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CALL in CONTEXT

Proceedings

Berkeley, University of California

7 - 9 July 2017

Composed by Jozef Colpaert, Ann Aerts, Rick Kern, Mark Kaiser

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Proceedings, 2017
Cover: Nieuwe Media Dienst, University of Antwerp

ISBN 9789057285509
Depotnummer: D/2017/12.293/19

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Uitgave en verspreiding:

Universiteit Antwerpen
Prinsstraat 13
2000 Antwerpen
www.uantwerpen.be

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Table of contents
FOREWORD ........................................................................................................................................................... 9
KEYNOTE PRESENTATIONS ................................................................................................................................... 11
DOROTHY CHUN...........................................................................................................................................................13
Contextual Challenges of Telecollaboration 2.0 ..................................................................................................13
PHIL HUBBARD.............................................................................................................................................................14
Theory in CALL Research: The Role of Context .....................................................................................................14
SELECTED PLENARIES ........................................................................................................................................... 15
LILIANA CUESTA MEDINA, MAURICIO ESTEBAN BUITRAGO ...................................................................................................17
Discovering students’ digital footprints in their learning trajectories .................................................................17
CAROLIN FUCHS ...........................................................................................................................................................26
“I somewhat wasted the chance to communicate” – socio-institutional factors in a Hong Kong-U.S.
telecollaboration..................................................................................................................................................26
HUIFEN LIN .................................................................................................................................................................35
Transparency of Reporting in CALL Meta-analyses between 2003-2015 ............................................................ 35
PAPER PRESENTATIONS ....................................................................................................................................... 37
SEDAT AKAYOĞLU, GÖLGE SEFEROĞLU ............................................................................................................................. 39
The Perceptions of Pre-service Teachers of English on Flipped Classroom Model ...............................................39
ANTONIE ALM..............................................................................................................................................................43
From teacher to learner to teacher: building context-awareness for mobile app use through exploration........43
CELIA ANTONIOU..........................................................................................................................................................46
Enhancing the development of the reading and speaking skills of university students online in an l2 academic
context: a socio-cultural theory (sct) approach ...................................................................................................46
ARZAL ARZAL, SHEN CHEN .............................................................................................................................................56
Improving ICT Integration in Language Classrooms: Voices from Teachers in Indonesian Province of Gorontalo
.............................................................................................................................................................................56
EKATERINA BARANCHEEVA .............................................................................................................................................62
Application of foreign language courses in electronic language environment eLang .........................................62
MARIE-THÉRÈSE BATARDIÈRE .........................................................................................................................................66
Observing students’ linguistic variation in an online intercultural exchange ......................................................66
* *, **
BRANISLAV BÉDI , BIRNA ARNBJÖRNSDÓTTIR HANNES HÖGNI VILHJÁLMSSON .....................................................................75
Learners’ Expectations and Experiences in Virtual Reykjavik ..............................................................................75
ANKE BERNS, MANUEL PALOMO-DUARTE, JUAN MANUEL DODERO ......................................................................................83
A mobile learning system to allow students developing their own learning resources .......................................83
FIDEL ÇAKMAK*, GÜLCAN ERÇETIN** ..............................................................................................................................91
Exploring mobile assisted listening strategies by tracking learner behavior: Processes and outcomes ..............91
MÓNICA STELLA CÁRDENAS-CLAROS, LUIS ALBERTO REYES-PAYACÁN, ASTRID CAMPOS-IBACETA, JIMMY VERA-SAAVEDRA.............99
Contextual factors affecting the conceptualization, design and testing of an online platform for L2 listening
skills development ...............................................................................................................................................99
CHING-FEN CHANG .....................................................................................................................................................105
The efficacy of an online writing system for the implementation of process approaches in EFL writing ..........105
CHING-FEN CHANG*, CHENG-CHANG LU** ....................................................................................................................111
Teaching and learning academic writing via an online dialogic feedback system: Tripartite perspectives ......111
HEEJIN CHANG ...........................................................................................................................................................116
E-textbook for an intensive academic writing course in an English for Academic Purpose (EAP) programs:
Design-based research .......................................................................................................................................116

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JIA LI , ESTHER GEVA , CARRIE DEMMANS EPP , CATHERINE SNOW ANDREW BIEMILLER .............................................446
A synthesis study: Evaluating the applicability and generalisability of technology-supported vocabulary
programs and apps for adolescent ELLs ............................................................................................................446
JIA LI ........................................................................................................................................................................452
What contextual factors influence the effect of texting-based instruction on vocabulary acquisition? An
observation of learners’ behavior and perception .............................................................................................452
JIAN LIAO*, KATHERINE ALLYN MASTERS**, XIAOFEI LU*..................................................................................................456
Foreign Language Learning at an Arboretum Using Telepresence Robots ........................................................456
I-TING DORIS LIN*, JUN SCOTT CHEN HSIEH**, WEN-CHI VIVIAN WU* ..............................................................................461
Ubiquitous English idiom learning via mobile applications ...............................................................................461
ZHIHONG LU*, XIANGYUE DIAO*, MAN YANG*, ZHENXIAO LI** ........................................................................................470
Peer scoring on EFL learners’ oral production in CBT environments ..................................................................470
* **
QING MA , JIA LI .....................................................................................................................................................479
Personalisation and self-regulation of university students’ vocabulary learning mediated by mobile
technologies in a Chinese context ......................................................................................................................479
MAHMOOD-UL-HASSAN, ARSHAD BASHIR ......................................................................................................................484
The role of Technology in language learning in a culturally diverse class: A case study of a Pakistani University
...........................................................................................................................................................................484
S. SUSAN MARANDI ....................................................................................................................................................488
Virtual walls and bans: E-learning/CALL hegemonies in the Iranian context .................................................... 488
MICHAEL W. MAREK*, WEN-CHI VIVIAN WU** .............................................................................................................496
Seeking a Standard Model for CALL ...................................................................................................................496
CLAUDIA BEATRIZ MARTINS, HERIVELTO MOREIRA ...........................................................................................................504
CALL integration into Modern Languages Courses in Brazil: teachers’ views on the role of context ................504
KERRIE MCKIM ..........................................................................................................................................................511
Cultural Contextualization: Using mobile tools to bring the local context of the learner into the FL classroom
...........................................................................................................................................................................511
BENJAPORN MEEPROM ...............................................................................................................................................515
The Design of English as a Foreign Language Learning through a Language-Learning Digital Game Shaped by
the Social-Cultural Context of Thailand .............................................................................................................515
BING MEI..................................................................................................................................................................530
Preparing pre-service EFL teachers for CALL acceptance: A Chinese perspective ..............................................530
LAUREN A. MENARD ...................................................................................................................................................542
Belief in the Role of Technology by Educational Attainment .............................................................................542
LAUREN A. MENARD, KIMBERLY WALKER MCALISTER .......................................................................................................550
Comprehension of English Text among Saudi Arabian and American Undergraduates ....................................550
LAUREN A. MENARD ...................................................................................................................................................558
A Model for Developing Technology-based Student Learning Targets: Personalizing Assessment and Learning
in Primary Classrooms .......................................................................................................................................558
VERA MENEZES, RONALDO GOMES JUNIOR .....................................................................................................................567
Digital Tools for oral skills development in English ............................................................................................567
BRETT MILLINER .........................................................................................................................................................575
Using online extensive listening to promote language input in an EFL context.................................................575
VINH NGUYEN, ELKE STRACKE .......................................................................................................................................582
The role of CALL in shaping learner autonomy of undergraduate EFL students in the Vietnamese university
setting ................................................................................................................................................................582
ANNA NICOLAOU*, ANA SEVILLA-PAVÓN** ...................................................................................................................589
Redesigning a telecollaboration project towards an ecological constructivist approach ..................................589
HIROYUKI OBARI, STEPHEN LAMBACHER, HIROAKI KOJIMA .................................................................................................598
The Application of Constructivism in Teaching EFL and Worldviews Using Mobile Technologies ....................598
MARINA ORSINI-JONES*, BIN ZOU**, KATE BORTHWICK***, BARBARA CONDE* .................................................................608
B-MELTT (Blending MOOCs for English Language Teacher Training): a ‘Distributed MOOC Flip’ to Explore Local
and Global ELT Contexts and Beliefs ..................................................................................................................608

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Anna Nicolaou*, Ana Sevilla-Pavón**

*Cyprus University of Technology, Limassol, Cyprus


**Universitat de València, Valencia, Spain

anna.nicolaou@cut.ac.cy; ana.m.sevilla@uv.es

Redesigning a telecollaboration project towards an ecological


constructivist approach

Bio data

Anna Nicolaou is an English Language Instructor at the Cyprus University of


Technology. She is a PhD Candidate at the School of Linguistics, Speech and
Communication Sciences at Trinity College Dublin. Her research interests
include Intercultural Education, Online Intercultural Exchanges, Multilingualism,
CALL, and 21st Century Learning. She has participated in various research
projects and she has published journal articles.

Ana Sevilla Pavón (PhD in Applied Linguistics) is Assistant Professor at the


University of Valencia and researcher at IULMA, SILVA and TALIS. She has
participated in numerous international projects and conferences, and published
journal articles (Ibérica, Revista de Educación a Distancia, and European
Journal of Open and Distance Learning, among others), books and book
chapters (Cambridge Scholars, Springer, De Gruyter, Equinox).

Abstract

This paper reports on a study exploring the process of redesigning a telecollaboration


project towards an ecological constructivist approach. The project aimed at examining the
affordances of digital technology to develop tertiary education ESP students’ intercultural
awareness while fostering the development of 21st century skills. It proposed an
educational intervention over one semester designed around learners’ context, needs and
course curricula, with data collection on intercultural awareness and competence, use of and
perceptions about technology, as well as motivation for and engagement with language
learning at university level. The approach adopted strongly reflects the principles of Design-
based research, an emerging paradigm for the study of learning in context (in this case, ESP
higher education students) through the systematic design and study of instructional
strategies and tools. Under such methodology, research is carried out in iterative cycles of
design, enactment, reflection, refinement, and redesign. The holistic approach underpinning
the Design-based research methodology is in line with the principles of ecological
constructivism, the theoretical framework that has informed the redesigning of the project
in its second iterative cycle. When evaluating the results of the first iteration of the project,
the researchers felt that there was a need to reshape their theoretical framework in the
design of the second iteration towards an ecological constructivist approach that would
explore the telecollaborative context more holistically and with a view to making it a
dynamic learning environment that would enhance learners’ intercultural communicative
competence and 21st century skills. The redesign of the second iteration was informed by
feedback collected through questionnaires and through focus groups interviews with 120

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