Computer-assisted Language Learning Research Research Articles

Individual differences in computer-assisted language learning research

In the era of rapid technological expansion, the integration of various technologies into the process of second and foreign language (L2) learning and teaching has become pervasive, making computer-assisted language learning (CALL) a well-established field (Golonka et al., 2014). There is now a consensus that individual differences (IDs) significantly influence the process and product of L2 learning (Pawlak, 2020). With a plethora of technology-based options and functionalities, CALL provides learners with a high degree of autonomy (Pawlak et al., 2016), making it an environment that is ripe for capitalizing on learners’ individuality (p. 17). However, despite their critical role, IDs have not garnered the attention they genuinely merit in this context (Pawlak, 2022). To address this issue, Mirosław Pawlak and Mariusz Kruk put together the volume Individual Differences in Computer-Assisted Language Learning Research, providing timely and insightful guidelines for the exploration of IDs in CALL and the broader realm of second language acquisition (SLA) research.

Online and Face-to-Face English as a Foreign Language Proficiency in Morocco: The Case of the Moroccan Baccalaureate Students during the Covid

Due to the outbreak and alarming spread of the Covid-19 pandemic, there has been a recognized need for alternative ICT-based methods like online and blended methods of teaching school topics, English as a Foreign Language (EFL) in particular. It seems that this sudden transition to emergency remote teaching has presented a number of challenges and constraints for EFL practitioners, as well as opportunities throughout all the cycles of the Moroccan education system. In Morocco, EFL learning specifically has become of vital importance. Research on the status of English proficiency and input from an online or distance learning perspective, nonetheless, is scarce and focuses mainly on face-to-face learning and hardly on the impact of online and blended learning on language proficiency in EFL. However, the effectiveness of learning EFL in the Moroccan context - such as English as a foreign language fully online in the Moroccan education system has yet to be uncovered. The principal objective of this paper was to investigate whether learning EFL fully online can be as effective as learning it fully face-to-face. A quantitative methodological approach was adopted. Independent sample t-tests were carried out to compare online and face-to-face learners’ performance in Moroccan secondary schools in a Baccalaureate-level EFL course in the Regional Academies of Casablanca-Settat and Beni-Mellal-Khenifra, Morocco. The key variables ‘age’, ‘gender’, ‘learning outcomes’, ‘the residential environment’, ‘access to Internet’, ‘Net connection availability’ & ‘digital device used’ are controlled. The main findings, wherein the t-value of the seven subtests represented a mean difference of 31,380 in the fully face-to-face group and -17,582 in the fully online group, indicated that online EFL learning in Baccalaureate education cannot be at least as effective as face-to-face EFL learning. This study should, therefore, be of value to language course providers wishing to implement flexible EFL learning and to, broadly speaking, course designers and practitioners and computer-assisted language learning researchers.

Investigating CALL researchers’ strategies to conduct genuine CALL research: a community of practice perspective

Research in computer-assisted language learning (CALL) has turned into a critical way of addressing the interrelationships between L2 pedagogy and technology. This autobiographical narrative inquiry aimed to investigate CALL researchers’ strategies to conduct genuine CALL research (Colpaert, 2020). To that end, the autobiographical narratives of 24 CALL researchers were collected and analyzed using a deductive-inductive thematic analysis. The findings indicated that the researchers addressed the research needs of the CALL community of practice by focusing on contexts and conditions, CALL research streams, future directions, and creating academic knowledge. Moreover, the researchers addressed their CALL research identification through addressing local, global, and real-world audiences for authentic communication topics. Furthermore, to show their competence in their CALL studies, they attempted to review CALL literature comprehensively, cite papers from experienced CALL researchers, use comprehensive research designs, and publish/present CALL research in academic journals/conferences. Additionally, the findings showed that they tried to build relatedness in their studies by citing academic articles and books, using methodologies implemented by experienced CALL researchers, and having research collaboration locally and globally. Finally, CALL researchers attempted to become autonomous in selecting research methods, academic writing styles, and addressing CALL materials and applications in CALL research to show their autonomy in their CALL research. Therefore, it can be concluded that the role of the CALL community of practice is rather critical in leading the types and qualities of the strategies used by CALL researchers.

Teaching and Researching Computer-Assisted Language Learning

The prominence of technology has always been booming since computers generated new lanes for human to make use of high-tech for many different purposes. Utilizing computers for learning goals, among many, is one of the main concerns followed by educational issues in teaching and learning, especially, of a new language. Computer-assisted language learning (CALL) is known as a branch of language studies which focuses on teaching and learning of a new language through applications of computers in language learning contexts. Many books, articles, reviews, and etc. being published regularly consider one or some issues related to the CALL. To this, researchers have tried to introduce or evaluate particular application of CALL in the mentioned field. Cameron (1988, p. 15) reasons that “The fact that there are so many different types of CALL programs in existence illustrates the futility of attempting to define a single set of program principles or structures to fit all situations.” Other subordinate technologies interconnected to the computerized exemplar have arrived the inclined in practice. For example, information communication technology (ICT) “has been integrated within the overall design of the methodology used in the language learning process is a key factor.” (Zhang, 2012, p. 8). Other similar well-intentioned works can be referred to as (Holland & Fisher, 2008; Donaldson & Haggstrom, 2006; Thomas, Reinders, & Warschauer, 2013) which consider discussions of series of actions taken as regards the CALL subject. Beatty’s “teaching and research in computer-assisted language learning” (2010) is considered as one of the most comprehensive books on defining and reorganizing concept of CALL into the language education. The following is a review based on Beatty’s book which is also highly recommended as for reading by the reviewer.

Pedagogical models of concordance use: correlations between concordance user preferences

ABSTRACTOne of the most promising avenues of research in computer-assisted language learning is the potential for language learners to make use of language corpora. However, using a corpus requires use of a corpus tool as an interface, typically a concordancer. How such a tool can be made most accessible to learners is an important issue. Specifically, there have been suggestions that language learners should not be following corpus linguistic patterns of concordance use when using concordancers . As such, it is important to examine the extent to which there are different prototypical orientations to concordance use, orientations that can provide models of use for learners to follow. This paper reports a study that provides empirical evidence of correlations between different classifications of concordance user and concordancing preferences. It derives factor scores from a factor analysis of 181 concordance users and uses a series of MANOVA tests to identify statistically significant differences between these scores for different classifications of the respondents. The main dimensions of these differences are then explored through discriminant function analysis. The analyses reveal correlations between different levels of three of the four criteria users were classified by: frequency of concordance use, language of concordance use and field of concordance use. The results suggest two main models of concordance use marked by different concordancing preferences: analysis type concordance use and reference type concordance use.

Replication research in computer-assisted language learning: Replication of Neri et al. (2008) and Satar & Ӧzdener (2008)

This paper argues that key findings from computer-assisted language learning (CALL) research need to be replicated to permit the construction of a valid and reliable evidence-base which can inform the design of future CALL software and activities, together with language teachers’ decisions about their adoption. Through the critical examination of two key studies, the limitations of much current CALL research with respect to the construction of such an evidence-base are highlighted and approaches to replication which may overcome these limitations are discussed. Like much CALL research, both papers are experimental studies. Key issues raised by the two studies are the need to: (1) conduct replications focused on attributes and affordances which transcend multiple technologies which might be employed in CALL, (2) collect process data to increase the explanatory power of studies, and (3) link CALL research to relevant second language acquisition (SLA) theory and research to increase the explanatory power of studies and integrate the findings from individual studies into the CALL and SLA evidence-base more broadly. Emphasis is also placed on the need to conduct replications with different populations in different settings in order to demonstrate the validity and reliability of current findings.

Multisensory modalities for blending and segmenting among early readers

With the advent of touch-screen interfaces on the tablet computer, multisensory elements in reading instruction have taken on a new dimension. This computer assisted language learning research aimed to determine whether specific technology features of a tablet computer can add to the functionality of multisensory instruction in early reading acquisition. The effects of multisensory elements from the different modalities (letter card and iPad) on bilingual readers' natural abilities to blend and segment non-words were compared. The quasi-experimental post-test study involved 56 high- and low-ability Malay–English Grade 2 students. Multisensory-based materials to build and to break apart non-words in both letter card and iPad modalities were experimented. The results indicated no significant difference in the effect of the multisensory modalities on blending and segmenting tasks. As both conventional letter cards and touch-screen tablet computers produced similar outcomes, the practical implication is that both are equally adequate for providing the multisensory component in multisensory instruction. The writing systems (Malay and English), the type of tasks (blending and segmenting), and extreme groups (high- and low-performing) did not moderate the effects of the multisensory modalities.

Blending technology and face-to-face: Advanced students’ choices

AbstractIt has been suggested that current research in computer-assisted language learning (CALL) should seek to understand the conditions and circumstances that govern students’ use of technology (Steel & Levy, 2013). This paper attempts to identify critical factors accounting for student choices, first, by investigating advanced learners’ reported use as well as their views on the potential of specific technological resources for language learning, and, second, by widening the perspective and surveying students’ ideal learning environments. Learners’ reasons for preferring teacher-fronted classes, blended learning, immersion or technology-mediated settings yield useful information on how students perceive the strengths and weaknesses of interaction/engagement with material (i.e. technological) as well as social (i.e. human) resources, and how the roles of teachers/classes can be conceptualised today.Data was collected via a survey of 175 Austrian university students which included Likert-type ratings and free text responses to open questions. Findings indicate that though the cohort routinely use a wide range of technology tools in their everyday lives and show awareness of the potential of ICT for language learning, a number of barriers exist based on learner beliefs/conceptions and learning aims. Thus the notion that enhancement of communicative competence is intrinsically tied to personal interaction with native speakers means that the potential of communication technologies such as Skype is not fully appreciated. It was further established that though many students are well versed in blending different technological resources in line with the criteria identified, thus displaying the hallmarks of autonomous learners, there was a clear preference for real-life compared to virtual environments.

21st Century Virtual Language Learning Environments (VLLEs)

AbstractLearning a foreign language (L2) has never been more efficiently done than through immersion in the target culture. By comparison, learning in a traditional classroom has proven to lead only to limited proficiency. But traveling to the target country is still inaccessible for many L2 learners. Investing in the tremendous array of technologies that have emerged since the beginning of the 21st century could bring us one step closer. This essay overviews the body of research on Virtual Language Learning Environments (VLLEs), considered as promising venues to approximate the type of naturalistic learning that happens in real‐life immersion. Drawing on research in Computer‐Assisted Language Learning (CALL) and Second Language Acquisition (SLA) theories, this paper intends to provide a clearer picture of what virtuality entails for the L2 learning process, and to offer research‐based suggestions on what to look for to integrate VLLEs in the L2 curriculum.

Call–Non-English L2 Instruction

Research in computer-assisted language learning (CALL) has neither traditionally nor recently had a language or setting-specific emphasis, one that would have established a distinction between second language learning (SLL) as opposed to foreign language learning (FLL) applications in its attempts to answer principled CALL questions. For example the two anthologies of essays, studies, and reports on CALL theory and practice by Smith (1987; 1989), the papers on CALL research compiled by Dunkel (1991b), and the collection of international perspectives edited by Pennington and Stevens (1992) summarize work done in the 1980s and provide directions and guidelines for work to be done in the 1990s with implications for both SLL and FLL. As this continues to be the case in recent CALL research, an FLL emphasis in the chapter of non-English L2 instructional context has been maintained exclusively for the discussion of software; whenever the rationale for the design and implementation of FLL software was based on second language acquisition theory or findings from empirical ESL-oriented CALL investigations, the respective research source was examined and cited.