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> en-US (Bryan Smith and Ana Oskoz) (Ailsa Parkin) Mon, 02 Mar 2020 15:07:24 +0000 OJS 60 Exploring the Interface of Interlanguage (L2) Pragmatics and Digital Spaces Julie Sykes, Marta González-Lloret Copyright (c) 2020 Equinox Publishing Ltd. Mon, 02 Mar 2020 13:26:55 +0000 Designing and Using a Scenario-Based Digital Game to Teach Chinese Formulaic Expressions <p>A well-designed game can offer enormous opportunities for pragmatics learning by providing an immersive environment where learners can practice L2 in a variety of social contexts. To examine the applicability of gaming to L2 pragmatics learning, this study used the platform Unity to develop a scenariobased digital game (Questaurant) to teach Chinese formulaic expressions. In the game, the player took the role of a robot who works in a restaurant in China and runs quests by interacting with built-in characters. The game incorporated four key gaming attributes: context (representation), goals, feedback, and interactivity. This paper reports the usability of these gaming attributes based on interview data collected from 12 learners of Chinese who completed the game. Results showed that the combination of context and interactivity in Questaurant delivered an engaging learning experience, while explicit feedback directly contributed to learning. Participants raised some concerns regarding the motivational appeal of goals and implicit feedback in the game. This paper further discusses implications for developing and utilizing digital games for pragmatics learning.</p> Xiaofei Tang, Naoko Taguchi Copyright (c) 2020 Equinox Publishing Ltd. Mon, 02 Mar 2020 13:41:01 +0000 Task Closings in L2 Text-Chat Interactions <p>Employing a CA-inspired methodological approach, this study investigates L2 learners' interactional competence for dyadic interaction via text chat. Fiftythree dyads of Japanese learners of English at three proficiency levels (high, mid, and low) participated in this study, where they worked on three discussion tasks in L2 English. The data were 97 participant-generated task closings, which were analyzed in terms of linguistic repertoire and sequence organizations of terminal exchanges between participants in a dyad, and summonsanswer sequences between participants and the researcher. The data showed that the participants recurrently implemented a sequence of soliciting and providing an agreement on the idea for task accomplishment to signal a forthcoming closing of task talk. The findings indicated that more proficient learners produced more extended sequences in conducting closing rituals. Some highproficiency learners explicitly mentioned, or interacted with, the researcher, a third party, to initiate task closing or reformulate crossed messages in closing the talk. These findings provide insights into online L2 interactional competence in text-based CMC media.</p> Makoto Abe, Carsten Roever Copyright (c) 2020 Equinox Publishing Ltd. Mon, 02 Mar 2020 13:53:48 +0000 Researching Identity and L2 Pragmatics in Digital Stories <p>This study explores college EFL learners' construction of identity through the analysis of their pragmatic choices in digital stories, in which they narrated their relationship with another person they had helped in the past. More specifically, such choices were examined following Relational Dialectics Theory in learners' enactments of "connection" with and "autonomy" from this person. A specific view of identity in language education, the notion of "relational work" in (im)politeness research, and a social semiotic framework were also employed in data analysis. Learners' pragmatic choices ranged from the selection of the topic of their narratives according to types of social bonds, to the use of specific semiotic resources to build identities in conflict episodes of their stories (i.e., positive identities for themselves and positive and negative identities for their relational partners). The construction of these identities paralleled relational parties' convergent and divergent moves towards connection and autonomy, revealing their relational work. Learners used different semiotic resources in resolution episodes, which enabled them to craft positive identities for themselves as experts, teachers, and learners as well as position their relational partner as a competent agent and shape the connection-autonomy dialectic as "superiority-equality".</p> María Dolores García-Pastor Copyright (c) 2020 Equinox Publishing Ltd. Mon, 02 Mar 2020 14:06:27 +0000 Testing the Waters <p>This study presents an innovative approach to developing interlanguage pragmatics (ILP) by training students to engage in online participatory cultures and analyzing their participation through the lens of communities of practice. Participants were university-level English language learners studying in the United States who were trained on the basic layout and practices of a social news and discussion site (Reddit), then assigned weekly postings within forums based on their individual interests. Social media engagement metrics (upvotes and responses) were used to measure and observe the quantity and quality of online interaction, and post-task questionnaires and follow-up interviews investigated learner perceptions about the language and cyberpragmatics in the online communities they encountered. Quantitative results show that participants struggled to achieve high levels of interaction with other users, but qualitative results indicate a wide range of potential benefits for ILP exploration and development. The findings and implications of this study contribute towards best practices in developing strategies for ILP in online spaces and cyberpragmatic awareness among language learners, enabling them to reach higher levels of participation in online communities.</p> Ellen Yeh, Nicholas Swinehart Copyright (c) 2020 Equinox Publishing Ltd. Mon, 02 Mar 2020 14:27:28 +0000 Mobile Application Use in Technology- Enhanced DCTs <p>In response to calls for improving the quality of DCTs as data-gathering instruments, this study investigates the effectiveness of technology-enhanced discourse completion tasks (TE-DCTs) as a method for eliciting nonverbal speaker data. We used a mobile application to administer four TE-DCTs to native speakers (L1) and intermediate and advanced second-language (L2) speakers of Spanish. Each TE-DCT contained two scenarios with the goal of capturing nonverbal devices used in the speech act of attention-getting (i.e., devices used to draw the interlocutor's attention). The written description of each DCT scenario was supplemented with a short video clip to provide participants with nonverbal factors such as distance to interlocutor, bodily stance, and orientation of interlocutors. To capture nonverbal cues as part of the participant responses, the participant video recorded their oral responses to each scenario. The mobile application used was successful in capturing a variety of attention-getting elements, including nonverbal devices, in the majority of both L1 and L2 participant responses for all DCT scenarios. Drawing on this data, we argue for the use of mobile applications as an ecologically valid way to measure one type of pragmatic ability. In addition, we advocate their integration into L2 pedagogical practice.</p> Catherine Rockey, Jessica Tiegs, Julieta Fernández Copyright (c) 2020 Equinox Publishing Ltd. Mon, 02 Mar 2020 14:46:42 +0000 <i>Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education</i>, edited by Jared Keengwe <div><em>Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education</em></div> <div>Edited by Jared Keengwe</div> <div>Hershey, PA: IGI Global</div> <div>US $225</div> <div>ISBN 9781522529538 (Hardback)</div> <div>498 pages</div> <div>2018</div> Elizabeth Visedo Copyright (c) 2020 Equinox Publishing Ltd. Mon, 02 Mar 2020 14:52:29 +0000 <i>Brave New Digital Classroom: Technology and Foreign Language Learning</i> (Third Edition), by Robert J. Blake and Gabriel Guillén <div><em>Brave New Digital Classroom: Technology and Foreign Language Learning</em> (Third Edition)</div> <div>Robert J. Blake and Gabriel Guillén</div> <div>Washington, DC: Georgetown University Press</div> <div>US $32.95</div> <div>ISBN: 9781626167407 (Paperback)</div> <div>248 pages</div> <div>2020</div> Jozef Colpaert Copyright (c) 2020 Equinox Publishing Ltd. Mon, 02 Mar 2020 14:57:47 +0000 Busuu: A Social Network Application to Learn Languages <p>With a high-quality, user-friendly interface that is both easy to navigate and aesthetically pleasing, Busuu delivers, but the reason to choose Busuu over others would be to purchase the premium version for the social networking aspects. Even as a native speaker of English, I was able to learn about dialectal differences. Interactions with native speakers of the target language is both interesting and motivating. This is one of the better apps on the market, but at $9.99 when paid per month, it might be a bit expensive for the casual language learner.</p> Michael D. Winans Copyright (c) 2020 Equinox Publishing Ltd. Mon, 02 Mar 2020 00:00:00 +0000