Corpus-Informed Pedagogy in a Language Course

Data-Driven Learning (DDL), or a corpus-based method of language teaching and learning, has been developing rapidly since the turn of the century and has been shown to be effective and efficient. Nevertheless, DDL is still not widely used in regular classrooms for a number of reasons. One of them is that few workable pedagogical frameworks have been suggested for integrating DDL into language courses and curricula. This chapter describes an exemplar of a practical application of such a pedagogical framework to a high-intermediate university-level German as a foreign language course with a significant DDL component. The Design-Based Research approach is used as the main methodological framework. The chapter concludes with a discussion of wider pedagogical implications.

Using a Chatbot, Replika, to Practice Writing Through Conversations in L2 English

This chapter explores university students' views of Replika, an English chatbot. Students in a department of health administration at a state university in Turkey used Replika to complete different tasks over 7 weeks. At the end of the study, semi-structured interviews were conducted with 10 randomly selected students. They liked using Replika and found the software useful. The participants underscored the importance of receiving an immediate response to what they wrote on their mobile devices and added that they edited their sentences when Replika could not understand the message they were trying to convey.

First-Year Japanese Learners' Perceptions of Computerised vs. Face-to-Face Oral Testing

This chapter explores the effectiveness of computerised oral testing on Japanese learners' test experiences and associated affective factors in a Japanese program at the Australian tertiary level. The study investigates (1) Japanese beginners' attitudes towards the feasibility of utilising a computer-generated program vs. a tutor-fronted oral interview to assess their oral proficiency, and (2) the challenges and implications of computerised oral testing vis-à-vis Japanese beginners. It presents the initial findings of the qualitatively analysed data collected from student responses to open-ended survey questions and follow-up semi-structured interviews. A thematic analysis approach was employed to examine student perceptions of the two different test settings and their effects on students' oral performance in relation to test anxiety. Despite the fact that computerised oral testing was overall perceived to be beneficial for streamlining the test process and reducing learners' test anxiety, the findings also identified its limitations.

Students' Perceptions Toward an International Telecollaboration Project Through an Engineering-Themed Online Simulation in a Language-Learning Setting

This chapter investigates student perceptions toward an international collaboration that involved an online role-play simulation, Engineers Without Borders (EWB). Forty-two undergraduate students enrolled in an engineering course at a university in the United States were paired with 56 engineering students based at a university in Spain. The simulation was designed and developed not only to foster problem-solving skills, but also to provide opportunities for participants to develop communication skills, teamwork, and professionalism. The simulation also provided opportunities for EFL students to communicate in English and develop their intercultural skills through the use of a variety of electronic collaboration tools. This chapter reports on participant feedback and highlights the benefits of the computer-based nature of the telecollaboration.

Promoting Interpersonal and Intercultural Communication With Flipgrid

The chapter reports a Spanish-American intercultural exchange through which L2 learners used asynchronous video discussions to exchange cross-cultural perspectives. The study involved 37 university students who carried out CMC tasks over a 14-week period. Using quantitative and qualitative data collection, the study explored the affordances and challenges of using asynchronous video discussions for intercultural learning. Findings revealed that students demonstrated interpersonal communication skills and strategies to interact with their distant partners, and gained intercultural competence. The study suggests that a personal commitment to the online exchange is essential to maximize the potential of asynchronous CMC to promote active interaction. The study concludes with pedagogical implications for practitioners interested in implementing virtual exchange projects using video discussions to develop learners' interpersonal and intercultural communicative competence.

Considerations for Future Technology Development Based on EFL Teachers' Integration of Technology

Technology-enhance language learning (TELL) continues to grow in use within language classrooms. However, a number of hurdles still remain when it comes to the effective integration of technology for skill-specific language learning, such as a lack of training and an overabundance of tools to choose from. This chapter identifies and describes three major hurdles that still plague effective TELL practices. Authors describe 2 current efforts to overcome these hurdles: a Global Online Course (GOC) on effective educational technology integration, and a year-long comparative case study on the GOC that explores the trainees' perceptions of educational technology. The chapter presents potential avenues for overcoming the above hurdles based on insights gained from four teachers of the GOC, as well as the trainees' perceptions and integration of educational technology in the language classroom.

Intelligent CALL

This chapter shows readers the importance and application of pattern matching in learning languages; specifically, the application of natural language processing to address specific problems of Japanese learners of English at a public university. The chapter introduces the concepts of patterns, detection, and detection methods. The author turns to the pedagogic application of pattern matching, first discussing the relevant theory, then describing hacks developed by language teachers and learners. The final section describes and evaluates iCALL tools developed at the University of Aizu, including a mobile app and the Pronunciation Scaffolder, a real-time presentation script annotator.

Using Digital Storytelling to Handle Second Language Writing Anxiety and Attitudes

Digital storytelling (DST) is an innovative outgrowth of traditional learning/teaching through stories and has gained vast popularity in language classrooms thanks to findings indicating positive impacts on the four major skills. This chapter investigates the influence of DST (i.e., the independent variable) on English as a foreign language (L2) learners' writing anxiety and attitudes (i.e., the dependent variables). Moreover, it examines if engagement in DST affected L2 writing errors. This chapter reports on the findings of a quasi-experimental study that elicited quantitative and qualitative data collected from pre- and post-study questionnaires and learner-created stories. The discussion documents that DST compared to traditional print-based stories reduced L2 writing anxiety while it fostered positive attitudes towards L2 writing. Analysis revealed fewer errors in stories written by a DST group compared to a comparison group over the course of the study period. Accordingly, this chapter proposes practical applications for the integration of DST into L2 writing classes.

Foreign Language Learning Through Instagram

This chapter explores the use of a flipped learning approach through the application Instagram in an English as Foreign Language (EFL) class. A case study involving 53 participants at a high school is presented. A mixed methods approach using quantitative and qualitative information is carried out where 4 different data collection instruments collected information about students' perceptions of the flipped learning model as well as the use of Instagram. Findings emphasized the app and the flipped learning methodology as motivational and useful elements to develop language learning processes. However, learner feedback indicated that the flipped learning model used in this research was not viewed as superior to traditional lecture-based instruction. This chapter concludes with a discussion of the implications of implementing flipped learning models that utilize mobile devices in EFL education.

Investigating Learner Autonomy and 21st Century Skills in Blended Tech-Enhanced Language Learning

This chapter reports on a study that examines learners' beliefs towards technology use with specific focus on the development of learner autonomy in a blended context within a post-secondary English for academic purposes (EAP) program. The growth of post-secondary EAP programs along with the researchers' awareness and interest in leveraging technological tools in support of student-centered learning motivated this research. Findings reveal students' overall positive attitude towards technology use and adoption of some 21st century skills in learning English. When innovative pedagogical methods are supported by intervention in learning, a heightened critical awareness and movement towards learner autonomy was observed among students through fostering of some 21st century competencies. The chapter concludes with recommendations for teacher education in tech-enhanced pedagogy, teacher-intervention in educating students about the rationale for technology use, leveraging students' digital resources and ongoing critical and reflective teaching practices.