刊讯｜SSCI 期刊 ReCALL 2021年第3期

ReCALL

Volume 33, Issue 3, September 2021

ReCALL 2021年第3期共发表研究性论文7篇。研究论文涉及多模态研究、语言教学、语言习得研究、计算机媒介交际、社会语言学研究等方面。

目录

Editorial

■ Editorial, by Cornelia Tschichold, Pages 193–194.

Research Article

■ Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study

, by Ciara R. Wigham, Müge Satar, Pages 195–213.

■ The impact of computer-aided concept mapping on EFL learners’ lexical diversity: A process writing experiment, by Mohammad Hassanzadeh, Elahe Saffari, Saeed Rezaei, Pages 214–228.

■ What are language learners looking for in a collocation consultation system? Identifying collocation look-up patterns with user query data, by Shaoqun Wu, Alannah Fitzgerald, Alex Yu, Zexuan Chen, Pages 229–247.

■ Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course, by Cédric Brudermann, Muriel Grosbois, Cédric Sarré, Pages 248–264.

■ Voluntary use of automated writing evaluation by content course students, by Aysel Saricaoglu, Zeynep Bilki, Pages 265–277.

■ Narrative review and meta-analysis of MALL research on L2 skills

, by Hongying Peng, Sake Jager, Wander Lowie, Pages 278–295.

■ Guerrilla fan translation, language learning, and metalinguistic discussion in a Catalan-speaking community of gamers, by Boris Vazquez-Calvo, Pages 296–313.

摘要

Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study

Ciara R. Wigham, Müge Satar

Abstract Online language teaching is gaining momentum worldwide and an expanding body of research analyses online pedagogical interactions. However, few studies have explored experienced online teachers’ practices in videoconferencing particularly while giving instructions, which are key to success in task-based language teaching (Markee, 2015). Adopting multimodal (inter)action analysis (Norris, 2004, 2019) to investigate the multimodal construction of instructions in a single case study, we examine instruction-giving as a social practice demonstrated in a specific site of engagement (a synchronous online lesson recorded for research purposes). Drawing on the higher-level actions (instruction-giving fragments) we have identified elsewhere (Satar & Wigham, 2020), in this paper we analyse the lower-level actions (modes) that comprise these higher-level actions, specifically focusing on the print mode (task resource sheets, URLs, text chat, and online collaborative writing spaces) wherein certain higher-level actions become frozen. Our findings are unique in depicting the modal complexity of sharing task resources in synchronous online teaching due to semiotic misalignment and semiotic lag that precludes the establishment of a completely shared interactional space. We observe gaze shifts as the sole indicator for learners that the teacher is multitasking between different higher-level actions. Further research is needed to fully understand the interactional features of online language teaching via videoconferencing to inform teacher training policy and practice.

The impact of computer-aided concept mapping on EFL learners’ lexical diversity: A process writing experiment

Mohammad Hassanzadeh, Elahe Saffari, Saeed Rezaei

Abstract Nowadays, many second/foreign language (L2) academic writing instruction programs place a high premium on pre-writing strategies. The current study examined the effect of software-supported concept mapping on lexical diversity (LD) of English learners’ argumentative essays within a process writing framework. Additionally, the relationship between the learners’ LD and their overall writing quality was investigated. To this end, 53 university English as a foreign language (EFL) undergraduates were assigned to a computer-aided concept mapping (CACM) and a traditional outlining condition over a span of seven weeks. The CACM group was instructed through the graphic organizer software Inspiration®, whereas the comparison group underwent outlining instruction for planning their writing tasks. Measure of textual lexical diversity (MTLD) was used to assess the so-called D values of the assignments. The results revealed that the CACM group outperformed the outlining group in terms of LD scores. Also, no relationship was found between LD and overall quality of the essays. The findings provide L2 researchers and teachers with insights into understanding the use of CACM strategy in process writing. Moreover, exploiting MTLD afforded our experiment the opportunity to counteract potential pitfalls associated with text size. Further implications for the L2 teacher are also discussed.

What are language learners looking for in a collocation consultation system? Identifying collocation look-up patterns with user query data

Shaoqun Wu, Alannah Fitzgerald, Alex Yu, Zexuan Chen

Abstract Corpus consultation with concordancers has been recognized as a promising way for learners to study and explore language features such as collocations at their own pace and in their own time. This study examined 1.5 million search queries sent to a collocation consultation tool called FlaxCLS (Flexible Language Acquisition Collocation Learning System; http://flax.nzdl.org) over a period of two years to identify learners’ collocation look-up patterns. This paper examines and characterizes learners’ look-up patterns as they entered search queries, clicked on the query formation aids provided by the system, and navigated through the different levels of collocation information returned by the system to support collocation learning. We looked at how learners formulated query terms, and we analyzed the characteristics of query words learners entered, the characteristics of collocations they preferred, and the sample sentences they checked. Our collocation look-up pattern analyses, similar to traditional user query analyses of the web, provide interesting and revealing insights that are hard to obtain from small-scale user studies. The findings provide valuable information and pedagogical implications for data-driven learning (DDL) researchers and language teachers in designing tailored collocation consultation systems and activities. This paper also presents multidimensional analyses of learner query data, which, to the best of our knowledge, have not been explored in DDL research.

Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

Cédric Brudermann, Muriel Grosbois, Cédric Sarré

Abstract In a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the nature of the errors made) combined with extra computer-mediated micro-tasks was the most efficient CF type to foster writing accuracy development in our context. Following up on this study, this paper further explores the effects of this specific CF type on learners’ written accuracy development in an online EFL course designed for freshmen STEM (science, technology, engineering, and mathematics) students. In the online course under study, this specific CF type was experimented with different cohorts of STEM learners (N = 1,150) over a five-year period (from 2014 to 2019) and was computer-assisted: CF provision online by a human tutor was combined with predetermined CF comments. The aim of this paper is to investigate the impact of this specific CF strategy on error types. In this respect, the data yield encouraging results in terms of writing accuracy development when learners benefit from this computer-assisted specific CF. This study thus helps to gain a better understanding of the role that CF plays in shaping students’ revision processes and could inform language (teacher) education regarding the use of digital tools for the development of foreign language accuracy and the issues related to online CF provision.

Voluntary use of automated writing evaluation by content course students

Aysel Saricaoglu, Zeynep Bilki

Abstract Automated writing evaluation (AWE) technologies are common supplementary tools for helping students improve their language accuracy using automated feedback. In most existing studies, AWE has been implemented as a class activity or an assignment requirement in English or academic writing classes. The potential of AWE as a voluntary language learning tool is unknown. This study reports on the voluntary use of Criterion by English as a foreign language students in two content courses for two assignments. We investigated (a) to what extent students used Criterion and (b) to what extent their revisions based on automated feedback increased the accuracy of their writing from the first submitted draft to the last in both assignments. We analyzed students’ performance summary reports from Criterion using descriptive statistics and non-parametric statistical tests. The findings showed that not all students used Criterion or resubmitted a revised draft. However, the findings also showed that engagement with automated feedback significantly reduced users’ errors from the first draft to the last in 11 error categories in total for the two assignments.

Narrative review and meta-analysis of MALL research on L2 skills

Hongying Peng, Sake Jager, Wander Lowie

Abstract This study employed a narrative review and a meta-analysis to synthesize the literature on mobile-assisted language learning (MALL). Following a systematic retrieval of literature from 2008 to 2017, 17 studies with 22 effect sizes were included based on predetermined inclusion and exclusion criteria. By categorizing the characteristics of the studies retrieved, the narrative review revealed a detailed picture of MALL research in terms of the language aspects targeted, theoretical frameworks addressed, mobile technologies adopted, and multimedia components used. The qualitative review helped to contextualize and interpret the results found in the meta-analysis, which revealed a large effect for mobile technologies in language learning, identified three variables (i.e. type of activities, modality of delivery, and duration of treatment) that might influence the effectiveness of mobile technologies, and confirmed the existence of a redundancy effect and a novelty effect in MALL practice. Implications for future research and pedagogy are discussed.

Guerrilla fan translation, language learning, and metalinguistic discussion in a Catalan-speaking community of gamers

Boris Vazquez-Calvo

Abstract Driven by their affinity to popular culture, fans frequently engage in linguistic practices that may be conducive to language learning. This study seeks to find out how a group of Catalan-speaking gamers decided to start producing fan translations of video games from English into Catalan. Based on a digital ethnography (online interviews and observation of the group’s activity), two types of analysis were conducted: a content analysis for recurrent trends and a focused analysis of internal metalinguistic discussions on the quality of translations. Results indicate that fan translators (1) organize hierarchically with set roles and functions, (2) curate their group identity and care for the promotion of Catalan as a vehicle for cultural production, (3) learn language incidentally in three ways: while translating (ensuring the comprehension of English and the linguistic quality and creativity of the transfer into Catalan), through sharing language doubts with their peers on their Telegram group and dialogically agreeing on pragmatically acceptable English-Catalan translations, and through metalinguistic discussions on translation tests received from potential new members. The study resonates with a novel subfield in computer-assisted language learning: language learning in the digital wilds, which might be fertile ground for studies on incidental and informal language learning online. The study may also serve as inspiration for effective integration of translation into language classrooms in a manner that bridges vernacular fan translation and pedagogic translation, considering the importance of metalinguistic discussion for language learning and the sociocultural dimension of both translation and language learning.

期刊简介

ReCALL is the journal of the European Association for Computer Assisted Language Learning (EUROCALL). It seeks to fulfil the stated aims of EUROCALL as a whole, i.e. to encourage the use of technology for the learning and teaching of languages and cultures, and especially the promotion and dissemination of innovative research and practice in areas relating to CALL including, but not limited to: Applied Linguistics, Corpus Linguistics, Digital Pedagogy, Digital Literacies, Computer-Mediated Communication, Learning Analytics, Second Language Acquisition, and Educational Science. The journal publishes research articles that report on empirical studies (quantitative, qualitative, or mixed methods); provide rigorous meta-analyses or other syntheses or surveys; or contribute to theoretical, epistemological or methodological debates. 

ReCALL是欧洲计算机辅助语言学习协会(EUROCALL)的期刊。它力求实现EUROCALL的整体目标，即鼓励使用技术来学习和教授语言和文化，特别是促进和传播计算机辅助语言教学相关领域的创新研究和实践，包括但不限于:应用语言学、语料库语言学、数字教育学、数字文学、计算机媒介交际、学习分析、第二语言习得和教育科学。该期刊发表的研究文章需要是关于实证研究(定量、定性或混合方法)的;或能够提供严格的元分析或其他调查;或能够对理论、认识论或方法论的争论做出贡献。

官网地址：

https://www.cambridge.org/core/journals/recall

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