Paul Raine (MA TEFL/TESL, University of Birmingham 2012) is an award-winning teacher, presenter, author, and developer. His books include the best-selling 50 Ways to Teach with Technology and the innovative multi-path graded reader Journey to Mars. He has helped design and develop several websites for teachers and learners of EFL, including abaxlms.com and zengengo.com. He has published numerous research articles on the teaching and learning of English as a second language, and is particularly interested in Computer Assisted Language Learning (CALL). He currently lives and teaches English in Osaka, Japan.
Recent advances in AI and neural machine learning have drastically improved the accuracy of autom... more Recent advances in AI and neural machine learning have drastically improved the accuracy of automatic speech recognition (ASR) technologies. Consequently, ASR tools have been gaining headway in language learning environments. The present study seeks to investigate the relationship between students’ standardized language test scores, their speaking scores derived from a series of computer-scored speech tasks, and their speaking scores from human-rated presentations. Data was gathered from 130 first year undergraduate students enrolled at a technology university in Japan. The results show a positive correlation between the standardized test scores and the computer-scored ASR speaking tasks. The pedagogical implications of the ASR and standardized test scores correlation are also discussed.
Vocableveltest.org is a testing platform on which users can create online self-marking meaning-re... more Vocableveltest.org is a testing platform on which users can create online self-marking meaning-recall (reading or listening) and form-recall (typing) tests that address a number of limitations of the existing vocabulary level tests and vocabulary size tests.
Many language teachers are already familiar with TED Talks (www.ted.com); a wide range of freely ... more Many language teachers are already familiar with TED Talks (www.ted.com); a wide range of freely available video presentations given by expert speakers on a variety of topics. However, it is not a simple task to find a TED Talk of an appropriate speed or linguistic level for English language learners of a certain level, or to develop supplementary data, such as word lists, which are necessary to assist in the teaching of the language used in the talks. This paper introduces Talk Corpus (www.apps4efl.com/tools/talk_corpus), a web-based corpus developed by the author, which helps to solve some of these problems. Talk Corpus is comprised of 2,051 TED Talk videos, related meta-data, and supplementary linguistic data. The functionality of the tool is described, and a justification and explanation of how the tool and its data are applicable to the practice of English language learning and teaching is offered.
Sentence translation activities have seen a resurgence in popularity in recent years, with a numb... more Sentence translation activities have seen a resurgence in popularity in recent years, with a number of hugely successful language learning websites adopting translation as their pedagogical basis. This paper introduces Sentence Builder, a web-based tool that utilizes the Tatoeba sentence database and Web 2.0 technologies to generate effective and engaging sentence translation tasks. Pedagogical justifications for this tool include the argument that translation itself should be regarded as the fifth macro skill; that translation is highly amenable to gamification; and that the process of contrastive analysis and translation offer numerous benefits to language learners. The paper concludes by arguing that CALL-powered translation-based activities could be effectively exploited by both English language teachers and learners.
In the 21st century, there is a near ubiquity of web-connected devices amongst language learners,... more In the 21st century, there is a near ubiquity of web-connected devices amongst language learners, and the considerable success of mass market web-based language learning applications shows a strong demand for such tools. Where does this leave EFL educators wanting to tap into the global trend, and create their own innovative web applications for learners of English? Having established the global demand for web-based digital English learning tools, this paper discusses the platforms and languages that can be used by English educators themselves to create new online learning activities. The recent development of JavaScript as both a client-side and server-side language is discussed, and the possibility of integrating language learning web-apps with a range of powerful Application Programming Interfaces (APIs) is highlighted. " Lyric Learner " , a web applications developed by the author, is briefly examined, and a list of resources for those interested in learning to code is provided. In the second part of the paper, a range of theoretical underpinnings for language learning applications are considered, including structuralist, communicative, and interactional viewpoints. The argument is maintained that engaging and effective web applications can be created under each of these approaches to language pedagogy. The paper concludes with an invitation to English language educators to create their own web applications using sound theoretical principles and technological practices.
Apps 4 EFL (www.apps4efl.com) is a Web Based Language Learning (WBLL) platform wholly developed b... more Apps 4 EFL (www.apps4efl.com) is a Web Based Language Learning (WBLL) platform wholly developed by the author. It uses Creative Commons Data in conjunction with open web technologies to deliver engaging and effective English language learning activities. This paper discusses the types of data utilized by Apps 4 EFL, and gives details about some of the pedagogical activities Apps 4 EFL provides, along with existing research that backs up the effectiveness of such activities. The results of a survey administered to Japanese university students (n=84) are also presented and evaluated. The respondents used the Apps 4 EFL platform for one semester (15 weeks), and the survey was administered at the end of the semester. The respondents used the site to study vocabulary and grammar constructions which related to the content of their respective courses. The results of the survey, along with existing research, suggest that Apps 4 EFL's activities are effective, enjoyable, and convenient ways for learners to improve their English language abilities.
In this paper, we describe the functionality of Real Time and its implications for language learn... more In this paper, we describe the functionality of Real Time and its implications for language learning at institutions of higher education. As a new feature of the Apps 4 EFL Web-based Language Learning (WBLL) platform, Real Time offers teachers and students the possibility to engage in synchronous learning on PC or mobile devices such as smartphones. Real Time attempts to address some of the short fallings of other synchronous learning platforms like Quizlet Live (http://www.quizet.com/live), by recording students' progress and enabling pair work. It is envisioned that both teachers and students will find Real Time to be a useful online tool for enhancing the classroom learning experience.
English is now a global language with over 1.5 billion users (Crystal 1997, p.6). The role Englis... more English is now a global language with over 1.5 billion users (Crystal 1997, p.6). The role English plays in the world is an issue of paramount importance. This paper aims to examine three sug- gested roles of English in an international context: neutral, imperialist and democratic. These roles will be examined not just in a global context but also in a local context: that of Japan. In doing so it will be seen how the global impact of English is experienced in one country, and whether the roles alleged of English in an international context hold true in the case of that specific country.
In this paper I present a discussion of the notional-functional syllabus, including its origins a... more In this paper I present a discussion of the notional-functional syllabus, including its origins and influences, its strengths and weaknesses, and the appropriateness of adopting it in a variety of teaching situations as defined by applicable variables.
In this paper I present an investigation of beliefs about how a second or foreign language is acq... more In this paper I present an investigation of beliefs about how a second or foreign language is acquired.
This paper is an account of a corpus investigation into whether and to what extent delicious is t... more This paper is an account of a corpus investigation into whether and to what extent delicious is treated as a gradeable adjective in native speaker corpora.
In this report I aim to evaluate the appropriateness and possibility of adopting a Communicative ... more In this report I aim to evaluate the appropriateness and possibility of adopting a Communicative Language Teaching (CLT) approach in my current teaching environment. In the first section, I offer three different but related conceptions of a CLT approach: as defined with reference to features and principles inferable from CLT practices (1.1); as defined with reference to the notion of ‘communicative competence’ (1.2); and Ellis’s (1982) ‘informal’ approach (1.3). In the second section I analyze my current teaching environment in terms of: institutional constraints (2.2); student motivation (2.3); affective factors (2.4); and learning styles and culture (2.5). In the third section I evaluate the appropriateness and possibility of adopting each of the previously discussed CLT approaches in relation to the factors of my teaching environment previously analyzed. In the fourth and final section, I conclude the report with a cautious view as to whether a CLT approach should be further adopted in my current teaching environment.
Recent advances in AI and neural machine learning have drastically improved the accuracy of autom... more Recent advances in AI and neural machine learning have drastically improved the accuracy of automatic speech recognition (ASR) technologies. Consequently, ASR tools have been gaining headway in language learning environments. The present study seeks to investigate the relationship between students’ standardized language test scores, their speaking scores derived from a series of computer-scored speech tasks, and their speaking scores from human-rated presentations. Data was gathered from 130 first year undergraduate students enrolled at a technology university in Japan. The results show a positive correlation between the standardized test scores and the computer-scored ASR speaking tasks. The pedagogical implications of the ASR and standardized test scores correlation are also discussed.
Vocableveltest.org is a testing platform on which users can create online self-marking meaning-re... more Vocableveltest.org is a testing platform on which users can create online self-marking meaning-recall (reading or listening) and form-recall (typing) tests that address a number of limitations of the existing vocabulary level tests and vocabulary size tests.
Many language teachers are already familiar with TED Talks (www.ted.com); a wide range of freely ... more Many language teachers are already familiar with TED Talks (www.ted.com); a wide range of freely available video presentations given by expert speakers on a variety of topics. However, it is not a simple task to find a TED Talk of an appropriate speed or linguistic level for English language learners of a certain level, or to develop supplementary data, such as word lists, which are necessary to assist in the teaching of the language used in the talks. This paper introduces Talk Corpus (www.apps4efl.com/tools/talk_corpus), a web-based corpus developed by the author, which helps to solve some of these problems. Talk Corpus is comprised of 2,051 TED Talk videos, related meta-data, and supplementary linguistic data. The functionality of the tool is described, and a justification and explanation of how the tool and its data are applicable to the practice of English language learning and teaching is offered.
Sentence translation activities have seen a resurgence in popularity in recent years, with a numb... more Sentence translation activities have seen a resurgence in popularity in recent years, with a number of hugely successful language learning websites adopting translation as their pedagogical basis. This paper introduces Sentence Builder, a web-based tool that utilizes the Tatoeba sentence database and Web 2.0 technologies to generate effective and engaging sentence translation tasks. Pedagogical justifications for this tool include the argument that translation itself should be regarded as the fifth macro skill; that translation is highly amenable to gamification; and that the process of contrastive analysis and translation offer numerous benefits to language learners. The paper concludes by arguing that CALL-powered translation-based activities could be effectively exploited by both English language teachers and learners.
In the 21st century, there is a near ubiquity of web-connected devices amongst language learners,... more In the 21st century, there is a near ubiquity of web-connected devices amongst language learners, and the considerable success of mass market web-based language learning applications shows a strong demand for such tools. Where does this leave EFL educators wanting to tap into the global trend, and create their own innovative web applications for learners of English? Having established the global demand for web-based digital English learning tools, this paper discusses the platforms and languages that can be used by English educators themselves to create new online learning activities. The recent development of JavaScript as both a client-side and server-side language is discussed, and the possibility of integrating language learning web-apps with a range of powerful Application Programming Interfaces (APIs) is highlighted. " Lyric Learner " , a web applications developed by the author, is briefly examined, and a list of resources for those interested in learning to code is provided. In the second part of the paper, a range of theoretical underpinnings for language learning applications are considered, including structuralist, communicative, and interactional viewpoints. The argument is maintained that engaging and effective web applications can be created under each of these approaches to language pedagogy. The paper concludes with an invitation to English language educators to create their own web applications using sound theoretical principles and technological practices.
Apps 4 EFL (www.apps4efl.com) is a Web Based Language Learning (WBLL) platform wholly developed b... more Apps 4 EFL (www.apps4efl.com) is a Web Based Language Learning (WBLL) platform wholly developed by the author. It uses Creative Commons Data in conjunction with open web technologies to deliver engaging and effective English language learning activities. This paper discusses the types of data utilized by Apps 4 EFL, and gives details about some of the pedagogical activities Apps 4 EFL provides, along with existing research that backs up the effectiveness of such activities. The results of a survey administered to Japanese university students (n=84) are also presented and evaluated. The respondents used the Apps 4 EFL platform for one semester (15 weeks), and the survey was administered at the end of the semester. The respondents used the site to study vocabulary and grammar constructions which related to the content of their respective courses. The results of the survey, along with existing research, suggest that Apps 4 EFL's activities are effective, enjoyable, and convenient ways for learners to improve their English language abilities.
In this paper, we describe the functionality of Real Time and its implications for language learn... more In this paper, we describe the functionality of Real Time and its implications for language learning at institutions of higher education. As a new feature of the Apps 4 EFL Web-based Language Learning (WBLL) platform, Real Time offers teachers and students the possibility to engage in synchronous learning on PC or mobile devices such as smartphones. Real Time attempts to address some of the short fallings of other synchronous learning platforms like Quizlet Live (http://www.quizet.com/live), by recording students' progress and enabling pair work. It is envisioned that both teachers and students will find Real Time to be a useful online tool for enhancing the classroom learning experience.
English is now a global language with over 1.5 billion users (Crystal 1997, p.6). The role Englis... more English is now a global language with over 1.5 billion users (Crystal 1997, p.6). The role English plays in the world is an issue of paramount importance. This paper aims to examine three sug- gested roles of English in an international context: neutral, imperialist and democratic. These roles will be examined not just in a global context but also in a local context: that of Japan. In doing so it will be seen how the global impact of English is experienced in one country, and whether the roles alleged of English in an international context hold true in the case of that specific country.
In this paper I present a discussion of the notional-functional syllabus, including its origins a... more In this paper I present a discussion of the notional-functional syllabus, including its origins and influences, its strengths and weaknesses, and the appropriateness of adopting it in a variety of teaching situations as defined by applicable variables.
In this paper I present an investigation of beliefs about how a second or foreign language is acq... more In this paper I present an investigation of beliefs about how a second or foreign language is acquired.
This paper is an account of a corpus investigation into whether and to what extent delicious is t... more This paper is an account of a corpus investigation into whether and to what extent delicious is treated as a gradeable adjective in native speaker corpora.
In this report I aim to evaluate the appropriateness and possibility of adopting a Communicative ... more In this report I aim to evaluate the appropriateness and possibility of adopting a Communicative Language Teaching (CLT) approach in my current teaching environment. In the first section, I offer three different but related conceptions of a CLT approach: as defined with reference to features and principles inferable from CLT practices (1.1); as defined with reference to the notion of ‘communicative competence’ (1.2); and Ellis’s (1982) ‘informal’ approach (1.3). In the second section I analyze my current teaching environment in terms of: institutional constraints (2.2); student motivation (2.3); affective factors (2.4); and learning styles and culture (2.5). In the third section I evaluate the appropriateness and possibility of adopting each of the previously discussed CLT approaches in relation to the factors of my teaching environment previously analyzed. In the fourth and final section, I conclude the report with a cautious view as to whether a CLT approach should be further adopted in my current teaching environment.
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