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20th International Conference on Web-based learning (ICWL)

作者： Norak, Kaisa Poldoja, Hans Tallinn Univ Narva Mnt 25 EE-10120 Tallinn Estonia

ISBN: (纸本)9783030907853;9783030907846

Learner language corpora which contain examples of written texts have been invaluable for research on second language acquisition and the development of corpus-based learning resources. However, building a learner corpora can be a slow process and the resources based on these corpora often do not directly benefit the language learners who provided their texts for analysis. One way to solve these problems is to combine a learner corpus with a virtual learning environment so that the learners can submit examples of their language use to the corpus and gain from online learning resources developed by teachers and researchers with the help of corpus analysis. Using participatory design methods, a prototype of an integrated learning environment was designed based on Estonian learner language corpus. Findings from the participatory design process helped us to understand learners' motivation for using a corpus-based virtual learning environment and to identify necessary support structures. Integrating a virtual learning environment with a learner language corpus opens up new opportunities for language technology research. While this study has been carried out in the context of Estonian learner corpus, the same design principles can be transferred to other language corpora.

关键词： Learner language corpus Virtual learning environments Participatory design technology-enhanced language learning Data-driven learning

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Chatbot-based training on logical fallacy in EFL argumentative writing

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INNOVATION IN language learning AND TEACHING 2023年第5期17卷 932-945页

作者： Zhang, Ruofei Zou, Di Cheng, Gary Educ Univ Hong Kong Dept Math & Informat Technol Hong Kong Peoples R China Educ Univ Hong Kong Dept English Language Educ Hong Kong Peoples R China

EFL learners generally have the problem of logical fallacies in EFL argumentative writings. Logical fallacies are errors in reasoning that can undermine EFL argumentative writing quality. Explicit training on logical fallacies may help learners deal with the problem and enhance their self-efficacy and proficiency in EFL argumentative writing, which educational chatbots may further enhance. However, few studies have been conducted in this direction. To fill the gap, we developed a chatbot for out-of-class, self-regulated training on logical fallacies in EFL argumentative writing. Fifteen Chinese EFL undergraduate and graduate students engaged in the training for five weeks. Semi-structured interviews and transcript analysis were conducted to investigate the participants' perceived impacts of the training on self-efficacy and proficiency in EFL argumentative writing. To triangulate the interview results, we conducted pre-post questionnaires on the participants' writing self-efficacy and analysed their pre-post argumentative writings based on the Illinois Critical Thinking Essay Scoring Rubric. The results showed that the training on logical fallacies might improve EFL argumentative writing proficiency, although it might reduce writing self-efficacy. Based on the results, we called for more implementation and investigation of chatbot-based training on logical fallacies, especially the long-term training integrated with practice in writing tasks.

关键词： Chatbot English writing logical fallacy second language writing technology-enhanced language learning

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Exploring the Challenges of technology in language Teaching in the Aftermath of the Pandemic

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RELC JOURNAL 2023年第2期54卷 474-482页

作者： Stockwell, Glenn Wang, Yijen Waseda Univ Appl Linguist Tokyo Japan Waseda Univ Grad Sch Int Culture & Commun Studies Sch Int Liberal Studies Tokyo Japan Waseda Univ 1-6-1 Nishi WasedaShinjuku Ku Tokyo 1698050 Japan

The impact of the COVID-19 pandemic has been varied, and while there was a clear upsurge in the use of technology in language and learning contexts during the worst lockdown periods, the long-term impact on technology usage remains to be seen. As has been widely noted, lockdowns forced teaching into remote modes, making technology indispensable. Many teachers found themselves struggling to use technologies with little or no experience or training, and often in spite of earlier resistance to using it. The affective barriers to using technology may have decreased somewhat, but other potential problems have arisen as well. There has generally been a narrow view about the effectiveness of technology use in language teaching and learning. During the pandemic, teaching often entailed using videoconferencing tools as a means of emulating face-to-face teaching, albeit inhibited by the limitations and the affordances of the technologies. While research into mobile learning prospered prior to the pandemic, long periods of lockdown saw them being used as little more than a backup for when other technologies experienced technical difficulties. In this paper, we discuss not only the often-cited positive effects of technology usage in language learning during COVID, but also the possible negative implications for how technology has come to be used and viewed by learners, teachers, and administrators. Suggestions for a potential way forward in this 'aftermath' of the pandemic are discussed, along with some guidelines for making the most of what we have learned about using technology for language learning in the future.

关键词： technology-enhanced language learning ERT affordances COVID-19 training

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An Exploratory Study on Effects of WeChat-Assisted Self-Regulated English Writing Instruction on EFL Learners' Motivation 31

An Exploratory Study on Effects of WeChat-Assisted Self-Regu...

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31st International Conference on Computers in Education (ICCE)

作者： Zhao, Ying Zou, Di Xie, Haoran Liu, Pei Educ Univ Hong Kong Dept English Language Educ Hong Kong Peoples R China Lingnan Univ Sch Grad Studies Hong Kong Peoples R China Lingnan Univ Dept Comp & Decis Sci Hong Kong Peoples R China Hong Kong Metropolitan Univ Sch Sci & Technol Hong Kong Peoples R China

ISBN: (纸本)9786269689026

Scholars suggested using social networking to assist second language and foreign language learning. Researchers in the present study designed and developed a Mini Program on the WeChat platform to assist university EFL learners in improving self-regulated English writing. This exploratory study aims to investigate the effects of WeChat-assisted Self-Regulated English Writing Instruction on university EFL learners' motivation in English writing. A quasi-experimental design with forty-five second-school-year university students was conducted for two weeks. Participants were randomly divided into the control group, the traditional group and the WeChat-assisted group. They took a pre- and post-questionnaire survey on English writing motivation before and after the intervention. Descriptive statistic analysis was used to show the status quo of the participants' motivation, paired sample t-test was used to analyze the differences in motivation within each group before and after the intervention, and ANOVA analysis was used to compare differences in motivation between groups after the intervention. Both the traditional approach and the WeChat approach generated positive impacts on students' overall motivation, self-efficacy and interest. Students using the traditional approach outperformed those using the WeChat-assisted approach but the results did not reach a significant level. Implications for future studies are suggested.

关键词： self-regulated language learning motivation foreign language learning technology-enhanced language learning

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language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

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RELC JOURNAL 2023年第1期54卷 55-70页

作者： Cheung, Anisa Hong Kong Univ Sci & Technol Ctr Language Educ Hong Kong Peoples R China

This article reports a case study of an English as a Second language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher's pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

关键词： Synchronous online teaching technology-enhanced language learning teacher beliefs pedagogies ESL teaching

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A review of research on technology-enhanced peer feedback for second language writing based on the activity theory framework

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EDUCATION AND INFORMATION TECHNOLOGIES 2023年第6期28卷 6727-6753页

作者： Zhang, Ruofei Zou, Di Educ Univ Hong Kong Dept Math & Informat Technol Hong Kong Peoples R China Educ Univ Hong Kong Dept English Language Educ Hong Kong Peoples R China

technology-enhanced peer feedback (TEPF) activity has been increasingly investigated in L2 writing education. Researchers have conducted many review and meta-analysis studies on related research and identified factors influencing the activity effectiveness. However, few reviews have been conducted based on the activity theory that may clarify details of this learning approach and reveal how various factors influence the activity effectiveness. To fill in the gap, we reviewed 40 relevant articles from 2001 to 2021, following the activity theory. The findings showed that most TEPF activities were based on network-based social computing to enhance academic performance in English as L2 writing. College and university students with training experiences attended the activities independently or collaboratively as feedback givers and/or takers in anonymous, out-of-class, online settings for a long term. Learners may influence TEPF activities via peer feedback quality and the efficiency of peer interaction. technology may influence the activities via peer feedback quality, learner emotions, and the efficiency of peer interaction and feedback generation, giving, taking and comprehension. Peer interaction may influence the activities via error identification, affective aspects, and knowledge and ideas of writing. Conditions may influence the activities via learners' experiences, trust in peers, devotion of effort and time, emotions and efficiency in peer interaction and feedback giving and taking. Mechanisms may influence the activities via learners' cognitive processes and active learning. Based on the results, we analysed the interactions in TEPF activities that may influence the activity effectiveness.

关键词： Peer feedback Second and foreign language learning Second language writing technology-enhanced language learning

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A Systematic Review of Generative Artificial Intelligence in language Education 31

A Systematic Review of Generative Artificial Intelligence in...

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31st International Conference on Computers in Education (ICCE)

作者： Wang, Zilin Zou, Di Lee, Lap-Kei Keith Xie, Haoran Wang, Fu Lee Hong Kong Metropolitan Univ Sch Sci & Technol Hong Kong Peoples R China Lingnan Univ Sch Grad Studies Hong Kong Peoples R China Lingnan Univ Dept Comp & Decis Sci Hong Kong Peoples R China

ISBN: (纸本)9786269689026

This research paper presents a comprehensive exploration of the application of Generative Artificial Intelligence (GAI) within the realm of language education. Through a systematic review of 20 empirical studies conducted within a structured three-step framework, this study elucidates the multifaceted integration of GAI in language learning. The examination encompasses various dimensions, including target languages, learners' educational levels, GAI applications, language skills, and practical outcomes. Additionally, the study critically assesses the key advantages and challenges inherent in GAI's role in language education. The paper provides valuable insights into human-technology interaction by delving into language learners' attitudes toward GAI. Notably, this research identifies three pivotal roles GAI assumes within the language learning process, and they are co-author, evaluator, and learning materials provider. The study concludes by charting a path toward future research endeavors within the evolving landscape of GAI-based language learning by implicating the future research direction of integrating the GAI into language education, including collaborations between humans and GAI, clarifying the definition of GAI-powered plagiarism, GAI-based language activities design, prompting strategies, and digital literacy.

关键词： Generative artificial intelligence language education technology-enhanced language learning ChatGPT

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Spaced repetition for authentic mobile-assisted word learning: nature, learner perceptions, and factors leading to positive perceptions

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COMPUTER ASSISTED language learning 2022年第9期35卷 2593-2626页

作者： Zhang, Ruofei Zou, Di Xie, Haoran Educ Univ Hong Kong Dept Math & Technol Hong Kong Peoples R China Educ Univ Hong Kong Dept English Language Educ 10 Lo Ping Rd Hong Kong Peoples R China Lingnan Univ Dept Comp & Decis Sci Hong Kong Peoples R China

Spaced repetition has been widely implemented and examined in mobile-assisted word learning as an important learning strategy. However, the nature of spaced repetition by commercial word-learning apps and the factors leading to the favoured mobile-assisted spaced repetition have yet to be investigated in authentic contexts. In this study, we coded the spaced repetition patterns and methods of nine apps and interviewed 72 Chinese English learners about their perceptions of spaced repetition for word learning. The results showed three major repetition patterns at three knowledge levels (i.e. the word is unknown, familiar-but-unsure, and known to the learner). The three most common repetition methods were using text-plus-audio for multimedia learning, conducting retrieval practice through flashcards and multiple-choice questions, and integrating game elements such as Goals/Rules and Rewards/Points into learning. Concerning learner preferences, they preferred to have (a) six or seven learning sessions for 'unknown' words, three or four sessions for 'familiar-but-unsure' words, and two or three sessions for 'known' words over ten- to fourteen- day periods, (b) gradually longer intervals between learning sessions, (c) text-plus-audio-plus-image as multimedia, (d) two or three innovative formats of retrieval practice, and (e) integration of Goals/Rules, Rewards/Points, and Time Limits. The results indicate that teachers, researchers, and app designers ought to consider both learning effectiveness and learner perceptions when applying, designing, and developing spaced repetition patterns and methods for mobile-assisted word learning.

关键词： Mobile-assisted language learning repetition method repetition pattern technology-enhanced language learning word learning

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Research agenda: Synergizing in-class and out-of-class language learning with technology

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language TEACHING 2025年

作者： Lai, Chun Sundqvist, Pia Univ Hong Kong Fac Educ Language & Literacy Educ Hong Kong Peoples R China Univ Oslo Fac Educ Sci Dept Teacher Educ & Sch Res Oslo Norway

The prevalence of digital technologies, augmented by the emergence of generative AI, expands opportunities for language learning and use, empowers new modes of learning, and blurs the boundaries of in-class and out-of-class language learning. The language education community is challenged to reconceptualize the paradigm of language learning and utilize the affordances of technologies to synergize in-class and out-of-class language learning. To achieve this, in-depth understanding of in-class learning and out-of-class digital experiences in relation to one another is needed to inform curriculum and pedagogy conceptualization and implementation. With this aim in mind, we put forth a research agenda around six research themes. We hope that this Thinking Allowed piece can stimulate and guide systematic research efforts towards unleashing the potential of technologies to synergize in-class and out-of-class language learning and create holistic and empowering learning experiences for language learners.

关键词： digital bridging informal and formal language learning out-of-class language learning technology-enhanced language learning

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ICT tools' contributions in a technology-enhanced peer learning program involving EFL learners 21

ICT tools' contributions in a technology-enhanced peer learn...

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21st IEEE International Conference on Advanced learning Technologies (ICALT)

作者： Carvalho, Ana Raquel Santos, Carlos Univ Aveiro Digimedia Dept Commun & Art Aveiro Portugal

ISBN: (纸本)9781665441063

English as a foreign language (EFL) instruction strongly benefits from the authenticity, immediacy, and innovativeness brought by technology-enhanced learning (TELL) to more traditional educational settings. TELL promotion of peer interaction, collaboration and relationship building also facilitates the incorporation of innovative instructional methods within the scope of peer learning, with potential to foster learners' language and soft skills. However, excessive use of TELL from a teacher-centred perspective is still an issue, demanding reflection on the pedagogical potential and purpose of technology-assisted language learning. Within the framework of Educational Design Research, this study reports findings from the implementation of a technology-enhanced peer learning program involving EFL upper and lower secondary students from three Portuguese basic and secondary schools. It aims at finding evidence of ICT tools' contributions for the promotion of criteria "practicality" and "effectiveness" of the developed educational solution through teachers, peer teacher students, and peer learners' perceptions. Data were collected by means of surveys and analysed with the support of descriptive statistics and content analysis. Findings suggest ICT tools' effective role in promoting the criteria under analysis, despite the technical and logistical problems identified.

关键词： technology-enhanced language learning peer learning upper and lower secondary education Educational Design Research mixed methods

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