This document outlines a study on technology-assisted independent English language learning. The study aims to explore what technologies independent ESL learners use, what aspects of language learning they use technology for, and the relationship between technology use and learner autonomy. The study involved interviews with 10 learners and surveys of 112 general and 40 independent learning website participants. Key findings include that learners used media, communication, and reference tools but not language learning software. Technology was used more for reading, listening, and vocabulary than speaking or learning management. Learner autonomy was correlated with some technology uses like mobile phones but relationships were unclear overall.
Language Needs Analysis for English Curriculum Validationinventionjournals
This study aims to identify the language needs analysis for English curriculum validation in the tertiary level. The descriptive method is utilized in the study and employed purposive sampling. This is also called judgmental sampling. A deliberate selection of individuals made by the researcher based on the predefined criteria. Three hundred forty nine (349) students were utilized as respondents to test their listening, speaking, reading, writing, vocabulary, identifying errors and correct usage. Result showed that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents profile since the computed P-value is greater than the significance level of 0.05. However, speaking skills and vocabulary skills show that they are not significant to the profile of the respondents.
This study focused on fostering learning experiences and improving students’ oral communicative potential by lowering their anxiety through technology. The participants were EFL students at the Zand Higher Education Institute in Shiraz, Iran. Their responses to the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986) proved that they were suffering from some emotional factors; particularly anxiety interfering with their second language acquisition process. Voice Thread, an on-line program was introduced to them as a tool to achieve the above-mentioned goals. An oral survey based on items used by Von Worde (2003) showed this group of EFL language learners’ anxiety was alleviated by using the proposed tool. As speaking is one of the main productive skills in second language learning, the pedagogical implications of the study can be beneficial to both teachers and learners. The results can help teachers match instruction to learners’ needs.
Using focused ethnography to understand brokering practices among internation...Sherrie Lee
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity – relational intensity – is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints.
Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
Language Needs Analysis for English Curriculum Validationinventionjournals
This study aims to identify the language needs analysis for English curriculum validation in the tertiary level. The descriptive method is utilized in the study and employed purposive sampling. This is also called judgmental sampling. A deliberate selection of individuals made by the researcher based on the predefined criteria. Three hundred forty nine (349) students were utilized as respondents to test their listening, speaking, reading, writing, vocabulary, identifying errors and correct usage. Result showed that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents profile since the computed P-value is greater than the significance level of 0.05. However, speaking skills and vocabulary skills show that they are not significant to the profile of the respondents.
This study focused on fostering learning experiences and improving students’ oral communicative potential by lowering their anxiety through technology. The participants were EFL students at the Zand Higher Education Institute in Shiraz, Iran. Their responses to the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986) proved that they were suffering from some emotional factors; particularly anxiety interfering with their second language acquisition process. Voice Thread, an on-line program was introduced to them as a tool to achieve the above-mentioned goals. An oral survey based on items used by Von Worde (2003) showed this group of EFL language learners’ anxiety was alleviated by using the proposed tool. As speaking is one of the main productive skills in second language learning, the pedagogical implications of the study can be beneficial to both teachers and learners. The results can help teachers match instruction to learners’ needs.
Using focused ethnography to understand brokering practices among internation...Sherrie Lee
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity – relational intensity – is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints.
Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
Crossing Cultures in Research on International StudentsSherrie Lee
Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researcher’s cultural background influences the research.
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
Functional English Design for Domestic Migrant Workersidhasaeful
This paper aimed at: (1) describing the content of Functional English Design (FED) materials and (2) describing the appropriateness of the FEDas the English training materials for the migrant workers' candidates (MWC). This study used ADDIE (Analysing, Designing, Developing, Implementing and Evaluating) model involving totally 200 MWC in the 4 PPTKIS (namely authorized private boards in which duties serves the Indonesian workers' placement and protection abroad).The data were taken from the documentation, the trainees’ English training achievements using the FED and peer-debriefing. The gathered data was analyzed using: Content Analysis and Mean-difference computation of the trainees' test results descriptively. This study found: (1) the content of the FEDthatdeveloped“Imparting and seeking factual information” with “Minimum–adequate language Functions” was matched with the trainees needs and (2) the FED was appropriate to use as an alternative English materials since it was designed based on the result of needs analysis beside the test result in significant improvement i.e. the Mean Difference of the oral pre and post-test was 2.25 within the scoring standard scale of 0-10, while the Md of the written pre-post-test was 13.35 within the scoring standard scale of 0-100. Besides, the peers debriefing stated that the FED was recommended for use in the 4 investigated PPTKIS.
Dr. David E. Herrington, Dissertation Chair for Cheng Chieh Lai, PhD Disserta...William Kritsonis
Dr. David E. Herrington, Dissertation Chair for Cheng Chieh Lai, PhD Dissertation Defense.
Dr. William Allan Kritsonis, PhD Dissertation Committee Member
The relationship between the conscientiousness trait and use of the english l...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Conscientiousness trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Conscientiousness trait and use of the each of six categories of ELLSs.
This slide deck was used during my presentation at AsiaCALL 2017 in Ho Chi Minh City, Vietnam. All data herein is my property and those who wish to use this data must obtain permission first.
Crossing Cultures in Research on International StudentsSherrie Lee
Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researcher’s cultural background influences the research.
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
Functional English Design for Domestic Migrant Workersidhasaeful
This paper aimed at: (1) describing the content of Functional English Design (FED) materials and (2) describing the appropriateness of the FEDas the English training materials for the migrant workers' candidates (MWC). This study used ADDIE (Analysing, Designing, Developing, Implementing and Evaluating) model involving totally 200 MWC in the 4 PPTKIS (namely authorized private boards in which duties serves the Indonesian workers' placement and protection abroad).The data were taken from the documentation, the trainees’ English training achievements using the FED and peer-debriefing. The gathered data was analyzed using: Content Analysis and Mean-difference computation of the trainees' test results descriptively. This study found: (1) the content of the FEDthatdeveloped“Imparting and seeking factual information” with “Minimum–adequate language Functions” was matched with the trainees needs and (2) the FED was appropriate to use as an alternative English materials since it was designed based on the result of needs analysis beside the test result in significant improvement i.e. the Mean Difference of the oral pre and post-test was 2.25 within the scoring standard scale of 0-10, while the Md of the written pre-post-test was 13.35 within the scoring standard scale of 0-100. Besides, the peers debriefing stated that the FED was recommended for use in the 4 investigated PPTKIS.
Dr. David E. Herrington, Dissertation Chair for Cheng Chieh Lai, PhD Disserta...William Kritsonis
Dr. David E. Herrington, Dissertation Chair for Cheng Chieh Lai, PhD Dissertation Defense.
Dr. William Allan Kritsonis, PhD Dissertation Committee Member
The relationship between the conscientiousness trait and use of the english l...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Conscientiousness trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Conscientiousness trait and use of the each of six categories of ELLSs.
This slide deck was used during my presentation at AsiaCALL 2017 in Ho Chi Minh City, Vietnam. All data herein is my property and those who wish to use this data must obtain permission first.
Sharing results of Applied Dissertation Answers to In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language? Could it augment students’ aspirations in learning ESL? Could it increase students’ persistence in ESL? Could it enhance students’ positive perception of activities related to learning ESL.
Sharing results of Applied Dissertation
Answers to
In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language?
Could it augment students’ aspirations in learning ESL?
Could it increase students’ persistence in ESL?
Could it enhance students’ positive perception of activities related to learning ESL.
Directions
Length: ~3-4 typed, double-spaced pages (approx. 750-1000 words)
Content: The reviews will follow a summary/response organization. The following questions should help guide your review:
Summary:
· General comments: The goal of this part of your review is to demonstrate your comprehension of the study. As such, assume your target audience is non-experts in SLA research. Avoid highly technical details and jargon, opting instead for more accessible language and descriptions, i.e., “your own words.” There should be no need for any quotes in this summary.
· Content: Your summary should address the following questions:
· What were the goals of the study? What were the researchers hoping to find out as a result of the study? What were the gaps/limitations in our understanding that they were hoping to address? (Note: You do not need to summarize their entire literature review, but should provide some basic background to contextualize the study.)
· How did they attempt to address the research questions? Summarize the methodology employed. Who were the participants? What data-collection methods/instruments were used? What was analyzed, compared…?
· What were the key findings? (Note: No need to discuss detailed statistical findings. Simply summarize the important findings). How did the researcher(s) interpret these findings in relation to their research questions and previous research discussed in their literature review?
Response:
· General Comments: The goal of this part of your review is to demonstrate your intellectual interaction with the research you have read.
· Content: Your response should address the following questions:
· What new terms or concepts have you learned from this article? (Don’t just list terms/concepts, but briefly explain them.)
· How do the findings relate to your own experience with and/or ideas about language acquisition? Any surprises? Confirmations? Anything about which you remain skeptical? (If relevant, how do findings relate to other course readings or discussions?)
· What questions has this study—the methodology, the findings, etc.—raised for you? What do you suspect might be the answer to your questions?
Applied Linguistics 2014: 35/2: 184–207 � Oxford University Press 2013
doi:10.1093/applin/amt013 Advance Access published on 13 July 2013
Dynamics of Complexity and Accuracy: A
Longitudinal Case Study of Advanced
Untutored Development
*BRITTANY POLAT and YOUJIN KIM
Georgia State University
*E-mail: [email protected] or [email protected]
This longitudinal case study follows a dynamic systems approach to investigate
an under-studied research area in second language acquisition, the development
of complexity and accuracy for an advanced untutored learner of English. Using
the analytical tools of dynamic systems theory (Verspoor et al. 2011) within the
framework of complexity, accuracy, and fluency (Skehan 1998; Norris and
Ortega 2009), the study tracks accuracy, syntactic complexity, a ...
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Technology-Assisted Independent
Study of English as a Second Language
J. Raphael Holmes
October 16, 2012
Thesis Advisory Committee: Dr. Ross Perkins, Dr. Dazhi Yang, Dr. Arturo Rodriguez
2. Presentation outline
• Definitions
• Research problem and purpose
• Research questions and significance
• CALL overview and background information
• Gaps in research
• Study design, instruments, and data analysis
• Findings- who participated
• Findings- answers to research questions
• Implications
• Recommendations
3. Research in brief:
Independent, in-service ESL learners were interviewed and
surveyed to learn about their use of CALL technology.
Image from flickr.com/photos/bartelomeus/4184705426/
4. Acronyms
CALL – Computer assisted language learning (umbrella term,
includes CALI, TELL, MALL, CAPT)
ESL – English as a second language (studied in an English-
speaking country)
EFL – English as a foreign language (studied in a non-English-
speaking country)
ICT – Information and communications technology
NLP – Natural language processing
5. Definitions
Independent learner – A learner who is not enrolled in a
formal class or taking private lessons
In-service learner – A learner who is living in an English-
speaking country and using the language on a daily basis
Learner autonomy – A learner’s ability to take charge of his
or her own learning (Holec, 1981), encompassing initiative,
persistence, and resourcefulness (Macaskill & Taylor, 2010)
6. Research problem
Independent, in-service ESL learners- insufficient returns on
effort, particularly acute with modern ICT developments.
“The web for language learning remains an interconnected quagmire of
unorganized opportunities” (Howard, 2010, p. 196).
“[Tertiary EFL students] reported limited knowledge of how various
technologies could be used for language learning” (Lai & Gu, 2011, p. 324).
“…students tend not to have adequate access to or literacy in using
specialized tools that are often necessary for CALL” (Winke & Goertler,
2008, p. 482).
7. Purpose of the study
• to explore the use of CALL technology by these learners
• to examine what technologies they use and what aspects of
independent language learning are aided by technology
• to examine the relationship between CALL technology use
and learner autonomy
8. Research questions (in brief)
1. What do they use?
2. What do they use it for?
3. How does this relate to learner autonomy?
9. Research questions
1. What technologies do adult, independent, in-service learners
use to engage in English language study?
2. Out of seven key components of language learning in general a
and four that are specific to independent language learningb,
which are facilitated by these learners’ uses of technology?
3. What is the relationship between the nature of these
learners’ uses of technology and their levels of learner
autonomy?
a
Reading, writing, listening, speaking, grammar, vocabulary, and pronunciation
b
Motivation, management, reflection, and feedback
10. Who cares?
• Independent language learners
• Language education, independent learning, & CALL
researchers.
• Creators of CALL technology
• Classroom instructors
11. Multiple ways to organize CALL
• A series of historical phases or approaches
• A collection of language learning technologies
• Essential components of language learning being provided by
technology
12. Historical phases / approaches
• Historical phases (Warschauer, 1996)
• behaviorist
• communicative
• integrative
• Approaches: (Bax, 2003)
• restricted
• open
• integrated
• Final phase and approach both imply
normalization.
Image from humsci.stanford.edu/faculty/discoveries/
13. What does CALL look like?
(This connects to RQ1, how CALL manifests itself for participants.)
• Media
• Communication technology
• Software
• Internet resources/tools/environments
• Old or new
• Maybe specific to language learners, maybe not
14. Components of language learning
(These form the basis of RQ2, what CALL is used for.)
• Reading, writing, listening, speaking- universally agreed upon
• Grammar, vocabulary, pronunciation- also broad consensus
on these secondary components (e.g. Lasagabaster & Sierra,
2003; Levy & Hubbard, 2005)
15. Components of independent learning
(These form the basis of RQ2.)
• Motivation- “fuel” driving learning endeavors (Garrison,
1997). Close ties to language learning (Ushioda, 2011) and
technology use (Ringstaff & Kelley, 2009).
• Management- selection of objectives, materials, activities
(Garrison, 1997; Pilling-Cormick, 1997; Chan et al., 2002).
• Reflection- metacognition, metalinguistic awareness
(Schwienhorst, 2008; Garrison, 1997; Pilling-Cormick, 1997;
Tarvin & Al-Arishi, 1991).
• Feedback- from technology or facilitated by technology
(Nagata, 1993; Pilling-Cormick, 1997; Alm, 2006)
16. More on learner autonomy
(This is the subject of RQ3, measured with an instrument.)
• As with other similar terms (e.g. self-directed learning, self-
access learning, andragogy) can describe a behavior, a
perspective, or an ability
• Thought to contribute to independent learning success
(Ponton & Carr, 2000; Benson, 2007)
• Frequently studied in the context of classroom instruction
• Special relationship with language learning
17. Gaps in research- what’s missing?
Image from jamesdawson.blogspot.com/2009_09_01_archive.html
18. Gaps in research- what’s missing?
• Research on non-undergraduate learners
• Research on independent learning
• Studies with broad focus, rather than one or two aspects of
language learning
• Studies addressing affective components (e.g. motivation)
• Studies addressing pronunciation
• Research connecting theoretically generalized learner autonomy
and actual attitudes/behaviors
• Longitudinal studies
• Research on non-adult learners
• Research on languages other than English
(Zhao, 2003; Gan, 2004; Hurd, 2008; Validvia et al., 2011; Tanner & London, 2009)
19. Research design
• Semi-structured interview (10 participants)
• Electronic questionnaire (112 general participants, 40 specific
to independent language learning website, antimoon.com)
• Mixed interview and survey design allowed for
• triangulation
• deeper interpretation of questionnaire results
• revision of questionnaire
20. Brief overview of instruments
• Interview: 30 minutes, 28 questions in five categories:
• background info
• English studying
• technology
• independence
• two hypotheticals
• Questionnaire: 10 minutes, four sections:
• demographic info
• brief ESL self-assessment
• technology use questions
• learner autonomy instrument
21. Data analysis
• Interview- transcripts coded, then codes merged into six
themes
• Questionnaire- Descriptive statistics for means and variances
• Questionnaire- Learner autonomy scores checked for
correlation with other responses, looking for Pearson’s
correlation coefficients > 0.3
22. Findings- who participated?
• Interview
• six native languages
• narrow age range
• mostly professional/technical occupations
• all participants feeling that English was important to their
professional goals
• Questionnaire
• 37 native languages
• broad age range
• spread of primary reasons for studying English
• some differences between two sample groups
23. Findings- 3 interview themes
• Linguistic isolation
Nobody corrects me. And I don’t have many chances to speak.
If there are no American friends, I cannot expand my vocabulary.
• Motivating factors
Sometimes Americans laugh a lot, and I want to understand why they
laugh.
…I cannot express my opinion, or what I was thinking. That’s the big
motivation.
• Continuous learning
If I’m not sleeping, I think I’m learning English.
…I feel [studying is] something natural… I wouldn’t explicitly sit down to it.
25. Findings- research question 1
• What CALL technologies do they use?
• Media
• Communication tools
• Reference tools
• What don’t they use?
• Language learning software
• Language learning websites
26. Findings- research question 2
• What do they use CALL technologies for?
• Reading
• Listening
• Vocabulary
• Feedback*
• What don’t they use CALL for?
• Speaking
• Learning management
• Feedback*
27. Findings- research question 3
Is there a relationship between their use of CALL
technology and their learner autonomy?
• Yes. Learner autonomy scores were correlated with
• mobile/smart phone use*
• use of spell check/grammar check
• use of automatic translation
• use of technology for grammar, reflection*, management*
The *’s denote correlations with p ≤ 0.01. Even with a large
number of correlations checked, this is highly unlikely to occur by
chance alone. All correlations were positive, as expected.
28. Findings- research question 3
Is there a relationship between their use of CALL
technology and their learner autonomy?
• No.
• Most tools and attitudes show no correlation with learner
autonomy
• No overlap in correlations between two survey samples
• Interview data contradict the potential for a relationship
The study doesn’t provide a compelling answer to this question,
but the findings raise interesting additional questions.
29. Implications
• CALL developments may not reach these learners
• Some CALL tools may match these learners’
“study” habits better than others
• Sophisticated NLP tools may impact both these
issues
Image from Edge et al., 2011
30. Recommendations
• Find out more about these learners with more
rigorous data collection.
• Consider how CALL is serving these learners.
• Explore relationship between CALL and learner
autonomy further. Address specific practices.
• Explore the degree to which generalizable
learner autonomy applies to advanced language
learning.
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