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Challenges in the assumptions of using a flemma-based word counting unit
No full textThe choice of word counting units (i.e. word family, flemma, or lemma) is of great importance in vocabulary list and test creation, as there are assumptions underpinning the use of each. Flemma-based counting assumes that if a learner can understand the meaning of a word in one part of speech (POS), they can also understand its meaning when the same word form is used in another POS. A previous quantitative study showed that such an assumption is not always valid, but it did not provide reasons as to why. Therefore, this article presents an interview study probing the challenges learners face when they fail to understand the meaning of a known word form used in a new POS. The data were collected through one-on-one interviews with 16 university students in Japan, where they were asked to demonstrate comprehension of target words embedded in short sentences, as well as to explain how they approached the task. The interviews revealed that factors related to both the words and the learners play a role: some words have more complex meaning relationships across different POS, and some learners did not have advanced enough parsing skills to overcome such complexity. Based on these findings, this article concludes that the flemma might not be a suitable word counting unit for Japanese university students with relatively low levels of proficiency
Considerations and challenges in longitudinal studies of lexical features in L2 writing
No full textExploring the longitudinal development of second language (L2) lexical use has been one of the important topics in L2 vocabulary research. One approach to examining longitudinal changes in L2 lexical use is to capture changes in lexical features as found in learner production, such as L2 writing, over time. To further facilitate this approach, the purpose of this article is to discuss considerations and challenges for conducting longitudinal studies on lexical features in L2 writing. The article first provides a summary of relevant previous studies, followed by the promise of longitudinal studies on lexical features in L2 writing. It then presents considerations and challenges in longitudinal studies of lexical features in L2 writing in terms of the data collection and analysis and the choice of lexical measures. More research on the longitudinal changes in lexical features in L2 learner production seems warranted. Ultimately, more longitudinal research in lexical features in L2 learner production will help us have a deeper understanding of L2 lexical development and design better vocabulary intervention in L2 classrooms
Measuring attrition of L2 productive vocabulary knowledge over the summer vacation
No full textFor many teachers and administrators, the degree to which attrition over summer vacation represents a threat to instructed language acquisition remains unclear. In a previous study, Kramer et al. (2019) looked at receptive vocabulary knowledge attrition oversummer vacation, found no evidence of attrition using these measures, and called for future research to instead use tests of productive vocabulary knowledge which is more likely to be forgotten. Therefore, in this study we investigate the amount of summer attrition among Japanese university students(N = 81) and any mediation in that attrition attributable to digital paired-associate vocabulary studying, extensive reading, or experience travelling abroad. The results indicate that although there was no significant group difference in pre- and post-test productive vocabulary scores, a small but significant relationship was found between digital paired-associate vocabulary studying and vocabulary test scor
Enrolled or engaged? tudents’ perceptions of engagement and oral interaction in a blended learning language course
No full textStudent engagement is essential in online language courses where the risk of suspending studies is higher than in face-to-face teaching. Furthermore, oral language rehearsal is challenging in such a course; therefore providing sufficient assignments to rehearse oral interaction is central. This study investigates how student engagement and oral language skills rehearsal are perceived in a blended learning language course. The course design was based on multimodality and the applied theoretical frameworks were ecological language learning and the notion of engagement. The study was conducted, and the data were collected in a 5-credit course for 1st-year business administration students (n=22). The qualitative data include students’ learning diaries and open-ended questions of a post-course online questionnaire; the data were analysed according to the qualitative content analysis method. The findings suggest that meaningful course design with authentic assignments and course material enhanced students’ academic engagement; students’ own activity was perceived to foster academic engagement equally. ocial engagement was reinforced mainly by successful collaboration, but students’ own actions had a great impact as well. n terms of oral interaction, collaborative, meaningful assignments and student’s own investment in practicing had a positive impact on students’ oral interaction. This study contributes to earlier research since it provides an insight into student academic and social engagement in a blended learning context and 2Korkealehto, Lakkala & Toom: Engagement and oral interaction in blended learning The JALT CALL Journal vol. 17 no.1 the findings can guide educators to design more engaging language learning courses in higher education
Exploring EFL teachers’ professional identity development in a CALL teacher preparation program
No full textThe spread of computer-assisted language learning (CALL) in L2 pedagogy has asked for training professional teachers who can integrate CALL in L2 pedagogy. Hence, the current study investigated the role of a CALL teacher preparation program in developing EFL teachers’ professional identity. To that end, two EFL teachers participated in a blended CALL teacher preparation program in which the approaches, syllabi, and process of actual CALL teacher education programs were implemented. Through project-based instruction, EFL teachers learned how to bridge the theory and practice of CALL in their classes for eight months. The data sources were the teachers’ interactionally-oriented narratives and the reports of CALL practices in their classrooms. To examine EFL teachers’ professional identity development after participating in the program, the researchers analyzed the narratives based on the 3ATIF framework (Werbińska, 2016), including three components: affiliation, attachment, and autonomy. Teachers’ professional identity comprises these components. Teachers’ narratives were analyzed using a dialogic and performance analysis. The findings showed that CALL teacher preparation programs might have a constructive role in developing EFL teachers’ professional identity. The findings also indicated that EFL teachers’ willingness to become CALL-oriented teachers developed after participating in CALL teacher preparation programs. Moreover, their tendency toward integrating CALL in L2 pedagogy was enhanced while participating in the CALL teacher preparation program. Furthermore, they recognized CALL as a platform to develop their autonomy. It can be concluded through the findings of this study that CALL teacher preparation programs can motivate the EFL teachers to integrate what they obtain from the programs in their teaching
Learners’ perspectives on interaction in a language MOOC
No full textThis study examines how 136 language learners interacted with other learners in and out of a Language MOOC on English presentation. t also investigates the learner-reported reasons that encourage them to interact, and that prevent them from interacting with other learners. The results demonstrate that the level of learner–learner interaction was quite low in the LMOOC overall. More active learners cited a sense of belonging to the group and confidence in their English ability as the reasons for interacting with others, and less active learners reported a preference for F2F (face-to-face) interaction, lack of time and lack of English proficiency as factors preventing them from doing so. Learners also reported frequent use of personal communication tools to interact with other learners outside of the LMOOC. We conclude with a number of suggestions and implications for future LMOOC design, implementation and research
Computer-related metacognitive and selfefficacy beliefs of university students: A Japanese case study
No full textThis study aims to measure student cognitive and metacognitive perceptions regarding computer use in university. This study addresses three key questions: a) how does the model fit the key construct of metacognitive and self-efficacy beliefs; b) to what degree do independent variables predict dependent factor outcomes; and c) how can understanding student metacognitive and self-efficacy beliefs inform ICT policy in education? This representative model uses four latent factors to measure student perceptions: self-efficacy (SE), computer anxiety (CA), vicarious experiences (VE), and belief of benefits (BB). This study uses a 16-item survey model to test a sample of 602 students from a university in Japan. Quantitative data were analysed using a confirmatory factor analysis to test the validity of dependent latent factors, and a multiple regression analysis to identify independent variables that can predict dependent variable outcomes. Results identify statistically significant predictors of outcome related to two of the dependent variables (self-efficacy and computer anxiety) concerning the demographic groups: a) Gender, b) Computer use age (the age when participants begin using computers), c) Computer use based on hours per day, d) Ownership of computer devices, and e) Location of computer use. Findings conclude that the tested model gives substantial insights into the cognitive and metacognitive processes of students, which can meaningfully contribute to the development of ICT policies in schools
Researching intercultural competence in language learners: Gaps between theory and methodology
No full textTraditional approaches to intercultural competence (IC) in language learning have been criticised for reproducing cultural differentialism, a theoretical perspective which emphasises that people are different due to essential distinctions between their ethnic or national cultural background. While differentialist views have been recognised as problematic in the theory of IC, it remains to be examined whether and how cultural differentialism is reflected in the methodological tools used in empirical research in the field. To shed light on this issue, the article analyses five questionnaires studying IC or related concepts: the Multicultural Personality Questionnaire (van der Zee & van Oudenhoven, 2001), the Intercultural Development Inventory (Hammer et al., 2003), the Intercultural Communicative Competence Instrument (Arasaratnam, 2009), the Intercultural Effectiveness Scale (Portalla & Chen, 2010) and the UNGSPR?…K Questionnaire (Haukås et al., 2021b). The analysis reveals that cultural differentialism persists at the level of methodology. However, the extent to which questionnaires reproduce it varies according to how notions of culture, identity and differences are reflected in the questionnaire statements. The concluding section discusses the possible implications of using methodological tools that reproduce cultural differentialism. It also provides some recommendations that can help researchers avoid this problematic approach in an empirical study
Planning, implementing, and evaluating a non-essentialist training programme for study abroad in the Japanese HE context
No full textShort-term study abroad (SA) programmes are often promoted as an effective way of developing English language skills and accessing opportunities for intercultural learning. Whilst pre-departure intercultural training is thought to play an important role in enhancing the potential for meaningful learning, overemphasis on essentialist framings of cultural difference may be counterproductive given the multicultural and multilingual composition of many societies. This paper reports on an action research project triggered by the perceived underdevelopment of SA training and essentialist educational practices observed in a university ELT setting in Japan. The research involved the systematic design, implementation, and evaluation of a non-essentialist SA training e-learning programme informed by research on intercultural awareness, intercultural citizenship, and English as a lingua franca. Findings from a qualitative evaluation of learning on the programme among 22 students revealed some emergent non-essentialist understandings of culture, new awareness of variability in English language use, and a perception that the course was useful for SA training. The paper contributes to understanding of the importance of moving away from essentialist learning in SA training by integrating content which recognises the learning potential of SA experiences in multicultural and multilingual settings
To the best of my memory and belief: Learning new language forms
No full textWe propose a previously unexamined factor instrumental in learning vocabulary accounting for the differences between learning a native and a foreign language: the development of critical thinking in adolescence. We hypothesize that the difficulties experienced in foreign vocabulary development result from the learner’s readiness to question new information. Following Gilbert’s (1991) claim that rigorous critical thought is the last to emerge and children are prone to accept propositions uncritically, we suggest that it is to this absence of doubt that children owe their success in remembering lexical items after a single exposure, a phenomenon referred to as fast mapping. The rationale is that the mental belief systems are memory’s filtering mechanism for what to retain: information labelled as questionable is allowed to decay without being granted access to long-term memory. We present the results of an experiment suggesting that memory of new language forms is enhanced by the learner’s conviction in their validity