Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
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ItemCall for papers for a special issue on Big Data in Language Education and Research(National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa||Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin, 2019-02-01)
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ItemBronies learning English in the digital wild(National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa||Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin, 2019-02-01)This article reports on fan practices, in English, among an international community of bronies—adult fans of the animated cartoon My Little Pony: Friendship is Magic (MLP). Originally directed at a target audience of young girls, MLP has become popular among men. These older male fans have been extremely active in producing multimodal and plurilingual fan practices. We explore how two different groups of bronies—one in Russia and the other in Spain—carry out fan practices in English. Applying digital ethnography, we describe six different cases of adult MLP fans. They both consume and create products such as fanfiction, translations, and fandubbing in different contexts with the use of sophisticated technologies. Not only do fandom practices allow these fans to develop digital identities and reach new audiences, they also help them to improve their English language skills—a task at which they reveal themselves to be both autonomous and self-critical. Regarding translation practices, we note several instances of bronies receiving mentoring from fellow fans who have a higher level of English. Finally, this article points out how, in the process of adapting their written output for global readerships, bronies can acquire some important transcultural skills.
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ItemQuantity and diversity of informal digital learning of English(National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa||Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin, 2019-02-01)While research on informal digital learning of English (IDLE) increases in the fields of teaching English to speakers of other languages and computer-assisted language learning, few studies have examined the relationship between quantity and diversity of IDLE practices and different language learning outcomes. To address this gap, data were collected through one questionnaire, six English learning outcomes, and a semi-structured interview from 71 Korean English-as-a-foreign-language (EFL) university students. Hierarchical linear regression analyses showed that IDLE Quantity, Age, and Major were significant predictors of two affective variables (Confidence and Enjoyment), while IDLE Diversity and Major were significantly predictive of productive language outcomes (Speaking and Productive V ocabulary Knowledge), scores in a standardized English test (TOEIC), and one affective variable (Lack of Anxiety). These results revealed how IDLE quantity and diversity can make a unique contribution to EFL learners’ English outcomes.
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ItemCommercial-off-the-shelf games in the digital wild and L2 learner vocabulary(National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa||Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin, 2019-02-01)The purposes of this study are to examine the relation between playing commercial-off-the-shelf (COTS) games in the wild and L2 English vocabulary and to offer comparisons with non-gamers’ vocabulary. Data were collected from two samples of teenage L2 English learners in Sweden, Sample A (N = 1,069) and Sample B (N = 16). Questionnaires and English grades were collected from A and B, productive and receptive vocabulary tests from A, and interviews and essays from B. A quantitative-dominant mixed- methods approach was adopted. Results showed a significant positive correlation between time played and test scores. They also showed that time played was related to types of games played. Multiple regression analysis including time played and types of games as predictor variables and L2 vocabulary as the outcome variable showed that the effect from type disappeared when it was entered into the model, whereas time remained significant. A close examination of 45 words (productive test) revealed significantly higher scores for gamers (compared with non-gamers) at all vocabulary frequency levels, and for particularly difficult words. Overall, findings from Sample B regarding gaming habits and vocabulary (i.e., use of advanced or infrequent words in essays) reflected the results from Sample A, making it possible to conclude that playing COTS games matters for L2 learner vocabulary.
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ItemLanguage learning in the wild: A young user perspective(National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa||Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin, 2019-02-01)Through the analytical lens of activity theory (Leontiev, 1978, Lantolf & Thorne, 2006), the present study investigates the uptake of affordances for language learning by young (ages 7–11) Danish children (N = 15) in their engagement with English language media in the digital wild. Drawing on ethnographic interviews (Spradley, 1979), during which the participants engaged in online English language activities (e.g., gaming, snapchatting, etc.), the study shows that most of the participants were motivated in their engagement with English by social and higher cognitive motives (Lompscher, 1999). They engaged substantially with affordances for language learning (i.e., deliberately chose English-language content over Danish), engaged in chats, and read and listened to online content. Some, on the other hand, were found to be motivated by lower cognitive motives, resulting in less engagement with the affordances. The study also found a substantial difference between perceptions of English in and outside school. The study adds new insights to an under-researched area, while giving voice to young users of English, as called for by Ushioda (2008, p. 29).
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ItemFan translation of games, anime, and fanfiction(National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa||Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin, 2019-02-01)Fan practices involving translation open up opportunities to explore language learning practices within the fandom (Sauro, 2017). We examine how three fans capitalize on fan translation and language learning. We consider the cases of Selo (an English–Spanish translator of games), Nino (a Japanese–Catalan fansubber of anime, and Alro (an English–Spanish translator of fanfics). A corpus was built consisting of 297 minutes of interviews, 186 screenshots of language learning events from online sites, and 213 minutes of screencast videos of online activity. Drawing upon the conceptual framework of new literacy studies (Barton, 2007), we set four themes to present fans’ literacy practices and language learning: (a) fan translation, (b) understanding the original text, (c) writing and preparing the translation, and (d) tools, resources, and collaborative online practices. Results indicated that the three informants encountered an open space for agency, creativity, and identity building and reinforcement through fan translation. Their translations provided content and represented the generators of the semiotic fabric in their fandoms (Gee, 2005). As fan translators, they learned language in multiple ways, such as peer-to-peer feedback, autodidactism, and creative uses of Google Translate. Future research may attempt to transfer knowledge from digital wilds into formal education.
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ItemReview of Language teacher education and technology: Approaches and practices(National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa||Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin, 2019-02-01)
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ItemReview of Autonomous language learning with technology beyond the classroom(National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa||Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin, 2019-02-01)
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ItemReview of New technologies and language learning(National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa||Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin, 2019-02-01)
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ItemTechnique efficacy when using a student response system in the reading classroom(National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa||Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin, 2019-02-01)Although studies using student response systems (SRSs) within the English as a foreign language (EFL) classroom are relatively rare, there is increasing evidence from a range of disciplines to highlight the potential behind application of these systems for student learning. Consequently, this study contributes to filling this gap by demonstrating the efficacy of SRS-integration in the EFL reading classroom for formative assessment when supported by teacher-interaction and peer-interaction utilization techniques. Relying on a quasi-experimental design, results suggest that a Plickers SRS-integrated classroom can provide a digitally interactive learning environment and active learning opportunities, particularly when coupled with a peer-interaction technique. It also enhances Korean EFL learner engagement with content while supporting the development of reading comprehension skills. Further, findings indicate that learners are receptive to ongoing SRS utilization as an alternative to traditional methods, viewing it as useful for highlighting their knowledge gaps, focusing their attention, and stimulating their engagement.