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Stracke, Elke; Nguyen, Giang Hong; Nguyen, Vinh – ReCALL, 2023
Studies with an explicit focus on dropouts in blended language learning (BLL) are rare and non-existent in the Asian context. This study replicates the early qualitative interview study by Stracke (2007), who explored why foreign language learners drop out of a BLL class. While the 2007 study was carried out in the German higher education context,…
Descriptors: English (Second Language), Dropouts, Blended Learning, Second Language Learning
Canals, Laia; Mor, Yishay – ReCALL, 2023
This paper reports on ongoing research aimed at characterizing a signature pedagogy (Shulman, 2005) of technology-enhanced task-based language teaching (TETBLT). To achieve this goal, we initially identified 15 pedagogical principles and practices distinctive of TETBLT. This initial set of principles and practices were motivated by second language…
Descriptors: Task Analysis, Second Language Learning, Second Language Instruction, Teaching Methods
Engwall, Olov; Lopes, José; Cumbal, Ronald; Berndtson, Gustav; Lindström, Ruben; Ekman, Patrik; Hartmanis, Eric; Jin, Emelie; Johnston, Ella; Tahir, Gara; Mekonnen, Michael – ReCALL, 2022
This article focuses on designing and evaluating conversation practice in a second language (L2) with a robot that employs human spoken and non-verbal interaction strategies. Based on an analysis of previous work and semi-structured interviews with L2 learners and teachers, recommendations for robot-led conversation practice for adult learners at…
Descriptors: Teacher Attitudes, Second Language Learning, Second Language Instruction, Robotics
Fang, Wei-Chieh; Yeh, Hui-Chin; Luo, Bo-Ru; Chen, Nian-Shing – ReCALL, 2021
To address the challenges of limited language proficiency and provide necessary feedback in the implementation of task-based language teaching (TBLT), a mobile-supported TBLT application was developed to provide linguistic and task scaffolding. Sixty-six English as a foreign language (EFL) university learners participated in a three-week…
Descriptors: Task Analysis, Teaching Methods, Second Language Learning, Second Language Instruction
Andujar, Alberto – ReCALL, 2020
The present investigation analyses the potential of a pedagogical dynamic assessment (DA) approach to foster second language (L2) development through the use of a mobile instant messaging application. Students' zone of actual and proximal development is observed through the use of a grammar and vocabulary level test and the use of the WhatsApp…
Descriptors: Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language)
Saricaoglu, Aysel – ReCALL, 2019
Even though current technologies allow for automated feedback, evaluating content and generating discourse-specific feedback is still a challenge for automated systems, which explains the gap in research investigating the effect of such feedback. This study explores the impact of automated formative feedback on the improvement of English as a…
Descriptors: Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods
Ai, Haiyang – ReCALL, 2017
Corrective feedback (CF), a response to linguistic errors made by second language (L2) learners, has received extensive scholarly attention in second language acquisition. While much of the previous research in the field has focused on whether CF facilitates or impedes L2 development, few studies have examined the efficacy of gradually modifying…
Descriptors: Error Correction, Feedback (Response), Computer Assisted Instruction, Second Language Learning
Fuchs, Carolin; Snyder, Bill; Tung, Bruce; Jung Han, Yu – ReCALL, 2017
This case study explores how a Chinese-American novice teacher acted as mediator in a telecollaboration with student teacher (ST) peers in the USA who designed tasks for his English as a foreign language (EFL) learners in China. The novice teacher was instrumental in mediating the student teachers' task design process by providing feedback…
Descriptors: Feedback (Response), Telecommunications, English (Second Language), Second Language Learning
Gabaudan, Odette – ReCALL, 2016
Undergraduate students whose programme includes a full academic year on an Erasmus study visit require a range of support before, during and after their year abroad. This study focuses on the support provided by the home academic coordinator during the students' period of study abroad. The research is based on a case-study which explores how the…
Descriptors: Undergraduate Students, Student Journals, Electronic Journals, Study Abroad
Mirzaei, Azizullah; Domakani, Masoud Rahimi; Rahimi, Sedigheh – ReCALL, 2016
Lexis-based views of second or foreign language (L2) teaching place prime importance on the teaching of conventionalized multi-word lexical items, or unanalyzed chunks, as a useful mechanism for fostering learners' creative production of forms and their subsequent development of L2 competence. This pretest/posttest quasiexperimental study probed…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Computer Assisted Instruction
Fredriksson, Christine – ReCALL, 2015
Synchronous written chat and instant messaging are tools which have been used and explored in online language learning settings for at least two decades. Research literature has shown that such tools give second language (L2) learners opportunities for language learning, e.g. , the interaction in real time with peers and native speakers, the…
Descriptors: German, Computer Mediated Communication, Group Dynamics, Second Language Learning
Attitudes towards Online Feedback on Writing: Why Students Mistrust the Learning Potential of Models
Strobl, Carola – ReCALL, 2015
This exploratory study sheds new light on students' perceptions of online feedback types for a complex writing task, summary writing from spoken input in a foreign language (L2), and investigates how these correlate with their actual learning to write. Students tend to favour clear-cut, instructivist rather than constructivist feedback, and guided…
Descriptors: Feedback (Response), Writing (Composition), Constructivism (Learning), Computer Mediated Communication
Matthews, Joshua; Cheng, Junyu; O'Toole, John Mitchell – ReCALL, 2015
This paper reports on the impact of computer-mediated input, output and feedback on the development of second language (L2) word recognition from speech (WRS). A quasi-experimental pre-test/treatment/post-test research design was used involving three intact tertiary level English as a Second Language (ESL) classes. Classes were either assigned to…
Descriptors: Second Language Learning, English (Second Language), Quasiexperimental Design, Control Groups
Lee, Lina; Markey, Alfred – ReCALL, 2014
This paper reports a Spanish-American telecollaborative project through which students used "Twitter," blogs and podcasts for intercultural exchange over the course of one semester. The paper outlines the methodology for the project including pedagogical objectives, task design, selection of web tools and implementation. Using…
Descriptors: Student Attitudes, Feedback (Response), Cultural Awareness, Teaching Methods
Tono, Yukio; Satake, Yoshiho; Miura, Aika – ReCALL, 2014
This study reports on the results of classroom research investigating the effects of corpus use in the process of revising compositions in English as a foreign language. Our primary aim was to investigate the relationship between the information extracted from corpus data and how that information actually helped in revising different types of…
Descriptors: Computational Linguistics, Feedback (Response), Revision (Written Composition), English (Second Language)