Calico Journal <p>Founded in 1983, <em>CALICO Journal</em> is the official publication of the Computer Assisted Language Instruction Consortium (CALICO) and is devoted to the dissemination of information concerning the application of technology to language teaching and language learning.</p> Equinox Publishing Ltd. en-US Calico Journal 2056-9017 CALL Roads Well—Or Less Well—Travelled Mathias Schulze Bryan Smith Copyright (c) 2013 Equinox Publishing Ltd. 2013-01-14 2013-01-14 29 4 588 590 Replication Studies in CALL Research <p>This article explores the case of replication research in CALL.</p> Dorothy M. Chun Copyright (c) 2013 Equinox Publishing Ltd. 2013-01-14 2013-01-14 29 4 591 600 Using Automatic Speech Recognition Technology with Elicited Oral Response Testing <p>This study examined the use of automatic speech recognition (ASR) scored elicited oral response (EOR) tests designed to predict speaking ability, as well as the relationship between ASR-scored EOR and other language proficiency measures and the ability of the ASR to rate speakers without bias to gender and native language. To that end, 179 subjects were given an ASR-Scored EOR Test with 60 items followed by an oral interview and a battery of other language tests. Findings suggest that ASR-scored EOR results could be used alone to predict speaking ability in specific situations and for limited purposes such as initial placement of students in language training situations. However, if more certainty should be required, adding a listening component would improve the assessment. Analysis of the study results also suggests that differences in gender and native language had no significant effect on ASR-scoring of EOR. While EOR is not an authentic performance assessment of the specific construct in questions, it does have high reliability, good content validity and seems to be a practical estimate of speaking proficiency that could be used for initial placement of students in situations where speaking is not currently being assessed.</p> Troy Cox Randall S Davies Copyright (c) 2013 Equinox Publishing Ltd. 2013-01-14 2013-01-14 29 4 601 618 Investigating the Effects of Planning on L2 Text-Chat Performance <p>Over the last decade, a small body of SLA research has examined the effects of task planning on L2 production.&nbsp; Positive results have been revealed concerning the effects of pretask and online planning.&nbsp; However, no studies to date have investigated the joint effects of pretask and online planning.&nbsp; In addition, fewer studies have examined the effects of planning in the context of written synchronous computer-mediated communication (SCMC) that has been argued to afford learners increased online planning time.&nbsp; Accordingly, this study examined the joint effects of pretask and online planning in the environment of written SCMC.&nbsp; Thirty ESL learners formed two groups to chat with the researcher individually on a picture-based narrative task, one group proceeded by strategic planning while the other without.&nbsp; Chat production was coded and measured in terms of complexity, accuracy, and fluency.&nbsp; Findings suggested that strategic planning had little effect in the context where learners had unlimited time to engage in online planning during text-chat performance.</p> Hsiu-Chen Hsu Copyright (c) 2013 Equinox Publishing Ltd. 2013-01-14 2013-01-14 29 4 619 638 Multimedia Activities in L2 Course Websites – The Case Study of a Site Dedicated to Cultural Topics of Portuguese-Speaking Countries <p>This study analyzes students’ behavior regarding navigation in online modules dedicated to the teaching of cultural topics associated with Portuguese-speaking countries, through the use of multimedia tools. It focuses on the options of students regarding reading texts in the main pages of modules, in comparison to linked versions with glossaries; it analyzes students’ behavior regarding the articulation of writing assignments with audio or video, and more broadly it considers possible contributions of multimedia tools to raise interest in cultural topics. In order to do so, the paper analyzes students’ feedback on the navigation and multimedia activities of each module, contrasts these results with a qualitative analysis of the answers to the modules, and draws conclusions on both, by articulating them with current theory of multimedia learning.</p> Ricardo Vasconcelos Copyright (c) 2013 Equinox Publishing Ltd. 2013-01-14 2013-01-14 29 4 639 662 Do Language Proficiency and Lecture Comprehension Matter? OpenCourseWare Lectures for Vocabulary Learning <p>Open source lectures not only provide knowledge-seekers with convenient ways to obtain knowledge and information, they also serve as potential language learning resources that provide extensive language input and repeated exposure to vocabulary within specific topics or disciplinary. This current study aims to examine the relationship between English proficiency and lecture comprehension on the acquisition of vocabulary through viewing OpenCourseWare (OCW) lectures on the Internet. Data was drawn from a pool of 65 college-level students learning English as a foreign language. Three open source lectures were selected from OCW lectures at MIT and Yale University. The participants’ English proficiency and general comprehension of the three lectures were measured through pre- and post-testing to examine the effects of the lectures on vocabulary acquisition. The results of the study indicate that learners with better English proficiency and better content comprehension acquired more vocabulary from viewing OCW lectures. In addition, overall, learners were satisfied with the learning experience provided by the OCW lectures and considered the OCW lectures to be beneficial for learning English.</p> Yu-Chih Sun Hui-Chi Yang Copyright (c) 2013 Equinox Publishing Ltd. 2013-01-14 2013-01-14 29 4 663 678 Concordance-Based Glosses for Academic Vocabulary Acquisition <p>This study compares the effectiveness of online textual glosses enhanced with modified corpus-extracted sentences presented in concordance lines and textual glosses enhanced with dictionary definitions drawn from an online learner’s dictionary for academic vocabulary learning at higher proficiency levels. Particularly, the study aimed to determine which textual gloss technique would be most beneficial in helping intermediate to advanced language learners, who likely possess foundational receptive knowledge, i.e. they recognize the word and know the definition, gain productive knowledge of academic lexical items. While the usefulness of multimedia and image-based glosses are not disputed, lexical items from an academic word list may not be easily glossed through these techniques, and the development of a concordance-based modality may prove beneficial for more proficient learners seeking productive vocabulary knowledge. Also investigated were learner attitudes towards the textual annotation techniques. Participants in both experimental groups exhibited post test gains in receptive and judgment tasks, but only the concordance-based group displayed improvement on the productive assessment. Further, the concordance-based group responded that the glosses were beneficial and likely to be used for subsequent language study, while the dictionary group indicated the glosses would not be later used as the annotations were perceived as ineffective.</p> Robert Poole Copyright (c) 2013 Equinox Publishing Ltd. 2013-01-14 2013-01-14 29 4 679 693 PATTERNS OF EMOTICON USAGE IN ESL STUDENTS’ DISCUSSION FORUM WRITING <p>This mixed-methods study looks at patterns of emoticon usage in adult, ESL student writing. Data are drawn from 13 students and their participation in online discussion forums designed to supplement a traditional ESL writing course.&nbsp; The study conceptualizes computer mediated communication as a hybridized and emergent form which utilizes features of both oral and written discourse. Emoticons are seen as central to this hybridity in terms of their ability to serve as textual representations of oral discourse features. Findings from this study suggest that emoticon usage is prevalent in the writing of some non-native speakers of English but that usage patterns vary significantly across individuals. Previous experience with discussion forums in the first language as well as emoticon familiarity are identified as mediating factors in emoticon usage in English. The study also raises concerns about the multiple and diverse interpretations of emoticons and the possibilities for miscommunication and misunderstanding.</p> Andy D Halvorsen Copyright (c) 2013 Equinox Publishing Ltd. 2013-01-14 2013-01-14 29 4 694 717 Software Review: SuperMemo UX- Extreme English Advanced and Proficient <p>Godwin-Jones, R. (2010). From memory palaces to spacing algorithms: approaches to second language vocabulary learning [Emerging technologies]. Language Learning &amp; Technology, 14(2), 4-11.</p> <p>Hulstijin, J. H. (2005). Theoretical and empirical issues in the study of implicit and explicit second-language learning: Introduction. Studies in Second Language Acquisition, 27(2), 129-140.</p> <p>Myers, J. L., &amp; Chang, S. (2009). A multiple-strategy-based approach to word and collocation acquisition. International Review of Applied Linguistics, 47, 179-207.</p> <p>Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.</p> <p>Nation, P., &amp; Chung, T. (2009). Teaching and testing vocabulary. In M. H. Long &amp; C. J. Doughty (Eds.), The handbook of language teaching (pp. 543-559). Malden, MA: Wiley-Blackwell.;</p> <p>Rodriguez, M., &amp; Sadowki, M. (2000). Effects of rote, context, keyword, and context/keyword methods on retention of vocabulary in EFL classrooms. Language Learning, 50(2), 385-412.&nbsp;</p> <p>Wozniak, P. (2007). SuperMemo 2004. TESL EJ, 10(4), 1-12.</p> Jaeseok Yang Jaehan Park Copyright (c) 2013 Equinox Publishing Ltd. 2013-01-14 2013-01-14 29 4 694 717