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Taguchi, Naoko; Dixon, Daniel H. – CALICO Journal, 2023
Game-based instruction has been praised as an effective approach to second language (L2) development, as it can provide a low-stakes, fun, and engaging learning environment. However, in designing digital games for L2 learning, it is important to consider how various game designs and mechanics can affect learning gains. In the current study…
Descriptors: Game Based Learning, Teaching Methods, Feedback (Response), Pragmatics
Bacca-Acosta, Jorge; Tejada, Julian; Lampropoulos, Georgios; Avila, Cecilia – CALICO Journal, 2023
Virtual reality (VR) is gaining momentum in language education thanks to technological advances and technology at a cost that is affordable for deploying a learning experience. However, there is a need for more research to identify the topics that are most suitable to be taught using VR in English as a foreign language (EFL) courses. In order to…
Descriptors: Eye Movements, English (Second Language), Second Language Learning, Second Language Instruction
Rockey, Catherine; Tiegs, Jessica; Fernández, Julieta – CALICO Journal, 2020
In response to calls for improving the quality of DCTs as data-gathering instruments, this study investigates the effectiveness of technology-enhanced discourse completion tasks (TE-DCTs) as a method for eliciting nonverbal speaker data. We used a mobile application to administer four TE-DCTs to native speakers (L1) and intermediate and advanced…
Descriptors: Telecommunications, Handheld Devices, Task Analysis, Speech Acts
McCrocklin, Shannon – CALICO Journal, 2019
Although early ASR-based dictation programs were criticized for lack of accuracy and explicit feedback for L2 pronunciation practice, teachers and researchers have shown renewed interest. However, little is known about student reactions to ASRbased dictation practice. This qualitative study examines student perspectives, identifying advantages and…
Descriptors: Feedback (Response), Second Language Learning, Second Language Instruction, Student Attitudes
Trace, Jonathan; Brown, James Dean; Rodriguez, Julio – CALICO Journal, 2018
This study examines how technology is perceived by different stakeholder groups in The Language Flagship programs. We administered questionnaires to three stakeholder groups: 14 directors, 34 instructors, and 100 learners at a variety of institutions with three goals: (a) to investigate what technologies the directors, instructors, and learners…
Descriptors: Stakeholders, Computer Assisted Instruction, Second Language Instruction, Administrator Attitudes
Nishio, Tomoe; Nakatsugawa, Masanobu – CALICO Journal, 2018
Drawing from activity theory and its notion of contradictions of various levels, the present study analyzes tensions that emerged during a six-week telecollaborative project between American learners of Japanese (AMU students) and Japanese learners of English (JPU students) regarding expectations and manners of interaction. Transpacific groups of…
Descriptors: North Americans, Japanese, Second Language Learning, English (Second Language)
Suzuki, Satomi – CALICO Journal, 2013
Although distance language education has been widely adopted in university learning, very few researchers to date have looked at off-screen behaviors of second/foreign language learners in their physical environments while they engage in synchronous (real-time) online courses. This study examined one focal student's off-screen behaviors while…
Descriptors: Synchronous Communication, Distance Education, Second Language Instruction, Japanese
Rott, Susanne; Weber, Elizabeth Dolly – CALICO Journal, 2013
In this paper we outline an approach to learner preparation that provides a framework to effectively structure a collaborative and cooperative student research assignment using a wiki site as a writing platform. While students are familiar with posting pictures and videos online, they may not be aware of how to effectively integrate text and…
Descriptors: Computer Software, Educational Technology, Computer Uses in Education, Teaching Methods
Cox, Troy L.; Davies, Randall S. – CALICO Journal, 2012
This study examined the use of automatic speech recognition (ASR) scored elicited oral response (EOR) tests to assess the speaking ability of English language learners. It also examined the relationship between ASR-scored EOR and other language proficiency measures and the ability of the ASR to rate speakers without bias to gender or native…
Descriptors: English Language Learners, Computer Assisted Testing, Computer Software, Computer Software Evaluation
Cotos, Elena – CALICO Journal, 2011
This paper presents an empirical evaluation of automated writing evaluation (AWE) feedback used for L2 academic writing teaching and learning. It introduces the Intelligent Academic Discourse Evaluator (IADE), a new web-based AWE program that analyzes the introduction section to research articles and generates immediate, individualized, and…
Descriptors: Evidence, Feedback (Response), Academic Discourse, Writing (Composition)
Wood, Peter – CALICO Journal, 2011
"QuickAssist," the program presented in this paper, uses natural language processing (NLP) technologies. It places a range of NLP tools at the disposal of learners, intended to enable them to independently read and comprehend a German text of their choice while they extend their vocabulary, learn about different uses of particular words,…
Descriptors: Foreign Countries, Educational Technology, German, Natural Language Processing
Allard, Daniele; Bourdeau, Jacqueline; Mizoguchi, Riichiro – CALICO Journal, 2011
This paper addresses the problem of cultural and native language interference in second/foreign language acquisition. More specifically, it examines issues of interference that can be traced to a student's native language and that also have a cultural component. To this effect, an understanding of what actually comprises both interference and…
Descriptors: Foreign Countries, Second Language Learning, Interference (Language), Cultural Influences
Investigating Learner Variability: The Impact of Task Type on Language Learners' Errors and Mistakes
Thouesny, Sylvie – CALICO Journal, 2010
In a project-based approach to teaching a foreign language at the university level, students are often required to participate in several task-based writing activities. In doing so, language learners not only write incorrect forms, but also correct forms of the same structures, both of which provide useful information on their strengths and…
Descriptors: French, College Instruction, Case Studies, Language Proficiency
Corbeil, Giselle – CALICO Journal, 2007
This paper examines the difference in learning outcomes between two groups of students, one of which used the "French Tutor," a multimedia package, and the other a textbook to learn the formation and use of two French past tense verbs: the perfect and the imperfect. Unlike the textbook, the "French Tutor" included visual…
Descriptors: Feedback (Response), Textbooks, Verbs, Morphemes
Lewis, Tim – CALICO Journal, 2006
This article is aimed at educators who find themselves facing the need to develop their e-teaching skills, with little or no formal training or institutional support. It explores how this can be achieved using the notion of "teacher autonomy" in combination with standard professional development measures for language teachers. The…
Descriptors: Open Universities, Educational Cooperation, Program Descriptions, Professional Autonomy
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