Volume 28 Number 1, 2024

Permanent URI for this collectionhttps://hdl.handle.net/10125/107650

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Review of Technology in second language writing: Advanced in composing, translation, writing pedagogy and data-drive learning
(University of Hawaii National Foreign Language Resource Center, 2024-12-16) Li, Siqi; Wang, Huafeng; Jiang, Lin; Rock, Kristin
Promoting grammatical development through multimodal digital recasts in video-conferencing tasks
(University of Hawaii National Foreign Language Resource Center, 2024-12-16) Jung, Yeonwoo; Révész, Andrea
This study investigated the effectiveness of multimodal recasts (the simultaneous presentation of oral and written recasts) relative to oral recasts and written recasts for L2 grammatical development in the context of videoconferencing. We employed a pretest–posttest–delayed posttest design, with 60 Korean learners of English randomly assigned to three experimental groups and a control group: an oral recast group, a written recast group, a multimodal recast group, and a no recast group. Each group completed a series of communicative videoconferencing treatment activities, during which they received recasts according to their respective feedback conditions. The target L2 construction was English wh-question formation. Participants’ gains were assessed using oral, written, and spontaneous oral production tests. We found that the presence of recasts, regardless of modality, facilitated participants’ development in wh-question formation, as reflected in their performance across the three outcome measures. Multimodal recasts, however, proved more effective in promoting gains than their oral and written counterparts.
EFL students' self-directed learning of conversation skills with AI chatbots
(University of Hawaii National Foreign Language Resource Center, 2024-12-02) Kang, Sooyeon; Sung, Min-Chang
This study investigates the potential of AI chatbots as practice partners in the context of EFL secondary school students’ self-directed learning of conversation skills. Using the Dialogflow CX Console at Google Cloud Platform, we designed two sets of AI chatbots based on two target dialogues. A total of 112 eighth-graders at a public middle school in South Korea were divided into two experimental groups: a chatbot group and a worksheet group. The two groups practiced the target dialogues in self-directed activities with different tools, i.e., chatbots versus worksheets, and evaluated the quality of the chatbot- or worksheet-based self-directed activities in a questionnaire. In addition, their improvements in conversation skills and self-directedness were measured by a discourse completion task and another questionnaire in pre- and posttests. Results showed that the chatbot activities were evaluated to be better than the worksheet activities, especially in terms of entertainment. We also found that the chatbot group showed greater improvements both in conversation skills and self-directedness than the worksheet group. Based on these findings and qualitative analyses of dialogue records, implications for using AI chatbots in the self-directed learning of English are discussed.
Teacher role in synchronous oral interaction: Young learner telecollaboration
(University of Hawaii National Foreign Language Resource Center, 2024-11-18) Wigham, Ciara R.; Whyte, Shona
The potential of synchronous technology-mediated oral interaction for second language (L2) acquisition by young learners interests researchers and classroom teachers alike. Research highlights the utility of live telecollaborative exchange for motivating learners, but also underlines the challenges teachers face in supporting young beginners in interaction tasks. However, few studies focus on actual learning opportunities created in telecollaborative task-based language teaching (TBLT) and on the role of teachers in creating such opportunities. This paper presents two case studies on synchronous telecollaboration in primary schools (7-10 year olds, A1 CEFR level). Interaction data from small-group telecollaborative interactions is examined using multimodal (inter)action analysis (MIA, Norris, 2019) to investigate how teachers’ choices with respect to task implementation affect opportunities for learner autonomy, the outcome of particular tasks, and learners’ L2 usage. Analysis highlights how co-verbal actions are used to manage different interactional spaces and reveal learners’ active roles, and how teacher presence/absence can affect task outcome and influence opportunities for either focus on form or spontaneous L2 production. Our discussion shows that synchronous interaction can drive language learning with young learners, not only motivation and participation, and focuses on implications for further research combining MIA with TBLT.
Enhancing pre-service EFL teachers’ TPACK through chatbot-integrated lesson planning projects
(University of Hawaii National Foreign Language Resource Center, 2024-11-04) Lee, Seongyong; Jeon, Jaeho
The growing interest in AI chatbots for language learning has highlighted their potential value in educational technology, particularly in teacher training for professional development (PD). This exploratory study extended this discussion by exploring how chatbot-integrated lesson planning modules supported pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK). Two types of qualitative data, including teaching artifacts (e.g., lesson plans and chatbot tasks) and self-reports (e.g., interviews and reflection papers), were collected from twenty-one pre-service English as a Foreign Language (EFL) teachers who participated in five TPACK training modules over sixteen weeks: (a) TPACK comprehension, (b) chatbot-design training, (c) lesson planning, (d) micro-teaching, and (e) TPACK reflection. Data analysis involved two TPACK assessment methods: (a) TPACK levels demonstrated in lesson plans and the associations of chatbot-integrated lesson plans with TPACK levels; (b) thematic analysis of self-reports for the perceived affordances of the TPACK training. The findings indicate that chatbot-integrated lesson plans demonstrated the participants’ TPACK resulting from the training activities. They reported that the training modules had afforded their TPACK in diverse aspects of using chatbots in lesson development despite some constraints. This study provided insights into how to utilize chatbot-integrated lesson study for pre-service language teachers’ TPACK.
Comparing individual vs. collaborative processing of ChatGPT-generated feedback: Effects on L2 writing task improvement and learning
(University of Hawaii National Foreign Language Resource Center, 2024-10-21) Yan, Da
This research examined the effects of collaborative processing of ChatGPT-generated feedback on second language (L2) writing development. The sample for the seven-week experiment consisted of 117 sophomore EFL learners and six teachers from a Chinese university. The students were divided into four groups: the control group processed ChatGPT feedback individually, while the experimental groups processed it with teacher, peer, or combined teacher-and-peer collaboration. Employing a mixed design, L2 writing task improvement (measured as the gain scores from draft writing to final products for the three during-intervention writing tasks) and learning (measured as performance for a post-intervention, and similar new writing task) of the four groups were assessed and analyzed. The findings revealed that the learners who individually processed feedback registered the most significant task improvements, whereas learners processing feedback with teacher collaboration progressed the most for subsequent learning processes. The study has pedagogical implications for the construction of a more inclusive ecology to support effective uses of latest technology in L2 classrooms.
Augmented reality technology in language learning: A meta-analysis
(University of Hawaii National Foreign Language Resource Center, 2024-10-07) Wu, Juan; Jiang, Huiting; Chen, Shiya; Yu-Ju Lan
Recently, augmented reality (AR) technologies have been widely used in language learning. Although many studies have identified the multiple benefits and affordances of AR technology in language learning, very few meta-analyses have been conducted on AR in this field to understand its effectiveness in language learning. To this end, this meta-analysis included 35 articles with 2171 participants published between 2010 and 2023. Based on the PICO framework (population, intervention, comparison, and outcomes), linguistic gains and affective gains are taken as outcome variables to investigate the application effects of AR on students’ language learning performance as well as the effects of educational levels, types of AR display devices, specific language skills, intervention duration, and other moderating variables. The results show that AR has the potential to enhance linguistic gains (Hedges’ g = 0.734, CI [0.537-0.932], p < 0.001) and that AR-based learning material is beneficial for increasing affective gains, such as motivation, attitudes and self-efficacy (Hedges’ g = 0.692, CI [0.491,0.893], p < 0.001). The research indicates that AR technology has great potential to improve language learning and provides suggestions for further research and practice on the use of AR-assisted language learning.
The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency
(University of Hawaii National Foreign Language Resource Center, 2024-09-23) Smith, Bryan; Jiang, Xiangying; Peters, Ryan
This study aimed to evaluate the effectiveness of Duolingo's Spanish course for English speakers over a three-month period for independent learners (n=48). We examined learning outcomes in general proficiency, reading, writing, listening, speaking, vocabulary, grammar, and pronunciation. We also explored the relationship between learner usage, experience factors, and self-reported experiences using the app. After about 27 hours of study, participants significantly improved in all receptive and productive ability measures, supporting the notion that language learning apps can enhance a range of language skills. Session completion, accuracy rate, and positive user experience were linked to this observed growth.
Language learning through game-mediated activities: Analysis of learners’ multimodal participation
(University of Hawaii National Foreign Language Resource Center, 2024-09-09) Gao, Yuchan
Second language learning is a multimodal phenomenon and thus investigating the multimodal aspects of learners’ language learning has become a promising area for research (Guichon & McLornan, 2008; Hardison & Pennington, 2021). Traditionally, language learners’ interactions during classroom activities are often understood by analyzing text-based data, which is not sufficient to paint the full picture of learners’ multimodal participation (Helm & Dooly, 2017). Thus, examining learners’ multimodal participation during classroom activities (i.e., gestures, facial expressions, head movement) has become a need to better paint the picture of students’ learning processes. By adopting a multimodal (inter)action analysis, the present study sought to explore participants’ multimodal participation during a game-mediated project that consisted of playing a video game and completing a series of wraparound activities. Focusing on a small group of English language learners and one teacher, this multiple-case exploratory study provided detailed descriptions of how they participated in game-mediated activities as well as communicated with one another. Findings suggested participants using multimodal elements to help enhance their communication by explaining the meaning and pronunciation of words, and providing additional information to their communication, even when the spoken language was not being used. Implications for both research and practice were discussed as well.
The impact of technology-enhanced language learning environments on second language learners’ willingness to communicate: A systematic review of empirical studies from 2012 to 2023
(University of Hawaii National Foreign Language Resource Center, 2024-08-26) Huang, Huan; Li, Michael; Yu-Ju Lan
Focusing on empirical studies from 2012 to 2023, this systematic review investigates how Technology-enhanced Language Learning Environments (TELLEs) enhance Willingness to Communicate (WTC) in second language (L2) learners. The review identifies key findings demonstrating how the strategic use of TELLEs positively influences learners’ WTC through situational, affective, linguistic, and cognitive factors. Situational factors include enriched interactions with content, interlocutors, and teachers, significantly enhancing WTC. Key affective variables, such as self-confidence, L2 anxiety, and enjoyment, are crucial in shaping learners’ WTC. Additionally, TELLEs support the expansion of learners’ linguistic skills and reduce cognitive load, thereby facilitating WTC. Despite its benefits, challenges such as technical issues, distractions from the novelty of TELLEs, and privacy concerns remain barriers. The review advocates for thoughtful integration of TELLEs, aligning with well-defined pedagogical goals and a nuanced understanding of learners’ diverse needs and preferences. Future research should extend beyond English, aiming for a more inclusive and diversified focus to better understand WTC globally.
Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
(University of Hawaii National Foreign Language Resource Center, 2024-08-12) Silva, Breno; Ragni, Valentina; Otwinowska, Agnieszka; Szarkowska, Agnieszka
Existing research shows that identical cognates are read more quickly than noncognates. However, most studies focused on words presented in isolation or embedded in sentences. To address this gap, our exploratory eye-tracking study is the first to investigate the processing of cognates and noncognates in English subtitles. First, we tested whether cognates differ from noncognates in terms of word processing. Second, we explored whether gradual changes in the amount of cross-linguistic overlap predict cognate processing (and potentially learning). We recorded the eye movements of 35 L1-Polish adult participants with high L2-English proficiency while they watched videos with English subtitles displayed at three different speeds. The mixed-model analyses showed that cognates and noncognates are processed for longer in slower subtitles than in faster subtitles. Also, we found no difference in processing between cognates and noncognates. However, more similar cognates were processed longer than less similar cognates, except for identical cognates (e.g., Polish/English “minus”), which were processed the fastest. The discussion addresses several implications for L2 lexical learning via audiovisual materials and makes some recommendations for future research.
Multinational telecollaboration in language teacher education: Teacher educators’ perspectives
(University of Hawaii National Foreign Language Resource Center, 2024-08-05) Wach, Aleksandra; Tanghe, Shannon; Zhang, De; Mimi Li
In this study, using a collaborative self-study methodology, three teacher educators from various cultural, ethnic, and linguistic backgrounds, based in the United States and Poland, share their reflections on their experiences integrating multinational telecollaborative projects into TESOL teacher education courses. The emergent themes identified through a self-study analysis of conversations and reflective essays highlight practical considerations and complexities of implementing multinational telecollaboration, a range of benefits for trainees and for the educators themselves in terms of their professional development, and plans for future telecollaboration projects inspired by previous experience. Thus, the study contributes to the largely underexplored research strand embracing perspectives on teacher educators in facilitating telecollaboration in language teacher preparation courses.
Comparative efficacy of digital and nondigital texts on reading comprehension and EFL learners’ perceptions of their merits
(University of Hawaii National Foreign Language Resource Center, 2024-08-05) Al-Seghayer, Khalid
This study investigated English as a foreign language (EFL) learners’ differential comprehension of paper-, e-, and web-texts and their perceived effects on reading comprehension. A multiple-choice test was administered in each form to 47 Saudi EFL learners, and General Estimating Equations (GEE) was used for within-subject observations of test scores for the text in each medium. Six questions assessed the form’s effect on literal, inferential, and evaluative comprehension levels. To examine factors believed to influence comprehension, participants completed a 22-item survey of reading across media on which descriptive and inferential statistical analyses were performed. Semi-structured interviews also were conducted and were recorded, transcribed, coded, and categorized. The participants understood printed text significantly better on all three levels of reading comprehension, while e-texts’ effect was significantly greater than that of web-texts at the literal and inferential levels; however, the two differed negligibly at the evaluative level. Survey responses indicated better understanding and retention of information in printed text. EFL learners found that scrolling through e-text impaired comprehension, and interactive features in e- and web-text proved distracting, while numerous links in web-text led to cognitive overload and increased frustration; however, web-text’s non-linearity facilitated L2 reading comprehension. The interviews revealed various factors that allow a better understanding of printed text and its features that facilitated reading comprehension. The study’s implications and future research directions are discussed.
The effects of feedback type and explicit associative memory on the effectiveness of delayed corrective feedback in computer-mediated communication
(University of Hawaii National Foreign Language Resource Center, 2024-07-29) Yilmaz, Yucel; Granena, Gisela; Canals, Laia; Malicka, Alexandra
The present study examines the impact of the explicitness of corrective feedback and explicit associative memory on the acquisition of -ing/-ed participial adjectives through delayed video-based corrective feedback. Fifty-two L1 Spanish learners were randomly assigned to one of three groups (implicit, explicit, or no-feedback) and performed an interactive task with an experimenter via a video-conferencing tool without receiving any feedback. At the end of the task, the feedback groups received a video replay with inserted oral corrections (either partial recasts or explicit corrections). The no-feedback group performed the interactive task without receiving corrective feedback. A paired-associates test with delayed recall was used to measure explicit associative memory. Pretest-posttest development was measured using oral production and grammaticality judgment tasks. Both corrective feedback groups outperformed the no-feedback group. While no statistical difference emerged between the two delayed corrective feedback groups, a small difference was detected for the explicit group when considering effect sizes. Moreover, a positive relationship was found between explicit associative memory and learning gains on the grammaticality judgment task.
Audiovisual input in language learning: Teachers’ perspectives
(University of Hawaii National Foreign Language Resource Center, 2024-07-22) Sydorenko, Tetyana; Cárdenas-Claros, Mónica S.; Huntley, Elizabeth; Perez, Maribel Montero
A substantial body of research shows that various types of audiovisual (AV) input such as videos and videos with second language (L2) subtitles can facilitate language learning. However, language teachers’ day-to-day practices with regard to multimodal input is less understood. To bridge the gap in language education, this study investigates teachers’ perceived use of four types of AV input (video only, video with subtitles, video with captions and video with enhanced captions) and factors influencing teachers’ perspectives on these types of input for in-class and out-of-class learning. Questionnaire data were collected from 193 L2 teachers across the globe about their perceived use of AV input. Teachers reported that they use video and captioned video most frequently in both classroom and out-of-class contexts. Logistic regression analyses revealed that teachers’ perceived importance and comfort using specific AV input types were the two most important factors explaining teachers’ reported use. Complementarily, open-ended responses were analyzed qualitatively to identify teachers’ additional reasons for (non)use of such input.
The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students
(University of Hawaii National Foreign Language Resource Center, 2024-07-15) Chen, Mei-Rong Alice
This study explores the impact of an innovative approach that combines artificial intelligence (AI) chatbot support with collaborative note-taking (CNT) in the comprehension of semantic terms among English as a Foreign Language (EFL) learners. Given the significance of semantics in English language learning, traditional didactic methods often present challenges for EFL learners. The proposed AI chatbot-supported approach aims to foster learner interaction, while the CNT strategy focuses on enhancing knowledge retention and engagement with learning materials. Conducted as a quasi-experimental pre-test-post-test design, the study involved 60 English Language and Literature majors from a non-English-speaking area enrolled at a private university. Participants were divided into the AI chatbot-supported and CNT (AI-CNT) group and the conventional CNT (cCNT) group. Results indicated that the AI-CNT group outperformed the cCNT group across various dimensions of semantic learning outcomes, including performance, achievement, self-efficacy, metacognition, and anxiety reduction. This study highlights the potential of integrating AI chatbot support and the CNT strategy to significantly enhance the EFL semantic learning experience. The personalized and interaction-based linguistic practices, enriched with feedback and emotional support, offer a promising avenue for advancing language learning outcomes in the digital age.
Effects of machine translation on L2 writing proficiency: The complexity accuracy, lexical diversity, and fluency
(University of Hawaii National Foreign Language Resource Center, 2024-07-08) Lee, Sangmin-Michelle; Kang, Nayeon
With recent improvements in machine translation (MT) accuracy, MT has gained unprecedented popularity in second language (L2) learning. Despite the significant number of studies on MT use, the effects of using MT on students’ retention of learning or secondary school students’ use of MT in L2 writing has rarely been researched. The current study investigates the effectiveness of using machine translation on Korean middle school students’ L2 writing over an extended period of time. This study evaluated the complexity, accuracy, lexical diversity, and fluency of four versions of the students’ writing (pretest, MT-assisted version, posttest, and 2-week or 4-week retention tests) and measured errors in punctuation, spelling, vocabulary, and grammar in each version. The study employed a quantitative research method including descriptive statistics, repeated measures ANOVA, and paired t tests. The results showed that fluency, accuracy, and complexity significantly increased in the MT-assisted version in every aspect of writing, but decreased in the subsequent versions without MT (post- and retention tests). Decreases occurred more frequently with grammatical items than with lexical items. Despite the decreases, all of the items measured in the study scored higher in the retention tests than in the pretest, which indicates that the use of MT had a positive effect on L2 writing.
The deliberate study of concrete nouns with tablet-based augmented reality
(University of Hawaii National Foreign Language Resource Center, 2024-07-01) Dabrowski, Adam; McLean, Stuart; Nicklin, Christopher
Three modes of deliberate vocabulary study were investigated to determine how well they assisted learners’ recall of the meaning of target concrete nouns. Two modes of tablet-based augmented reality, one context-independent (AR1) and one context-dependent (AR2), were compared with each other and with paper-based word cards (WC) in the deliberate study of three sets of nonwords representative of concrete nouns. An orthogonal Latin square design was used to counterbalance 39 participants. We hypothesized that both AR conditions would be more beneficial than word cards in terms of participants’ ability to retain the meaning of the target words as demonstrated by performance on Yes/No and meaning-recall test items, and that AR2 conditions would be more beneficial as compared with AR1 conditions. Generalized linear mixed models revealed that both AR study modes significantly outperformed word cards. The context-dependent and context-independent augmented reality study modes did not significantly differ indicating that a visuospatial bootstrapping effect (VSB) was likely at play regardless of how dependent on or independent of their respective scenes the items studied were. These findings offer pedagogical implications of mobile-based AR use in vocabulary study and language learning in general.
Investigating the types and use of feedback in middle-school English language learners’ academic writing
(University of Hawaii National Foreign Language Resource Center, 2024-06-24) Wolf, Mikyung Kim; Oh, Saerhim
With the increased rigor of academic standards, high expectations of academic writing skills have been imposed on students in U.S. K-12 schools. For English learner (EL) students who cope with the dual challenges of learning rigorous subject matters and developing their English language proficiency simultaneously, extra support and effective instructional strategies are crucial. Given the rapidly growing use of computerized testing and the prevalence of writing on computers in K-12 education, this study explored the use of an automated writing evaluation (AWE) tool in support of the needs of EL students and teachers. Specifically, this study examined the types of feedback that middle-school EL students received from the AWE tool as well as from teachers and how the students addressed the feedback. A total of 130 students participated in the study, including 106 EL students with different English proficiency levels and 24 non-EL students as a comparison group. The results suggest that the AWE tool provided considerably more feedback to EL students compared to non-EL students and that teachers’ feedback was mainly regarding language use rather than content development and organization. Drawing on the findings, implications for practice and research are discussed.
Corrective feedback accuracy and pronunciation improvement: Feedback that is ‘good enough’
(University of Hawaii National Foreign Language Resource Center, 2024-06-17) Silpachai, Alif; Neiriz, Reza; Novotny, MacKenzie; Gutierrez-Osuna, Ricardo; Levis, John M.; Chukharev, Evgeny
It is unclear whether corrective feedback (CF) provided by L2 computer-assisted pronunciation training (CAPT) tools must be 100% accurate to promote an acceptable level of improvement in pronunciation. Using a web-based interface, 30 native speakers of Chinese completed a pretest, a computer-based training session to produce nine sound contrasts in English, and a posttest. The study manipulated feedback accuracy using a modified “Wizard of Oz” protocol in which a phonetically-trained human listener in a separate room provided CF on the trainees’ productions, but the trainees thought that the computer-based system provided the CF. The computer system presented a set of three sound contrasts with 100% accuracy, three with 66% accuracy (with one of three human responses changed randomly), and three with 33% accuracy (with two of three human feedback responses being changed). The trainees’ pre- and posttest productions were rated for accuracy by native speakers of English. For trained items, productions were not significantly different when the trainees received CF with 100% or 66% accuracy, but both resulted in greater improvement than feedback with 33% accuracy. An important implication for L2 pronunciation training software is that machine feedback can be beneficial even when it is ‘good enough’ (i.e., not 100% accurate).

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