosphere, little is known about learners’ actual use of chatbots during language classes or how chatbots affect their motivation to learn a language. To address these gaps, this exploratory study aimed to create an inventory of affordances that chatbots provide in the primary English as a foreign language (EFL) classroom and to explore how the affordances affect psychological aspects in language learners, particularly regarding their motivation to learn English through chatbots. Thirty-six Korean primary school learners participated in a 16-week EFL course that utilized customized chatbots. These chatbots were created using Google’s Dialogflow. After the course, individual in-depth interviews were conducted regarding the participants’ experiences and perceptions of the chatbots. Student-chatbot interaction logs produced during the course were also collected to supplement the interview data. Qualitative analysis of the interview transcripts and interaction logs revealed the presence of pedagogical, technological, and social affordances. Depending on the learner, the chatbot affordances were perceived differently; thus, each affordance acted as either an opportunity or a constraint for English language learning. In addition, this study specifically discussed how these chatbot affordances might have affected psychological states in language learners. Future recommendations regarding the use of chatbots in language classrooms were suggested from both pedagogical and technological perspectives.

Keywords chatbots, conversational agents, artificial intelligence, affordances, learner motivation, EFL learners, Dialogflow

A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play

Ali Soyoof, Faculty of Education, Monash University, Clayton, Australia

Barry Lee Reynolds, Faculty of Education, University of Macau, Taipa, Macao SAR, China; Centre for Cognitive and Brain Sciences, University of Macau, Taipa, Macao SAR, China

Rustam Shadiev, School of Education Science, Nanjing Normal University, Nanjing, China

Boris Vazquez-Calvo, Department of Language Education, University of Malaga, Malaga, Spain

Abstract While the study of serious games has received due attention, few studies have investigated their potentials of simultaneously offering a route to both content and language acquisition. Understanding the interdisciplinary educational affordance of serious game play is significant, as it might provide game designers and teachers with insight into how to best design and implement serious games. In our study, the serious game Saving Lives was used to teach healthcare knowledge and English vocabulary to Iranian nursing students in an experimental group (N = 80), while control group students were taught healthcare knowledge and English vocabulary using traditional methods (N = 80). Using a mixed-methods approach (pre- and post-tests, an open- and closed-ended questionnaire), intentional content learning, incidental vocabulary acquisition, and learners’ perceptions of digital game play were investigated. Results showed statistically significant improvement in participants’ healthcare knowledge and incidental vocabulary acquisition in the experimental group compared to the control group. Vocabulary and content knowledge gains in the experimental group were the result of students’ positive attitudes toward game play, the multimodal contextual clues provided during game play, and repetitive exposure to target words in the game instructions. Using serious games to integrate content and language teaching for specific purposes, such as nursing, was found to be both a viable option for teachers and a preferable medium for fostering students’ learning and engagement.

Keywords Serious games, digital game-based language learning, content learning, incidental vocabulary acquisition, perception

ESP intralinguistic mediation and professional knowledge building through collaborative CALL

Soraya García-Sánchez, Universidad de Las Palmas de Gran Canaria, Las Palmas de Gran Canaria, Spain

Abstract This research explores intralinguistic communicative mediation in an English for Specific Purposes (ESP) online journal writing to enhance professional development through the co-construction of meaning. It accentuates research gaps specific to learning English in the field of law under the approach of collaborative Computer Assisted Language Learning (CALL) and the Vygotskian pedagogical model of semiotic mediation with tools. The online journal writing allowed learners not only to engage in the discussions but to develop cognitive messages expressed at levels B1+/B2 of the Common European Framework of References for Languages (CEFR). The 69 participants were ESP students of English Law, a compulsory subject in a professional accredited university master’s degree in law, needed to work in Spain. The findings revealed that the three main strategies for knowledge building and intraliguistic communicative mediation were: linking to previous knowledge (class content or other), adapting the language, and breaking down complicated information. Moreover, the collaborative journal writing reinforced students’ accuracy on expert vocabulary learning through purpose-driven mediation of texts, concepts, and communication in the context of law. Further results indicated that collaborative journal writing was an effective pedagogical tool to make meaning for ESP through different interactive affordances of mediation (linguistic, cultural, social, pedagogical, and professional) by comparing legal contexts from Spain, the United Kingdom and United States.

Keywords ESP, Collaborative CALL, communicative mediation, Vygotskian perspectives, CEFR CV

Intercultural learning through Chinese-American telecollaboration: results of a song sharing project

Han Luo, Department of Foreign Languages and Literatures, Lafayette College, Easton, PA, USA

Pan Gao, School of Foreign Languages, East China University of Science and Technology, Shanghai, China

Abstract This study reports on the results of a semester-long Chinese-American telecollaborative exchange via WeChat, in which students from China and the U.S. shared thematically similar songs in their respective languages and discussed relevant cultural topics that were suggested by the students. Various types of qualitative data collected from the exchange (i.e. WeChat group discussion transcripts, videoconferencing audio recordings, final reflection journals, and end-of-semester interviews) showed that the students participated actively in the program and were able to engage in in-depth conversations on various topics with their partners through WeChat group discussion and one-on-one videoconferencing. Many students attributed their positive experience to the intrinsic ability of music to engage college students. In order to evaluate the students’ intercultural learning, Byram’s intercultural competence assessment model was adopted to guide the data analysis. Results showed that the students demonstrated evidence of developing four types of intercultural competences during the exchange: interest in knowing other people’s way of life and introducing one’s own culture to others, knowledge about one’s own and others’ culture for intercultural communication, ability to change perspective, and knowledge about the intercultural communication process, with particularly overwhelming evidence indicating the prominence of the first two types.

Keywords Intercultural learning, telecollaboration, virtual exchange, Chinese, song

Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective

Boning Lyu, Chinese International Education College, Xiamen University, Xiamen, China

Chun Lai, Faculty of Education, The University of Hong Kong, Hong Kong

Abstract Studies have explored how second language (L2) learners engage with peer feedback in instructional contexts. However, how learners engage in self-initiated and self-directed feedback practices beyond the classroom in online spaces is largely unknown. Informed by an ecological perspective, an in-depth exploration of the dynamics and underpinning mechanisms of learners’ engagement with written peer feedback on an educational social networking site for L2 writers was conducted. Longitudinal data on 11 language learners’ interactions on the platform were collected. An analysis of their interactions on the platform over time and their responses to semi-structured interviews revealed that how they perceived and acted on feedback changed over time. Furthermore, these changes were intertwined with various individual and contextual factors. The findings suggest that encouraging socially related feedback, enhancing certain platform affordances, building a sense of community belonging and helping learners reconceptualise the platform in relation to their language learning are critical elements of enhancing learners’ engagement with peer feedback. They also indicate a need for a dynamic and holistic approach to understanding and supporting learner engagement with peer feedback beyond the classroom.

Keywords Peer feedback, NS-NNS interaction, learning beyond the classroom, ecological perspective, learner agency

Human versus machine: investigating L2 learner output in face-to-face versus fully automated role-plays

Veronika Timpe-Laughlin, Educational Testing Service, Princeton, New Jersey, USA

Tetyana Sydorenko, Portland State University, Portland, Oregon, USA

Judit Dombi, University of Pécs, Pécs, Hungary

Abstract To examine the utility of spoken dialog systems (SDSs) for learning and low-stakes assessment, we administered the same role-play task in two different modalities to a group of 47 tertiary-level learners of English. Each participant completed the task in an SDS setting with a fully automated agent and engaged in the same task with a human interlocutor in a face-to-face format. Additionally, we gauged students’ perceptions of the two delivery formats. Elicited oral performances were examined for linguistic complexity (syntactic complexity, lexical variety, fluency) and pragmatic functions (number and type of requests). Learner performance data across the two delivery modes were comparable although learners spoke slightly longer in the SDS task and used significantly more turns in the face-to-face setting—a finding that may be due to participants deploying more social rapport building moves, clarification requests, and backchanneling. The attitudinal data indicate that, while many learners liked both delivery formats, there was a slight preference for the face-to-face format, mainly due to the presence of body language. Overall, results show that fully automated SDS tasks may constitute a feasible alternative to face-to-face role-plays. Nevertheless, when possible, learners should be given a choice in task format for both learning and assessment.

Keywords Spoken dialogue system, role play, linguistic complexity, pragmatics, perceptions

Critical thinking cultivation in TESOL with ICT tools: a systematic review

Dan Lu, School of Foreign Languages, Northeast Normal University, Changchun, China

Ya-Nan Xie, Library, Northeast Normal University, Changchun, China

Abstract The cultivation of critical thinking with the assistance of Information Communication Technology (ICT) tools has drawn much attention from researchers and practitioners in the field of Teaching English to Speakers of Other Languages (TESOL). With the purpose of exploring whether the application could help improve students’ critical thinking and ESOL (English for Speakers of Other Languages) skills and how ICT tools are applied in TESOL to cultivate critical thinking, a systematic review was conducted and a total of 22 eligible studies were analyzed. The results show that: (1) students’ critical thinking and ESOL skills have demonstrated improvement in the studies applying ICT tools to TESOL; (2) the ICT application is unbalanced across different ESOL skills and various types of ICT tools have been used in different ways to promote students’ critical thinking.

Keywords ICT tools, critical thinking, systematic review, TESOL, ESOL

Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge

Sima Khezrlou, Independent Researcher, Urmia, Iran

Abstract This study investigated whether repetitions of a wiki-mediated collaborative writing task with the intervention of consciousness-raising could enhance learners’ attention to past-counterfactual conditional in English and their explicit and implicit knowledge development. Sixty learners worked in pairs to complete the same essay-writing task four times within a 5-week time frame. One group received deductive consciousness-raising after the initial task performance (TR + DCR); a second group engaged in inductive consciousness-raising (TR + ICR); and a third group only repeated the task (TR, control condition). Explicit and implicit knowledge gains were measured via an untimed grammaticality judgment test (UGJT) and an oral production test (OPT), respectively. On the UGJT, the TR + ICR led to significant immediate and delayed knowledge gains, while the TR + DCR only resulted in immediate enhancement. The TR + ICR resulted in gains in OPT and had some advantage over the TR + DCR and TR. These findings contribute towards our understanding of the effectiveness of consciousness-raising as a focus on form intervention activity between repeated collaborative task performances with respect to explicit and implicit knowledge at relatively higher levels of second language acquisition.

Keywords Consciousness-raising, explicit knowledge, implicit knowledge, task repetition, wiki

Quest-based learning and motivation in an EFL context

Andrew Philpott, Language Center, Kwansei Gakuin University, Nishinomiya, Japan

Jeong-Bae Son, School of Education, University of Southern Queensland, Springfield, Australia

Abstract The study reported in this article investigated the use of quest-based learning (QBL) in a gamified English as a foreign language (EFL) course at a Japanese university. A mixed methods research design was utilised to explore the effect purposely designed quests can have on EFL students’ foreign language (FL) motivation. The study was conducted over a 14-week period with four intact classes of participants (N = 89). The results of the study showed overwhelmingly positive opinions and perceptions towards QBL and provided evidence that QBL can increase intrinsic FL motivation while supporting FL learning. They suggest that the QBL supported intrinsic motivation because they were enjoyable, meaningful, suitably challenging, supported autonomy through quest choice, and interpersonally meaningful. The positive results were attributed to the quest design that leveraged specific aspects of multiple motivation theories (e.g., Self-determination theory, positive psychology). Three aspects that could hinder intrinsic motivation were also identified: (1) difficulty of the quests; (2) time required to complete the quests; and (3) quest choice allowing the participants to avoid certain quests.

Keywords Quest, Quest-based learning, gamification, motivation, EFL

A review of AWE feedback: types, learning outcomes, and implications

Qing-Ke Fu, School of Teacher Education, Huzhou University, Huzhou, PR China

Di Zou, Department of English Language Education, The Education University of Hong Kong, Tai Po, Hong Kong

Haoran Xie, Department of Computing and Decision Sciences, Lingnan University, Tuen Mun, Hong Kong‍‍

Gary Cheng, Department of Mathematics and Information Technology, The Education University of Hong Kong, Tai Po, Hong Kong

Abstract Automated writing evaluation (AWE) plays an important role in writing pedagogy and has received considerable research attention recently; however, few reviews have been conducted to systematically analyze the recent publications arising from the many studies in this area. The present review aims to provide a comprehensive analysis of the literature on AWE feedback for writing in terms of methodology, types of learners, types of feedback and its applications, learning outcomes, and implications. A total of 48 articles from Social Science Citation Index journals and four other important journals in the field of language education were collected and analyzed. The findings revealed that most previous studies on AWE applied quantitative research methods, rather than purely qualitative ones. The duration of the experiments in approximately 33% of the studies was shorter than ten weeks, and 10% of the studies were of one session only. The group size of over half of the studies had fewer than 30 participants, and 21% of the studies had medium to large group sizes (from 51 to 100). The focus of most of the articles was on L2 writers with little attention paid to L1 writers and K12 students. AWE feedback to some extent can improve students’ writing from the product-oriented aspect but is not as effective as human feedback (e.g. teacher or peer feedback). Students generally considered AWE feedback useful and were motivated when using it, although they noticed a lack of accuracy and explicitness as the feedback tended to be generic and formulaic. The results of the review have several implications for researchers, teachers, and developers of AWE systems.

Keywords Automated feedback, writing, technology enhanced language learning, systematic review

Investigating CALL researchers’ strategies to conduct genuine CALL research: a community of practice perspective

Hussein Meihami, Department of English Language, Imam Khomeini International University, Qazvin, Iran

Abstract Research in computer-assisted language learning (CALL) has turned into a critical way of addressing the interrelationships between L2 pedagogy and technology. This autobiographical narrative inquiry aimed to investigate CALL researchers’ strategies to conduct genuine CALL research (Colpaert, Citation2020). To that end, the autobiographical narratives of 24 CALL researchers were collected and analyzed using a deductive-inductive thematic analysis. The findings indicated that the researchers addressed the research needs of the CALL community of practice by focusing on contexts and conditions, CALL research streams, future directions, and creating academic knowledge. Moreover, the researchers addressed their CALL research identification through addressing local, global, and real-world audiences for authentic communication topics. Furthermore, to show their competence in their CALL studies, they attempted to review CALL literature comprehensively, cite papers from experienced CALL researchers, use comprehensive research designs, and publish/present CALL research in academic journals/conferences. Additionally, the findings showed that they tried to build relatedness in their studies by citing academic articles and books, using methodologies implemented by experienced CALL researchers, and having research collaboration locally and globally. Finally, CALL researchers attempted to become autonomous in selecting research methods, academic writing styles, and addressing CALL materials and applications in CALL research to show their autonomy in their CALL research. Therefore, it can be concluded that the role of the CALL community of practice is rather critical in leading the types and qualities of the strategies used by CALL researchers.

Keywords Genuine CALL research, CALL community, autobiographical narratives

A systematic review examining the efficacy of commercially available foreign language learning mobile apps

Jodi M. Tommerdahl, Department of Curriculum and Instruction, University of Texas at Arlington, Arlington, TX, USA; Southwest Center for Mind, Brain, and Education, University of Texas at Arlington, Arlington, TX, USA

Chrystal Sapphire Dragonflame, Department of Curriculum and Instruction, University of Texas at Arlington, Arlington, TX, USA; Southwest Center for Mind, Brain, and Education, University of Texas at Arlington, Arlington, TX, USA

Amanda A. Olsen, Department of Curriculum and Instruction, University of Texas at Arlington, Arlington, TX, USA

Abstract A systematic review examining the efficacy of commercially available foreign language-learning apps (FLL) was completed. A database search of ERIC, PsychINFO, and LearnTechLib produced 1,786 journal articles. After applying specific inclusion and exclusion criteria based on Burston’s seminal study (2015) requiring a minimum number of 10 participants, quantitative learning outcome data and rigorous research design, eight studies remained. These studies were categorized in terms of the app studied, year of publication, language taught, age group of participants, setting, length of study, and device(s) used. Descriptive statistics demonstrate there is a dearth of studies examining app efficacy, that English was the most commonly taught language, and that vocabulary was the most commonly tested area. Although commercial apps were found to successfully support FLL, the included studies’ methods varied in ways that made direct comparison difficult.

Keywords Mobile apps, technology, foreign language-learning, mobile assisted language learning

Computer-aided feedback on the pronunciation of Mandarin Chinese tones: using Praat to promote multimedia foreign language learning

Mengtian Chen, Language and Culture Center, Duke Kunshan University, Kunshan, China

Abstract This article discusses whether digital visual and audio feedback in learners’ own voices improves their perception and production of lexical tones in Chinese as a foreign language. Forty-four beginners participated in a four-week training focused on the pronunciation of Mandarin Chinese tones at the word level. Half received digital feedback generated by Praat, a phonetic research software, to visualize the contours of their tones while hearing corrected tones in their voices. The other half participants received visual and audio feedback given by the researcher. While both groups enhanced their tone perception and production skills during the training, the Praat-aided group made significantly larger progress than the control group. Post-training survey revealed participants’ preference for the imitation of corrected tones in their voices and the direct visual comparison between their tone contours and those of corrected tones. The findings corroborate the importance of computer-assisted multimedia learning in foreign language pedagogy, which also has implications for employing research-oriented technologies and automated tonal feedback in the instruction of Chinese as a foreign language.

Keywords Computer-assisted pronunciation training, feedback, multimedia learning, Mandarin Chinese tone, Praat

Reducing students’ foreign language anxiety to improve English vocabulary learning in an online simulation game

Yu-Fen Yang, Department of Applied Foreign Languages, National Yunlin University of Science & Technology, Taiwan

Wen-Min Hsieh, Department of Applied Foreign Languages, National Yunlin University of Science & Technology, Taiwan

Wing-Kwong Wong, Department of Electronic Engineering, National Yunlin University of Science & Technology, Taiwan

Yi-Chun Hong, Division of Educational Leadership & Innovation, Mary Lou Fulton Teachers College, Arizona State University, USA

Siao-Cing Lai, Department of Applied Foreign Languages, National Yunlin University of Science & Technology, Taiwan

Abstract Foreign Language Anxiety (FLA) is considered a central affective factor influencing English as a Foreign Language (EFL) learning. This study thus developed an online simulation game to create a virtually situated learning environment for reducing EFL primary school students’ FLA levels and improving their English vocabulary learning. A total of 110 fifth graders from four classes participated in this study. Two classes were randomly assigned to the experimental group (N = 57) using the online simulation game, and the other two classes were the control group (N = 53) using onsite instruction. Each participant was then classified as a low, moderate, or high anxiety student based on the Foreign Language Classroom Anxiety Scale (FLCAS). This study found that, compared to the onsite instruction, the online simulation game more effectively assisted the low, moderate, and high anxiety students in reducing their FLA. Situated learning in the online simulation game made a connection between English vocabulary learning and the real world explicitly and visibly, which could further promote their English vocabulary learning. In particular, the moderate and high anxiety students’ English vocabulary learning was significantly improved after the online simulation game. These results suggest that an online simulation game can create a situated learning environment that helps reduce EFL students’ FLA and subsequently facilitate their English vocabulary learning.

Keywords English vocabulary learning, foreign language anxiety (FLA), primary school students, simulation game, situated learning

The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension

Tzu-Yu Tai, Center for English Education, National Tsing Hua University, Hsinchu, Taiwan

Howard Hao-Jan Chen, Department of English, National Taiwan Normal University, Taipei, Taiwan

Abstract Intelligent Personal Assistant (IPA) has emerged as a valuable tool for EFL learning by offering interactive authentic contexts. Although IPA is believed to be motivational and useful, empirical evidence is limited and contradictory, especially the efficacy of listening comprehension. Therefore, the study investigated the impact of IPA on adolescent EFL learners’ listening comprehension, particularly regarding the presentation mode of IPA responses and its interaction styles. Ninety-two ninth-grade EFL learners were recruited from three intact classes and randomly divided into two experimental groups (i.e. GA-Hub group, using Google Nest Hub with multimodal responses; GA-Mini group, using Google Nest Mini with audio responses) and one control group (non-GA group, using a CD player as they did in the conventional class). Both quantitative (English listening tests) and qualitative data (questionnaires and interviews) were collected and analyzed in the 10-week study. The results showed that Google Assistant, especially via Google Nest Hub, positively promoted the participants’ listening comprehension. Detailed analyses of interviews demonstrated that Google Assistant provided interactive listening, presented multimodal screen-based responses, encouraged peer collaboration, and offered edutainment (a combination of IPA- and game-based learning), which added authenticity, flexibility, and enjoyment for meaningful interaction and thus promoted EFL listening.

Keywords EFL listening, intelligent personal assistant (IPA), Google Assistant, presentation mode, interaction style

Teacher paths for developing corpus-based language pedagogy: a case study

Qing Ma, The Education University of Hong Kong, Hong Kong SAR

Rui (Eric) Yuan, University of Macau, Macau SAR

Lok Ming Eric Cheung, College of Professional and Continuing Education, Hong Kong SAR

Jing Yang, Chengdu Normal University, China

Abstract The development of corpus-based language pedagogy (CBLP) is a complex and intriguing process that pertains to how corpus technology is directly applied to classroom teaching. Using a case study approach, this study investigated how two experienced university English teachers integrated corpus technology in authentic classroom teaching. Data sources included CBLP lesson materials, pre-interviews, lesson observations, and post-interviews. Our study detailed the process of how both teachers designed and implemented their CBLP teaching activities to address their student needs. The results indicate that the CBLP development draws on five components of teacher knowledge and practice: 1) knowledge of English language; 2) knowledge of corpus technology; 3) pedagogical knowledge; 4) contextual knowledge; and 5) learning and practice. Teacher learning and practice are integral and key to their CBLP development. Although the paths taken by each teacher shared some similarities and differences, both led to a relatively high level of CBLP growth after considerable learning and practice. Moreover, while one teacher developed the CBLP primarily from a strong knowledge of corpus technology, the other drew on solid pedagogical knowledge. A series of factors under each of the five components were also examined in relation to their influence on teacher paths to CBLP development. Based on the findings, several practical implications are provided to facilitate the process of developing CBLP for language teachers.

Keywords Corpus-based language pedagogy, corpus technology, teacher education, teacher development

Creating an online community of inquiry: learner practice and perceptions of community-based feedback giving in academic writing

Wenting Chen, College English Department, Capital Normal Unviersity, Beijing, China

Jianwu Gao, College English Department, Capital Normal Unviersity, Beijing, China; Department of English Language and Literature, Capital Normal University, Beijing, China

Abstract While the importance of the peer feedback in second or foreign language (L2 or FL) classrooms in higher education has been increasingly recognized, empirical research on discussing peer feedback literacy from the perspective of community-based academic writing is very much in its infancy. Informed by the Community of Inquiry (CoI) framework, this qualitative study aims to explore learners’ feedback practice and their perceptions of providing peer feedback in an online community-based academic writing task. The analysis was based on multiple sources of data (pre-task surveys, online community-based feedback entries, post-task stimulated recalls, in-depth group interviews, and follow-up WeChat interviews) from 31 Chinese undergraduates. The results indicated that although students provided feedback with different focuses, they valued online community peer feedback over traditional peer feedback for seeking affective appropriateness, facilitating social interaction, and seeking better practice. Additionally, students considered online community peer feedback practice could help with finding the reviewers’ own voices through different stages of reflective knowledge building processes, and transferring to subsequent revisions. This study provides pedagogical implications for how a community-based approach to online peer feedback can enhance students’ academic writing practice.

Keywords Community of inquiry, academic writing, students’ perceptions, peer feedback

Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering

Nazanin Adhami, Department of Foreign Languages, Iran University of Science and Technology, Tehran, Iran

Mahboubeh Taghizadeh, Department of Foreign Languages, Iran University of Science and Technology, Tehran, Iran

Abstract The objective of this study was twofold: (a) to determine the extent to which three types of instruction could improve writing performance of railway engineering students and (b) to explore students’ perceptions of flipped classroom, Edmodo, and Google Docs for improving their academic writing performance. The participants were 61 undergraduate students of railway engineering at Iran University of Science and Technology (IUST), who were divided into integrated flipped, conventional flipped, and traditional non-flipped groups. For the integrated flipped group, the inquiry-based learning was conducted in terms of five phases of orientation, conceptualization, investigation, data interpretation, and conclusion. They also used Edmodo and Google Docs as the two collaborative platforms for promoting writing skills. The conventional group only watched the instructional videos before the class, while for the traditional group neither the instructional videos nor the technological tools were used for improving their writing skills. The results of ANOVA revealed significant differences among the three groups in that learners in the integrated flipped group significantly outperformed those in the other groups, particularly in terms of the components of grammar and fluency. In addition, this approach made the learners more engaged, motivated, satisfied, and less anxious. The results also showed learners’ positive attitudes toward the pedagogical values of Edmodo and Google Docs.

Keywords Flipped classroom, computer-supported collaborative writing, inquiry-based learning, academic writing

Exploring the affordances of WeChat for Chinese cultural knowledge learning among learners of Chinese in an international exchange program

Xiaoji Wang, School of Languages and Cultures, The University of Queensland, St. Lucia, QLD, Australia

Wenying Jiang, School of Languages and Cultures, The University of Queensland, St. Lucia, QLD, Australia

Abstract Affordance refers to the opportunity available to a learning activity. Taking affordance as a theoretical and analytical construct, this exploratory study investigates learners’ attitudes and the opportunities WeChat may provide for Chinese cultural knowledge (CCK) learning. The aim is to find out the potential new affordances and compare learners with different language levels. 24 participants were paired with native Chinese speakers and required to complete three-stage activities with the integration of WeChat. This study adopted a mix-method approach. Data were collected through questionnaires, two rounds of semi-structured interviews, chat logs, and WeChat moments. It is found that most learners were positive toward the activities and WeChat provided learners with opportunities for interaction and collaboration, for resource sharing, for knowledge internalization and construction, and for sustainable learning and friendship maintaining. The affordance of knowledge internalization and construction was mentioned with the highest frequency in the interview. The findings that distinguish this study from previous ones are: (1) the affordance for sustainable learning, and (2) differences between high-level (HL) and low-level (LL) learners. In comparison, the activities won more supports from HL learners, and HL learners’ frequency in leveraging the affordance for resource sharing and sustainable learning was also higher. Pedagogical implications and research recommendations were provided respectively in discussion and conclusion parts.

Keywords M-learning, MALL, WeChat, Chinese language and culture learning, affordance

A critical review of design features of LMOOCs

Sin Wang Chong, Queen’s University Belfast, Belfast, UK

Muhammad Aamir Khan, The Education University of Hong Kong, Ting Kok, Hong Kong

Hayo Reinders, King Mongkut’s University of Technology Thonburi, Bangkok, Thailand

Abstract There has been an exponential growth in Language Massive Open Online Courses (LMOOCs) in the past decade. LMOOCs have also become an emergent and topical area of research in CALL, in particular, vis-a-vis learners’ perceptions and experiences. However, not much attention has been paid to analysing the features of LMOOCs. We argue that a systematic investigation of LMOOC design features is vital, especially in light of recent criticisms by some CALL and language education scholars regarding the incompatibility between LMOOC designs and language teaching and learning theories and methodologies. This systematic review, which employs Hall’s (Citation2013) framework of web-based instruction, addresses this gap by analysing instructional and assessment features of 100 LMOOCs on edX and Coursera. The synthesised findings suggest three strengths of LMOOCs: Most LMOOCs are introductory, suitable for beginning language learners (directionality). Most are easy to navigate because of their consistency in format and features. And most employ a range of multimodal instructional materials (multimodality). Three limitations are also identified: There are few opportunities for instructor-learner and learner-learner interaction (interactivity) and learner-centred, formative assessments (accountability). Besides, LMOOCs are designed with a prescribed learning sequence without addressing individual learner differences (adaptability). Based on our analysis, practical suggestions for LMOOC developers are discussed.

Keywords LMOOC, MOOC, review, web-based language learning

期刊简介

Computer Assisted Language Learning publishes research on computer-assisted language learning, teaching and testing for all four skills, and language courseware design and development. It is dedicated to publishing articles that enhance our understanding of the technology-mediated language learning process.

《计算机辅助语言学习》刊登有关计算机辅助语言学习、所有四种技能的教学和测试以及语言课件设计和开发的研究文章。它致力于发表能加深我们对以技术为媒介的语言学习过程的理解的文章。

官网地址：

https://www.tandfonline.com/journals/ncal20

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