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Chatbot-based learning of logical fallacies in EFL writing: perceived effectiveness in improving target knowledge and learner motivation

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INTERACTIVE learning ENVIRONMENTS 2024年第9期32卷 5552-5569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

Chatbots have been increasingly applied for EFL education and demonstrated overall usefulness in improving knowledge and motivation, while this technology has yet to be used for learning logical fallacies (i.e. errors in reasoning) in EFL writing. However, knowledge of logical fallacies is essential, with which learners can avoid fallacies in EFL writing and have enhanced writing quality. To fill in the gap, this study investigated the perceived effectiveness of chatbots in developing knowledge of logical fallacy in EFL writing and enhancing learner motivation. Features of this learning method were also explored based on the comparison against website-based learning. Two groups of 15 Chinese EFL learners engaged in five-week autonomous, out-of-class, out-of-class learning of logical fallacies in EFL writing using a chatbot or a website. Semi-structured interviews, pre-post tests of fallacy knowledge and pre-post motivation questionnaires were conducted. The results showed that the chatbot was perceived as slightly less effective than the website in developing target knowledge but more effective in improving motivation. Compared to the website, chatbots were advantageous in high-quality human-computer interactions, study plan making, and high accessibility. Based on the research results, we discussed how this technology might influence fallacy learning based on the self-regulated learning framework.

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

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Augmented Reality for Vocabulary learning: A Meta-Analysis

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语文与国际研究 2022年第27_S期 23-37页

作者：吳氏如水

Augmented Reality (AR) is a new technology compared with other technologies (e.g., virtual reality, game, corpus). Past research has indicated the facilitative effect of AR on vocabulary learning achievement. However, no investigation with substantial evidence of the effect size has been conducted to understand how AR can be applied to vocabulary learning. The present meta-analytic study examines the overall effect size and uncover the effect's moderating factors. Generated from 13 primary studies, implementing AR for vocabulary learning showed a sizeable overall effect (d = 0.84). The moderator analysis indicated that the practical application of AR was still limited in its scope for English vocabulary learning in a foreign language context. Elementary school students were found to benefit the most from AR programs. Teacher-directed and task-based approaches were essential for learning vocabulary in an AR environment. The present study also discusses AR vocabulary learning research gaps for future investigations.

关键词： augmented reality vocabulary learning meta-analysis AR technology-enhanced language learning

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Learner engagement in digital game-based vocabulary learning and its effects on EFL vocabulary development

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SYSTEM 2023年 119卷

作者： Zhang, Ruofei Zou, Di Cheng, Gary Educ Univ Hong Kong Dept Math & Informat Technol Hong Kong Peoples R China Lingnan Univ Sch Grad Studies Ctr English & Addit Languages Hong Kong Peoples R China Lingnan Univ LBY222 Hong Kong Peoples R China

Learners tend to engage in task-based language learning from behavioural, cognitive, and emotional dimensions, and their engagement has overall positive influences on language development. Recently, digital game-based vocabulary learning (DGBVL) has been increasingly investigated and implemented. However, research remained insufficient on how learners engaged in DGBVL and how their engagement influenced their vocabulary knowledge. Since an in-depth understanding of learner engagement is essential for designing language learning tasks, it appears valuable to research this topic in DGBVL. Hence, we developed a DGBVL programme and conducted a mixed-method study to explore learner engagement therein and its effects on vocabulary development. Fifty Chinese EFL university students participated in the programme, completing pre-post-delayed vocabulary tests, questionnaires and interviews. Their eye movements during DGBVL were collected via a Tobii eye-tracker. The findings indicated learners' overall active engagement in DGBVL behaviourally, cognitively, and emotionally. The three dimensions of engagement in DGBVL had different patterns, fluctuating degrees, and interdependent relationships. Statistically significant, positive effects of learner engagement in DGBVL were identified on vocabulary development, while engagement from different dimensions had different influences. Based on the results, we analysed the mechanism underlying learner engagement and the interactions among the three dimensions of learner engagement in DGBVL.

关键词： Digital game-based learning Educational game EFL learning Eye-tracking technology-enhanced language learning Vocabulary learning

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Not More technology but More Effective technology: Examining the State of technology Integration in EAP Programmes

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RELC JOURNAL 2020年第1期51卷 101-116页

作者： Lawrence, Geoff Ahmed, Farhana Cole, Christina Johnston, Kris Pierre York Univ 306 Sackville StUnit 2 Toronto ON M5A 3G2 Canada Univ Toronto Toronto ON Canada

technology use in English for Academic Purposes (EAP) programmes is seen as a strategy to support pedagogical innovation and intensifying growth in post-secondary international student enrolments. This article discusses government-funded research documenting the largely undefined use of technologies in post-secondary North American EAP programmes. This study surveyed EAP teachers and administrators in over 40 universities and colleges across North America using qualitative and quantitative approaches. Site visits involving classroom observations, interviews with teachers and administrators, student focus groups and student surveys were then conducted to deepen understanding of the affordances of technology-mediated EAP approaches from stakeholder perspectives in situated post-secondary contexts. Findings reveal widespread enthusiasm about emerging technologies to engage learners, develop autonomous learning, instructional pathways and transferable 21st century skills. However, despite this enthusiasm, many participating teachers, administrators and students also expressed critical views towards technology integration. Instructors noted time, lack of pedagogical guidance and vision, inadequate support, and training impacting their actual use and visions of technology use. Participants also revealed a 'visioning' dilemma where they had difficulty identifying the potential of emerging technologies that they had no concrete experience with. Findings suggest the need for sound theoretically informed techno-pedagogy in order to support technology integration in EAP. Implications for teacher education, further research and EAP teaching and curriculum design in today's digital era conclude the article.

关键词： Computer-assisted language learning technology EAP English language teaching pedagogy technology-enhanced language learning

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technology-enhanced ESP for Reading English-language Patents: A Case Study of Taiwanese Engineering Students' Experiences and Attitudes

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Taiwan International ESP Journal 2020年第2期11卷 1-19页

作者： Shiou-Wen Yeh

The patent literature is the world's largest and earliest open technology source for learning about technological innovation in a specific research area. However, for English as a Foreign language (EFL) students in Taiwan, reading an English-language patent application might be a challenging task, due to its special genre type and vocabulary features. It is also easy for EFL students to be overwhelmed by the huge amount of authentic English patent materials. Therefore, it is necessary to construct a supportive English for Specific Purposes (ESP) learning environment for learners to achieve better understanding of English-language patents. To meet these challenges, the current study aimed to integrate technology support (websites, patent search systems, patent glossaries, corpus and interactive software) to assist Taiwanese engineering students' understanding of English-language patents. To achieve the research goal, the researcher first conducted a needs analysis and developed a technology-enhanced English-language patent module for engineering graduate students. In addition, the study employed questionnaire surveys and interviews to investigate students' attitudes toward the technology-enhanced module. The results indicated that students' prior experiences with English-language patents were limited. In addition, students showed positive attitudes toward the module and the technology support. Based on the research results, this paper discusses the values and limitations of the study and provides some suggestions for future research.

关键词： technology-enhanced language learning English for Specific Purposes (ESP) English as a Foreign language (EFL) patent searching patent structure patent vocabulary

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Appling Cloud-based Collaborative learning in the Internet English Course 1

Appling Cloud-based Collaborative Learning in the Internet E...

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1st International Cognitive Cities Conference (IC3)

作者： Liu, Yi Chun Chia Nan Univ Pharm & Sci Dept Appl Foreign Languages Tainan Taiwan

ISBN: (纸本)9781538650592

This ongoing study aimed to investigate students' cloud-based collaborative learning in the Internet English course, examining whether college students feel more motivated in synchronous collaborative learning. The study explored the differences in motivation and perceptions of students engaged in individual and collaborative learning using Google Slides at the university level. English as a Foreign language (EFL) students were recruited and assigned into individual and collaborative groups. The results of the study aligned with previous studies in that the collaborators perceived the learning process and experience positively and performed better than the individuals in an oral presentation. Google Slides plays a significant role in enhancing students' motivation and willingness to communicate with peers. Students provided positive feedback on working with peers at the same time, especially with regard to the fact that they could instantly see annotations using the Google Slides. It is concluded that embedding technology in the Internet English class helped make the students feel more confident in learning from each other. Pedagogical implications for future studies are provided for English instructors using technology as a supplementary tool to assist students learning.

关键词： English as a foreign language collaborative learning technology-enhanced language learning

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An Approach to Accent Visualisation for the Reduction of Vowel Pronunciation Errors 25

An Approach to Accent Visualisation for the Reduction of Vow...

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25th International Conference on Computers in Education (ICCE) - technology and Innovation - Computer-Based Educational Systems for the 21st Century

作者： Anderson, Tom A. F. Reynolds, Barry Lee Powers, David M. W. Flinders Univ S Australia Ctr Knowledge & Interact Technol Bedford Pk SA Australia Univ Macau Fac Educ Macau Macau Peoples R China

ISBN: (纸本)9789869401265

In this paper, we introduce a novel mechanism for pronunciation evaluation for use in a computer-based application for the reduction of vowel errors. Unlike modern pronunciation feedback, which relies on the charts used by linguists or simply highlighting of incorrect segments, our two-dimensional maps situate the utterances produced by the learner in the context of the phonemes of the target accent.

关键词： Pronunciation phonemes technology-enhanced language learning

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Enhancing feedback provision through multimodal video technology

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COMPUTERS & EDUCATION 2016年第Jul.期98卷 90-101页

作者： Hung, Shao-Ting Alan Natl Taiwan Univ Sci & Technol Dept Appl Foreign Languages 43Sec 4Keelung Rd Taipei 106 Taiwan

Peer-to-peer feedback provision is considered crucial to student learning. However, although the studies on peer feedback abound in the literature, most target the face-to-face or written modality;few investigate the pedagogic potential of videos in enhancing students' engagement in the feedback provision process. The current research project thus bridged the research gap by investigating learner engagement through multimodal video feedback as compared to text-based feedback and by exploring the strategies learners employed as well as the challenges they encountered. A total of 60 English as a Foreign language (EFL) learners participated in a semester-long video feedback project where they produced 3-min speech video clips and 2-min oral feedback video clips that contained multiple semiotic modes such as visual, verbal, and gestural. Data analyses performed on responses to a custom-designed questionnaire, interview transcripts, and learner reflections led to three major findings. First, learners in general valued the role that video technology played in feedback production and provision, delineating that feedback in the video mode cannot only promote more interaction but also foster more personalized learning and attentive engagement. Second, the study uncovered a number of cognitive and social strategies learners used to ensure fluency and accuracy of their oral feedback, to achieve cognitive goals by efficiently producing the feedback, to observe positively reinforced behaviors from peers, and to cooperate with others to generate ideas for future improvement. Nevertheless, the project revealed some potential challenges associated with feedback development and technical problems. Finally, implications are proposed to facilitate feedback provision experience through video technology. (C) 2016 Elsevier Ltd. All rights reserved.

关键词： Video feedback Multimodality Peer feedback technology-enhanced language learning

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Computer-mediated online language learning programmes vs. tailor-made teaching practices at university level: a foul relationship or a perfect match?

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OPEN learning 2015年第3期30卷 367-381页

作者： Brudermann, Cedric A. Univ Paris 06 Language Dept Paris France

This paper explores the potential of digital learning environments to address current issues related to individualised instruction and the expansion of educational opportunities in English as a foreign language at university level. To do so, an applied linguistics-centred research endeavour was carried out. This reflection led to the implementation of a twofold device composed of an online English course designed to enable students to submit production tasks (oral and written) and an individualised feedback generation system providing students with tailormade revision sheets. In order to analyse the potential of this pedagogical device to (i) manage groups of heterogeneous students, (ii) offer 'reasonably' time-consuming revision procedures for the teaching staff and (iii) have students achieve institutional objectives (i.e. reach a threshold level in English), an experimental study (2013-2014) was carried out amongst 250 French undergraduate STEM (Science, technology, Engineering and Mathematics) students at University Pierre et Marie Curie (Paris). In this study, various sets of data were collected and analysed: students' attendance, satisfaction and performance at the final examination;time spent tutoring those students' online production tasks throughout the year. Cross-references and comparison of the data revealed encouraging results, thus contributing to a discussion on distance solutions for foreign languages and on tailor-made foreign language teaching and learning practices at university level.

关键词： technology-enhanced language learning computer-assisted language teaching student heterogeneity management online tutoring online recasts time-cost ratio

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GPS sensor-based mobile learning for English: an exploratory study on self-efficacy, self-regulation and student achievement

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Research and Practice in technology enhanced learning 2015年第1期10卷 1-18页

作者： Sun, Jerry Chih-Yuan Chang, Kai-Yu Chen, Yang-Hsueh Institute of Education National Chiao Tung University 1001 Ta-Hsueh Road Hsinchu Taiwan Department of Education National University of Tainan 33 Sec. 2 Shu-Lin Street Tainan Taiwan

This study investigated the effects of self-efficacy and self-regulation on student achievement in a context-aware learning environment. Particularly, an innovative global positioning system (GPS) sensor-based mobile learning system was used to facilitate English learning of different plants on campus. A total of 41 university students participated in the study, divided into high and low groups of self-efficacy and self-regulation. The findings showed that both self-regulation and self-efficacy were significant predictors of learning achievement in the mobile context-aware learning (MCL) context. Moreover, while the GPS-based MCL learning session had positive effects on learning achievement, no significant increase in self-regulation or self-efficacy was found in either the high or the low group, supposedly due to the short duration of the activity. The participants found the system easy to use and useful, but they also raised critical concerns that can inform future improvements. We hope this exploratory study can serve as a starting point from which more interactive, user-friendly GPS sensor-based learning systems will be generated and more areas of application will be further explored to foster self-regulated, self-motivated ubiquitous learning of mobile learners. © 2015, The Author(s).

关键词： Context-aware learning technology-enhanced language learning Ubiquitous learning

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