- Cyprus University of Technology
Lanhuage Centre
PO Box 50329, 3036 Limassol
Cyprus - +357 99795209
Jack Burston
Cyprus University of Technology, Language Centre, Faculty Member
- Jack Burston holds the position of Honorary Research Fellow in the Language Centre of the Cyprus University of Techno... moreJack Burston holds the position of Honorary Research Fellow in the Language Centre of the Cyprus University of Technology. He is a language-teaching specialist with a formal background in theoretical and applied linguistics, second language acquisition and testing. His current research is focused on Mobile-Assisted Language Learning (MALL) and advanced-level foreign language instruction. Jack is a current member of the Editorial Board of the ReCALL Journal, Language Learningedit
Cet article concerne l’influence de l’orthographe de la langue a acquerir d’une part et d’autre part celle de langues deja connues, sur la prononciation d’apprenants d’une nouvelle langue etrangere. Nous examinons ce phenomene chez des... more
Cet article concerne l’influence de l’orthographe de la langue a acquerir d’une part et d’autre part celle de langues deja connues, sur la prononciation d’apprenants d’une nouvelle langue etrangere. Nous examinons ce phenomene chez des etudiants chypriotes hellenophones faux-debutants en francais langue etrangere (FLE). Nous rappelons d’abord les resultats de la recherche qui a deja ete faite sur la relation graphie-phonie dans l’acquisition de la phonologie des langues etrangeres. Apres des considerations methodologiques (situation linguistique et educative a Chypre, participants au projet et collecte des donnees), nous decrivons et discutons les types d’interferences que nous avons observees dans notre corpus : interferences intra-linguistiques de l’orthographe du francais (L3) sur la prononciation des apprenants ; transferts negatifs de la graphie de la premiere langue (L1, grec) et de la graphie de la seconde langue (L2, anglais) qui provoquent des prononciations non-...
Research Interests: Philosophy and Humanities
Retour à" Remise de peine": L'imparfait, un toncal à faible marquage Monique MONVILLE-BURSTON Jack BURSTON Temple University, Philadelphie 1. Introduction1 Comme le montre bien la rétrospective des théories du temps verbal... more
Retour à" Remise de peine": L'imparfait, un toncal à faible marquage Monique MONVILLE-BURSTON Jack BURSTON Temple University, Philadelphie 1. Introduction1 Comme le montre bien la rétrospective des théories du temps verbal présentée dans Moeschler (1998), l'intérêt porté à la ...
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Research Interests: Computer Science, Education, Humanities, Language Acquisition, Mobile Learning, and 12 moreAnnotation, Language Learning, Foreign Language, Languages and Literature, Language Culture and Communication, Native Language, Technology Enhanced Language Learning, MALL, Technology for Language Learning, Technology In Second Language Learning, Ubiquitous Technology, and project implementation
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As instructional technology becomes more integrated into the foreign language curriculum language teachers are increasingly being called upon to make software acquisition decisions. However, not all teachers have the knowledge or... more
As instructional technology becomes more integrated into the foreign language curriculum language teachers are increasingly being called upon to make software acquisition decisions. However, not all teachers have the knowledge or experience to make decisions of this kind. This article provides guidance about making such decisions by (a) identifying sources of foreign language software, including specialist vendors, textbook publishers, software retails, and university language resource centers; (b) indicating sources of foreign language software reviews, including journals and other sources; and (c) outlining essential procedures of software evaluation.
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Retour à" Remise de peine": L'imparfait, un toncal à faible marquage Monique MONVILLE-BURSTON Jack BURSTON Temple University, Philadelphie 1. Introduction1 Comme le montre bien la rétrospective des théories du temps verbal... more
Retour à" Remise de peine": L'imparfait, un toncal à faible marquage Monique MONVILLE-BURSTON Jack BURSTON Temple University, Philadelphie 1. Introduction1 Comme le montre bien la rétrospective des théories du temps verbal présentée dans Moeschler (1998), l'intérêt porté à la ...
Page 1. Linguistics, special issue: 159-172. © Mouton Publishers, 1978. ANOTHER LOOK AT FRENCH PERSONAL PRONOUNS: A JAKOBSONIAN DISTINCTIVE FEATURE SEMANTIC ANALYSIS JACK L. BURSTON I. INTRODUCTION ...
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This article investigates the morphosyntactic accuracy of second year examination compositions written by advanced level students of French. The study provides a detailed error analysis of 212 compositions done on the basis of an error... more
This article investigates the morphosyntactic accuracy of second year examination compositions written by advanced level students of French. The study provides a detailed error analysis of 212 compositions done on the basis of an error classification system consisting of twenty-two linguistic categories. The findings derived from this data highlight areas where students’ linguistic competence is at its weakest, and the rate of progress made by students from one semester to another. More specifically, they present the problem of linguistic accuracy, or rather lack thereof, as widespread, deeply engrained, and worthy of serious attention. The outcome of this investigation leads to a discussion of practical and theoretical explanations for our students’ lack of morphosyntactic accuracy and to a consideration of ways of reducing orthographic and grammatical imprecision. The effectiveness of focus on form is examined, with particular reference to processing instruction linked to the classroom use of the French grammar checker Le Correcteur 101.
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CALL has been promoted for nearly 30 years essentially on the basis, not of fact, but of the myth, that it demonstrably produces positive language learning outcomes. In reality, there is no reliable evidence to support such claims. If the... more
CALL has been promoted for nearly 30 years essentially on the basis, not of fact, but of the myth, that it demonstrably produces positive language learning outcomes. In reality, there is no reliable evidence to support such claims. If the effectiveness of CALL is to move beyond the stage of myth to that of demonstrably “certified” fact, development in the field needs a clear theoretical base from which to operate. SLA theory can provide insights and help ensure that we are at least asking the right questions. Likewise, it has reliable research methodologies available to properly frame hypotheses and evaluate the results of CALL efforts. No less so, however, SLA theory very much needs the kind of “hard” language learning input which CALL can deliver. Collaboration in the design of CALL programmes offers a valuable means of eliciting linguistic data essential to the testing of SLA hypotheses. Even more importantly for SLA theory construction, the ability of computer-based programmes to unobtrusively track the behaviour of learners, offers a unique “window of observation” on the processes underlying observed performance. Despite much promise, and nearly three decades of efforts by CALL enthusiasts, effective exploitation of educational technology in language teaching remains to be achieved.
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The purpose of this paper is to assess the effect of student contributions to the development of a computer-aided language learning program for French. As part of a scheduled fortnightly summary review session, students are directly... more
The purpose of this paper is to assess the effect of student contributions to the development of a computer-aided language learning program for French. As part of a scheduled fortnightly summary review session, students are directly involved in an evaluation of the effectiveness of the grammar presentations and error response handling in the lessons. Detailed student feedback on the operation of the French CALL programs is analyzed relative to its effect upon such factors as the perceived usefulness of the program, degree of voluntary student usage and learner strategies in lesson taking.
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With more than 1,200 publications over the past two decades, experimental mobile-assisted language learning (MALL) studies targeting second/foreign language (L2) acquisition outcomes are certainly not lacking in quantity. Their research... more
With more than 1,200 publications over the past two decades, experimental mobile-assisted language learning (MALL) studies targeting second/foreign language (L2) acquisition outcomes are certainly not lacking in quantity. Their research quality, on the other hand, has often been brought into question, most notably with regard to the adequacy of their assessment instruments and statistical analyses. Yet limiting the determination of research quality to the evaluation of testing procedures, and the statistical analysis of the results they produce, ignores the critical relevance of the underlying research parameters that generate the results in the first place. A comprehensive evaluation of quantitative experimental L2 acquisition MALL research quality, encompassing design as well as assessment instruments and statistical analysis, thus remains to be undertaken. The present investigation endeavors to do so based on an extensive compilation of 737 MALL studies published between 2000 and...
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Abstract—MobLang is a Lifelong Learning Project to provide learning resources for minority languages within certain communities in the EU. It applies Mobile Assisted Language Learning (MALL) to support minority and/or lessfrequently used... more
Abstract—MobLang is a Lifelong Learning Project to provide learning resources for minority languages within certain communities in the EU. It applies Mobile Assisted Language Learning (MALL) to support minority and/or lessfrequently used and less-taught European languages. The aim is to promote intercultural dialogue especially in former European conflict regions or regions with many minority groups through promotion of linguistic diversity. In order to develop mobile language courses that end users are satisfied with ...
This chapter offers a comprehensive, up-to-date overview of Mobile-Assisted Language Learning (MALL) studies, from the first in 1994 through 2018, relating to the experimental implementation of mobile-based affordances and applications in... more
This chapter offers a comprehensive, up-to-date overview of Mobile-Assisted Language Learning (MALL) studies, from the first in 1994 through 2018, relating to the experimental implementation of mobile-based affordances and applications in the teaching and learning of languages, L1 as well as L2. It derives from the analysis of over 2000 MALL studies that have appeared in almost 500 distinct journals and presentations in conferences given by nearly 300 different professional organizations, the great majority of both sources being unrelated to language learning and teaching. It provides background information relating to these studies, documents their profoundly atheoretical nature, details their pedagogical features, and assesses their learning outcome effectiveness.
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The aim of this study is to comprehensively evaluate quantitative experimental MALL studies published between 1994 and 2019 that meet minimal conditions of research design and statistical analysis. Starting with a bibliographical database... more
The aim of this study is to comprehensively evaluate quantitative experimental MALL studies published between 1994 and 2019 that meet minimal conditions of research design and statistical analysis. Starting with a bibliographical database of 1144 references to experimental MALL implementations, of which there were 700 objectively substantiated by quantitative experimental language learning outcomes, only 84 experimental MALL studies met the inclusion requirements. Their analysis addresses two critical sets of research questions. Firstly, what are the general characteristics of the selected studies and secondly what are their language learning outcomes in terms of measured effect size. Nine general characteristics are considered: publication source, chronological distribution, country of origin, institutional environment, sample size, intervention duration, targeted language, language learner competence level, learning focus. Effect size was calculated separately for between-group (independent, experimental) and within-group (quasi-experimental) treatment studies. In both cases the overall results were quite large, 0.72 for the former and 1.16 for the latter. An analysis of four critical moderator variables (language learner competence level, language area focus, institutional environment, intervention duration) revealed similarly large effect sizes. Notwithstanding, analysis of the data also confirmed obvious publication bias and a very high level of heterogeneity that frequently approached 100%. The relevance of positive language learning outcome conclusions thus needs to be tempered by these shortcomings.
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The following bibliography is intentionally very broad in nature and includes publications relating to all aspects of Mobile-Assisted Language Learning written in any language and targeting any language, L1 as well as L2. It currently... more
The following bibliography is intentionally very broad in nature and includes publications relating to all aspects of Mobile-Assisted Language Learning written in any language and targeting any language, L1 as well as L2. It currently includes over 3800 entries from all sources: journals, conference proceedings, masters theses, doctoral dissertations and sundry reports and articles. It was compiled largely from other published MALL bibliographies, most notably Burston (2013) and the references in over 70 MALL overviews and meta-analyses. This was complemented by keyword searches of academic databases (e.g., Scopus, SSCI, Science Direct, ProQuest, etc.) and the recursive bibliographical mining of the references within these primary sources. The bibliography is organized, firstly, in chronological order, then alphabetically within each year. Where possible, a hyperlink to the source is also provided. Hyperlinks are indicated by the underlining of the name of the author(s) and are activated by CTRL clicking them. Duplicate studies are identified with the tag [Same as xxx]. To facilitate the comprehension of references written in languages other than English, the titles of these are accompanied by an English translation. These entries are also tagged by an indication of the language in which they are written, e.g., [in Korean].
The following bibliography is intentionally very broad in nature and includes publications relating to all aspects of Mobile-Assisted Language Learning written in any language and targeting any language, L1 as well as L2. It currently... more
The following bibliography is intentionally very broad in nature and includes publications relating to all aspects of Mobile-Assisted Language Learning written in any language and targeting any language, L1 as well as L2. It currently includes over 3800 entries from all sources: journals, conference proceedings, masters theses, doctoral dissertations and sundry reports and articles. It was compiled largely from other published MALL bibliographies, most notably Burston (2013) and the references in over 70 MALL overviews and meta-analyses. This was complemented by keyword searches of academic databases (e.g., Scopus, SSCI, Science Direct, ProQuest, etc.) and the recursive bibliographical mining of the references within these primary sources.
The bibliography is organized, firstly, in chronological order, then alphabetically within each year. Where possible, a hyperlink to the source is also provided. Hyperlinks are indicated by the underlining of the name of the author(s) and are activated by CTRL clicking them. Duplicate studies are identified with the tag [Same as xxx]. To facilitate the comprehension of references written in languages other than English, the titles of these are accompanied by an English translation. These entries are also tagged by an indication of the language in which they are written, e.g., [in Korean].
The bibliography is organized, firstly, in chronological order, then alphabetically within each year. Where possible, a hyperlink to the source is also provided. Hyperlinks are indicated by the underlining of the name of the author(s) and are activated by CTRL clicking them. Duplicate studies are identified with the tag [Same as xxx]. To facilitate the comprehension of references written in languages other than English, the titles of these are accompanied by an English translation. These entries are also tagged by an indication of the language in which they are written, e.g., [in Korean].
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During the past three decades, over 70 MALL meta-analyses and overviews have been published. The following table summarizes these.
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Over the past thirty years, nearly 3,900 Mobile-Assisted Language Learning (MALL) studies have been published. Of these, some 1280 have described experimental MALL implementations, studies which involve the application of mobile-based or... more
Over the past thirty years, nearly 3,900 Mobile-Assisted Language Learning (MALL) studies have been published. Of these, some 1280 have described experimental MALL implementations, studies which involve the application of mobile-based or mobile-accessible apps and/or mobile device affordances (e.g., audio/video recording, picture/note taking) for the teaching and learning of languages in a defined learning environment with specified participants and learning conditions. MALL researchers and practitioners interested in this field thus need to read widely to acquire an adequate perspective of MALL applications. The intent of this bibliography is to facilitate this task by providing a comprehensive historical background of experimental MALL implementations from the first published work in 1994 to the end of 2020.
References are organized alphabetically. To enhance the information contained in them, each entry is accompanied by a brief (~90 word) synopsis. To the extent that the publication provides such information, the summary includes essential details relating to the country in which the experimental implementation took place, the institutional environment, mobile device used, native language, target language, language proficiency level, targeted skill(s) area, treatment details, sample size, intervention duration and outcomes.
The great majority of experimental MALL implementation studies appear outside of journals and associated conference proceedings dedicated to language learning and instructional technology. Some are published in academic dissertations, but most are to be found rather in a great variety of professional journals and conferences having nothing in particular to do with language instruction. Locating copies of these publications can be a real challenge in itself. For this reason, where possible, hyperlinks are included to online sources of the works cited. These are indicated by the underlining of the name of the author(s) and are activated by CTRL clicking them. While many of these may be downloaded without cost, the majority require an institutional subscription or have to be individually purchased. Hyperlinks are also used to indicate cross referenced studies in the bibliography.
References are organized alphabetically. To enhance the information contained in them, each entry is accompanied by a brief (~90 word) synopsis. To the extent that the publication provides such information, the summary includes essential details relating to the country in which the experimental implementation took place, the institutional environment, mobile device used, native language, target language, language proficiency level, targeted skill(s) area, treatment details, sample size, intervention duration and outcomes.
The great majority of experimental MALL implementation studies appear outside of journals and associated conference proceedings dedicated to language learning and instructional technology. Some are published in academic dissertations, but most are to be found rather in a great variety of professional journals and conferences having nothing in particular to do with language instruction. Locating copies of these publications can be a real challenge in itself. For this reason, where possible, hyperlinks are included to online sources of the works cited. These are indicated by the underlining of the name of the author(s) and are activated by CTRL clicking them. While many of these may be downloaded without cost, the majority require an institutional subscription or have to be individually purchased. Hyperlinks are also used to indicate cross referenced studies in the bibliography.
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The following bibliography is intentionally very broad in nature and includes publications relating to all aspects of Mobile-Assisted Language Learning written in any language and targeting any language, L1 as well as L2. It currently... more
The following bibliography is intentionally very broad in nature and includes publications relating to all aspects of Mobile-Assisted Language Learning written in any language and targeting any language, L1 as well as L2. It currently includes over 3800 entries from all sources: journals, conference proceedings, masters theses, doctoral dissertations and sundry reports and articles. It was compiled largely from other published MALL bibliographies, most notably Burston (2013) and the references in over 70 MALL overviews and meta-analyses. This was complemented by keyword searches of academic databases (e.g., Scopus, SSCI, Science Direct, ProQuest, etc.) and the recursive bibliographical mining of the references within these primary sources. The bibliography is organized, firstly, in chronological order, then alphabetically within each year. Where possible, a hyperlink to the source is also provided. Hyperlinks are indicated by the underlining of the name of the author(s) and are activated by CTRL clicking them. Duplicate studies are identified with the tag [Same as xxx]. To facilitate the comprehension of references written in languages other than English, the titles of these are accompanied by an English translation. These entries are also tagged by an indication of the language in which they are written, e.g., [in Korean].
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The following bibliography is intentionally very broad in nature and includes publications relating to all aspects of Mobile-Assisted Language Learning written in any language and targeting any language, L1 as well as L2. It currently... more
The following bibliography is intentionally very broad in nature and includes publications relating to all aspects of Mobile-Assisted Language Learning written in any language and targeting any language, L1 as well as L2. It currently includes over 3800 entries from all sources: journals, conference proceedings, masters theses, doctoral dissertations and sundry reports and articles. It was compiled largely from other published MALL bibliographies, most notably Burston (2013) and the references in over 70 MALL overviews and meta-analyses. This was complemented by keyword searches of academic databases (e.g., Scopus, SSCI, Science Direct, ProQuest, etc.) and the recursive bibliographical mining of the references within these primary sources. The bibliography is organized, firstly, in chronological order, then alphabetically within each year. Where possible, a hyperlink to the source is also provided. Hyperlinks are indicated by the underlining of the name of the author(s) and are activated by CTRL clicking them. Duplicate studies are identified with the tag [Same as xxx]. To facilitate the comprehension of references written in languages other than English, the titles of these are accompanied by an English translation. These entries are also tagged by an indication of the language in which they are written, e.g., [in Korean]. _____________________________________________________________________________ Callan, S. (1994). Can the use of hand-held personal computers assist transition students to produce written work of excellent quality? Wentworth County Board of Education, Ontario, Canada.