Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
Permanent URI for this collection
Browse
Recent Submissions
1 - 10 of 13
-
ItemCall for papers for a special issue on Technology and Learning L2 Pragmatics(University of Hawaii National Foreign Language Resource Center, 2018-06-01)
-
ItemCall for papers for the Emerging Technologies column(University of Hawaii National Foreign Language Resource Center, 2018-06-01)
-
ItemAnnouncements and news from our sponsors(University of Hawaii National Foreign Language Resource Center, 2018-06-01)
-
ItemReview of Teaching, learning, literacy in our high-risk high-tech world: A framework for becoming human(University of Hawaii National Foreign Language Resource Center, 2018-06-01)
-
ItemReview of Serious play: Literacy, learning, and digital games(University of Hawaii National Foreign Language Resource Center, 2018-06-01)
-
ItemReview of Focus on learning technologies(University of Hawaii National Foreign Language Resource Center, 2018-06-01)
-
ItemExploring the perceived benefits of the process of multimodal video making in developing multiliteracies(University of Hawaii National Foreign Language Resource Center, 2018-06-01)The digital technology era has profoundly evolved and changed the ways that people consume and produce information. As language itself is recognized as a multimodal resource for communicative purposes, different forms of multimodality have been advocated to nurture students’ multiliteracies in educational contexts. This study aims to investigate students’ perceived benefits with respect to the process of their multimodal video making. The participants were 69 advanced English as a foreign language undergraduate students who took a course titled Multimedia English for one-semester (18 weeks) at a university in Taiwan. The students were trained to utilize a wide range of multimedia affordances to facilitate their English learning. They were asked to produce a digital video employing multiple modalities for their final project. The collected data for the scope of the paper included students’ uploaded reflective essays and videos of their final oral presentations with their PowerPoint slides based upon their overall perceptions regarding their video creation processes and the perceived benefits they experienced. The findings showed that a multitude of students perceived that the video making process nurtured their multiliteracies to different degrees and expanded their awareness of the interplay between different modes of semiotic resources for meaning construction. This study also highlights pedagogical implications for language teachers regarding the provision of opportunities for students to become involved in the creation of multimodal artifacts in developing their multiliteracies.
-
ItemMastery-based language learning outside class: Learning support in flipped classrooms(University of Hawaii National Foreign Language Resource Center, 2018-06-01)In the last five years or so, research has extensively explored the benefits and problems of flipped classrooms in helping improve the student learning experience. However, little attention has been given to the kinds of support that students would need in the process of mastering learning outside class. To address this gap in research and practice, the current study proposes and evaluates a learning support framework for mastery-based learning outside class that aims to respond to students’ cognitive and affective needs and needs for developing appropriate learning strategies. The proposed framework was evaluated in a Chinese language course offered at an Australian university in Semester 1, 2016. This study focuses on the qualitative data collected through courses, such as screen captures of various learning support mechanisms, a student survey, and reflective journals from teachers. Our findings highlight the necessity, benefits, and challenges of offering learning support for mastery-based learning outside class in the flipped classroom context.
-
ItemTask-induced development of hinting behaviors in online task-oriented L2 interaction(University of Hawaii National Foreign Language Resource Center, 2018-06-01)Technology-mediated task settings are rich interactional domains in which second language (L2) learners manage a multitude of interactional resources for task accomplishment. The affordances of these settings have been repeatedly addressed in computer-assisted language learning (CALL) literature mainly based on theory-informed task design principles oriented to the elicitation of structured learning outcomes. However, such focus on design and outcome has left unexplored the great diversity of emergent interactional resources that learners deploy in situ. With this in mind, and using conversation analysis (CA) as the research methodology, this study sets out to describe the task engagement processes of L2 learners who collaboratively engage in online tasks. A close look into screen-recorded interactions of geographically dispersed participants shows that they orient to numerous context-specific interactional resources, which also locates a process-oriented interactional development site for further examination. To this end, the study presents a longitudinal conversation analytic treatment of a focal participant’s context-specific interactional behaviors. The findings explicate the emergence and diversification of interactional resources, thus evidencing task-induced development of L2 interactional competence (IC). By providing participant-oriented, situated, qualitative insights into interactional development in and through online task-oriented L2 interactions, the study contributes to CALL, task design, and L2 IC based on methodological underpinnings of CA.
-
ItemQualitative research in less commonly taught and endangered language CALL(University of Hawaii National Foreign Language Resource Center, 2018-06-01)The use of computing technologies in less commonly taught language (LCTL) and endangered language (EL) learning is different from mainstream computer-assisted language learning (CALL), where several languages, most noticeably English, dominate the literature. Many most commonly taught language (MCTL) learners learn a language for a variety of reasons including potential benefit to their career or because it is compulsory in school. In the case of LCTLs and ELs, there may be different motivating factors including cultural, heritage, and language preservation reasons (Dörnyei & Schmidt, 2001). As the motivation and learning goals of LCTL and EL leaners are often different to those of MCTL learners, it is reasonable to use different evaluation approaches. This paper looks at the role of qualitative research for Finnish, Runyakitara, Ojibwe, and Ndj bbana and reflects on how it can be useful for understanding CALL outcomes for other LCTLs and ELs.