Computer Assisted Language Learning (Comput Assist Lang Learn )

Publisher: Taylor & Francis

Description

Distance learning and learning by computers are prevalent these days. Computer Assisted Language Learning puts you in touch with the increasingly interdisciplinary and international research community.

  • Impact factor
    0.92
  • 5-year impact
    0.00
  • Cited half-life
    6.40
  • Immediacy index
    0.00
  • Eigenfactor
    0.00
  • Article influence
    0.00
  • Website
    Computer Assisted Language Learning website
  • Other titles
    Computer assisted language learning (Online)
  • ISSN
    0958-8221
  • OCLC
    42207192
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • 12 month embargo for STM, Behavioural Science and Public Health Journals
    • 18 month embargo for SSH journals
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • Pre-print on authors own website, Institutional or Subject Repository
    • Post-print on authors own website, Institutional or Subject Repository
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • Publisher will deposit to PMC on behalf of NIH authors.
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ yellow

Publications in this journal

  • Computer Assisted Language Learning 01/2015; 15(1).
  • Aubrey Neil Leveridge, Jie Chi Yang
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    ABSTRACT: Instructional support has been widely discussed as a strategy to optimize student-learning experiences. This study examines instructional support within the context of a multimedia language-learning environment, with the predominant focus on learners’ perceptions of captioning support for listening comprehension. The study seeks to answer two questions: (1) do learners’ perceptions regarding dependence on captions match their actual reliance on captioning for listening comprehension? and (2) which learners’ perceptions are most influenced by proficiency: low-intermediate, intermediate, or high-intermediate? A total of 139 students from a high school English course in northern Taiwan, all accustomed to multimedia instruction that includes full captions, completed an English language proficiency test as well as a caption reliance test (CRT), and also provided their perceived degree of reliance on captions for English listening comprehension. The results show that overall perceived reliance was significantly related to actual reliance as assessed by the CRT. However, proficiency was also found to be a mitigating factor in the relationship: while low-intermediate level learners accurately perceived their reliance, no relation was found for either intermediate or high-intermediate learners, indicating that, at these levels, some learners may not accurately judge their reliance on captioning. Accordingly, the study offers pedagogical implications that captioning support, added or removed, based on learner self-reports, may not be inherently beneficial, as perceptions on the reliance of captioning may be inaccurate.
    Computer Assisted Language Learning 11/2014; 27(6).
  • Computer Assisted Language Learning 11/2014; 27(6).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study investigates a computer-assisted pronunciation training (CAPT) technique that combines oral reading with peer review to improve pronunciation of Taiwanese English major students. In addition to traditional in-class instruction, students were given a short passage every week along with a recording of the respective text, read by a native speaker. They practiced at home by listening to the recordings, reading out loud while listening, recording themselves, and comparing their recordings to the native speaker. When satisfied, they posted their own recording to an online discussion board. Every student listened to the recordings of three classmates, supplying feedback through the discussion board. Two control groups received only in-class instruction without the recording and posting assignments. Results show that the integration of the CAPT technique was superior in reducing students’ pronunciation problems compared to only in-class instruction. eprint link: http://www.tandfonline.com/eprint/QR3R6a9PDzFHgsumwjIJ/full
    Computer Assisted Language Learning 10/2014;
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    ABSTRACT: Besides focusing on grammar, writing skills, and web-based language learning, researchers in CALL and second language acquisition have also argued for the importance of promoting higher-order thinking skills in ESL (English as Second Language) and EFL (English as Foreign Language) classrooms. There is solid evidence supporting the effectiveness of teaching analytical skills and critical thinking skills in a language classroom. This article argues that website analysis exercises and related design education might be a possible way to get students involved in constructive writing practices, and for promoting critical thinking. Research evidence supports website design process as a potentially valuable and energizing experience, and a rhetorical exercise in the technical communication classroom. Twenty-eight students participated in this in-class experiment as reported in this article. The six-week experiment involved analyzing websites with open-ended questions, indirectly based on established design guidelines of the web user experience model as developed by Garrett (2011). Accuracy scores suggest that readers did reasonably well with questions on audience analysis and product goals, and showed promise analyzing questions on navigation/information/interface design, with enough indication that with more feedback and structured assessment mechanism, analytical ability of these non-native readers will improve, resulting in superior English text production and improved analytical ability. However, variability in accuracy scores across weeks also indicate that more practice, feedback, and contextual exposure are required for performance improvement.
    Computer Assisted Language Learning 10/2014; 27(5).
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    ABSTRACT: This paper reports on a blended-learning project that aims to develop a web-based library of interpreting practice resources built on the course management system Blackboard for Hong Kong interpretation students to practise outside the classroom. It also evaluates the library's effectiveness for learning, based on a case study that uses it to assist in-class instruction of a first-year undergraduate interpretation course. Future improvements and modification of the library design and contents, and the implications of this case study for course design in blended learning and computer assisted interpreter training are also discussed.
    Computer Assisted Language Learning 10/2014; 27(5).
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    ABSTRACT: This paper reports on the effect of a Moodle-supported strategy instruction on both reading comprehension and strategy use among EFL (English as a Foreign Language) students. Specific reading strategy training was first integrated into a Moodle system, which included reading exercises on problem identification, monitoring comprehension, inferencing, summarizing, transfer, resourcing, and questioning for clarification. The comparison between pre-test and post-test of the experimental group indicated that students had improved their reading comprehension performance after the experimental course was implemented. No significant difference in student reading comprehension performance was found in the control group. Moreover, the learning records were significantly correlated with the post-test of reading comprehension in the experimental group, indicating the positive effect on learning outcome. A questionnaire was also conducted to investigate the students’ perceived learning progress and strategy use. Before the instruction took place, there was no difference in strategy use observed between the experimental and control groups. After the instruction, students in the experimental group employed significantly more reading strategies than the students in the control group, especially in the categories of metacognitive and cognitive strategies. The results demonstrate that Moodle-supported strategy instruction can and will facilitate the EFL students’ overall reading comprehension and strategy use.
    Computer Assisted Language Learning 10/2014; 27(5).
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    ABSTRACT: Animated agents are virtual characters who demonstrate facial expressions, gestures, movements, and speech to facilitate students’ engagement in the learning environment. Our research developed a courseware that supports a XML-based markup language and an authoring tool for teachers to script animated pedagogical agents in teaching materials. The design of the markup language refers to Mayer's segmenting principle that is efficient for assisting a teacher to edit teaching contents into a set of segments and further organize the segments in a given lesson in class. This paper details a case study of applying the proposed courseware for elementary students in English education, and further investigates how the instructional materials scripted using the courseware affect the learning achievement of students. Two groups of participants from an elementary school in Taiwan enrolled in this experiment. The experimental group used animated agent-based instructional materials in their English classroom, whereas the control group participated in a traditional curriculum. Post-test results revealed that the experimental group outperformed the control group. Our experiment demonstrated that the developed courseware provides an opportunity for scripting animated pedagogical agents as appropriate instructional tools in a computer-assisted language learning environment to foster elementary students’ English learning.
    Computer Assisted Language Learning 10/2014; 27(5).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Pronunciation training based on speech production techniques illustrating tongue movements is gaining popularity. However, there is not sufficient evidence that learners can imitate some tongue animation. In this paper, we argue that although controlling tongue movement related to speech is not such an easy task, training with visual feedback improves its control. We investigated human awareness of controlling their tongue body gestures. In a first experiment, participants were asked to perform some tongue movements composed of two sets of gestures. This task was evaluated by observing ultrasound imaging of the tongue recorded during the experiment. No feedback was provided. In a second experiment, a short session of training was added where participants can observe ultrasound imaging in real time of their own tongue movements. The goal was to increase their awareness of their tongue gestures. A pretest and posttest were carried out without any feedback. The results suggest that without a priori knowledge, it is not easy to finely control tongue body gestures. The second experiment showed that we gained in performance after a short training session and this suggests that providing visual feedback, even a short one, improves tongue gesture awareness.
    Computer Assisted Language Learning 10/2014; 27(5).
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    ABSTRACT: This research proposed a situational learning system to help elementary school students practice and improve their English as a foreign language (EFL) writing skills. Students carried out assigned writing tasks using the support of mobile devices in situations deemed to be familiar to the students, such as on the school playground, within classroom facilities, and at lunch. The study recruited 59 sixth-grade students from two separate EFL classes. A class of 28 students was identified as the experimental group, and another class of 31 students was assigned as the control group. The students of the experimental group carried mobile devices to carry out EFL writing assignments within specific and familiar subject environments, stimulating real-life situations or contexts. The results of the experiment indicated a significant difference in learning achievement between the two groups. Students in the experimental group perceived the designed activities to be fun; thus, they were more inclined to maintain interest in situated learning scenarios. Furthermore, based on interviews with participating students from both groups, we found that the activities presented within familiar contexts, and supported by our proposed EFL writing system, inspired students to not only write more sentences, but to describe the target objects clearly and thoroughly.
    Computer Assisted Language Learning 10/2014; 27(5).
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    ABSTRACT: This article attempts to analyse to what extent a distance collaboration project between two groups of university students sharing the same lingua franca (English), but with different course educational objectives can benefit its participants. We build on the knowledge gleaned from previous studies of second language telecollaboration which point to the advantages of such projects with regard to linguistic skills development, enhanced intercultural awareness, motivation and improved teaching skills as well as to constraints such as classroom, socio-institutional and interaction issues. Our article examines to what degree the different aims set up for two groups of English language teacher trainees and the design and implementation of the project influenced the perceptions of each group (Spanish B1 level students focusing on language development and Polish C1 level students concentrating on developing their pedagogical skills with technology) collaborating together to complete tasks using their L2 as a lingua franca. The results indicate that telecollaboration projects for groups with different course objectives offer a number of advantages, but may not benefit all participants to the same extent.
    Computer Assisted Language Learning 04/2014;
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    ABSTRACT: Speaking practice is important for learners of a second language. Computer assisted language learning (CALL) systems can provide attractive opportunities for speaking practice when combined with automatic speech recognition (ASR) technology. In this paper, we present a CALL system that offers spoken practice of word order, an important aspect of Dutch grammar. The system uses ASR technology to process the learner’s responses and to detect errors so that immediate corrective feedback (CF) can be provided on learner errors. We evaluate the system as a learning environment by analyzing proficiency gains in pre- and post-tests, the logs of the practice sessions, and the learners’ appreciation of the system. In this paper, we present two learning conditions: (1) the learners received oral practice and immediate CF on spoken performance and (2) learners received oral practice and NO CF on spoken performance. We found that our system was successful in providing L2 speaking practice. Results show that both groups improve their proficiency on the target feature as a result of treatment. Between the groups there is no significant difference in learning, but the groups proceeded differently through the sessions, and the learners in the group that received automatic CF evaluated the system more positively than the NO CF group. We discuss the performance of the system as an environment for language learning and the obtained proficiency test results, and relate them to current views on second language acquisition. Keywords: second language acquisition; corrective feedback; automatic speech recognition (ASR); CALL
    Computer Assisted Language Learning 03/2014;
  • Computer Assisted Language Learning 03/2014;
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    ABSTRACT: This paper reports on the findings of two qualitative exploratory studies that sought to investigate design features of help options in computer-based L2 listening materials. Informed by principles of participatory design, language learners, software designers, language teachers, and a computer programmer worked collaboratively in a series of design sessions. The participants first evaluated researcher-generated prototypes, designed prototypes for two language proficiencies (beginner and upper intermediate) and iterated designs on both paper and screen. Analysis of the reworked prototypes resulted in five features of help option design: type, location, sequence, click-through, and display. Analyses of the interaction data showed that consensually the participants favored help options that are easy to use, promote learner control, support guidance, and stimulate learning.
    Computer Assisted Language Learning 02/2014;
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    ABSTRACT: This conceptual, interdisciplinary inquiry explores Complex Dynamic Systems as the concept relates to the internal and external environmental factors affecting computer assisted language learning (CALL). Based on the results obtained by de Rosnay [World Futures: The Journal of General Evolution, 67(4/5), 304–315 (2011)], who observed that the systems approach is separate from, and complimentary to, the analytical/experimental model of analysis, the authors use a systems analysis approach to identify a typology of environmental factors that are internal and external to the CALL student, and internal and external to the school. The typology is presented in a CALL ecology model (CEM) along with implications for pedagogy. The authors believe that the systems orientation will become more and more important in the overall understanding of best practices in computer assisted language learning.
    Computer Assisted Language Learning 01/2014; 27(6):560-578..
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    ABSTRACT: In this paper the development of mobile-assisted language learning (MALL) over the past 20 years is reviewed with a particular focus on the pedagogical challenges facing its exploitation. Following a consideration of the definition of mobile learning, the paper describes the dominant mobile technologies upon which MALL applications have been based: MP3 players, personal digital assistants, and mobile phones. It then identifies the prevalent methodological approach that has underlain the great majority of MALL implementations: a behaviorist, teacher-centered, transmission model of instruction. However, though rarely implemented, MALL is equally capable of supporting more innovative constructivist, collaborative, learner-centered instruction, examples of which are examined. Besides being restricted by a pedagogical approach very much out of step with methodologies that have guided foreign language teaching for nearly four decades, MALL has also been constrained by access to technology. In part, this problem has been due to the necessity of acquiring mobile devices for student usage and the costs associated with mobile network and Internet connections. Even more so, the exploitation of mobile devices for language learning has been hampered by a lack of hardware standardization and entrenched operating system incompatibilities. The paper concludes that MALL has yet to realize its full potential and that achieving this aim is more a matter of pedagogy than technology. The financial and technological factors that have impeded the effective exploitation of MALL are likely to be resolved as operating system incompatibilities are overcome by market forces and students as well as teachers acquire suitable mobile devices for their own personal use. The future of MALL lies in the exploitation of the communication and multimedia affordances of mobile devices in ways that support collaborative, task-based learning both within and outside of the classroom.
    Computer Assisted Language Learning 01/2014; 27(4).
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    ABSTRACT: This study examined the influence of morphological instruction in an eye-tracking English vocabulary recognition task. Sixty-eight freshmen enrolled in an English course and received either traditional or morphological instruction for learning English vocabulary. The experimental part of the study was conducted over two-hour class periods for seven weeks. To investigate the effects of morphological instruction on English vocabulary learning, all participants completed an English vocabulary recognition task. Fixation time and path during recognition were recorded with an eye-tracking device. A comparison between the post-test performances of both groups showed that the experimental group obtained a considerably higher score on the target eye-tracking vocabulary test. The results of the eye-tracking record showed that participants who received morphological instruction had longer fixation times on the vocabulary and morpheme areas compared with the group that received traditional instruction. In addition, the experimental group had dense fixation paths on the morpheme areas of vocabulary. These results indicate that participants who received morphological instruction considered the morphemes as inferring references to read and inferred unknown words with greater success.
    Computer Assisted Language Learning 01/2014; 27(4).
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    ABSTRACT: This study investigates the effects of Acoustic Spectrographic Instruction on the production of the English phonological contrast /i/ and / I /. Acoustic Spectrographic Instruction is based on the assumption that physical representations of speech sounds and spectrography allow learners to objectively see and modify those non-accurate features in their oral production which may impede effective communication in the target language. Twenty-six pre-service non-native English teachers, 16 in the experimental group and 10 in the control group, participated in the investigation. During a two-week period, the experimental group received Acoustic Spectrographic Instruction while the control group was exposed to a more traditional pronunciation approach. Production accuracy of the target segments was evaluated by two production tasks and a perceptual identification task. Acoustic measurements from the production tasks show that Acoustic Spectrographic Instruction significantly improved pronunciation of both vowels. Data from perceptual identification also indicate pronunciation improvement of both vowels, particularly for English / I /. Taken together, the results of these three experiments lend support to the use of acoustic features of speech and spectrography in English segmental acquisition.
    Computer Assisted Language Learning 01/2014; 27(3).
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    ABSTRACT: This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators face particular motivational challenges, and often have a lack of training in the use of technology for teaching. We applied a self-efficacy theory of motivation to understand the extent to which tutors felt confident and capable about open practice, and whether they perceived development benefits. On the whole our findings suggest that open practice may be an effective vehicle for professional development, for enhancing knowledge of technology in teaching and for alleviating some specific motivational barriers faced by language educators. However, they also revealed significant issues which challenge tutors’ likelihood of continuing with open practice, which would need to be addressed for the benefits of open working to be fully realised.
    Computer Assisted Language Learning 01/2014; 27(2).