刊讯｜SSCI 期刊 ReCALL 第3期

ReCALL‍‍

Volume 34, Issue 3, September 2022

ReCALL（SSCI一区，2021 IF：4.235）2022年第3期共刊发研究性论文6篇。研究论文涉及基于科技的学习模型、计量分析、计算机辅助语言学习、二语口语学习、线上辅导、多模态、眼动追踪等。（2022年已更完）

往期推荐：

刊讯｜SSCI 期刊 ReCALL 2022年第2期

刊讯｜SSCI 期刊 ReCALL 2022年第1期

目录

RESEARCH ARTICLES

■ Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking, by Marco Cappellini, Yu-Yin Hsu, Pages 255-273.

■ The effects of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology, by Marwa F. Hafour, Pages 274-290.

■ Exploring global online course participants’ interactions: Value of high-level engagement, by Haeyun Jin, Yasin Karatay, Fatemeh Bordbarjavidi, Junghun Yang, Timothy Kochem, Ananda Astrini Muhammad, Volker Hegelheimer, Pages 291-308.

■ Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000–2019, by Rui Li, Pages 309-326.

■ Implementation of an AI chatbot as an English conversation partner in EFL speaking classes, by Hyejin Yang, Heyoung Kim, Jang Ho Lee, Dongkwang Shin, Pages 327-343.

■ Learner and teacher perspectives on robot-led L2 conversation practice, by Olov Engwall, José Lopes, Ronald Cumbal, Gustav Berndtson, Ruben Lindström, Patrik Ekman, Eric Hartmanis, Emelie Jin, Ella Johnston, Gara Tahir, Michael Mekonnen, Pages 344-359.

摘要

Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking

Marco Cappellini, Aix-Marseille University, Laboratoire Parole & Langage UMR 7309 CNRS, France

Yu-Yin Hsu, The Hong Kong Polytechnic University, Hong Kong, China 

Abstract Drawing on existing research with a holistic stance toward multimodal meaning-making, this paper takes an analytic approach to integrating eye-tracking data to study the perception and use of multimodality by teachers and learners. To illustrate this approach, we analyse two webconference tutoring sessions from a telecollaborative project involving pre-service teachers and learners of Mandarin Chinese. The tutoring sessions were recorded and transcribed multimodally, and our analysis of two types of conversational side sequences shows that the integration of eye-tracking data into an ecological approach provides richer results. Specifically, our proposed approach provided a window on the participants’ cognitive management of graphic and visual affordances during interaction and uncovered episodes of joint attention.

Key words: webconferencing, online tutoring, telecollaboration, eye tracking, affordances, multimodality

The effects of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology

Marwa F. Hafour, Tanta University, Egypt

Abstract Owing to the anytime-anywhere-anyhow nature of mobile learning, together with the ubiquity of affordably priced mobile phones, learning has become a mobigital practice, as termed by Şad and Göktaş (2014). Consequently, language teaching/learning is gradually shifting from computer-assisted language learning to mobile-assisted language learning (MALL). In response, the current study examined the impact of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology (MT). For this purpose, two groups of preservice (N = 33) and in-service (N = 31) EFL teachers were randomly selected and exposed to MALL training. The pretest-posttest experimental mixed-methods design was used as a framework for collecting and analyzing both quantitative and qualitative data (using closed- and open-ended-question surveys). Quantitative results revealed that both preservice and in-service teachers had similar perceptions of MT before and after training. The only exception is that, after training, in-service teachers were more interested in MT than preservice teachers. However, both groups demonstrated an overall (and subfactor) improvement in their perceptions after MT training, except for their perceived ease of use. In-service teachers’ use also improved after training and, due to the yielded positive correlation, their perceptions were a significant predictor of use. Qualitative findings showed that in-service teachers used MT more in listening and speaking (for synchronous communication) than in reading and writing, selecting social media and translation apps as the least useful ones. Moreover, they regarded technical and digital literacy problems as the ones most challenging to the use of MT.

Key words: CALL, MALL, EFL, preservice/in-service teachers, perceptions

Exploring global online course participants’ interactions: Value of high-level engagement

Haeyun Jin, Iowa State University, United States

Yasin Karatay, Iowa State University, United States

Fatemeh Bordbarjavidi, Iowa State University, United States

Junghun Yang, Iowa State University, United States

Timothy Kochem, Iowa State University, United States

Ananda Astrini Muhammad, Iowa State University, United States

Volker Hegelheimer, Iowa State University, United States

Abstract Participation in online courses has become essential for training language professionals in under-resourced contexts with skills in computer-assisted language learning (CALL) (Godwin-Jones, 2014). Most online CALL courses use asynchronous computer-mediated communication (ACMC) to facilitate meaningful learning for participants. Although participants’ sustained engagement with ACMC is the target, global realities of participants interfere with their participation levels. This article investigates participants’ engagement profiles in asynchronous online discussions in an 8-week CALL-based global online course developed and implemented by a team at Iowa State University. Using a case study approach, nine focal participants’ engagement profiles have been analyzed in terms of identifying patterns of engagement in the discussion posts and their relation to the types of discussion prompts. Then, social network analysis (SNA) and thematic analysis were employed to investigate patterns of interaction among the participants in the replies. The results indicated that engagement patterns observed in discussion posts overall aligned with the primary goals of prompt types. SNA further identified two participants as social mediators to connect participants with each other. These findings are significant in that they suggest the effectiveness of using ACMC to promote co-construction of knowledge for a global audience. This article also provides implications regarding the design of discussion prompts to help maximize participant engagement with course content.

Key words: teacher education, CALL, engagement, social network analysis, ACMC

Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000–2019

Rui Li, Hunan University, China 

Abstract This study aims to synthesize research trends of blended language learning studies over the past two decades, from 2000 to 2019. Data were collected from the Web of Science, and a total of 60 SSCI-indexed journal articles were retrieved for bibliometric synthesis. Drawing on the revised technology-based learning model, participants, learning strategies, research methods, research foci, adopted technologies, and application effectiveness, advantages, and challenges were addressed. The findings demonstrated that publications were increasing rapidly, and that most articles were published in computer-assisted language learning, educational technology, and applied linguistic journals. The most common target language was English as a foreign language, and the most common learners were college students. In most studies, technologies were mainly used for the purposes of practice or exercises. Mixed, quantitative, and qualitative methods were frequently adopted, with a particular eye on the experiment design, questionnaires, and other specific methods in the second decade. Productive language skills, along with autonomy, satisfaction, and motivation, were major research foci. Language management systems and computer and web-based applications were frequently adopted technologies. Findings of application effectiveness, advantages, and challenges were summarized.

Key words: blended language learning, technology-based learning model, bibliometric analysis, CALL

Implementation of an AI chatbot as an English conversation partner in EFL speaking classes

Hyejin Yang, Chung-Ang University, Republic of Korea 

Heyoung Kim, Chung-Ang University, Republic of Korea 

Jang Ho Lee, Chung-Ang University, Republic of Korea 

Dongkwang Shin, Gwangju National University of Education, Republic of Korea 

Abstract With the growth of chatbots, concerns about implementing artificial intelligence (AI) chatbots in educational settings have consistently arisen, especially for the purpose of language learning. This study introduced a task-based voice chatbot called “Ellie”, newly developed by the researchers, and examined the appropriateness of its task design and performance as an English conversation partner and students’ perceptions on using it in EFL class. Korean EFL learners (N = 314) aged 10–15 years performed three speaking tasks with Ellie in their school classroom. The participants took 9.63 turns per session on average using the first 1,000-word band, indicating that the chatbot highly encouraged students to engage in conversation, which rarely occurs in general EFL classes in Korea. The high task success rates (88.3%) showed the design appropriateness of both L2 tasks and operational intents in terms of users’ successful understanding and completeness of the given chatbot tasks. The participants’ responses to the survey not only supported the positive potential of the chatbot in EFL settings but also revealed limitations to be resolved. Future suggestions for advancing and implementing AI chatbots in EFL classrooms are discussed.

Key words: artificial intelligence, English as a foreign language, voice chatbot, speaking tasks, second language learning chatbot

Learner and teacher perspectives on robot-led L2 conversation practice

Olov Engwall, KTH Royal Institute of Technology, Sweden

José Lopes, Heriot-Watt University, Edinburgh, United Kingdom 

Ronald Cumbal, KTH Royal Institute of Technology, Sweden

Gustav Berndtson, KTH Royal Institute of Technology, Sweden

Ruben Lindström, KTH Royal Institute of Technology, Sweden

Patrik Ekman, KTH Royal Institute of Technology, Sweden

Eric Hartmanis, KTH Royal Institute of Technology, Sweden

Emelie Jin, KTH Royal Institute of Technology, Sweden

Ella Johnston, KTH Royal Institute of Technology, Sweden

Gara Tahir, KTH Royal Institute of Technology, Sweden

Michael Mekonnen, KTH Royal Institute of Technology, Sweden

Abstract This article focuses on designing and evaluating conversation practice in a second language (L2) with a robot that employs human spoken and non-verbal interaction strategies. Based on an analysis of previous work and semi-structured interviews with L2 learners and teachers, recommendations for robot-led conversation practice for adult learners at intermediate level are first defined, focused on language learning, on the social context, on the conversational structure and on verbal and visual aspects of the robot moderation. Guided by these recommendations, an experiment is set up, in which 12 pairs of L2 learners of Swedish interact with a robot in short social conversations. These robot–learner interactions are evaluated through post-session interviews with the learners, teachers’ ratings of the robot’s behaviour and analyses of the video-recorded conversations, resulting in a set of guidelines for robot-led conversation practice: (1) societal and personal topics increase the practice’s meaningfulness for learners; (2) strategies and methods for providing corrective feedback during conversation practice need to be explored further; (3) learners should be encouraged to support each other if the robot has difficulties adapting to their linguistic level; (4) the robot should establish a social relationship by contributing with its own story, remembering the participants’ input, and making use of non-verbal communication signals; and (5) improvements are required regarding naturalness and intelligibility of text-to-speech synthesis, in particular its speed, if it is to be used for conversations with L2 learners.

Key words: educational robots, conversation practice, L2 speaking, multiparty interaction

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. Typical subjects for submissions include foreign or second language learning and development in technology-enhanced learning environments; theoretical debate and practical applications at developmental stage; evaluative studies of the potential of technological advances in the delivery of language learning materials and enactment of language learning activities; and discussions of policy and strategy at institutional and discipline levels. From 2021 ReCALL is published online only.

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 的既定目标，即鼓励使用技术进行语言和文化的学习和教学，尤其是促进和传播与 CALL 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、数字素养、计算机介导的交流、学习分析、第二语言习得和教育科学。该期刊发表关于实证研究（定量、定性或混合方法）的研究文章，提供严格的元分析或其他综合或调查，以及有助于理论、认识论或方法论的辩论。提交论文的典型主题包括外语或第二语言学习和技术增强学习环境中的发展；二语发展阶段的理论争论和实际应用；对语言学习材料的提供和语言学习活动的实施的技术进步潜力的评估研究；机构和学科层面的政策和战略讨论。从 2021 年起，ReCALL 仅在线出版。

官网地址：

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

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