Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
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Item Call for papers for technology in practice forum(University of Hawaii National Foreign Language Resource Center, 2025-02-12) Kessler, Matt; Li, MimiItem Call for papers for a special issue on Generative AI and data-driven learning in second language learning: What the future holds(University of Hawaii National Foreign Language Resource Center, 2025-02-01) Zare, Javad; Boulton, AlexItem Are we testing what we think we are? A multi-site investigation of typed and handwritten L2 Chinese writing assessments(University of Hawaii National Foreign Language Resource Center, 2025-02-01) Coss, Matthew D.The extent to which writing modality (i.e., hand-writing vs. keyboarding) impacts second-language (L2) writing assessment scores remains unclear. For alphabetic languages like English, research shows mixed results, documenting both equivalent and divergent scores between typed and handwritten tests (e.g., Barkaoui & Knouzi, 2018). However, for non-alphabetic languages like Chinese, typed responses consistently outscore handwritten ones across proficiency levels (e.g., Bourgerie et al., 2023; Liao, 2023; Zhang & Min, 2019; Zhu et al., 2016), and advanced proficiency groups. This study examined whether this scoring differential exists at the intermediate level. Writing samples were collected from 60 intermediate-level university L2 Chinese learners (N = 120), with counter-balanced prompts and modalities. Two certified raters used a three-criterion analytic rubric for scoring. A linear mixed-effects model showed that regardless of modality or prompt order, test takers produced more content and achieved higher scores on typed responses, even when controlling for language proficiency, multilingual experiences, and Chinese writing/typing habits. These findings suggest that handwritten and typed L2 Chinese test tasks may assess different constructs, carrying implications for various assessment contexts (classroom assessment, placement testing, proficiency tests) and assessment research.Item Exploring AI-assistance in L2 Chinese writing with standardized assessment tasks(University of Hawaii National Foreign Language Resource Center, 2025-02-01) Song, Dan; Tang, Alexander FukinWhile many studies have addressed the benefits of technology-assisted L2 writing, limited research has delved into how generative artificial intelligence (GAI) supports students in completing their writing tasks in Mandarin Chinese. In this study, 26 university-level Mandarin Chinese foreign language students completed two writing tasks on two separate days. The writing prompts were from the AP Chinese Language and Culture Exam free response questions. Students were permitted to use ChatGPT for assistance with only one of the given prompts each day. After data analysis, writing scores were compared with and without the use of ChatGPT to discern which aspects of ChatGPT students relied on the most. To maintain the validity and reliability of the scores, students' writing samples were independently evaluated by two professional raters, yielding a high degree of inter-rater reliability. The results indicate that utilizing ChatGPT for assistance consistently resulted in higher scores. Additionally, students primarily sought assistance from ChatGPT for vocabulary-related and translation-related questions. Quantitative and qualitative data were used to analyze students’ perceptions of using GAI to support the students in completing the writing tasks. The current study seeks to bridge existing knowledge gaps and offer empirical data on how GAI tools, like ChatGPT, can develop students’ L2 writing within the Mandarin Chinese language learning context.Item Using an AI-powered chatbot for improving L2 Korean grammar: A comparison between proficiency levels and task types(University of Hawaii National Foreign Language Resource Center, 2025-02-01) Shin, Ji-young; Choi, YujeongThe use of AI-powered chatbots has recently been extensively examined for second language (L2) learning. While their positive effects have been widely reported regarding L2 English learning, studies involving less commonly taught languages (LCTLs) are scant. The current study incorporated an AI chatbot called Iruda in L2 Korean teaching, to improve Korean lexico-grammar, while examining moderation of proficiency levels and task types. Sixty-six students engaged with AI chatbot-incorporated tasks with half of the grammar points of the course curriculum throughout the semester. During their final exam, students’ grammar was assessed through selected-response (SR) and constructed-response (CR) tasks (sentence completion and sentence composition). Using a paired-sample t-test, we compared item mean differences between grammatical features practiced with chatbot-incorporated and conventional methods. Items related to chatbot practice showed a significantly higher mean (t(65) = 4.29, p <.0001). Follow-up regression and repeated-measures ANOVAs revealed greater changes by chatbot practice among students with lower pre-existing Korean proficiency and significant moderation of task types with higher SR item means. Students’ perceptions were also positive. The study demonstrated the effectiveness of chatbot-enhanced instruction for LCTLs, while suggesting nuanced application for learners of varied proficiency levels and different task types.Item Developing stealth assessments to assess young Chinese learners' L2 reading comprehension(University of Hawaii National Foreign Language Resource Center, 2025-02-01) Poole, Frederick J.; Coss, Matthew D.; Clarke-Midura, JodyThis study explored the use of stealth assessments within a digital game to assess second language (L2) Chinese learners’ reading comprehension. Log data tracking learners’ in-game behaviors from a game designed for Chinese dual language immersion classrooms (Poole et al., 2022) were used to construct Bayesian Belief Networks to model reading comprehension. Variables included the use of an in-game glossary for word lookups, time spent reading texts, vocabulary knowledge, text length, response requirements, and the number of repetitions. Networks were first built using class-level gameplay data and subsequently applied to individual students. Results showed significant correlations between students' modeled comprehension and their performance on an external reading comprehension assessment (r = .52) as well as teachers’ informal reading evaluations (r = .66), demonstrating stealth assessments’ potential for unobtrusive reading comprehension measurement. The findings contribute to the understanding of digital game-based learning and assessment in language education, particularly in the context of reading comprehension for non-alphabetic languages like Mandarin Chinese.Item Strategies for effective communication in Dutch as a lingua franca telecollaboration(University of Hawaii National Foreign Language Resource Center, 2025-02-01) Wach, Aleksandra; de Louw, Robertus; Buczak, Mikołaj; Loosen, GertTaking the interactionist perspective, this study investigates the use of communication strategies in Dutch as a lingua franca videoconferencing discussions within a telecollaboration project between Polish and Hungarian learners (N = 21). Specifically, the study explores the types and frequencies of the strategies used, the influence of the proficiency factor on strategy choice, and participants’ reflections on the exchanges and accounts of strategy application. Qualitative data, collected through recordings of the videoconferencing sessions and post-exchange interviews with the Polish participants (n = 13), underwent a content analysis and were quantified to detect frequencies of strategy use. The results reveal a range of strategies with a primary focus on the fluency and naturalness of the interactions, and the emergence of a special category of videoconferencing-related strategies. A certain influence of proficiency on the volume and choice of strategy use was also found, and the interviews revealed a positive role of the lingua-franca context and of metacognitive pre-exchange strategies in enhancing learners’ confidence and communicative effectiveness. The results have practical implications for the use of computer-mediated communication options for authentic language practice in the learning of less commonly taught languages.Item Technology-mediated TBLT and language development for beginning learners of Vietnamese(University of Hawaii National Foreign Language Resource Center, 2025-02-01) Le, Hoa T. Vinh; Ziegler, NicoleNumerous empirical studies and syntheses have explored technology-mediated task-based language teaching (TMTBLT) (for example, Chong & Reinders, 2020; Lai & Li, 2011; Kim & Namkung, 2024; Ziegler, 2016), with findings highlighting the affordances of technology for interaction and its associated benefits. However, few studies have targeted program development and evaluation for task-based online curriculums for Less Commonly Taught Languages (LCTLs) (Bryfonski & McKay, 2019). To address this gap, the current study uses action research (Burns, 2010) to report a teacher-researcher’s experience in creating, implementing, and evaluating TMTBLT materials for a beginning Vietnamese language class at an American university. Action research was used as the methodological framework through two iterative cycles (that is, two consecutive semesters) conducted with two mixed cohorts of heritage language learners and second language learners. Results highlighted the benefits of AR for bottom-up curriculum development and demonstrated significant gains in learners’ speaking and writing proficiency over time. Findings also suggest learners had overall positive perceptions of TMTBLT as a pedagogical approach.Item Re-envisioning vocabulary learning and testing in L2 Russian classes using Kahoot!: From choosing words to playing games(University of Hawaii National Foreign Language Resource Center, 2025-02-01) Pastushenkov, Dmitrii; Pavlenko, Olesia; Clancy, StevenIn this article, we delve into the application of the online game-based learning and testing platform Kahoot! with second language (L2) learners of Russian and explore how this tool can enhance our students’ experiences. Following a brief overview of digital game-based learning (DGBL) and previous research on L2 learning through Kahoot!, we discuss the ongoing development, goals, and features of the LearningRussian Kahoot! course, which we designed to complement this article. We explore some of the lesser-known features of Kahoot! that are integrated into the LearningRussian course, including the use of GIFs and the ‘type the answer’ option among answer choices. We also examine the process of word selection for this course based on their frequency using Visualizing Russian, a suite of web-based vocabulary tools. Additionally, we provide a report on the implementation of this course in two settings (face-to-face and online) and outline some future directions for teaching and course design. We argue that DGBL platforms like Kahoot! have the potential to transform L2 courses by integrating engaging learning and assessment activities into the instruction of less commonly taught languages (LCTLs), such as Russian.Item Technology integration for less commonly taught languages: AI and pedagogical translanguaging(University of Hawaii National Foreign Language Resource Center, 2025-02-01) Godwin-Jones, Robert; Robert Godwin-JonesLess commonly taught languages (LCTLs) have traditionally lagged behind in terms of the availability of learning/teaching materials and of appropriate pedagogical models. For many languages, online tools, courses, and digital archives have been developed in recent years that offer opportunities for both formal instruction and self-study. Now the advent of generative AI offers additional possibilities for language practice and the creation of teaching materials. However, AI systems have less robust support for minority languages, especially for Indigenous languages. LCTL teachers and programs also confront the question of whether to adopt the emerging practice of pedagogical translanguaging, integrating learner use of first languages in instruction. For Indigenous communities, the intertwining of culturally significant localities and language, as well as experiences of colonialism, have in some cases led away from online learning options and Western innovations, including AI. The reality for today’s learners, however, is that they are living in a world in which AI and multilingualism are fast becoming universal and unavoidable aspects of everyday life across the globe. That fact needs to be considered in navigating technology and pedagogy choices in instructional settings.