Volume 28 Number 1, 2024
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ItemThe deliberate study of concrete nouns with tablet-based augmented reality(University of Hawaii National Foreign Language Resource Center, 2024-07-01)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.
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ItemInvestigating 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)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.
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ItemCorrective feedback accuracy and pronunciation improvement: Feedback that is ‘good enough’(University of Hawaii National Foreign Language Resource Center, 2024-06-17)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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ItemMoving from off-the-shelf chatbots to a user-designed bespoke L2 chatbot(University of Hawaii National Foreign Language Resource Center, 2024-06-10)This study investigates the application of Large Language Model (LLM)-based chatbots for second language (L2) learning, focusing on the three chatbot-building platforms such as ChatGPT, Poe AI, and Pi. Engaging 96 pre-service teachers in South Korea, it examined their perceptions of chatbots built via these platforms concerning human-likeness, pedagogical usefulness, and specific strengths and weaknesses. Participants were asked to create task-oriented chatbots using these platforms and to converse with them. The findings reveal varied perceptions of human-likeness among the chatbots, with Pi rated the highest. Regarding usefulness for L2 learning, the chatbots built via all three platforms were deemed beneficial, especially for engaging in realistic scenarios and providing authentic, context-appropriate expressions. Each platform demonstrated unique strengths but also showed some limitations, based on which we provide the pedagogical implications. Overall, the present study contributes to the evolving field of chatbot-assisted language learning, demonstrating the utility of LLM-based platforms in creating customized L2 learning chatbots.
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ItemThe effectiveness of computerized listening dynamic assessment: Attribute-based mediation model(University of Hawaii National Foreign Language Resource Center, 2024-06-10)There is growing literature on computerized dynamic assessment (C-DA) wherein individual items are accompanied by mediating prompts, but its effectiveness at fine-grained levels across time has not been explored sufficiently. This study constructed a computerized listening dynamic assessment (CLDA) system, where mediation was informed by an attribute-based mediation model (AMM) that established the relationship between the listening items and their underlying cognitive attributes. One hundred and twelve low-level university learners participated in the study, with the experimental group using the AMM-informed CLDA system (hereafter the CLDA group) and the control group (CG) using a non-dynamic assessment. Results indicated that the CLDA group significantly outperformed the CG in the post- and transfer- tests at both the test and attribute levels, and mediation was more effective for items of low and medium difficulty levels than those of high difficulty levels. Questionnaire and interview data indicated that most students perceived the CLDA system positively. The study demonstrates the advantages of AMM-informed C-DA in fine-grained diagnosis and tailored mediation. At the same time, it helps advance the validation pursuit of future mediation development.
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ItemSelf-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology(University of Hawaii National Foreign Language Resource Center, 2024-06-03)Students often have difficulties in self-regulating their vocabulary learning in mobile-assisted language learning (MALL). Building on past studies of vocabulary learning, MALL, self-regulation, and personalised learning (PL), we propose a self-regulated, collaborative, personalised vocabulary (SCPV) learning approach in MALL. In this exploratory mixed-methods study, 35 university students learned second language (L2) vocabulary via the SCPV or a self-regulation-only (S) approach. Data were collected through pre- and post-surveys, personalised vocabulary tests, and interviews. The results indicated that the new approach may hold more potential to help learners achieve better productive vocabulary knowledge. Thematic analyses of interviews indicated that the SCPV students enhanced their vocabulary learning; specifically, these students demonstrated a systematic understanding of vocabulary learning processes. Furthermore, specific PL roles (e.g., community sharing of self-regulated vocabulary learning) showed how collaborative PL could aid participants' development of self-regulated learning. Implications include how to conduct self-regulated training in MALL and designing both individual and collaborative tasks that involve PL.
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ItemThe impact of virtual reality (VR) pedagogy on L2 English learners’ oral communication and pragmatic competence(University of Hawaii National Foreign Language Resource Center, 2024-05-28)Virtual reality (VR) has been recognized as a promising technological advancement in computer-assisted language learning, particularly in foreign language environments, as it can enable second language (L2) learners to meaningfully engage with the target language. However, research is needed that investigates VR’s influence on L2 learning beyond the accuracy and fluency of speech production, including aspects such as pragmatics. Thus, this study explores the effectiveness of a VR tool on the development of L2 English learners’ oral pragmatic abilities. A quasi-experimental, mixed methods design was adopted with university students in Turkey who participated in a control (n = 30) or experimental group (n = 30). For six weeks, the experimental group completed various VR-related tasks using the platform ImmerseMe, while the control group completed regular classroom activities. Data included a pretest-posttest involving oral discourse completion tests, along with semi-structured interviews to examine students’ perceptions of VR. The results revealed that while the VR group made greater gains on average, these differences between groups were not statistically different. Follow-up interviews revealed that students generally enjoyed using VR tasks and felt they were effective, but they also faced challenges. Implications are discussed for future L2 research and teaching with VR.
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ItemLag effects for foreign language vocabulary learning through Quizlet(University of Hawaii National Foreign Language Resource Center, 2024-05-28)Digital flashcard apps allow students to learn and practice foreign language vocabulary independently and efficiently, leaving more classroom time for communicative activities. However, words learned this way may be forgotten. Previous lab studies have shown that vocabulary retrieval practice can be optimized for long-term memory by employing longer intersession intervals, but this lag effect has not been shown in classroom conditions. The present study investigated the optimal gap between two Quizlet sessions for retaining new vocabulary. Secondary-school students (N = 96, mean age = 13.44) learned 16 novel words in an unknown language with either a 1-day or 1-week interval. Their productive and receptive knowledge was tested after seven or 28 days. Results showed that longer spacing was beneficial for vocabulary retention, contrary to previous findings reported with school-aged learners using other types of training. The effect was small, but significantly larger on receptive tests, suggesting that the lag effect depends upon the kind of knowledge being tested.
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ItemEnglish L2 vocabulary learning with clickers: Investigating pedagogical effectiveness(University of Hawaii National Foreign Language Resource Center, 2024-05-20)A growing body of literature on the pedagogical effectiveness of clickers in a second language (L2) context has revealed that clickers can promote learning. However, the extent to which clickers play a role in L2 acquisition compared to other pedagogical approaches lacks consensus; in addition, most research has focused on adult learners and has taken place in large classrooms. To address these limitations, the current research investigated the effects of clickers on L2 vocabulary acquisition in a K-12 educational setting. Two intact groups of Grade 8 students learning L2 English were assigned to a treatment: while the Clicker Group (n = 31) received instruction via clickers, the Non-Clicker Group (n = 30) was treated via hand-raising without the target technology. The pedagogical effectiveness of clickers on participants’ acquisition of the target vocabulary was measured via pretests, posttests and delayed posttests. Overall, the results indicate that vocabulary acquisition was comparable in both groups. The discussion of the findings explores the role of individual differences among users (i.e., some participants improved significantly more than others) and highlights the implications of the study for L2 teaching/learning.
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ItemComputer-Assisted Pronunciation Training (CAPT): An empirical evaluation of EPSS Multimedia Lab(University of Hawaii National Foreign Language Resource Center, 2024-05-13)Previous research has established that phonetics has been marginalized within language teaching, proving to be particularly challenging for learners in EFL contexts. This paper presents EPSSML (https://www.usc.gal/multimlab/), an e-learning platform designed within Mayer’s (2008, 2009) Cognitive Theory of Multimedia Learning to instruct English phonetics and phonology in an EFL context. Inspired by prior work (e.g., Clark, 2009; Godwin-Jones, 2009; Hansen Edwards et al., 2021), we examined the efficiency of EPSSML as a Computer Assisted Pronunciation Training (CAPT) resource alongside the students’ perceptions of it including gender differences. The scores obtained by 504 Spanish EFL learners in an English phonetics undergraduate course were analyzed comparing performance before and after EPSSML-assisted instruction. The analysis of rated results shows that there is a significant difference between the means of scores of those learners that used and those that did not use the platform, as well as between male and female students. Additionally, 127 students that used EPSSML responded to an online questionnaire on the tool and course methodology. Responses reveal that 91.3% of the learners enjoyed and were very interested in EPSSML and web-mediated phonetic training. The findings demonstrate the importance of CAPT-based instruction and suggestions are also made for additional resources and approaches for its implementation, thereby contributing to the educational shift from traditional, teacher-centered learning methods to blended instructional methodologies in formal and informal settings.