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Social Presence in Synchronous CMC-based Language Learning: How does it affect the productive performance and consciousness of learning objectives
- Computer Assisted Language Learning
, 2007
"... does it affect the productive performance and consciousness of learning objectives? ..."
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does it affect the productive performance and consciousness of learning objectives?
Learner-Learner Corrective Feedback Patterns Within On-Line Synchronous Environments
, 2006
"... CALLing all learners: An explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments ..."
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CALLing all learners: An explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments
Corrective Feedback in L2 Assessment: Negative Evidence and Interactive Practice
, 2007
"... Recent research in the area of instructed second language (L2) acquisition has suggested that certain kinds of corrective feedback can be exploited effectively by learners. If this suggestion turns out to be correct, systematic feedback on learner error could be integrated into L2 teaching practice ..."
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Recent research in the area of instructed second language (L2) acquisition has suggested that certain kinds of corrective feedback can be exploited effectively by learners. If this suggestion turns out to be correct, systematic feedback on learner error could be integrated into L2 teaching practice as part of ongoing assessment. More generally, calling attention to errors can be considered as one type of negative evidence: information regarding which aspects of the developing interlanguage system do not form part of the target language (TL) system. One point of view might propose that the usefulness of negative evidence is an empirical question to be settled on a case-by-case basis (which types might be useful to the learner and which types not). This paper will examine the effectiveness of corrective feedback that is provided by machine in an evaluation of one widely utilized computer program for second language learning. One of the central issues in debate regarding corrective feedback (both by hand and by machine) is the reliability of feedback to the learner. If grammatically correct patterns produced by the learner are marked incorrect (for example if the instructor perceives a pragmatic difficulty, or if the computer program cannot discriminate between a syntax error and a semantic problem) the learner receives conflicting and contradictory information about the target language grammar. The paper will conclude with a discussion of ways in which L2 educators can improve the reliability of corrective feedback and how they can use technology more effectively in L2 teaching. Since Computer Assisted Language Learning (CALL) is an invaluable resource today for self-teaching, especially for the student without access to classes, what design features should learners look for to maximize efficiency and effectiveness?
1 The Impact of the Direct Teacher Feedback Strategy on the EFL Secondary Stage Students ' Writing performance By
, 2013
"... This study aimed at developing some writing skills for second year secondary stage students through the direct teacher feedback strategy. Hence, the problem of the study was stated in the following statement: "The students at Al Azhar secondary schools are not good at writing. As a result their ..."
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This study aimed at developing some writing skills for second year secondary stage students through the direct teacher feedback strategy. Hence, the problem of the study was stated in the following statement: "The students at Al Azhar secondary schools are not good at writing. As a result their writing skills are weak. ". They need to be trained in the skill of writing and there is a dire need to use the direct feedback strategy. The study adopted the experimental design, i.e., using an experimental group and a control group. The experimental group received the direct teacher feedback strategy instruction while the control group received traditional writing instruction. The direct teacher feedback strategy instruction was provided to the experimental group at Satamooni Al-Azhar Secondary Institute for Girls at Satamooni whereas the traditional writing instruction was provided to the control group at Roda Al-Azhar Secondary Institute for Girls at Roda; both institutes are located in Dakahlia Governorate. The instruction lasted for nine weeks for each group. The instruction took place in the second term of the academic year
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"... The application of ICTs is nowadays widespread throughout all types of teaching institutions. In this sense, considering the leading role played by the students in the use of new technologies and the valuable help derived from these in their learning process, our research group (GExCALL Extremaduran ..."
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The application of ICTs is nowadays widespread throughout all types of teaching institutions. In this sense, considering the leading role played by the students in the use of new technologies and the valuable help derived from these in their learning process, our research group (GExCALL Extremaduran Research Group for Computer-Assisted Language Learning) is developing a tutoring system aimed at teaching and researching foreign languages at early ages (Kindergarten/Primary School). In addition to the variety of media offered by multimedia technologies and the implicit flexibility of hypertexts, the main feature of SHAIEX (an Adaptive Hypermedia System for Foreign Language Learning and Research built in Linex) is based on the capabilities of the adaptive tutor which make the tutor system fit into the user’s level and learning needs. Departing from the identification of the pedagogic domain at the earlier stages of our six phased project, and after the preliminary study of techniques for the system prototype development, the linguistic content has been determined, establishing simultaneously the scenarios, characters, animations and graphic components obtained from previous interviews and in-class research. In the light of such premises, the adaptive hypermedia system will be developed-fifth phase- enabling students to learn and get actively involved in the learning process by the accomplishment of constructivist and dynamic tasks.
COLLABORATIVE WRITING: FOSTERING FOREIGN LANGUAGE AND WRITING CONVENTIONS DEVELOPMENT
"... The use of social technologies, such as wikis and chats, has brought a renewed attention to L2 collaborative writing. Yet, a question that still remains to be answered is the extent to which learners ’ writing is enhanced when using these tools. By analyzing learners’ individual and collaborative wr ..."
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The use of social technologies, such as wikis and chats, has brought a renewed attention to L2 collaborative writing. Yet, a question that still remains to be answered is the extent to which learners ’ writing is enhanced when using these tools. By analyzing learners’ individual and collaborative writing, this study (a) explores L2 learners ’ approaches to the writing task in the wikis, (b) examines learners ’ collaborative synchronous interactions when discussing content, structure and other aspects related to the elaboration of the writing task, and (c) describes learners ’ perceptions of individual and collaborative writing and their impressions of the use of social tools in the FL writing class. Analysis of the data showed that while statistically significant differences were not evident in terms of fluency, accuracy and complexity when comparing the individual and collaborative assignments, there were observable trends that inform us about how learners ’ interactions with the text differ when working individually or collaboratively. Further, an analysis of learners’ approaches to collaborative writing through the use of social tools shows that wikis and chats allowed them to concentrate on writing components in a different, yet complementary, manner depending on whether they interacted in the wikis or in the chats.
Published by Research-publishing.net
"... The moral right of the authors has been asserted All articles in this book are licensed under a Creative Commons Attribution-Noncommercial-No Derivative ..."
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The moral right of the authors has been asserted All articles in this book are licensed under a Creative Commons Attribution-Noncommercial-No Derivative
Learning from the Past, Looking to the Future
, 2013
"... The moral right of the authors has been asserted All articles in this book are licensed under a Creative Commons Attribution-Noncommercial-No Derivative ..."
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The moral right of the authors has been asserted All articles in this book are licensed under a Creative Commons Attribution-Noncommercial-No Derivative
