https://journal.equinoxpub.com/Calico/gateway/plugin/WebFeedGatewayPlugin/atomCALICO Journal2023-12-20T13:00:29+00:00Bryan Smith and Ana Oskozbryansmith@asu.eduOpen Journal Systems<p style="font-size: 14px;">Founded in 1983, <em style="font-size: 14px;">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 style="font-size: 14px;" href="https://journal.equinoxpub.com/Calico/about">Read more.</a></p>https://journal.equinoxpub.com/Calico/article/view/26704The Effectiveness of Duolingo English Courses in Developing Reading and Listening Proficiency2024-03-25T15:06:21+00:00Xiangying JiangRyan PetersLuke PlonskyBozena Pajak
<p>This study evaluated the reading and listening proficiency levels of 245 English language learners who completed the Basic content (through Common European Framework of Reference for Languages [CEFR] level A2) of one of the following three Duolingo English courses: English for Japanese, Spanish, or Portuguese speakers. Participants self-reported having little to no prior proficiency in English and used Duolingo as their only learning tool. Their language skills were measured using the reading and listening sections of the STAMP 4S English Test from Avant Assessment. The results show that, on average, learners at the end of the Basic content (A2) scored Intermediate High in both reading and listening in all three courses. Given that Duolingo’s English courses are CEFR-aligned with an expected proficiency outcome of Intermediate Mid upon completion of the A2 content, it is noteworthy that participants across the three studied courses surpassed these expectations by achieving an additional American Council on the Teaching of Foreign Language (ACTFL) sublevel in both reading and listening. Such results present a robust and coherent body of evidence affirming the efficacy of Duolingo’s English courses in enhancing learners’ competencies in reading and listening comprehension.</p>
2024-03-25T00:00:00+00:00Copyright (c) 2024 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/27345Social Media Pathways2024-02-01T14:59:03+00:00Ellen YehNicholas Swinehart2024-02-01T00:00:00+00:00Copyright (c) 2024 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/27317'Exploring Silences in the Field of Computer Assisted Language Learning' Anwar Ahmed2024-02-01T14:59:03+00:00Hope M. Anderson
<p><em>Exploring Silences in the Field of Computer Assisted Language Learning</em><br />Anwar Ahmed<br />Cham: Palgrave Macmillan, US $ 39, ISBN 9783031065019 (e-book), 131 pages, 2022</p>
2024-02-01T00:00:00+00:00Copyright (c) 2024 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/27294Multimodal Texts2023-11-02T10:38:19+00:00Idoia ElolaAna Oskoz2023-11-02T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/24237Crafting L2 Multimodal Composing Identities2023-11-02T10:16:49+00:00María Dolores García-PastorJorge Piqueres Calatayud
<p>Identity currently features as a prominent theme in digital multimodal composition (DMC), given the significant impact of DMC on identity expression. However, L2 learners’ writer identity development and fluctuation in this type of textual composition needs further exploration in light of the absence of clearly established DMC-specific identity categories and a detailed account of writer identity expansion and restriction processes therein. This study attempts to fill this void by scrutinizing how three 11th graders learning English as a foreign language in Spain crafted their writer identities in English in a 16-week genre-based digital storytelling (DST) intervention that followed the genre-based systemic functional linguistics tradition of L2 writing, and included instruction on attitude (Martin & White, 2005). Qualitative data analysis of multi-source data followed Ivanic’s (1998) writer identity framework, attitude categories, and key notions in multimodality, as well as the DST and identity literature. Results indicate students’ awareness raising of such categories throughout digital story writing, and general preference for appreciation and judgment in writer identity construction, which was contingent upon certain factors. Students’ writer identities and their fluctuation revealed types of specific DMC identity categories, and expansion and restriction processes, which illustrated their multimodal composing identity formation and transformation in digital story creation.</p>
2023-11-02T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/24741Multimodal Student Voice Representation Through an Online Digital Storytelling Project2023-11-02T10:16:43+00:00Sergio Ruiz-Pérez
<p>A thriving body of literature has identified student voice as being vital to education and literacy development. However, the understanding of multimodal student voice representation is still modest in literacy-based pedagogical practices. Thus, this article presents a study that examined the development of students’ multimodal authoring through the inclusion of multiliteracies in the higher education foreign language curriculum based on design analysis (Kalantzis et al., 2016) and the protocol Voice and Choice (Sheya, 2018) as a way to aid student voice representation. Specifically, the article describes the qualitative analysis of the design choices resulting from the collaborative work of three students during an online course project (CP) implemented in an intermediate intensive L2 Spanish undergraduate hybrid course. The CP was based on the tenets of (1) multiliteracies and (2) digital storytelling in combination with (3) a protocol that guides students to look into the voices and perspectives of specific content. The results showed that participants described the elements of digital storytelling design in depth, monomodally, and multimodally. Also, when creating their digital story, they expanded their authorial choices, honed their sensitivity in selecting fitting voices and perspectives to express an intentional message, and reflected on whose voices were missing from the content. This investigation offers insight into and advances understanding of the existing body of literature on multiliteracies, multimodal authoring, and student voice representation.</p>
2023-11-02T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/24502Examining Visual Metadiscourse in EFL Students’ Infographics2023-11-02T10:16:47+00:00Mimi LiJohn GibbonsQuang Nam Pham
<p>As multimodal texts become ubiquitous in the digital age, analyzing how writers interact with readers via visuals is becoming increasingly important. Enlightened by Kress and van Leeuwen’s (1996, 2001) semiotic work, D’Angelo (2010) extended Hyland’s (2000) text-based metadiscourse model and proposed a new framework for analyzing the visual metadiscourse of multimodal texts. We used D’Angelo’s (2016) visual metadiscourse framework to evaluate the comprehensibility and organization of the EFL students’ infographics in this study. Two research questions guided our inquiry: (1) How do EFL students use diverse visual metadiscourse resources in their infographic posters? (2) In what ways, if any, does the use of visual interactive resources relate to the assessed quality of the infographics? We collected a total of 122 infographic posters and coded 5 categories of interactive resources for each poster (i.e., information value, framing, connective elements, graphic elements, and fonts), and then carried out frequency counts for each category and subcategories, taking all the posters into account. Moreover, we graded the EFL students’ infographics according to a multi-traits grading rubric, and then conducted multiple regression analyses of their use of visual interactive resources and the scores for their infographics in the aspect of visual effects. The results show that the students used diverse visual interactive resources to guide their audience through the text. The assessed quality of the infographics was found to be significantly correlated with the use of graphic elements and fonts. This study sheds new light on digital multimodal pedagogy, particularly on the role of visual metadiscourse in teaching and assessing multimodal texts in language/writing classrooms.</p>
2023-11-02T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/25514Engaging Turkish Learners in Digital Participatory Culture Through Social Media?Enhanced Language Instruction2024-02-01T14:59:04+00:00Osman SolmazJonathon Reinhardt
<p>Research has shown that social media can provide valuable tools for L2 teaching and learning, particularly for developing learners’ informal learning of non-academic interactional registers, socio-pragmatics, culture, and multiliteracies. However, the fact that their benefits are more pronounced in informal contexts due to their quotidian nature poses a challenge for incorporating them into formal language instruction settings. In response, we designed social media-enhanced instruction for 12 intermediate-level learners of Turkish as a foreign language at a large public American university. Learners were required to post tweets in Turkish and engage with both their colleagues and native speakers of Turkish on Twitter each week, writing biweekly journal entries about their experiences. A mixture of quantitative and qualitative data, consisting of learners’ journal entries, tweets, and the projects they developed as part of the instruction, were collected before, during, and after instruction and then analyzed using grounded qualitative techniques. The findings provide insight into how Turkish learners can engage in various social media literacy practices, developing awareness of everyday Turkish cultural discourses and language uses. The findings highlight the potential of social media-enhanced language learning as a means to engage in digital participatory culture.</p>
2024-02-01T00:00:00+00:00Copyright (c) 2024 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/23604Storyline 3602023-05-25T12:27:22+00:00Tamara Michelle Powell2023-05-25T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/19487Visualizing Linguistic Complexity and Proficiency in Learner English Writings2023-05-25T12:18:19+00:00Thomas GaillatAntoine LafontaineAnas Knefati
<p>In this article, we focus on the design of a second language (L2) formative feedback system that provides linguistic complexity graph reports on the writings of English for special purposes students at the university level. The system is evaluated in light of formative instruction features pointed out in the literature. The significance of complexity metrics is also evaluated. A learner corpus of English classified according to the Common European Framework of References for Languages (CEFR) was processed using a pipeline that computes 83 complexity metrics. By way of analysis of variance (ANOVA) testing, multinomial logistic regression, and clustering methods, we identified and validated a set of nine significant metrics in terms of proficiency levels. Validation with classification gave 67.51% (A level), 60.16% (B level), and 60.47% (C level) balanced accuracy. Clustering showed between 53.10% and 67.37% homogeneity, depending on the level. As a result, these metrics were used to create graphical reports about the linguistic complexity of learner writing. These reports are designed to help language teachers diagnose their students’ writings in comparison with prerecorded cohorts of different proficiencies.</p>
2023-05-25T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/21176Game-Informed Approach to Teaching Request-Making in English2023-05-25T12:18:17+00:00Naoko TaguchiDaniel H. Dixon
<p>Game-based instruction has been praised as an effective approach to second language (L2) development, as it can provide a low-stakes, fun, and engaging learning environment. However, in designing digital games for L2 learning, it is important to consider how various game designs and mechanics can affect learning gains. In the current study building on Taguchi (2023), a digital game-informed application was developed to teach 118 L2 English learners to identify and produce pragmatically appropriate requests in English. Two versions of the game were developed that differed only in one designed game mechanic: version A allowed learners to see one single reaction from interlocutors after selecting one option from a set of request forms. In contrast, version B allowed learners to see the full range of interlocutor reactions across all items in the same set of request form options. Results indicate that both versions of the game had positive effects on learners’ pragmatics knowledge. The difference in learners’ gains between the two versions of the app had negligible to small effect size (Cohen’s d) differences on both the recognition and production knowledge of the learners. Implications are discussed, offering direction for future research aiming to measure the effects of targeted game mechanics implemented in educational technology</p>
2023-05-25T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/21639Distance Students’ Language Learning Strategies in Asynchronous and Synchronous Environments2023-05-25T12:18:16+00:00Lijuan ChenClaire Rodway
<p>Although there are many studies on distance students’ language learning strategies (LLS) use, very little is known about what distinguishes LLS use between synchronous and asynchronous environments. This preliminary mixed-methods research helps to fill this gap by investigating distance students’ LLS use in these two environments. The picture of LLS use that emerged from the data collected has clearly demonstrated that the participants’ use of LLS and technologies was environment-dependent. Our findings suggest that, although the participants were able to use a wide repertoire of LLS and technological tools to facilitate their independent and collaborative learning, the efficacy of their efforts could be further improved by practicing LLS consciously and systematically. We therefore recommend environment-dependent LLS training and the integration of such training into curricular design, in order to empower learners to take more responsibility in online language learning.</p>
2023-05-25T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/22360Foreign Language Learning in the Digital Wilds2023-05-25T12:18:14+00:00Gilbert Dizon
<p>While primary studies on technology-mediated informal foreign language (FL) learning are increasingly popular, research synthesis on self-directed FL learning in incidental, out-of-class contexts are scarce. Therefore, this article seeks to address this gap in the literature through a qualitative research synthesis (QRS) on language learning in the digital wilds; that is, digitally mediated FL learning in which the main goal of the activity is not related to language learning. The QRS involved a search of the Scopus and Web of Science databases for relevant literature between 2010 and 2021. Thirteen studies aligned with the inclusion criteria, and data from these studies were extracted for thematic analysis. Five themes were identified according to the analysis: diversity in digital practices; development of FL vocabulary; exposure to authentic language; opportunities for interaction and collaboration; and difficulty understanding FL input. These themes were analyzed using a framework by Reinders and Hubbard (2013), in order to understand the affordances and constraints of the digital wilds. Five affordances and two constraints were identified, which have implications for learner autonomy in computer-assisted language learning (CALL).</p>
2023-05-25T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/22364Toward Blended Language Learning Frameworks2023-05-25T12:18:15+00:00Jessica DeMolderDavid WisemanCharles GrahamCamellia Hill
<p>Over the past decades, but particularly as a response to the global pandemic, online language technologies have made blended approaches increasingly practical for the language learning classroom. Despite the growing interest in blended learning generally, research has shown an overemphasis on comparative studies (Goertler, 2019), and left the field with a lack of summative research in blended language learning (BLL). For this article, therefore, we reviewed 208 peer-reviewed studies on BLL to identify predominant scholarly trends, including gaps in the literature, and to encourage further investigation in targeted areas. We specifically advocate for scholarship that addresses language proficiency outcomes, connects the domains of language learning theory and blended instruction, and centers on design-based aims. We invite educators within blended education, foreign language acquisition, and other relevant fields to work collaboratively across disciplines, using our review as a springboard to develop a more complete BLL design framework to better use the affordances of technology to advance BLL.</p>
2023-05-25T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/24061Eduflow2023-05-25T12:18:12+00:00Hanon Junn2023-05-25T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/26204Future-Proofing Language Teaching2023-05-25T12:18:10+00:00Ursula SticklerMartina Emke
<p>This article explores the future of language teaching in the light of recent developments. It is set against the background of the COVID-19 pandemic, which accelerated technology-related changes within the field. The article outlines factors that have contributed to a shift in the role of language teachers, followed by a depiction of the transformation observed at three distinct points in time during the pandemic. Trends in the changes are drawn from the data with the help of direct quotes, categories of responses, and vignettes representing aggregated language teacher voices. Finally, based on the uncovered trends, we outline reasons for being optimistic about the future of our profession, and provide recommendations for language teachers and language educators to take charge of developments to co-create possible futures for our roles in the profession.</p>
2023-05-25T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/26321Current Themes and Trends in CALL Research2023-05-25T12:18:10+00:00Bryan SmithAna Oskoz2023-05-25T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/26273Generating Genre-Based Automatic Feedback on English for Research Publication Purposes2024-03-25T15:19:21+00:00Stephanie LinkRobert RedmonYaser ShamsiMartin Hagan
<p>Artificial intelligence (AI) for supporting second language (L2) writing processes and practices has garnered increasing interest in recent years, establishing AI-mediated L2 writing as a new norm for many multilingual classrooms. As such, the emergence of AI-mediated technologies has challenged L2 writing instructors and their philosophies regarding computer-assisted language learning (CALL) and teaching. Technologies that can combine principled pedagogical practices and the benefits of AI can help to change the landscape of L2 writing instruction while maintaining the integrity of knowledge production that is so important to CALL instructors. To align L2 instructional practices and CALL technologies, we discuss the development of an AI-mediated L2 writing technology that leverages genre-based instruction (GBI) and large language models to provide L2 writers and instructors with tools to enhance English for research publication purposes. Our work reports on the accuracy, precision, and recall of our network classification, which surpass previously reported research in the field of genre-based automated writing evaluation by offering a faster network training approach with higher accuracy of feedback provision and new beginnings for genre-based learning systems. Implications for tool development and GBI are discussed.</p>
2024-03-25T00:00:00+00:00Copyright (c) 2024 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/25512Doing Being on Social Media2024-02-01T14:59:04+00:00Signe Hannibal Jensen
<p>The present study set in Denmark explores how social media use may help to facilitate English as a second language (L2) development by means of social media literacy socialization. The data consisted of English language Ariana Grande (AG) fan TikToks made over the course of a year by a Danish girl, aged 11–12, and semi-structured interviews. Findings show that through the participant’s focus on creating a popular fan persona, she was socialized into the fan community and thereby encountered affordances for language learning and opportunities to develop her critical and digital social media skills. She communicated in English daily with fellow fans, sought English language information related to content and editing, developed a growing awareness of the language conventions in the space, and was very invested in her engagement (Norton, 2013). The study also showed that while the focus on obtaining a popular identity guided much of the participant’s engagement and thereby provided language learning affordances, it eventually resulted in a decrease in her postings and, by extension, in fewer learning opportunities. Implications for the L2 classroom are suggested.</p>
2024-02-01T00:00:00+00:00Copyright (c) 2024 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/25577Online Fan Practices and Informal Language Learning2024-02-01T14:59:03+00:00Haeun KimCarol A. ChapelleNoëmie Sollier
<p>Extensive and repeated language exposure is essential for second language learning. While not all learners can get such exposure routinely in face-to-face contexts, English language learners today create pathways to opportunities for learning English through participation in social media communities. The informal exposure to English they obtain can be driven by their passionate interest in popular culture and affiliation with communities of fans. The potential of interaction in online fandoms for language learning, however, depends in part on the language that learners are exposed to. In this study, a lexical bundle analysis was conducted to identify frequently used word combinations in YouTube comments posted under South Korean music band BTS fan-edited videos and performance videos. Lexical bundles retrieved from a corpus of 8,000 comments were investigated structurally and functionally. The bundles were found to display structural similarities with spoken registers, even though comments have unique textual characteristics. Functional analysis results showed that many of the bundles express interpersonal meanings, such as positive appraisal, with stance expressions. Findings from the structural and functional analyses of lexical bundles increase knowledge of the type of language that English learners are exposed to and can potentially benefit from by engaging in online fan communities.</p>
2024-02-01T00:00:00+00:00Copyright (c) 2024 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/17017Effects of L1/L2 Captioned TV Programs on Students’ Vocabulary Learning and Comprehension2023-03-13T06:16:15+00:00Yangting Wang
<p>This study investigated the effects of different types of captions on English as a Foreign Language Learners’ (EFL) vocabulary learning and comprehension. Eighty students in a Chinese university participated. Students were divided into four groups with two classes of freshmen, one class of juniors, and one class of graduate students. Each group watched four video clips with four caption conditions: L1 Chinese, L2 English, dual (L1 and L2), and no captions. The order and caption conditions were counterbalanced. The purpose of the study was to find which caption condition is more effective for EFL learners. Four by four mixed ANOVAs were used to compare the differences among the four conditions and groups. Results indicated that students’ performances were statistically significantly different across captions and class levels. In general, students in L1, L2, and dual captions statistically outperformed the no caption condition in vocabulary and comprehension. Results of the effects of L1, L2, and dual captions on vocabulary learning and comprehension were mixed. The pedagogical implications of using authentic TV series and multimedia captions were discussed.</p>
2019-09-30T00:00:00+00:00Copyright (c) 2019 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/7912Robert Fischer’s Impact on the Language Teaching and Learning Field2020-05-21T07:22:02+00:00Kathleen Egan
<p>No abstract</p>
2013-06-12T00:00:00+00:00Copyright (c) 2013 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/7915The emergence of a fruitful relationship between EUROCALL and CALICO2020-05-21T07:23:23+00:00Ana GimenoFrançoise Blin
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2013-06-12T00:00:00+00:00Copyright (c) 2013 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/7916Robert Fischer: CALICO's Gentleman-Scholar2020-05-21T07:24:45+00:00Barbara A. Lafford
NA this is a short personal essay for the Festschrift.
2013-06-12T00:00:00+00:00Copyright (c) 2013 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/7918Tools that detectives use: in search of learner-related determinants for usage of optional feedback in a written murder mystery2020-05-21T08:27:06+00:00Frederik CornillieRuben LagatieMieke VandewaetereGeraldine ClareboutPiet Desmet
<p>This paper explores individual difference factors in relation with usage of optional CF in a written and task-based tutorial CALL environment for English grammar practice that contained gaming features. Previous research in CALL has highlighted the importance of prior knowledge for learners’ usage of CF options (Brandl, 1995; Heift, 2002), but the contribution of metacognitive and affective variables remains unexplored. Based on insights from the literature on tool use (e.g. Author 4 & Elen, 2009), this pilot study considered that learners’ usage of optional CF in CALL might additionally be determined by the perceived usefulness of CF and by learners’ achievement goal orientation. Quantitative analysis of questionnaire data in combination with tracking and logging data showed that usage of optional CF was associated with prior explicit knowledge, but no relation was found with perceived usefulness and achievement goal orientation. Future research on CF usage could benefit from qualitative in-depth analyses of learners’ perceptions and motives.</p>
2013-06-12T00:00:00+00:00Copyright (c) 2013 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/7919Using tracking technologies to study the effects of linguistic complexity in CALL input and SCMC output2020-05-21T08:36:18+00:00Karina Collentine
With more integration of CALL in the language classroom, it is becoming increasingly important to understand the impact of CALL features on L2 performance. Tracking technologies provide an unobtrusive glimpse into learners’ behaviors in CALL (Fischer, 2007). Collentine (2011) employed tracking technologies to study the relationship between learners’ exploratory behaviors in a task-based 3D world and the linguistic complexity of their SCMC production. Yet, learners’ exploratory behaviors actually increased their exposure to input, and the combination of exploratory behaviors and input was hypothesized to yield more complexity in output. This study uses tracking technologies to focus explicitly on this input-output relation. A total of 60 third-year university learners of Spanish participated in CALL tasks entailing a 3D world – containing embedded tracking technologies – to discover clues about a crime; then, dyads chatted in SCMC to solve the crime. The study employed three regression analyses to study the relationship between linguistic complexity in input from the 3D world and SCMC production. The results suggest that, for learners to produce linguistic complexity while engaged in task-based CALL, learner input must contain both certain linguistic features and generous amounts of information.
2013-06-12T00:00:00+00:00Copyright (c) 2013 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/17013Learning Technology Review: Memrise2020-05-15T10:27:22+00:00Xiaomeng Zhang
<p>Review of an online language learning platform called <em>Memrise</em>.</p> <p>Producer Details:<br>Memrise<br>3-5 Fashion Street<br>London E1 6PX United Kingdom<br>press@memrise.com<br>www.memrise.com</p>
2019-04-17T00:00:00+00:00Copyright (c) 2019 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/17015Bilingues, francophiles et citoyens du web ! / Bilinguals, Francophiles and Web Citizens!2022-08-08T13:05:41+00:00Marie-Josée Hamel
<p style='margin: 0in 0in 16.9pt; text-align: justify; font-family: "Times New Roman", serif; font-size: medium;'><em>Au Canada, l’apprentissage des langues officielles (LO) en vue de l’atteinte d’un bilinguisme fonctionnel demeure une préoccupation sociétale importante. Être bilingue est perçu comme un atout et un élément important de l’identité canadienne. Pour une majorité de Canadiens, le défi du bilinguisme concerne surtout le français langue seconde (FLS). Son apprentissage, qui commence souvent en jeune âge et se déroule en contexte immersif, vise à l’issue du parcours scolaire, une littératie avancée dans cette LO. À l’ère du numérique où la communication est désormais complexe, diverse et mixte, une telle littératie devient médiatique et multimodale, son développement s’alliant nécessairement à celui d’une littératie numérique. </em></p> <p style='margin: 0in 0in 16.9pt; text-align: justify; font-family: "Times New Roman", serif; font-size: medium;'><em>Dans le cadre de mes actions de « recherche-développement-formation », je me suis intéressée aux affordances du numérique, et en particulier au web participatif, pour consolider ces littératies multiples chez les apprenants avancés de FLS. Mon approche mise sur le développement de la construction identitaire en FLS et du « moi » numérique en L2, ainsi que sur l’agir social en tant que citoyens francophiles du web. Cette approche s’inscrit dans une perspective sociointeractionnelle qui met d’avant des tâches en ligne ancrées dans la vie réelle pour développer des compétences de communication, linguistiques et interculturelles en L2. La nature médiatique et multimodale de ces tâches renforce le lien avec les arts et la créativité, permet un engagement cognitif et affectif plus profond avec les contenus produits. </em></p> <p style='margin: 0in 0in 16.9pt; text-align: justify; font-family: "Times New Roman", serif; font-size: medium;'><em>Je ferai état de ma réflexion et de mes travaux en cours sur ce thème et discuterai des implications pour la recherche-développement-action en FLS et en langues.</em></p> <p style='margin: 0in 0in 16.9pt; text-align: justify; font-family: "Times New Roman", serif; font-size: medium;'>In Canada, learning our official languages (OL) as a means of achieving functional bilingualism remains a major societal concern. Being bilingual is seen as an asset and an important part of Canadian identity. For the majority of Canadians, the challenge of bilingualism concerns mainly French as a second language (FSL). Its learning, which often begins at an early age and takes place in an immersive context, aims at an advanced literacy in this OL by the end of school. In this digital age, where communication is complex, diverse and mixed, such literacy is media-driven and multimodal and its development goes hand in hand with that of digital literacy.</p> <p style='margin: 0in 0in 16.9pt; text-align: justify; font-family: "Times New Roman", serif; font-size: medium;'>As part of my “research-development-training” activities, I became interested in digital affordances, and in particular those of the participative web, to consolidate these multiple literacies among advanced FSL learners. My approach focuses on the construction of identity in FSL and the digital “self” in the L2, as well as on the social behavior of learners as Francophile web citizens. This approach fits within a socio-interactional perspective that promotes the use of online real-world tasks to develop communication, linguistic and intercultural skills in the L2. The media and multimodal nature of such tasks reinforces the link with the arts and creativity, allowing for a deeper cognitive and emotional engagement with the content produced.</p> <p style='margin: 0in 0in 16.9pt; text-align: justify; font-family: "Times New Roman", serif; font-size: medium;'>I will reflect on my current work on this theme and discuss the implications for research-development-action in FLS and L2.</p>
2019-09-30T00:00:00+00:00Copyright (c) 2019 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/17016Using Visual Social Media in Language Learning to Investigate the Role of Social Presence2022-08-08T13:05:42+00:00Fabrizio FornaraLara Lomicka
<p>In this paper, we attempt to investigate the pedagogical value of visual social media platforms, specifically Instagram, for the development of the online social presence of language classes. Students in intermediate university-level French and Italian classes used Instagram for a six-week period to reply to a series of questions prompted by the instructor as a way to engage in interaction with their own classmates. This research examines how students establish a community of inquiry (CoI) and investigates the development of social presence in students’ posts. Using a mixed methods approach, we performed a content analysis of the transcripts of Instagram posts, coding for social presence. Given the visual nature of Instagram, we also conducted a visual analysis of representative posts to investigate the multimodal projection of social presence. Additionally, we administered voluntary pre-questionnaires to capture demographic data and students’ experience with Instagram. We analyzed the data using the social presence density calculation and performed basic statistical analyses. Findings indicate that students did build online social presence, which can promote the development of a CoI. Both language groups performed in similar ways, which may be a result of the tool rather than the language and context. This finding is consistent with the general use of visual social media as a tool for self-expression, self-identity, and community building.</p>
2019-09-30T00:00:00+00:00Copyright (c) 2019 Equinox Publishing Ltd.https://journal.equinoxpub.com/Calico/article/view/17018Effects of Japanese University Students’ Characteristics on the Use of an Online English Course and TOEIC Scores2022-08-08T13:05:52+00:00Shinya Ozawa
<p>The effective use of Information and Communication Technology (ICT) can have positive effects on the development of learners’ English abilities. To what degree it is effective is partly determined by learners’ characteristics in ICT use. However, these characteristics have not yet been sufficiently discussed in Japan. This study, then, explored how the characteristics of Japanese EFL university students related to their actual use of an online English course and whether it led to the development of their English abilities. In the survey, 130 Japanese university students were asked to self-evaluate their attitudes toward computer-assisted language learning (CALL) and the use of technology in an out-of-classroom situation. As a result, it became clear that most of the students were not confident in using the technology and did not use it actively outside the classroom. Cluster analysis was employed with a focus on individual differences, revealing that the time students actually spent on the course and their high evaluations of the effectiveness of CALL did not necessarily predict development of English abilities. It was suggested that individual differences should be carefully considered in adopting online English courses effectively in higher education institutions.</p>
2019-09-30T00:00:00+00:00Copyright (c) 2019 Equinox Publishing Ltd.