Computer Assissted Language Learning

Two empirical studies were conducted in which the differences in Japanese EFL learners' look-up behavior between hand-held electronic dictionaries (EDs) and printed dictionaries (PDs) were investigated. We focus here on the relation between learners' look-up frequency and degree of reading comprehension of the text. In the first study, a total of 34 college students were divided into two groups. Each group was assigned a reading task with a quiz under two conditions: ED and PD. The frequency of looked-ups, the time the students needed for the task, and the quiz scores in each condition were statistically examined. The results showed: (a) the subjects in the ED condition looked up more words to comprehend the texts in a shorter period of time than those in the PD group and (b) no significant difference in the quiz scores between the groups. To further investigate these results under different conditions, a second study was performed with 31 university students whose English proficiency levels were higher than those in the first study. Despite the fact that the subjects and the text used in the second study were different, the results of the second study corresponded to the first. These findings indicate that, although EDs might enhance EFL learners' look-up behaviors, the increased look-up frequency does not necessarily ensure improvement in learners' reading comprehension. Some pedagogical implications are suggested based on the findings.

TANGO (Álvarez-Mayo, 2013) uses the cultural aspects of foreign languages to promote oral interaction, enabling students to become self-regulated learners. Through TANGO, foreign language students learn about the cultural intricacies of the Target Language (TL) and use the TL to practise and further develop their oral skills with a partner who is a native speaker. Students openly discuss their views and reflect on their learning progress and any issues they may encounter while practising all language skills: listening, reading, writing and oral interaction. TANGO is an e-learning programme that promotes self-regulated learning as well as critical thinking and as such it will play a key role in making foreign language students better equipped learners, enabling them to develop invaluable continual development skills for their academic and professional careers.

The emerging paradigm of mobile open social learning for languages (MOSL4L) integrates the three elements of mobile, open and social, and in so doing it creates the idea of a conceptually different language learning space. It is a space full of opportunity and challenge, relevant to a post-pandemic world in which we are looking for ways to build back better. The paper discusses tensions between formal and informal language learning and the nature of learning outcomes in MOSL4L. It focuses on the needs of individuals while also considering the characteristics of the virtual spaces in which they participate. It highlights the potential of micro experiences and learning moments as structures that are well aligned with MOSL4L. It suggests developments in language curricula to take account of communication challenges being identified in the contemporary world. Many more new learning designs and software architectures will have to be developed to match the possibilities generated by the M...

ABSTRACT Two empirical studies were conducted in which the differences in Japanese EFL learners’ look-up behavior between hand-held electronic dictionaries (EDs) and printed dictionaries (PDs) were investigated. We focus here on the relation between learners’ look-up frequency and degree of reading comprehension of the text. In the first study, a total of 34 college students were divided into two groups. Each group was assigned a read- ing task with a quiz under two conditions: ED and PD. The frequency of looked-ups, the time the students needed for the task, and the quiz scores in each condition were statistically examined. The results showed: (a) the subjects in the ED condition looked up more words to comprehend the texts in a shorter period of time than those in the PD group and (b) no significant difference in the quiz scores between the groups. To further investigate these results under different conditions, a second study was performed with 31 university students whose English proficiency levels were higher than those in the first study. Despite the fact that the subjects and the text used in the second study were different, the results of the second study corresponded to the first. These findings indicate that, although EDs might enhance EFL learners’ look-up behaviors, the increased look-up frequency does not necessarily ensure improvement in learners’ reading comprehension. Some pedagogical implications are suggested based on the findings.

The present study aimed to investigate the effects of employing the Google Search Engine, the Trello Learning Management System, and classroom form-focused instruction on developing EFL learners’ knowledge of simple past and present perfect tenses. The participants consisted of 45 preintermediate level female language learners within the age range of 19-35, randomly assigned to three experimental groups. Before the treatment, a PET and a teacher-made grammar pre-test were administered to the three groups to homogenize them in terms of language proficiency and knowledge of the target tenses. In the course of treatment, the first group (EXI) received form-focused instruction; the second group (EXII) searched for the target tenses in the related texts in Google and performed the required activities to learn the tenses, and the third group (EXIII) worked with the uploaded grammar lessons and tips in the Trello forum. At the end of the experiment, a post-test similar to the pre-test was ...