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Moneypenny, Dianne Burke; Aldrich, Rosalie S. – CALICO Journal, 2018
There is a growing demand for online course options, including classes offered and required in foreign languages. However, offering courses in multiple formats presents the challenges of developing high quality online courses and assessing the overall program effectiveness as students may elect to take the sequenced language acquisition courses in…
Descriptors: Second Language Instruction, Second Language Learning, Spanish, Oral Language
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Sánchez-Castro, Olga; Strambi, Antonella – CALICO Journal, 2017
This study explores the potential contribution of Eggins and Slade's (2004) Speech Functions as tools for describing learners' participation patterns in Synchronous Computer-Mediated Communication (SCMC). Our analysis focuses on the relationship between learners' self-efficacy (i.e. personal judgments of second language performance capabilities)…
Descriptors: Teaching Methods, Synchronous Communication, Technology Uses in Education, Educational Technology
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Scida, Emily E.; Jones, Jill N. – CALICO Journal, 2016
This study reports on the rehybridization of three beginning-level Spanish courses and the effect of the new redesigned courses on student learning and on self-reported levels of anxiety. The data collected included pretests and posttests of listening comprehension, linguistic knowledge, and foreign language anxiety, as well as qualitative data on…
Descriptors: Teaching Methods, Spanish, Second Language Instruction, Anxiety
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Plonsky, Luke – CALICO Journal, 2015
There are a number of methodological practices commonly employed by CALL researchers that limit progress in the field. Some of these practices are particular to replication research, but most are more general and are found throughout the field. I describe in this paper two studies that are fabricated but that resemble much of what is found in…
Descriptors: Computer Assisted Instruction, Educational Technology, Second Language Instruction, Teaching Methods
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Darhower, Mark Anthony – CALICO Journal, 2014
In this study, dynamic assessment is employed to help understand the developmental processes of two university Spanish learners as they produce a series of past narrations in a synchronous computer mediated environment. The assessments were conducted in six weekly one-hour chat sessions about various scenes of a Spanish language film. The analysis…
Descriptors: Computer Assisted Instruction, Second Language Instruction, Spanish, Synchronous Communication
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Yanguas, Inigo – CALICO Journal, 2012
The present study adds to the computer-mediated communication (CMC) literature by exploring oral learner-to-learner interaction using Skype, a free and widely used Internet software program. In particular, this task-based study has a two-fold goal. Firstly, it explores possible differences between two modes of oral CMC (audio and video) and…
Descriptors: Video Technology, Listening Comprehension, Research Design, Computer Mediated Communication
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Pardo-Ballester, Cristina – CALICO Journal, 2012
In order to integrate technology into the language curriculum, it is essential not only to evaluate a program within a second language acquisition (SLA) framework but also to seek the students' attitudes towards the use of computer-assisted language learning (CALL) materials. Guided by Chapelle's (2001) framework for CALL evaluation, this paper…
Descriptors: Video Technology, Speech Communication, Student Attitudes, Computer Assisted Instruction
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Pardo-Ballester, Cristina; Rodriguez, Julio Cesar – CALICO Journal, 2010
This article reports on the use of design-based research (DBR) in the development of online reading materials for beginning and intermediate Spanish learners. The report focuses on four studies of two main aspects of the development, namely, interface design and learner perceptions. The discussion of interface design includes the analysis of…
Descriptors: Reading Materials, Computer Assisted Instruction, Instructional Materials, Reading Instruction
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Oskoz, Ana – CALICO Journal, 2009
Learners engaged in synchronous computer-mediated communication (SCMC) work collaboratively to construct knowledge by providing each other with implicit and explicit feedback. In addition to its value in encouraging learners to make modifications toward target-like forms, the implicitness or explicitness of the feedback provides a means to…
Descriptors: Feedback (Response), Computer Mediated Communication, Second Language Learning, Second Language Instruction