Use of Computer Technology for Writing Consultations

This chapter investigates the use of computer technology for writing consultations from the tutors' perspective. Tutors' opinions of the hybrid (i.e., a combination of face-to-face and virtual consultations) and the virtual consultation modes in an English writing enhancement service in a university in Hong Kong were collected. Questionnaires were administered to 10 tutors who had used the two consultation modes. It was found that the majority of the tutors were in favor of the two modes, and that they appreciated the benefits of online writing consultations and the text-only consultation platform design. However, they also expressed reservations about replacing the traditional face-to-face writing consultations with computers, because they could not see much increase in tutee-tutor interactions via the two consultation modes. In light of their opinions, recommendations are made to improve the text-only consultation platform and to develop tutors' professional knowledge and pedagogies for online writing consultations.

Using Skype to Focus on Form in Japanese Telecollaboration

This chapter examines the effects of lexical categories on Focus on Form (FonF) and the use of multimodal features of Skype for preemptive and reactive Language-Related Episodes (LREs) in a task-based language exchange via Skype (i.e. telecollaboration). Twelve pairs of Japanese-as-a-foreign-language learners and native speakers of Japanese engaged in two decision-making tasks. Each task prompt included target vocabulary of different lexical categories (nouns or onomatopoeia) that participants had to negotiate for task completion. The quantitative analysis of oral interaction revealed a significant effect of lexical categories on the total number and linguistic focus (i.e. morphological, lexical, and phonological items) of preemptive LREs, as well as the correction method, linguistic focus, and the uptake rate of reactive LREs. The analysis of multimodal interaction revealed that participants often used text chat, images, and webcams to carry out telecollaborative interaction and that the lexical categories affected which of these multimodal features of Skype are used for FonF.

Enhancing Grammatical Accuracy and Linguistic Fluency

This chapter introduces a new paradigm of Web-based language learning, experimental Computer-Assisted Language Learning (eCALL) and its application in ESL and EFL grammar instruction. eCALL methods provide online training that complements classroom practice, while integrating second language acquisition theories and models. The authors introduce an eCALL tutor that teaches the correct use of the English article system. The authors examined the effectiveness of the tutor in an experimental study with 78 Chinese intermediate-advanced EFL learners. The tutor incorporated Bayesian knowledge tracing and provided individualized and adaptive training of English article usage. Learners' performance was measured by accuracy and response time. The results show that the tutor led to significant learning gains after three hours of tutor training, with gains retained two weeks later. The robust learning effects were documented by a significant improvement in accuracy and fluency of using the article.

Investigating Optimal Computer-Mediated Cultural Instruction to Foster Intercultural Sensitivity in Online Peer Discussions

Online classroom discussions in response to instruction about native speakers' cultural perspectives can foster learners' intercultural understanding (McBride & Wildner-Bassett, 2008). However, Garrett-Rucks (2013) found that varying the format of the cultural instruction prior to learners' online discussions can change learning outcomes. This chapter builds on Garrett-Rucks' previous finding—that native speaker informant videos promoted learners' intercultural sensitivity more than the combined use of authentic texts and explicit cultural instruction—by investigating the use of authentic texts in the absence of explicit cultural instruction. Specifically, the present study examines the ways in which 13 language learners enrolled in a Midwestern introductory French class in the United States (US) collectively mediated NS perspectives toward family practices presented in French informant videos compared to authentic texts in online peer discussions. A content analysis of the discussion transcripts detected collective shifts in learners' intercultural sensitivity—shifts from ethnorelative and ethnocentric stages of Bennett's (1993) Developmental Model of Intercultural Sensitivity—reflected in participants' postings. Findings from the analysis contribute to an understanding of ways to maximize learners' development of intercultural sensitivity in online peer discussions with optimal uses of computer-mediated cultural instruction outside of classroom instruction time.

Using Turnitin to Support Students' Understanding of Textual Borrowing in Academic Writing

Concerns about plagiarism are salient for the academic writing of second language (L2) writers of English, who face several challenges while learning academic discourse and proper citation conventions. Effective instruction is crucial in helping them learn to avoid plagiarism and borrow from sources appropriately. In this chapter, the authors present a case study of an English as a Second Language (ESL) composition class at a Midwestern university in the United States. This study is framed by a social view of learning that draws from Lave and Wenger's (1991) notion of a community of practice. Data included weekly classroom observations, interviews at the beginning, middle, and end of the 10-week academic term, surveys, and student participants' online blogs. Findings illustrate how Turnitin, an Internet-based matched-text detection program, was used to support academic writing instruction and help socialize learners into an American academic discourse community.

(Dis)Engagement in Internet Linguistic Practices among Sojourners in China

This chapter reports on a longitudinal study that investigates two American students' engagement in a local Social-Networking Site (SNS), Weibo, at a study abroad program in China. SNSs are often thought to hold great potential for L2 teaching. However, engagement in SNS activities not only requires cultural orientation towards social media but also knowledge about how to communicate on SNSs. Drawing from language socialization and community of practice frameworks, this chapter examines how two American students participated in networking activities on Weibo and to what extent they engaged in the use of Chinese Internet Language (CIL). The findings show that the incorporation of the local SNS in instruction seemed to help the students become aware of CIL, but their participation in Weibo remained peripheral. In addition, compared to the student who did home stay, the student living in the dorm seemed to have more opportunities to be socialized into CIL.

Vocabulary CALL for Young ESL/EFL Learners

This chapter presents a systematic review of empirical research on vocabulary CALL for primary and secondary learners of English as a foreign or second language published between 2004 and 2013. Twenty-two studies were identified, the majority of which focused on the use of multimedia to communicate the meaning of lexical items and mobile devices to provide “anytime anywhere” vocabulary training, and found a beneficial impact of the use of technology on vocabulary learning. However, while some of the studies provided a theoretically grounded rationale for their choice of technology, the design of some of the studies was found to limit their usefulness in terms of furthering our understanding of Second Language Acquisition (SLA) and building up an evidence base to inform the design of future vocabulary CALL. The chapter concludes by highlighting examples of studies that were found to contribute to furthering our understanding of CALL and SLA.

Computer-Assisted Character Learning Using Animation and Visual Chunking

This chapter examines the effects of computerized stroke order animation and visual chunking on character recognition and production. Through two experiments, the authors found that both computer-assisted presentation methods were effective, and their impact was comparable to or surpassed the traditional way of character learning through reading and writing. Specifically, animation was comparable to writing and more effective than reading in facilitating form recognition. Visual chunking produced better results in character production than writing when characters were presented in radical-based groups.

Offline Peer Dialogue in Asynchronous Computer-Mediated Communication Activities for L2 Teacher Development

Recent studies in second language (L2) teacher education (L2TE) emphasize the sociohistorical and contextual dimensions of teachers' professional development. In practice, however, teaching practice opportunities, which can help pre-service teachers experience these dimensions, are limited. Innovative technological applications can help address this issue. This chapter proposes a combination of offline and online activities in which pre-service language teachers can engage L2 learners online while augmenting their own learning through offline peer dialogues. Rooted in the sociocultural approach to learning, this chapter presents a case study analyzing the Critical Learning Episodes (CLEs; Kiely & Davis, 2010) found in the peer dialogues of pre-service teachers during their online engagement with L2 learners abroad. The findings suggest that offline peer dialogue serves as an advanced type of reflection-in-practice (Schön, 1983, 1987), utilizing text mediation, a method that assists student teachers to co-construct the situated knowledge and skills that are holistic in nature (thus requiring multiple perspectives) and purportedly crucial for L2 teaching.

Innovative Wiki Ways

Wiki-based collaborative writing has been increasingly implemented in second language classes. This chapter illustrates two small group writing projects conducted via Wikispaces (http://www.wikispaces.com/) and explicates how the distinctive wiki functions (i.e., “Discussion,” “Comments,” “Edit,” and “History”) mediate collaborative writing processes in the EFL and ESL contexts. The results reveal that wiki “Discussion” and “Comments” enabled the students to engage in the negotiation of writing tasks, as reflected in content discussion, task management, technical communication, language negotiation, and social talk. Transparency of wiki “History” records motivates students to be actively involved with recursive writing processes through multiple rounds of writing and revising using “Edit,” namely addition, deletion, reordering, rephrasing, and correction. The affordances of other wiki modules such as “Projects” and “Writing resources” are reported. The results within the EFL and ESL settings are also briefly compared to illustrate how the wiki tool is used by particular groups of English language learners. This chapter supports wiki small group writing as an innovative way to engage students in collaboration and learning during collaborative writing tasks in both EFL and ESL learning contexts.