Castledown Journals
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Instagram vs reality: Exploring local culture through various lenses
No full textRather than viewing online and face-to-face learning as two dichotomous domains (Kessler, 2018), this study seeks to explore ways that social media can be used to support and facilitate face-to-face exploration and communication in target language environments. It also aims to help English language learners improve their ability to critically evaluate social media by exploring a local community through a critical lens. This study applied the concept of “social media pathways” (authors, 2024) through an experiential learning model to integrate an authentic social networking site, Instagram, into an ESL curriculum for a community engagement project promoting a deeper and multifaceted understanding of the target language community. This study employed qualitative method approach, including seven international students’ reflections, a post-task questionnaire, and focus-group interview data, to investigate how the assumptions made from social media compare with observations made in the field. The findings were then used to establish a “Model for Community Exploration within Virtual and Face-to-face Contexts” that adds to the experiential learning framework the additional stages of experimentation, reflection, and new conceptualization that take place when learners use social media to form assumptions about a community and then use in-person exploration to test those hypotheses
Unveiling online identity construction: A case study of language teaching micro-celebrities on Bilibili
No full textIn the digital age, the global online language education market is experiencing rapid growth. Language teaching micro-celebrities are individuals who create and share language content on social media, attracting large audiences and monetizing their popularity. As these figures gain traction, it is crucial to explore how they construct their identities. The present study examines the identity formation of three language teaching micro-celebrities on Bilibili, a popular Chinese video-sharing platform known for its focus on animation, comics, and games (ACG) content. We utilized Tracy’s (2002) framework on identity. Employing qualitative methods, we analyzed 30 videos from these micro-celebrities to investigate their identities and the multimodal resources they use for identity construction. Findings reveal that these micro-celebrities strategically cultivate multifaceted and hybrid identities, portraying themselves as successful yet relatable language teachers, intimate peers, and entrepreneurial individuals. By leveraging various multimodal resources, they seamlessly blend their native language, English, and visual elements to enhance understanding and establish unique personas. This research underscores the fluid and adaptable use of multimodal resources by language teaching micro-celebrities, highlighting their dual pedagogical and promotional roles. It contributes to a deeper understanding of the intricate relationship between online language teaching and micro-celebrity culture in Chinese social media
Experiences of female Chinese university students in Japan: A diary study with a grounded theory approach
No full textThe focus of this study is to explore the relationship between linguistic and cultural learning processes that female Chinese university exchange students perceived in Japan over one academic year. Methodologically, the data for diary entries with follow-up interviews were analyzed and interpreted, using a grounded theory approach. The main findings were that: none of the Chinese sojourners’ experiences during study abroad represented the models of conceptualizing adaptive changes (Lysgaard, 1955; Oberg 1960). At a linguistic level, the sojourners experienced language shock at the initial arrival stage while at the cultural level, they came to develop negative attitudes towards hosts over time. In the perceptions of linguistically- and culturally-specific restructuring processes in the host environment, with the impact of rich formal classroom instruction and learning in the home country, the sojourners were constructing dual identities negotiated with age and gender. They wished to celebrate their youth with hosts of the same generation by becoming involved in similar linguistic usage on one hand, and to behave in a polite manner like elderly women at linguistic and cultural levels on the other hand
Attitudes towards digital game-based language learning among Japanese university students
No full textThe notion that digital games can be effectively employed as tools for learning and teaching has steadily been gaining traction among educational theorists and researchers, with numerous empirical studies pointing to the potential benefits of games for skill and knowledge development. However, a solid understanding of learners’ attitudes and concerns regarding this relatively novel pedagogical approach is also necessary for effective implementation in formal learning contexts. It cannot be taken for granted that today’s learners will accept game-based approaches simply because these learners tend to be more accustomed to advanced technologies than those of previous generations. The aim of this mixed-methods empirical study is thus to help elucidate learner beliefs and attitudes regarding digital game-based language learning with survey data collected from 112 undergraduate student participants at a large public university in Japan. The findings reveal that learners generally held positive attitudes towards DGBLL before taking part in any intervention and, after playing a cooperative digital game over six weekly sessions, reported stronger positive attitudes towards this pedagogical approach. In contrast to the results of earlier studies, gender was not found to be a statistically significant predictor of attitude towards DGBLL in this sample. However, two other demographic factors, namely information technology literacy and digital gaming experience, correlated positively with several measures of attitude. The learners considered enjoyment to be the most important advantage of using digital games for language learning. However, many also expressed doubts regarding the effectiveness of game-based language education
Student perceptions of Grammarly, teacher’s indirect and direct feedback: Possibility of machine feedback
No full textEmpirical data on automated writing evaluation (AWE) has been accumulating over the past several years, but previous research has concentrated on the impact of using machine feedback alone, and only a little is known about how learners view the usage of AI-assisted tools when combined with teacher feedback. More empirical evidence from instances in which machine and teacher feedback is used in combination is necessary to determine optimal approaches to incorporating AWE tools in classroom instruction. A study was conducted to assess Japanese college students’ perceptions of three types of feedback when they experienced them in a certain order. Participants in two groups received Grammarly feedback on their first drafts, the teacher’s indirect feedback on their second drafts, and the teacher’s direct feedback on their third drafts. The questionnaire administered to the first group examined participant perceptions of the respective type of feedback, whereas the questionnaire given to the second group verified the strengths and weaknesses of each type of feedback and investigated the type of feedback participants believed was most effective in improving their writing in English. The content analysis approach was used for textual analysis of the responses to open-ended questions, and a chi-square test was performed for scale responses. The quantitative and qualitative analysis of questionnaire data revealed that, though machine feedback was favorably received, participants appreciated human direct and indirect feedback more highly for its appropriateness and reliability. Moreover, the largest number of participants rated the teacher’s direct feedback as the most beneficial to their writing progress. The findings imply that machine feedback should not be used alone in writing instruction but as a supplement to teacher feedback. In addition, the participants’ response suggests that using Grammarly feedback in a “form then content” sequence might be one feasible pedagogical approach in the classroom
The effects of mobile-assisted concept mapping on EFL learners’ writing fluency and motivation
No full textWriting and its role in English as a foreign language (EFL) context has been one of the primary areas of focus for many years. The present study examined the effects of mobile-based concept mapping on EFL learners’ writing fluency and motivation. To fulfill the objective, 70 upper-intermediate level Persian EFL learners were assigned into one experimental and one control conditions, each including 35 participants. The experimental condition’s participants received instruction through mobile-based concept mapping while the students of the control condition did not receive any instruction and were just required to discuss the topics and write about them traditionally. The findings of the study revealed that mobile-mediated concept mapping was effective for EFL students’ writing fluency. Moreover, the results indicated that mobile-based concept mapping was beneficial for learners’ writing motivation
Review of Local Research and Glocal Perspectives in English Language Teaching: Teaching in Changing Times
No full textReview of Local Research and Glocal Perspectives in English Language Teaching: Teaching in Changing Times, edited by Rubina Khan, Ahmed Bashir, Bijoy Lal Basu, & Md. Elias Uddin , Springer, 2022. 487pp., 162.11 (eBook). ISBN 9789811964572
The effect of rapid serial visual presentation technology (RSVP) in the form of subtitles on enhancing EFL learners' online reading speed, motivation and attitudes
No full textThe current study aimed at enhancing online reading speed and motivation of EFL learners through subtitled series as RSVP. For this purpose, 90 learners were divided into three groups: two experimental groups and one control. The study follows a pre-post experimental mixed-method design. The results were statistically analyzed by using the one-way analysis of variance to compare the mean scores of the reading speed post tests among groups and the t-test to compare the mean scores of the pre-post reading speed tests. To test online reading motivation, a 38 item questionnaire was prepared. Results revealed no significant differences between the two experimental groups on online reading speed tests and online reading motivation. However, there were significant differences between the pre and post online reading speed tests. A qualitative analysis was used to analyze learners' attitudes toward using subtitled movies to enhance their online reading speed and motivation. Results showed that majority of students had positive attitudes toward subtitled movies. Accordingly, discussion and interpretation of these results were provided
Vocabulary Networks Workshop 3: Activating words in a network (II)
No full textThis paper is part 3 of a series of workshops that examine the properties of some simple models vocabulary networks. This Workshop focusses on how the vocabulary network responds when words become easier to activate. The Workshop is linked to an on-line practice room where readers can explore this proccesses for themselves
Student voice in distance FL course design and its practical implications
No full textThe purpose of this research is to analyze whether university students would be willing to engage in distance foreign language (FL) course design, and if the knowledge of their preferences could be used to present guidelines for course designers. Student engagement is seen as crucial to graduates’ achievement in HE, especially in online courses, yet there are no studies examining student voice in distance FL course design or curriculum delivery in the context of HE in Poland and very few international ones. The study identified five dimensions and feedback as the basic constructs to analyze students’ preferences about learning design of distance foreign language courses. The research study design is quantitative with descriptive and correlational method. Data were gathered from HE students (n = 626) studying in Poland. The results show statistically significant differences regarding students’ gender, age and academic level. The findings suggest that the learning paths in a FL distance course in HE should be created by taking into account the language skills students want to practice, students’ main language, gender identity, learning communities, and age. The latter can influence students’ willingness to co-design the course, the course content, and the type of interactions