Jack Burston

This pedagogical implementation study advocates for performance-driven assessments to help learners become aware of and improve upon presentational speaking skills at the advanced level. A social media content creation tool, Adobe Spark Video, enabled learners to practice oral skills outside of class. The task design, implementation, and evaluation met the principle objectives of learner autonomy—namely awareness, choice, reflection, and goal setting. A step-by-step guide with examples and survey results about student perceptions is included. While the case study targeted upper-division Spanish majors, the pedagogical model could be adapted for intermediate and advanced learners of any second or foreign language.

This study set to investigate the critical importance of integrating Student Team Achievement Division (STAD) and WebQuest, STADIBTM for short, on developing the advanced-level argumentative writing skills of L2 English university students. The study employed a pre-post-test comparison of the experimental group (N=54) versus the control group (N=24). The data from the study have been systematically reanalysed to evaluate in detail how the initial learner proficiency levels correlated with improvements in the specific areas covered by the evaluation rubric that guided the collaborative writing activities of experimental group students.

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 (i...

Abstract The purpose of this talk is to demonstrate that Mobile-Assisted Language Learning (MALL) in general, and mobile phone usage in particular, is capable of supporting applications based on a variety of learning theories and methodological approaches. As ...

As has happened with PCs, the reduction of operating systems to two primary competitors, iOS and Android, coupled with a large and ever growing user base, has made it worthwhile for programmers to design mobile applications for both platforms. The end result for MALL is that it is now becoming possible to adapt its exploitation to what is known as a BYOD (Bring Your Own Device) environment. Within the classroom this is beginning to happen with the appearance of BYOD systems designed to control audio-video resources, interactive whiteboards, lab computers and in-class media broadcasting. BYOD systems have great potential application to learner-centered, task-based, collaborative instruction, in and out of the classroom. In planning updates and replacements for existing computer facilities, those responsible need to be considering available BYOD resources. To the extent that BYOD systems are integrated into the language curriculum (or indeed any discipline), considerable savings can b...

This paper focuses on the exploitation of mobile phone technology for the learning of foreign languages. It begins by considering the obstacles facing the effective use of mobile phone technology for language learning. In doing so, the paper describes four challenges that have to be overcome for mobile phone technology to become an effective pedagogical tool. Specifically: Intrusiveness, Cost, Practical technological constraints and Pedagogical methodologies. Having defined the issues that need to be addressed, the paper then proceeds to describe how these challenges have been met in the design of MobLang, an EU funded Lifelong Learning project.

Page 1. BODY PARTS IN FRENCH: THE DETERMINATION OF IDENTITY Jack L. Burston Le present article examine et decrit les conditions d'emploi de Tarticle deflni et de Fadjectif possessif respectivement avec reference aux denominations des parties du corps en frangais. ...

The purpose of this paper is to provide an evaluation of the effectiveness of Système-D, a composition resource tool, in a first-year university level advanced language classroom environment, incorporating a simple text editor, a small bidirectional French-English dictionary, a lexicon of thematically related vocabulary and phrases, and elementary grammar notes. Système-D has great potential to enhance basic writing skills. Unfortunately, on their own, few students show themselves willing or able to profit from what Système-D has to offer. Maximum exploitation of the program requires its integration into the curriculum and the classroom. When used as a vehicle for directed text manipulation exercises. In combination with peer group teaching, Système-D can lead to welcome improvements in grammatical accuracy. The active involvement of the instructor in the process, however, is crucial to its success. Complete control of Système-D's functions and a thorough knowledge of the conten...

Maximizing Intelligent Use Of Unintelligent Response Handling Devices. Jack L Burston CALICO Journal 8:22, Computer Assisted Language Instruction Consortium, Southwest Texas State University, 116 Centennial Hall San Marcos, TX 78666 USA, 1990. ...

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.

While the psychometric and statistical models underlying the design of computer adaptive tests (CAT) are well understood, relatively few working models exist for the purpose of foreign language assessment. Likewise, little has been published concerning the practical considerations affecting the implementation of such tests. in the process of constructing the Monash/Melbourne French CAT, we discovered much about putting testing theory

This paper deals with the assessment of the effects of instructional technology (IT) on the foreign language curriculum. It is intended to serve two purposes. First, it offers a general background to the evaluation of IT, which is essential knowledge for anyone involved in the integration of IT into their courses. Second, it seeks to provide a clearer understanding of

The purpose of this paper is to report on a study of grammar checker usage which surveys the steps taken to successfully integrate it into the curriculum of an advanced level French course. In so doing, the pedagogi- cal limits of computer-based grammar checking are identified, practical applications explored, short-term and long-term effectiveness measured, and the role of self-monitoring for

Firstly, this presentation focuses attention on the critical role of vocabulary acquisition in foreign/second language learning. It considers a number of theoretical constructs that help us better understand how lexicon is learned and how it influences overall language acquisition. Consistent with findings from Input Processing theory (VanPatten 1996), Barcroft (2004) has explicitly argued against the traditional focus on grammar in

ABSTRACT Over the past 20 years, project implementation descriptions have accounted for the majority of Mobile-Assisted Language Learning (MALL) publications, some 345 in total. Those interested in MALL applications thus need to read widely to acquire an adequate perspective of MALL implementations. The intent of this bibliography is to facilitate this task by providing a comprehensive historical background of MALL applications from the first published work in 1994 to the end of 2012. To enhance the information contained in these references, over 90% of the entries are complemented by a brief (~80 word) summary. To the extent that the publication provides such information, each annotation identifies the country of origin of the study, native language (L1) and/or the second or foreign language (L2) involved, the mobile technology used, the learning area(s) targeted, the type of learners, their numbers, the duration of the study, and a summary of the results (i.e., learning outcomes and survey opinions). Since nearly 60% of MALL implementation studies appear outside of professional journals, in conference proceedings, project reports, academic dissertations, and so forth, locating copies of these publications poses a major challenge in itself. For this reason, where possible, links are included to copies of the works cited.