刊讯｜SSCI 期刊 ReCALL 2022年第1期

ReCALL

Volume 34, Issue 1, January 2022

ReCALL（SSCI一区，2020 IF：2.917）2022年第1期共发表研究性论文7篇。研究论文涉及多模态研究、教师发展、在线教育、机器翻译、信息素养等方面。

目录

Editorial

■ Editorial, by Alex Boulton, Pages 1-3.

Research Article

■ Grammar instruction through multinational telecollaboration for pre-service teachers, by Aleksandra Wach, De Zhang, Kristen Nichols-Besel, Pages 4-20

■Exploring teachers’ professional development through participation in virtual exchange, by Robert O’Dowd, Melinda Dooly, Pages 21-36.

■ Pedagogical benefits of Chinese-American virtual exchange: A study of student perceptions, by Han Luo, Chunsheng Yang, Pages 37-50.

■An editable learner model for text recommendation for language learning, by John S. Y. Lee, Pages 51-65.

■Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners, by Yan Li, Christoph A. Hafner, Pages 66-80.

■An investigation of machine translation output quality and the influencing factors of source texts, by Sangmin-Michelle Lee, Pages 81-94.

■Developing students’ linguistic and digital literacy skills through the use of multimedia presentations, by Baohua Yu, Artem Zadorozhnyy, Pages 95-109.

■Developing in-service teachers’ pedagogical knowledge of CALL through project-oriented tasks: The case of an online professional development course, by Fatemeh Nami, Pages 110-125.

摘要

Grammar instruction through multinational telecollaboration for pre-service teachers

Aleksandra Wach

De Zhang

Kristen Nichols-Besel

Abstract Recognizing the importance of multinational telecollaboration and form-focused instruction in computer-assisted language learning teacher education, this article investigates teaching English grammar through a seven-week-long telecollaborative project with 41 pre-service language teachers from the United States (US), Poland, and China. The telecollaboration was a pedagogical intervention in which the US participants taught grammar to their non-native-speaker peers. Specifically, the study aimed to trace pre-service teachers’ grammar instruction techniques applied in the communication-oriented context of online exchanges and responses to this instruction, the grammar forms attended to in the exchanges, and the participants’ evaluations of the usefulness of telecollaboration for teaching and learning grammar. Utilizing data from the participants’ emails and results of a post-project survey, this mixed methods study reveals that (1) the implicit technique of modeling was the most frequently applied; (2) the grammatical forms used in both implicit and explicit teaching reflected the communicative orientation of the exchanges; (3) the levels of uptake (i.e. attempts to follow the models provided in the input), and the forms attended to by the learners, reflected their proficiency levels and linguistic background; and (4) participants reported positive opinions about the value of telecollaboration in grammar instruction and in teacher training. The data thus underscore the benefits of online exchanges in giving prospective teachers hands-on experience with communicative grammar teaching.

Pedagogical benefits of Chinese-American virtual exchange: A study of student perceptions

Han Luo

Chunsheng Yang

Abstract Despite the rapid development of virtual exchange in foreign language education, its use in the field of Chinese language education is still rather nascent. Adopting a mixed-methods research approach, this study focuses on examining the pedagogical benefits of a Chinese-American virtual exchange as mediated by students’ self-reported data. Two Chinese language classes (i.e. one at the elementary level and one at the intermediate level) at a small liberal arts college in the United States and a group of Chinese-speaking English majors at a Chinese university in Shanghai participated in the exchange. Analyses of four sources of qualitative data (i.e. WeChat group cultural discussion transcripts, Skype conversations, reflection journals, and end-of-program interviews) gave rise to four benefits of the exchange: promotion of cultural learning, improvement of Chinese language skills, enhancement of learning motivation, and establishment of a language learning community. Quantitative analyses of the end-of-semester questionnaire items show that the benefit regarding cultural learning, on average, received the highest rating, followed by community building and motivation enhancement, with improvement of Chinese skills being rated the lowest. Moreover, intermediate-level students evaluated all four benefits with higher ratings than elementary-level students. In particular, the two groups’ quantitative evaluations in terms of Chinese skills and motivation differed significantly. However, both groups enthusiastically endorsed the benefits of cultural learning and community building. The pedagogical implications of these results are also discussed.

An editable learner model for text recommendation for language learning

John S. Y. Lee

Abstract Extracurricular reading is important for learning foreign languages. Text recommendation systems typically classify users and documents into levels, and then match users with documents at the same level. Although this approach can be effective, it has two significant shortcomings. First, the levels assume a standard order of language acquisition and cannot be personalized to the users’ learning patterns. Second, recommendation decisions are not transparent because the leveling algorithms can be difficult for users to interpret. We propose a novel method for text recommendation that addresses these two issues. To enhance personalization, an open, editable learner model estimates user knowledge of each word in the foreign language. The documents are ranked by new-word density (NWD) – that is, the percentage of words that are new to the user in the document. The system then recommends documents according to a user-specified target NWD. This design offers complete transparency as users can scrutinize recommendations by reviewing the NWD estimation of the learner model. This article describes an implementation of this method in a mobile app for learners of Chinese as a foreign language. Evaluation results show that users were able to manipulate the learner model and NWD parameters to adjust the difficulty of the recommended documents. In a survey, users reported satisfaction with both the concept and implementation of this text recommendation method.

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

Yan Li, Christoph A. Hafner

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

An investigation of machine translation output quality and the influencing factors of source texts

Sangmin-Michelle Lee

Abstract The use of machine translation (MT) in the academic context has increased in recent years. Hence, language teachers have found it difficult to ignore MT, which has led to some concerns. Among the concerns, its accuracy has become a major factor that shapes language teachers’ pedagogical decision to use MT in their language classrooms. Despite the urgency of the issue, studies on MT output quality in foreign language education remain scarce. Moreover, as MT is advancing every year, updated studies are imperative. Therefore, the present study investigated the quality of MT outputs (Google Translate) from Korean to English by comparing it with the English-translated texts of intermediate English as a foreign language students. The study also examined the factors within the source texts that affect the quality of MT outputs. Five trained evaluators examined multiple aspects of MT output samples (N = 104) and students’ English texts (N = 104), including mechanics, vocabulary, grammar, and context. The results showed that both texts were equally comprehensible, but MT outperformed the students in most aspects under investigation. The study further found that only two factors in the source texts – punctuation and sentence complexity – influenced MT output quality, whereas lexical and grammatical accuracy, lexical diversity, and contextual understanding did not affect it. Based on the results, the study presents classroom implications for using MT for educational purposes.

Developing students’ linguistic and digital literacy skills through the use of multimedia presentations

Baohua Yu, Artem Zadorozhnyy

Abstract With the immense presence of English language video content in the online digital environment and students’ everyday exposure to multimedia content, this project aims to explore how to replace traditional in-class presentation with video presentation within an autonomous learning environment, examine the impact of doing so on the development of English language and digital literacy skills, and develop assessment rubrics at both individual and group levels. The project was conducted as part of an English language course for undergraduate students majoring in English in the context of a higher education institution in Hong Kong. Data were collected through multiple methods: survey questionnaires, open-ended questions, and face-to-face interviews. The results showed that the video production mode of presentation could not only replace traditional in-class presentation but also improve students’ learning autonomy, and language, collaborative, and digital literacy skills. The analysis of videos elucidated how the video production (VPR) group of students use multimodal semiotic resources to design their relationships with viewers while simultaneously adapting their discoursal identities. In addition, the comparison between VPR- and non-VPR-group presentations demonstrates that constructing audio-visual resources in a collaborative environment contributes to a variety of aspects to a higher extent. Implications for foreign language curriculum and instructional design, as well as recommendations for future studies of digitalization of students’ oral assessment tasks, are discussed.

Developing in-service teachers’ pedagogical knowledge of CALL through project-oriented tasks: The case of an online professional development course

Fatemeh Nami

Abstract The growing popularity of online CALL professional development (PD) courses and programs has necessitated a more in-depth look into their design. For so doing, a qualitative case study was carried out to explore how project-based learning (PBL) contributes to six in-service teachers’ CALL PD. Drawing on data obtained from technology-review projects and follow-up discussions, it was observed that the experience of review, reflection, and discussion enhanced participants’ technological knowledge, along with their attention to the affordances and constraints of different tools, their application for materials development or selection, and CALL evaluation. The potential contribution of this study to PD research lies in the account of how inquiry-oriented projects can be defined into the design of a CALL PD. The integration strategies are applicable for online PD attempts across various contexts.

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

往期推荐

今日小编：Kemay

  审     核：心得小蔓

转载&合作请联系