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Submitted abstracts for workshops and symposia sessions. 

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Submitted abstracts for workshops and symposia sessions. 

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Submitted abstracts for workshops and symposia sessions. 

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A channel for our EuroCALL community events.

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interview questions. Preliminary descriptive and qualitative results indicate that participants 

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Perceptions of technology use in L2 writing classes

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Perceptions of technology use in L2 writing classes

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Olivia Kennedy and Sandra Healy

Abstract
Abstract: ‘Work smarter, not harder’ has become the new normal, and technical tools to make this possible surround us. Technology is changing traditional views of language teaching and learning, with generation and culture influencing the ways that we interact with it. This project focuses on the ways that student use of some of these tools creates difficulties, both ethical and practical, for second language writing skills programs.

At the most basic level, the goal of language teachers is to guide students to linguistic aptitude, whether from a desire to help them gain skills for future employment, as part of a wider liberal arts education, or to create opportunities for intercultural understanding. Developments in software like Google Translate, that now allows users to translate entire Microsoft Word files from one language to another in a few seconds, mean that some question the relevance of language learning in the modern world. While not perfect, such software is rapidly improving. Is it time, therefore, to reevaluate the goal of language teaching programs to produce proficient language users? Should we instead teach students how to use technical tools efficiently and effectively so that they can compete in the contemporary employment market?

In practical terms, most academic institutions assign course credit for the courses that they offer, and grade students according to the ability that they display. Differences in the quality of work that students produce with the support of technological tools mean that students not using these tools are often unfairly penalized, despite sometimes much greater effort expended on their parts. As these technological tools improve, it becomes increasingly difficult to judge correctly whether text has been written by a student with a dictionary (or dictionary application on their smartphone) or with the extensive use of translation software. Students submitting word processed assignments similarly benefit from automatic spelling correction and software that alerts the user to grammar issues.

The action research project described here explores student usage of technology to complete written assignments over the course of a 30-week first-year Japanese university writing course using a variety of methods to collect data. The overarching question: Is it acceptable to submit a piece of writing produced by translation software for assessment? was first posed to native speaker teachers and Japanese teachers in an online survey, and then to the students as one of the directed reflective journal entry exercises that spanned the course. Their responses, combined with those of their teachers, revealed a wide range of views that will inform the planning and delivery of the course in future iterations, and may be of interest to others teaching academic L2 writing in other contexts. The reflective journaling method used here, with its roots in the Agyris and Schon (1978) notion of double loop learning, entails teachers and learners systematically making explicit the assumptions they bring to situations and subjecting them to scrutiny, will also be described, as will the ways that this type of reflective journaling impacts motivation and learning.

Please also see our zoom presentation on the conference YouTube site: https://www.youtube.com/channel/UCRYxp-MEw0KrOaZqPzh3IBw/videos

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Perceptions of technology use in L2 Writing Classes Kennedy Healy

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Japanese college students’ perception towards the significance of online peer review via a new e-learning application

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Japanese college students’ perception towards the significance of online peer review via a new e-learning application

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Takane Yamaguchi, Takeshi Okada & Takeshi Sato

Abstract

Our study introduces online collaborative L2 learning with a new e-learning system, iBELLEs (Okada & Sakamoto, 2015). iBELLEs enables its users to highlight the sentences with several-colored markers (i.e., a topic sentence with a red marker), and their instructors can collect their highlights. By analyzing their highlights, they could perceive the learners' comprehension of the passage uploaded. We conducted an online collaborative activity with Japanese undergraduates via iBELLEs. They were asked to write their presentation scripts, upload them on iBELLEs to share with other peers, conduct peer-reviews by reading other scripts and highlighting passages with the markers, and submit the annotated scripts. Our questionnaire survey revealed the participants' positive mental attitudes towards the online activities to annotate scripts written by other students and to receive the highlights the other students added. Furthermore, the survey results demonstrate that receiving feedback made them feel useful rather than annotating other texts.

Keywords: iBELLEs+, collaborative learning, blended learning, peer review, writing

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Online tense and aspect identifier for English

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Online tense and aspect identifier for English

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John Blake
Abstract
The tense and aspect identifier is designed to help learners of English by harnessing a natural language processing pipeline to automatically classify verb groups by grammatical tense. This tool can be used to raise the awareness of learners on how grammatical tenses are used in context. This online tool automatically identifies finite verb groups, highlights the relevant words, classifies the tense into one of twelve categories and colorizes the verbs according to tense. The latest deployed system is able to identify tenses in simple, compound and complex sentences. False positive results occur when there is ellipsis of auxiliary verbs or when the tagger assigns the incorrect part-of-speech tag. The user interface of the tense identifier is a web app created using the Flask framework and deployed from the Heroku platform. The tool can be used for inductive and deductive teaching approaches or even check for tense consistency in a thesis.

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Data-driven learning for languages other than English: Charting the territory

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Data-driven learning for languages other than English: Charting the territory

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Luciana Forti & Reka Jablonkai

Abstract

Data-driven learning (DDL) has seen a rapid development in the last couple of decades, and a number of studies have explored the different ways in which it can be operationalised, and the effects it has on second/foreign language learning (Leńko-Szymańska & Boulton, 2015). This has determined the need to sketch a coherent picture in relation to DDL effects in relation to a wide number of variables, which has been done by several critical reviews and meta-analyses (Chambers, 2007; Boulton, 2017; Boulton & Cobb, 2017; Lee et al., 2018; Pérez-Paredes, 2019).

What emerges, however, is that the large majority of studies considered focus primarily on DDL for English language learning purposes, leaving us with little evidence concerning DDL for languages other than English (Vyatkina, 2016; 2020).

In this poster, we seek to provide an overview of how DDL for languages other than English is currently developing, by analysing and combining data from a number of research syntheses.

The overview will look at the kind of DDL approaches that have been developed for the different languages, in terms of DDL modality (paper-based vs. computer-based), corpus tools, learning aims, and in relation to the proficiency levels of the learners being exposed to the different forms of DDL.

While charting the broader territory upon which DDL is currently developing, the poster aims to start identifying the main challenges involved in the spread of DDL for languages other than English. It seeks to complement the theme of this year’s EuroCALL CorpusCALL Symposium SIG entitled Data-driven learning for languages other than English, which focuses on DDL for German, French, Spanish and Italian.

References

Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 348–393.

Lee, H., Warschauer, M., & Lee, J. H. (2018). The Effects of Corpus Use on Second Language Vocabulary Learning: A Multilevel Meta-analysis. Applied Linguistics, 40(5), 721–753.

Leńko-Szymańska, A., & Boulton, A. (Eds.). (2015). Multiple affordances of Language Corpora for Data-driven Learning. John Benjamins.

Pérez-Paredes, P. (2019). A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015. Computer Assisted Language Learning, 1–26.

Vyatkina, N. (2016). Data-driven learning of collocations: Learner performance, proficiency, and perceptions. Language Learning & Technology, 20(3), 159–179.

Vyatkina, N. (2020). Corpora as open educational resources for language teaching. Foreign Language Annals, 53(2), 359-370.

Audio Recording: https://www.dropbox.com/s/yzo1kqawfhemp7a/FortiJablonkai_DDLposter_EuroCALL2020.mp3?dl=0

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Online language courses with the KiVAKO-project

Kirsi Korkealehto[1], Maarit Ohinen-Salvén[2]

Abstract

The aim of this study was to explore the aspects that, according to the learners, contribute to an efficient online language course. The research setting was eight pilot language courses which were created and implemented in the frame of KiVAKO-project. The KiVAKO project is funded by the Finnish Ministry of Education and Culture, and it targets to develop and build a nationwide online language course offering on a shared Moodle platform. The research data consist of the replies of the post-course online questionnaire. The data were analysed according to the qualitative content analysis method. The findings indicate that the course design, study material, teachers’ actions and assignments influence the most to the students’ positive perception of the online language course

Keywords: higher education, online language learning

[1] Häme University of Applied Sciences, Hämeenlinna, Finland; kirsi.korkealehto@hamk.fi; https://orcid.org/0000-0001-8596-384X[2] Haaga-Helia University of Applied Sciences, Helsinki, Finland; maarit.ohinen-salven@haaga-helia.fi

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Using technology-assisted peer feedback to improve academic writing

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Using technology-assisted peer feedback to improve academic writing

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Dragana Lazic

The poster discusses the possibilities of technology-assisted peer feedback in EFL writing classrooms among low proficiency students. It is a part of an ongoing research project developed after a study conducted in the first half of 2019 (Lazic and Tsuji, 2020a, 2020b). The first goal is to explore the effectiveness of in-class activities, which include technology-assisted peer feedback, in improving global aspects of writing, i.e., paragraph structure and content. The second goal is to examine the uptake of peer feedback delivered via an automated writing evaluation tool (AWE) and its effect on students’ revision. Participants were 15 first-years students talking an academic writing class.

Zoom presentation:
https://drive.google.com/file/d/1twSeXwrT_eJ51qPfIYd7NNiuFwnFVf2h/view?usp=sharing

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Understanding participation in CALL vocabulary tasks through complexity theory

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Understanding participation in CALL vocabulary tasks through complexity theory

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Paul Dickinson

Abstract

This study explored participation by Japanese university EFL learners in CALL vocabulary tasks through the lens of Complexity Theory (CT). CT, which studies how complex systems are influenced by changes in interconnected variables (Larsen-Freeman & Cameron, 2008), has been advocated as an approach that aligns well with SLA and CALL research (Godwin-Jones, 2019). In this study, CT was applied to action research involving learners using smartphones to create game-based vocabulary quizzes. It aimed to understand how the context, personal attributes, and in-class interactions affected participation and learning outcomes. The results show the variability and nonlinearity of learners’ language development, the importance of initial conditions, and the vital role of teacher input. The findings also support the view that seeing language learning tasks as open, dynamic systems allows practitioners to adjust the control parameters of any task and learners to have more choice in using the affordances available to them to further their language development.

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Understanding participation in CALL vocabulary tasks through complexity theory

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Effects and users’ reactions to the use of CAPT and HVPT on Japanese EFL learners’ segmental perception and production

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Effects and users’ reactions to the use of CAPT and HVPT on Japanese EFL learners’ segmental perception and production

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Atsushi Iino , Yukiko Yabuta , & Brian Wistner

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The automatic classification of texts through corpus construction and machine learning techniques for L2 learning purposes: A presentation of MALT-IT2

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The automatic classification of texts through corpus construction and machine learning techniques for L2 learning purposes: A presentation of MALT-IT2

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When having to decide which CEFR level a text is most likely to belong to, language teachers generally adopt subjective judgments, thus leading to potential differences when comparing their evaluation with that of colleagues. And yet, a written text has a number of formal and quantitative features that are opaque to the eye of a reader, but which are visible to the eye of a software that is specifically designed to automatically assign a text to a specific CEFR level.

Though a number of systems of this kind have been developed in the context of English L2 learning (e.g. Xia et al., 2011), the system we present in this poster is, to the best of our knowledge, the only existing one for Italian L2 learning contexts (Forti et al., 2019).

It is called MALT-IT2, i.e. Measuring automatically the level of texts for second or foreign language learners of Italian, and it is accessible at the following link: https://lol.unistrapg.it/malt/. It is based on a corpus constructed by collecting Italian language certification exams used at one of the main Italian certification exam centres in Italy. The corpus contains a total of 692 texts, 29983 types and 336022 tokens overall, ranging across CEFR levels from B1 to C2. The corpus is integrated with a wide set of linguistic features (e.g. Dell’Orletta et al., 2011; Graesser, et al. 2004, Forti et al., 2017; Xiaobin and Meurers, 2016), and used as a gold standard to train a number of text classification systems.

In this poster we describe the different components of the tool, show how it works through its open online interface, and discuss the influence that the different linguistic features considered have in distinguishing the different CEFR levels.

References

Forti, L. et al. (2019). Measuring text complexity for Italian as a second language learning purposes. In Yannakoudakis, H. et al. (Eds.), Proceedings of the Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications (pp. 360–368), Florence, Italy, August. Association for Computational Linguistics.

Forti, L. et al. (2020). MALT-IT2: A New Resource to Measure Text Difficulty in Light of CEFR Levels for Italian L2 Learning. In Nicoletta Calzolari et al. (Eds.), Proceedings of the 12th Language Resources and Evaluation Conference (pp. 7206–7213), Marseille, France, May (cancelled). European Language Resources Association (ELRA).

Dell’Orletta, F. et al. (2011). Read–it: Assessing readability of Italian texts with a view to text simplification. In Fried-Olken, M. et al. (Eds.), Proceedings of the Second Workshop on Speech and Language Processing for Assistive Technologies (pp. 73–83), Edinburgh, Scotland, UK, July. Association for Computational Linguistics.

Graesser, A., McNamara, D., Louwerse, M., and Cai, Z. (2004). Coh-metrix: Analysis of text on

cohesion and language. Behavior Research Methods, Instruments, And Computers, 36:193–

202.

Xia, M. et al.(2011). Text readability assessment for second language learners. In Tetreault, J. et al. (Eds.), Proceedings of the 11th Workshop on Innovative Use of NLP for Building Educational Applications (pp. 12–22), San Diego, CA, June. Association for Computational Linguistics.

Xiaobin, C. & Meurers, D. (2016). CTAP: A web-based tool supporting automatic complexity analysis. In Brunato, D. et al. (Eds.), Proceedings of the Workshop on Computational Linguistics for Linguistic Complexity (pp. 113–119), Osaka, Japan, December. The COLING 2016 Organizing Committee.

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Extensive listening and LMS-based report sharing in an online course: Using Mahara-platformed English podcasts

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Extensive listening and LMS-based report sharing in an online course: Using Mahara-platformed English podcasts

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The Institute for Foreign Language Research and Education at Hiroshima University creates, contracts, and offers several online materials as part of its educational efforts. Among the most popular materials are the Hiroshima University’s English Podcast and English News Weekly, whose main purpose is to provide students with numerous opportunities for listening. To date, the podcasts add up to more than 1,000 episodes delivered. This study reports on the teaching practices of an online English extensive listening course, that combines podcasts with the Mahara course platform and its plugin developed for extensive listening.
With a duration of one semester, the online course is offered as a selective course within the Study Program for Building Professional English Skills, which targets second-year students. The concepts of the study program, which comprise a variety of courses, are based on a specific objective: to develop advanced English proficiency for professional needs. As a result, students in the program are proficient in English and highly motivated compared to other students on campus. As the course is online, students meet teachers in person only in the orientation class and in some of the exams throughout the semester.
The procedure for completing the four-month course is as follows: Students are instructed to listen to any of the 150 selected podcast episodes available on Mahara, whose choice is based on their own personal interests. Upon finishing listening to each chosen episode, they must write a brief report (summary and comments) on the episode in English and post the report using the university’s LMS. Student evaluation is based mainly on the number of report posts and secondarily on mid- and end-of-semester dictation tests. Students need to post at least 16 reports per month to obtain the highest possible grade. As for the semester covered in this study, the teacher did not specify how many words students should write and they wrote an average of 50 to 60-word passages for each podcast.
Since the course is online, there was a concern about whether students would continue to actively engage in the extensive listening training. In fact, their engagement was reasonably successful. The average number of monthly reports was around 13, which largely corresponds to the second highest level based on a five-grade criteria previously established by the teacher. Half of the students did not significantly reduce their paces of listening to podcasts or posting reports until the end of the course, while the other half dropped their pace down in the latter half. In the future, educators should look for ways to prevent a slowdown in the learning pace of these students, even in the latter half of the course.

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Implementing Online Discussion Forums Based on Principled Approaches

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Implementing Online Discussion Forums Based on Principled Approaches

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For this study, we implemented online discussion forums based on principles. Doughty and Long (2003) discussed optimal psycho-linguistic environments for online foreign language learning and offered teachers guidance by providing ten principles of task-based language teaching for CALL. Additionally, Stockwell and Hubbard (2013) wrote a paper on the emerging principles for MALL and explained key issues in the field for design and implementation of online language learning environments. We provided our own experiences of using these principles in a Japanese university setting. Our students used the YoTeach! application for three months in their English Discussion Class for the purpose of exchanging ideas on the discussion topics. We hope that by reading about our study, teachers learn more about how to apply principles to implement various applications such as YoTeach! into their classrooms.

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Creating vocabulary list quizzes automatically with Word Quiz Constructor

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Creating vocabulary list quizzes automatically with Word Quiz Constructor

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Audio link: https://drive.google.com/file/d/11SA2SzzaIBPRkTXjwNzZwEj-_BwYQYGp/view

WQC starts with one of the Academic Word List (AWL: Coxhead, 2000) sublists, and creates question items focusing on one target word per item according to certain specifications. WQC draws sentences from online sources (e.g., Wikipedia) and filters these sentences to find those in which the target word appears in a high-frequency three-word context according to the Google Books trigram frequency list and where the sentence difficulty is not too high (using readability metrics such as automated readability index or Flesch-Kincaid grade level formula; Smith and Senter 1967, Kincaid et al 1975, respectively).

These stems then form the basis of different quiz items. Multiple-choice cloze items are generated by searching for distractor words from the same sublist where each distractor forms a low frequency trigram in the selected sentence. Free-response cloze items use two sentences and ask testees to write an appropriate word to fill in the blank.

WQC generates and outputs a complete quiz according to user specifications (e.g., 10 multiple-choice cloze and 5 free-response cloze questions). It can output a quiz in a ready-to use format as a txt or docx file, or in other formats (e.g., csv, xml) for import into learning management systems for on-line quiz administration.

Prior research (Rose 2014, 2016, 2020) has shown that WQC generates items that are judged comparable to manually-produced items in well-formedness and difficulty. Furthermore, in the most optimal configuration, a 10-item quiz can be produced in just under 7 minutes. WQC is still in active development and future plans include making it work with custom vocabulary lists as well as draw item sentences from various other sources.

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The Best Podcasts for EFL and ESL Students

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The Best Podcasts for EFL and ESL Students

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Today podcasts are very popular around the world. According to smallbizgenious.net (2019), there are currently over half a million active podcast shows in over 100 languages, and in countries such as South Korea and Spain about 60% of citizens say they listen to podcasts at least once a month; in the United States, one out of three people claim to do so. However, do EFL and ESL students enjoy listening to podcasts to improve their English skills? How effective are podcasts for learning English? How do teachers use English-learning podcasts? What are the names of the best podcasts for EFL and ESL students?

First, this poster will give a general “State of the Art” review. The presenter will explain why, theoretically, podcasts seem to be effective, and he will cite numerous recent longitudinal studies which have concluded that podcasts are effective for improving EFL and ESL skills. However, he will also cite ample research which shows that students have mixed emotions about using their free time to study English via podcasts. Then, the presenter will delineate five of the most widespread ways in which English teachers use podcasts in their courses.

Finally, in the most important part of this poster, the presenter will give several short lists of “the best podcasts for EFL and ESL students.” Of course, all students have different English abilities, various mother tongues, different goals, and different likes. Thus, several lists are provided. The lists were all compiled earlier this year, taking several pedagogical principles—and several native languages—into account.

For almost 15 years, the presenter has conducted research on using podcasts in EFL classes, especially in Japan. He is the main producer of “Hiroshima University’s English Podcast,” which is thought to have thousands of listeners each week.

Audio Link: https://drive.google.com/file/d/1CNrv1c2lgsN51doH0ic6tcnQZ2Mp9u-e/view?usp=sharing

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HTML5 Animations for Pronunciation Practice (and more!)

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HTML5 Animations for Pronunciation Practice (and more!)

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Intelligent speaker is watching you: alleviation of  the L2 learners' Social anxiety

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Intelligent speaker is watching you: alleviation of  the L2 learners' Social anxiety

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This study explores the effectiveness of an A.I. speaker as a device for L2 interactions and of tracking eyes put on the speaker to reduce L2 anxiety. L2 anxiety is one of the urgent issues of L2 learning and a category of social anxiety, which is fear of being judged, evaluated negatively, or rejected. Aiming to lower social anxiety and enhance their L2 proficiency, we conducted an L2 learning trial with Google Home.  It does not have the function to converse with interlocuters, whereas it can interact with them by responding to their commands. Our study examines whether interactions with Google Home could enhance users' L2 listening skills and lower L2 anxiety. We also addressed the impact of A.I. speakers' human-likeness, developing the human-like eye-robot "Akagachi," which could constantly gaze into interlocuter' eyes. As a result of 3-week interactions in 7 L2 learners' houses, their L2 listening proficiency, and their motivation for L2 communication were improved.

Audio link : https://drive.google.com/file/d/182HNGh0fXDemcdYtmuIBeI9qkUKTurmQ/view?usp=sharing
Github : https://github.com/hayashik/akagachi_eye_robot_hardware

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Effect of input produced by NSs, same-L1 peers, and self on listening discrimination and pronunciation

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Effect of input produced by NSs, same-L1 peers, and self on listening discrimination and pronunciation

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There is little research on how recorded input from language learners with the same first language (same-L1 peers) affects listening discrimination skills or pronunciation skills. To examine that question, the presenter developed P-Check (Version2, 2015), a plug-in for Glexa, a proprietary php-based learning management system (LMS) with a strong multi-media focus. Glexa has been used by over 100,000 students throughout Japan. This poster shows the functions of P-Check and compares the effect of listening discrimination practice on listening discrimination skills and pronunciation accuracy for three groups: learners using input produced by native or near-native speakers (Native Group), by the learners themselves (Self Group), and by same-L1 peers using P-Check (Peer Group).  A two-way mixed ANOVA was used to analyze the results of the pre- and post-tests.  Results for listening discrimination indicated no statistically significant main effects.  Results for pronunciation indicated a significant main effect of group and of time (pre-post). All groups increased in pronunciation ability, but the Peer Group was significantly higher at the pre- and post-tests. The Peer Group was not disadvantaged in terms of pronunciation learning, and a follow-up survey found that participants understood the importance of feedback. Thus, P-Check may be a useful tool for developing same-L1 learners' collaborative pronunciation learning attitudes as well as pronunciation skills.  It is hoped that this poster will inspire developers to create a similar plug-in for open-source learning management systems.

audio link: https://drive.google.com/file/d/1Du-QsKUWtNp1HGyEHZXKRasdE5iSey8Z/view?usp=sharing

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Can webseries improve language learning?

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Can webseries improve language learning?

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The use of innovative languages in education is a current and pressing issue in a digital landscape where knowledge and skills are acquired in much more complex and fragmented ways than in the past (Selvaggi, Sicignano, Vollono: 2007; Di Blas: 2016). We are experiencing a lot of interest in flipped classrooms, interactive learning environments and serious games, MOOCs platforms, and e-learning projects which universities are increasingly adopting. However, videos for educational purposes are not only useful because they allow distance learning programs through traditional frontal lessons delivered online:  there are many types of contents that have a yet to be explored potential (De Piano: 2015). The web series is a highly effective format, characterized by short episodes that can also be enjoyed individually, low budget, a serialized and therefore potentially engaging narrative identity, and they are particularly suitable for use on digital platforms. Building an educational project for a foreign language through a serial story for the web presents unquestionable strengths: it is undoubtedly an attractive format for a young audience but also suitable for the world of teachers (Brophy: 2009; Bayram: 2012); furthermore, the use of well-known and recognizable elements and archetypes, which come from the dawn of civilization and which have been applied throughout the history of cinema in the twentieth century (Vogler: 2007; McKee: 2014). Building standard language situations and inserting them into a narrative context can transform the learning process into a narrative experience even before a learning experience, generating an emotional engagement and overcoming the distance created by a traditional frontal lesson.

audio link:
https://drive.google.com/file/d/197d29XFrF7AyGEDwfG3TVLhX9vv5RkyC/view?usp=sharing

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Can webseries improve language learning_Poster

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The Influences of Integrating Online Learning Management Systems on English To Chinese Translation Learners’ Learning Motivation.

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The Influences of Integrating Online Learning Management Systems on English To Chinese Translation Learners’ Learning Motivation.

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This study aims to investigate the motivation of Taiwanese undergraduate students in learning English to Chinese translation, as well as the relationship between their learning motivation and the intention of students to use online learning management systems (LMS) in translation courses. To fulfill the objectives, there were 87 undergraduate students from Department of Applied Foreign Languages in a Taiwanese university participating in this study. Theories guiding this investigation for questionnaire design included Dörnyei’s L2 Motivational Self System for motivation as dependent variable; Technology Acceptance Model for their perception toward integrating online cooperative learning management system as independent variable. A five-point Likert-scale questionnaire and semi-structured interviews were used to collect the data.  The finding indicates that students have positive attitudes toward the adoption of online LMS and have high intention to use online LMS in order to facilitate their learning process.  The present study offers pedagogical implications for instructors in English-Chinese translation courses to enhance the motivation of students in learning English to Chinese translation and effectively use online LMS in translation courses. This final analysis could also provide a guideline for further studies which aim at discovering the learning motivation of students in translation courses, and the relationship between learning motivation of students and other factors related to translation learning and teaching process in the translation courses.

audio link: https://drive.google.com/file/d/1K23LCmo2LjU83bMYVg9TrukETNEjbPfI/view?usp=sharing

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Constructing Digital Choose Your Own Adventure Gamebooks to Enhance Creative Writing and Collaboration Skills

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Constructing Digital Choose Your Own Adventure Gamebooks to Enhance Creative Writing and Collaboration Skills

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The ability to produce written English is an essential skill that plays a vital role in the learning process for second language learners. Unfortunately, writing skills is often overlooked in Japanese high schools and students arrive at university without the basic skills necessary to create even basic paragraphs in English. Students often find the inability to express themselves in English frustrating and their motivation to learn this fundamental skill is often adversely affected. This presentation will detail findings from a recently completed case study that explored the effects of having students participate in a creative writing project aimed at increasing their motivation to write in English and improving writing task engagement. Forty-eight first-year (A2-B1 CEFR level) EFL learners enrolled in a reading and writing course at a Japanese university participated in a collaborative project-based language learning task designed to improve basic writing skills. Working in groups of 4, students created short gamebooks (approx. 1000-1500 words) in the Choose Your Own Adventure style. Google Slides was chosen as the medium to present these stories because of the program’s synchronous collaboration capabilities and its ability to link slides within a presentation. The findings showed that students could create interesting and entertaining gamebooks that met many of the language learning targets of their English reading and writing course. Survey results revealed that students found the activity highly enjoyable and that their motivation to write in English also increased. Many of the participants also commented specifically about the positive impact that this project had on their ability to cooperate and collaborate with their classmates. This poster will serve as a guide for educators who are interested in incorporating elements of collaborative gamebook storytelling using digital presentation programs such as Google Slides into their teaching practice.

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Collective design as a support for professional development : a case of french teachers

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Collective design as a support for professional development : a case of french teachers

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Integrating digital resources into teachers' practice requires, notably, the availability of resources offering flexibility of use (Morgan, 1990) and proximity to teachers' schemes (Crisnan, Lerman & Winbourne, 2007). Collective designing and sharing of these resources can facilitate this integration and contribute to teachers' professional development (Quéré, 2017, 2019). In this paper, a collaboration between teachers designing together a digital resource to teach English is studied. The aim is to analyse the effects of this collaboration on the actors' professional development.

Audio link : https://assets.lls.fr/recordings/ckd4nl8ew002r2u10u0c7ytnv.mpga

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iLearn: A SciTech English initiative to increase outreach

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iLearn: A SciTech English initiative to increase outreach

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This collaborative research was undertaken to create a sustainable, Informal Learning Environment (ILE) where young Academics and Researchers (AR) could reach out to a wider audience through Networking (N). Audio recordings of 13 tandem pairings were transcribed and analyzed to identify and categorize meaningful exchanges. This signified an exchange of knowledge or critical reflection on learning which could be of benefit to students in a real-life context, rather than simply an exchange of information. The areas of student focus were choice of research methodology, data analysis approach, specialized lexis, poster design, non-verbal language and to a lesser extent, syntax. Student gains were evident in several areas over the ten weeks, but it was also carefully noted that any increase in confidence and linguistic skills was subject to significant individual variability and came as a result of multiple efforts over the period rather than through the eTandem (iLearn) experience specifically.

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Exploring students’ experiences with Duolingo as supplementary to regular class instruction.

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Exploring students’ experiences with Duolingo as supplementary to regular class instruction.

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In this ongoing research project, the researchers explored the students' experiences using Duolingo, a mobile language learning application.  The research questions that guided the study were: 1. What are the participants’ experiences using Duolingo when learning Spanish? 2. How do participants evaluate game-like activities with Duolingo? The mobile application activities were implemented for 10 out of 15 weeks outside the classroom. Twenty five English speakers learning Spanish participated in this study during the spring and fall 2019 semesters (current available data). They were undergraduate students enrolled in Elementary I and Elementary II Spanish courses at a public U.S. university.  Participants’ experience with the app was ascertained in a seven=part survey including language and skills improvement. Participants’ evaluation of the game-like activities was ascertained with written essay questions and oral interview questions. Preliminary descriptive and qualitative results indicate that participants enjoyed the gaming features of the mobile application and group competition.