CALICO Journal https://journal.equinoxpub.com/Calico <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. <a href="https://journal.equinoxpub.com/Calico/about">Read more.</a></p> en-US bryansmith@asu.edu (Bryan Smith and Ana Oskoz) aparkin@equinoxpub.com (Ailsa Parkin) Thu, 30 Jun 2022 11:41:11 +0000 OJS 3.3.0.11 http://blogs.law.harvard.edu/tech/rss 60 Blue Canoe https://journal.equinoxpub.com/Calico/article/view/18393 An Nguyen Sakach Copyright (c) 2021 Equinox Publishing Ltd. https://journal.equinoxpub.com/Calico/article/view/18393 Thu, 30 Jun 2022 00:00:00 +0000 Language Learning Through Captioned Videos: Incidental Vocabulary Acquisition Mark Feng Teng https://journal.equinoxpub.com/Calico/article/view/21741 <p>Language Learning Through Captioned Videos: Incidental Vocabulary Acquisition Mark Feng Teng London: Routledge UK £ 46.99 ISBN 9780367209926 (Hardback) 112 pages 2020</p> Maribel Montero Perez Copyright (c) 2021 Equinox Publishing Ltd. https://journal.equinoxpub.com/Calico/article/view/21741 Thu, 30 Jun 2022 00:00:00 +0000 Digital Games and Language Learning: Theory, Development and Implementation Edited by Mark Peterson, Kasumi Yamazaki, and Michael Thomas https://journal.equinoxpub.com/Calico/article/view/20437 <p>Digital Games and Language Learning: Theory, Development and Implementation Edited by Mark Peterson, Kasumi Yamazaki, and Michael Thomas London/New York: Bloomsbury Academic UK £ 85.50 ISBN 9781350133006 (Hardback) 300 pages 2021</p> Arthur Wendorf Copyright (c) 2021 Equinox Publishing Ltd. https://journal.equinoxpub.com/Calico/article/view/20437 Thu, 30 Jun 2022 00:00:00 +0000 What Covid Has Taught Us https://journal.equinoxpub.com/Calico/article/view/23419 Bryan Smith, Oksana Vorobel, Ana Oskoz Copyright (c) 2022 Equinox Publishing Ltd. https://journal.equinoxpub.com/Calico/article/view/23419 Thu, 30 Jun 2022 00:00:00 +0000 Traveling by Headset https://journal.equinoxpub.com/Calico/article/view/21306 <p>In line with the 2021 CALICO Conference theme “Global realities,” we presented a plenary on how immersive virtual reality (IVR) could be used for second language learning by allowing learners to virtually travel around the globe via headset. The main affordances of virtual reality (VR) technology include immersing learners in an authentic cultural context almost anywhere on the globe, while manifesting a strong sense of presence and enabling learning through embodied cognition, which involves kinesthetic engagement. In this article, we first review current models of immersive learning and note how certain processes of second language and culture learning are missing in these models. Using some examples of IVR apps for second language learning, we discuss the research to date that focuses on the affordances of the technology for languaculture learning and propose how the effectiveness of these apps could be studied, expanding on the cognitive-affective model of immersive learning (CAMIL, proposed by Makransky &amp; Petersen, 2021) to include social factors. We conclude with some recommendations for the development of future IVR apps for languaculture learning that follow our expanded theoretical model.</p> Dorothy M Chun, Honeiah Karimi, David Joshua Sañosa Copyright (c) 2021 Equinox Publishing Ltd. https://journal.equinoxpub.com/Calico/article/view/21306 Thu, 30 Jun 2022 00:00:00 +0000 The Linguistic Environments of Digital Games https://journal.equinoxpub.com/Calico/article/view/20860 <p>This study quantitatively measures the variation in language derived from a targeted set of digital game mechanics. Mechanics refer to the design elements of a game that make up the overall gameplay experience, determining player actions and the degree of language interaction. A corpus was compiled by extracting the language files from two popular commercial games, Fallout 4 and Skyrim, using modification software. The extracted language files were organized into three register categories following the register analysis framework detailed in Biber and Conrad (2019). The three categories include one spoken (dialogue trees) and two written registers (quest objectives and quest stages), which are common mechanics in many modern commercial games. Comparing results from three discriminant analyses, the findings indicate that statistical models cannot distinguish between the two games’ linguistic environments at the level of the game; however, when considering the linguistic environments at the level of game mechanics, the model has high precision in accurately identifying the texts’ game mechanic register categories. The results provide empirical evidence that digital game-based language learning (DGBLL) research designs could benefit from targeting specific design aspects and game mechanics rather than generalizing results at the level of genre or game title.</p> Daniel H Dixon Copyright (c) 2021 Equinox Publishing Ltd. https://journal.equinoxpub.com/Calico/article/view/20860 Thu, 30 Jun 2022 00:00:00 +0000 Meaningful Integration in Professional Communities https://journal.equinoxpub.com/Calico/article/view/20861 <p>Online platforms have the potential to address the issue of world language teacher attrition by building professional learning communities. However, autonomous engagement is not guaranteed by the mere existence of said tools. In this article, we report findings from Catalyst user data analysis. Catalyst is an online professional development social portfolio that connects users to other professionals (in groups and as individuals). Specifically, we examine user behavior patterns in six areas—Group Membership, Goals, Evidence, Connections, Reflections, and Comments. Each feature was chosen because of its potential usefulness in facilitating meaningful and integrative participation in online professional platforms.</p> <p>Results reveal three behavior profiles: 1-Testers, 2-Dabblers, and 3-Embracers. Each profile exhibits unique behaviors of engagement with the portfolio. Users who did not join any group were much more likely to show the lowest level of activity (i.e., Testers), while those who were part of a group and had more connections (i.e., Embracers) demonstrated the highest level of activity. These results support the theoretical foundation for sociocultural approaches to professional learning for teachers (e.g., Kabilan et al., 2011; Kabilan &amp; Kahn, 2012; Kitade, 2014) and highlight the critical, and mutually reciprocal, relationship between social engagement and cognitive development.</p> Stephanie W P Knight, Julie M Sykes, Linda Forrest, Carla H Consolini, Johanna Jimenez Copyright (c) 2021 Equinox Publishing Ltd. https://journal.equinoxpub.com/Calico/article/view/20861 Thu, 30 Jun 2022 00:00:00 +0000 The Feasibility of Using Bande à Part to Aid French Language Learners https://journal.equinoxpub.com/Calico/article/view/22356 <p>This pilot study examines users’ perceptions of Bande à Part, a music application designed for learners of French. The technology acceptance model (TAM) was adopted to investigate users’ perceptions of the app’s usability and potential for second language (L2) learning. The model’s two constructs, perceived usefulness and perceived ease of use, and one added factor, perceived enjoyment, formed the main predictors of users’ intentions to continue using the app. Mean scores for the predictors were: perceived usefulness = 4.27/6, perceived ease of use = 3.88/6, and perceived enjoyment = 3.95/6, which are confirmed by the survey results that show that 10 of 13 participants intend to continue using the app. Qualitative results suggest that the app enhances users’ ability to notice targeted forms in the musical input (e.g., liaison, gender) and, corroborating the quantitative data, suggest that users find the features in the app useful. Several comments also indicate that the ease of use could be improved (e.g., improved mobile device access). This study helps to establish the TAM in Computer-Assisted Language Learning (CALL) literature and forms the basis for future work evaluating how songs aid L2 acquisition.</p> Ross Sundberg, Walcir Cardoso Copyright (c) 2021 Equinox Publishing Ltd. https://journal.equinoxpub.com/Calico/article/view/22356 Thu, 30 Jun 2022 00:00:00 +0000 The Impact of Virtual Reality on L2 French Learners’ Language Anxiety and Oral Comprehensibility https://journal.equinoxpub.com/Calico/article/view/22357 <p>Research has noted that virtual reality (VR) environments can lessen language learners’ foreign language anxiety (FLA). However, previous research has relied primarily on participants’ qualitative opinions, leading to a lack of studies empirically assessing how VR impacts anxiety and, consequently, second language (L2) oral production. This pilot study addresses these gaps by exploring how VR influences the self-reported and physiological FLA and oral comprehensibility of 25 L2 French learners. Participants completed four comparable interpersonal consensus building tasks over eight weeks: two in the social VR application, vTime XR™, and two in a traditional classroom. Immediately following each task, participants self-assessed their anxiety. Moreover, a subsample of participants’ self-reported anxiety data was complemented with a physiological indicator of anxiety, salivary cortisol, to evaluate using this biomarker in FLA research. Participants’ speech for all tasks was rated by four native French speakers for comprehensibility. Descriptive statistics are presented. Self-reported anxiety and cortisol data indicated that participants were less anxious in VR and throughout the eight weeks. A positive correlation was found between self-reported and cortisol data, indicating consistency between these two anxiety measures. Finally, raters found participants to be more comprehensible in VR and when they self-reported lower anxiety.</p> Tricia Thrasher Copyright (c) 2021 Equinox Publishing Ltd. https://journal.equinoxpub.com/Calico/article/view/22357 Thu, 30 Jun 2022 00:00:00 +0000