Future-proof call : language learning as exploration and encounters: short papers from EUROCALL 2018 - Dialnet

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Future-proof call : language learning as exploration and encounters: short papers from EUROCALL 2018

Imagen de portada del libro Future-proof call : language learning as exploration and encounters

Información General

Autores: Peppi Taalas (coord.), Juha Jalkanen (coord.), Linda Bradley (coord.), Sylvie Thouësny (coord.)
Editores: Research-publishing.net
Año de publicación: 2018
País: Francia
Idioma: español
ISBN: 978-2-490057-21-4
Texto completo no disponible (Saber más ...)

Otros catálogos

Red de Bibliotecas Universitarias (REBIUN)

Citas a capítulos: 1 Citas

Listado de artículos

- Social media in language learning: a mixed-methods investigation of Saudi students’ perceptions
  Nouf Aloraini, Walcir Cardoso
  págs. 1-5
- Practices, challenges, and prospects of e-learning at a Saudi university: English teachers’ perspectives
  Sahar Alzahrani
  págs. 6-10
- Instructors as MALL engineers: adapting, modifying, and creating mobile materials for listening practice
  Mike Barcomb, Jennica Grimshaw, Walcir Cardoso
  págs. 11-15
- Learning L2 pronunciation with a text‑to-speech synthesizer
  Walcir Cardoso
  págs. 16-21
- Learners’ satisfaction comparison between text and speech dialogue-based computer assisted language learning system
  Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim
  págs. 22-28
- Can TTS help L2 learners develop their phonological awareness?
  Almir Anacleto de Araújo Gomes, Walcir Cardoso, Rubens Marques de Lucena
  págs. 29-34
- Designed and emerging CALL affordances in videoconferencing for language learning and teaching
  Aparajita Dey-Plissonneau
  págs. 35-40
- Addressing current and future challenges in EAL writing with Universal Design for Learning
  Paul Dickinson
  págs. 41-46
- Tracking online learning behaviour in a cross-platform web application for vocabulary learning courses
  Kazumichi Enokida, Kunihiro Kusanagi, Shusaku Kida, Mitsuhiro Morita, Tatsuya Sakaue
  págs. 47-53
- Exploring foreign language anxiety and self‑disclosure relationships in task design for e-tandem speaking practice
  Marta Fondo, Iker Erdocia Iñiguez
  págs. 54-58
- Foreign language anxiety and self-disclosure analysis as personality traits for online synchronous intercultural exchange practice
  Marta Fondo, Pedro Jacobetty, Iker Erdocia Iñiguez
  págs. 59-63
- Design of a MOOC on personal language learning environments for digital language skills development
  Marta Fondo, Angelos Konstantinidis
  págs. 64-69
- “My robot is an idiot!” – Students’ perceptions of AI in the L2 classroom
  Andrew Gallacher, Andrew Thompson, Mark Howarth
  págs. 70-76
- From local to massive learning: unveiling the (re)design process of an English LMOOC based on InGenio materials
  Ana Gimeno Sanz, Ana Sevilla-Pavón, Antonio Martínez Sáez
  págs. 77-82
- Who’s got talent? Comparing TTS systems for comprehensibility, naturalness, and intelligibility
  Jennica Grimshaw, Tiago Bione, Walcir Cardoso
  págs. 83-88
- Online English practice with Filipino teachers in university classrooms
  Sandra Healy, Yasushi Tsubota, Yumiko Kudo
  págs. 89-93
- How much vocabulary is needed for comprehension of research publications in education?
  Clinton Hendry, Emily Sheepy
  págs. 94-99
- Improve the chatbot performance for the DB-CALL system using a hybrid method and a domain corpus
  Jin-Xia Huang, Oh-Woog Kwon, Kyung‑Soon Lee, Young-Kil Kim
  págs. 100-105
- Effects of web-based HVPT on EFL learners’ recognition and production of L2 sounds
  Atsushi Iino, Ron I. Thomson
  págs. 106-111
- Successful telecollaboration exchanges in primary and secondary education: what are the challenges?
  Kristi Jauregi, Sabela Melchor-Couto
  págs. 112-117
- Using grammar checkers in the ESL classroom: the adequacy of automatic corrective feedback
  Paul John, Nina Woll
  págs. 118-123
- Students’ attitudes toward high-immersion virtual reality assisted language learning
  Regina Kaplan Rakowski, Tomasz Wojdynski
  págs. 124-129
- Advantages and disadvantages of digital storytelling assignments in EFL education in terms of learning motivation
  Naoko Kasami
  págs. 130-136
- Examining student perceptions about smartphones to understand lack of acceptance of mobile-assisted language learning
  Olivia Kennedy
  págs. 137-141
- Using the digital storytelling app and software Moxtra to extend student presentations beyond the classroom
  Tim knight
  págs. 142-146
- Mobile assisted language learning in the workplace – developing the context‑aware learning application Appla
  Johanna Komppa, Lari Kotilainen
  págs. 147-152
- Task graph based task-oriented dialogue system using dialogue map for second language learning
  Oh-Woog Kwon, Young-Kil Kim, Yunkeun Lee
  págs. 153-159
- Antipodal communication between students of German in Finland and in New Zealand via Facebook
  Vera Leier, Kirsi Korkealehto
  págs. 160-164
- Aucune anomalie détectéé ! Practice your French while piloting a spaceship
  Denis Liakin, Walcir Cardoso, David Waddington, Natallia Liakina
  págs. 165-170
- From computer-assisted language learning to digitally mediated intercultural communication
  Paul A. Lyddon
  págs. 171-175
- Introducing the European NETwork for COmbining Language LEarning and Crowdsourcing Techniques (enetCollect)
  Verena Lyding, Lionel Nicolas, Branislav Bédi, Karën Fort
  págs. 176-181
- Tracking and analysing the learner behaviour of non- and low-literate adults in an online literacy training environment
  Eva Melessa
  págs. 182-187
- Exploring virtual collaborative writing in the EFL classroom
  Antonio Martínez Sáez, Avelino Corral Esteban, Margarita Vinagre
  págs. 188-192
- Analysing students’ perceptions of two learning and evaluation modalities in the InGenio FCE Online Course and Tester
  Antonio Martínez Sáez, Ana Sevilla-Pavón, Ana Gimeno Sanz
  págs. 193-199
- Automatic scaffolding for L2 listeners by leveraging natural language processing
  Maryam Sadat Mirzaei, Kourosh Meshgi, Toyoaki Nishida
  págs. 200-206
- Language learning through conversation envisioning in virtual reality: a sociocultural approach
  Maryam Sadat Mirzaei, Qiang Zhang, Stef van der Struijk, Toyoaki Nishida
  págs. 207-213
- Vlogging in Toronto: learning Finnish through collaborative encounters
  Anu Muhonen, Riikka Kujanen
  págs. 214-219
- Testing the reliability of the New General Service List Test (NGSLT) in order to better evaluate Japanese university students’ written receptive vocabulary levels
  Paul Nadasdy, Kazumi Aizawa, Tatsuo Iso
  págs. 220-224
- Integrating #FLIrish101 in an LMOOC – learner engagement and pedagogical approach
  Mairéad Giolla Mhichíl, Conchúr Mac Mochlainn, Elaine Beirne
  págs. 225-229
- An Scéalaí: synthetic voices for autonomous learning
  Neasa Ní Chiaráin, Ailbhe Ní Chasaide
  págs. 230-235
- Self-directed learning and the teacher’s role: insights from two different teaching contexts
  Louise Ohashi
  págs. 236-242
- Can 360 virtual reality tasks impact L2 willingness to communicate?
  Kevin Papin
  págs. 243-248
- Creative Muscle: the serious learning game
  Giouli Pappa, Salomi Papadima Sophocleous
  págs. 249-254
- How MISSION BERLIN gamified my FL/L2-German class – a six-week journey
  Bart Pardoel, Salomi Papadima Sophocleous, Androulla Athanasiou
  págs. 255-260
- Language education culture and practice under change at JAMK Language Centre
  Pirkko Pollari, Tuula Kotikoski
  págs. 261-265
- Discourses in place: technology and language experts negotiating solutions for a language learning application
  Maritta Riekki, Leena Kuure
  págs. 267-271
- The acquisition of French vocabulary in an interactive digital gaming context
  Avery Rueb, Walcir Cardoso, Jennica Grimshaw
  págs. 272-277
- Learning outcomes and learners’ impressions of parallel and monolingual concordancers
  June Ruivivar, Cynthia Lapierre
  págs. 278-283
- Examining the impact of an automated translation chatbot on online collaborative dialog for incidental L2 learning
  Takeshi Sato, Masa’aki Ogura, Shoma Aota, Tyler Burden
  págs. 284-289
- Make words click! Learning English vocabulary with clickers
  Anne Marie Sénécal, Vanessa Mezzaluna, Walcir Cardoso
  págs. 290-295
- Exploring visual attentional shifts of language learners of Japanese
  Eline C. Sikkema
  págs. 296-301
- Stimulating task interest: human partners or chatbots?
  Andrew Thompson, Andrew Gallacher, Mark Howarth
  págs. 302-306
- Development of critical thinking skills and intercultural awareness in bilingual telecollaborative projects
  Ruby Vurdien, Pasi Puranen
  págs. 307-312
- Designing English digital stories for global audiences
  Yu-Feng (Diana) Yang
  págs. 313-318
- A flexible online system for curating reduced redundancy language exercises and tests
  Torsten Zesch, Andreas Horbach, Melanie Goggin, Jennifer Wrede-Jackes
  págs. 319-324

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