Authors
Papadima-Sophocleous, Salomi, Ed., Bradley, Linda, Ed., Thouësny, Sylvie, Ed.
- Authorizing Institution
- Research-publishing.net (France)
- Education Level
- ['Higher Education', 'Postsecondary Education']
- Location
- ['Japan', 'Mexico', 'Italy', 'China', 'Belgium', 'Iceland', 'Sweden', 'Ireland', 'Taiwan', 'France']
- Peer Reviewed
- T
- Publication Type
- ['Collected Works - Proceedings', 'Books']
- Published in
- United States of America
Table of Contents
- Preface 13
- Salomi Papadima-Sophocleous 13
- Conference committees 16
- The impact of EFL teachers’ mediation in wiki-mediated collaborative writing activities on student-student collaboration 20
- Maha Alghasab 20
- Towards the development of a comprehensive pedagogical framework for pronunciation training based on adapted automatic speech recognition systems 26
- Saandia Ali 26
- Digital literacy and sustainability – a field study in EFL teacher development 33
- Christopher Allen and Jan Berggren 33
- Self-evaluation using iPads in EFL teaching practice 39
- Christopher Allen, Stella K. Hadjistassou, and David Richardson 39
- Amateur online interculturalism in foreign language education 44
- Antonie Alm 44
- Teaching Turkish in low tech contexts: opportunities and challenges 51
- Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi 51
- Learning Icelandic language and culture in Virtual Reykjavik: starting to talk 56
- Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson 56
- Investigating student choices in performing higher-level comprehension tasks using TED 63
- Francesca Bianchi and Ivana Marenzi 63
- An evaluation of text-to-speech synthesizers in the foreign language classroom: learners’ perceptions 69
- Tiago Bione, Jennica Grimshaw, and Walcir Cardoso 69
- Quantifying CALL: significance, effect size and variation 74
- Alex Boulton 74
- The contribution of CALL to advanced-level foreign/second language instruction 80
- Jack Burston and Kelly Arispe 80
- Using instructional technology to integrate CEFR ‘can do’ performance objectives into an advanced-level language course 88
- Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari 88
- Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language 93
- Jack Burston, Olga Georgiadou, and Monique Monville-Burston 93
- Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app 100
- Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta 100
- Using object-based activities and an online inquiry platform to support learners’ engagement with their heritage language and culture 106
- Koula Charitonos, Marina Charalampidi, and Eileen Scanlon 106
- Urban explorations for language learning: a gamified approach to teaching Italian in a university context 113
- Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick 113
- Communicate to learn, learn to communicate: a study of engineering students’ communication strategies in a mobile-assisted learning environment 119
- Li Cheng and Zhihong Lu 119
- Using a dialogue system based on dialogue maps for computer assisted second language learning 125
- Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee 125
- Students’ attitudes and motivation towards technology in a Turkish language classroom 132
- Pelekani Chryso 132
- Vlogging: a new channel for language learning and intercultural exchanges 138
- Christelle Combe and Tatiana Codreanu 138
- Japanese university students’ self-assessment and digital literacy test results 144
- Travis Cote and Brett Milliner 144
- Digital story (re)telling using graded readers and smartphones 151
- Kazumichi Enokida 151
- HR4EU – a web-portal for e-learning of Croatian 156
- Matea Filko, Daša Farkaš, and Diana Hriberski 156
- Synchronous tandem language learning in a MOOC context: a study on task design and learner performance 163
- Marta Fondo Garcia and Christine Appel 163
- What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education 169
- Gustavo García Botero and Frederik Questier 169
- An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language 174
- Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez 174
- The use of interactive whiteboards: enhancing the nature of teaching young language learners 179
- Christina Nicole Giannikas 179
- A pre-mobility eTandem project for incoming international students at the University of Padua 186
- Lisa Griggio and Edit Rózsavölgyi 186
- Can a ‘shouting’ digital game help learners develop oral fluency in a second language? 191
- Jennica Grimshaw, Walcir Cardoso, and David Waddington 191
- Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system 197
- Karin Harbusch and Annette Hausdörfer 197
- The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction 204
- Benjamin Holt 204
- Automatic dialogue scoring for a second language learning system 209
- Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim 209
- Effects of task-based videoconferencing on speaking performance and overall proficiency 215
- Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura 215
- Telecollaborative games for youngsters: impact on motivation 220
- Kristi Jauregi 220
- The Exercise: an Exercise generator tool for the SOURCe project 227
- Fryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos 227
- Students’ perceptions of online apprenticeship projects at a university 234
- Hisayo Kikuchi 234
- The effects of multimodality through storytelling using various movie clips 240
- SoHee Kim 240
- Collaboration through blogging: the development of writing and speaking skills in ESP courses 244
- Angela Kleanthous and Walcir Cardoso 244
- Cultivating a community of learners in a distance learning postgraduate course for language professionals 249
- Angelos Konstantinidis and Cecilia Goria 249
- Task-oriented spoken dialog system for second-language learning 256
- Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee 256
- Promoting multilingual communicative competence through multimodal academic learning situations 262
- Anna Kyppö and Teija Natri 262
- Teacher professional learning: developing with the aid of technology 267
- Marianna Kyprianou and Eleni Nikiforou 267
- Quizlet: what the students think – a qualitative data analysis 273
- Bruce Lander 273
- ‘Just facebook me’: a study on the integration of Facebook into a German language curriculum 279
- Vera Leier and Una Cunningham 279
- A survey on Chinese students’ online English language learning experience through synchronous web conferencing classrooms 284
- Chenxi (Cecilia) Li 284
- Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task 290
- Ivy Chuhui Lin and Goh Kawai 290
- Exploring learners’ perceptions of the use of digital letter games for language learning: the case of Magic Word 296
- Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco 296
- Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction 303
- Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja 303
- PETALL in action: latest developments and future directions of the EU-funded project Pan-European Task Activities for Language Learning 309
- António Lopes 309
- Exploring EFL learners’ lexical application in AWE-based writing 314
- Zhihong Lu and Zhenxiao Li 314
- Mobile-assisted language learning and language learner autonomy 321
- Paul A. Lyddon 321
- YELL/TELL: online community platform for teacher professional development 326
- Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani 326
- Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks 332
- Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara 332
- Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery 338
- Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart 338
- Are commercial ‘personal robots’ ready for language learning? Focus on second language speech 344
- Souheila Moussalli and Walcir Cardoso 344
- The Digichaint interactive game as a virtual learning environment for Irish 349
- Neasa Ní Chiaráin and Ailbhe Ní Chasaide 349
- Mingling students’ cognitive abilities and learning strategies to transform CALL 356
- Efi Nisiforou and Antigoni Parmaxi 356
- Taking English outside of the classroom through social networking: reflections on a two-year project 364
- Louise Ohashi 364
- Does the usage of an online EFL workbook conform to Benford’s law? 370
- Mikołaj Olszewski, Kacper Łodzikowski, Jan Zwoliński, Rasil Warnakulasooriya, and Adam Black 370
- Implications on pedagogy as a result of adopted CALL practices 377
- James W. Pagel and Stephen G. Lambacher 377
- Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning 382
- Salomi Papadima-Sophocleous and Fernando Loizides 382
- A CALL for evolving teacher education through 3D microteaching 388
- Giouli Pappa and Salomi Papadima-Sophocleous 388
- Physicality and language learning 394
- Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer 394
- Designing strategies for an efficient language MOOC 399
- Maria Perifanou 399
- Worldwide state of language MOOCs 405
- Maria Perifanou 405
- A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing 410
- Pasi Puranen and Ruby Vurdien 410
- Developing oral interaction skills with a digital information gap activity game 416
- Avery Rueb, Walcir Cardoso, and Jennica Grimshaw 416
- Using WebQuests as idea banks for fostering autonomy in online language courses 422
- Shirin Sadaghian and S. Susan Marandi 422
- Integrating mobile technologies into very young second language learners’ curriculum 427
- Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova 427
- Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum 432
- Georgia Savvidou and Fernando Loizides 432
- Learning languages in 3D worlds with Machinima 437
- Christel Schneider 437
- What are more effective in English classrooms: textbooks or podcasts? 443
- Jaime Selwood, Joe Lauer, and Kazumichi Enokida 443
- Mind the gap: task design and technology in novice language teachers’ practice 448
- Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert 448
- Language immersion in the self-study mode e-course 454
- Olga Sobolev 454
- Aligning out-of-class material with curriculum: tagging grammar in a mobile music application 459
- Ross Sundberg and Walcir Cardoso 459
- Meeting the technology standards for language teachers 464
- Cornelia Tschichold 464
- Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers’ perspective 469
- Julie Van de Vyver 469
- Classification of Swedish learner essays by CEFR levels 475
- Elena Volodina, Ildikó Pilán, and David Alfter 475
- Mobile assisted language learning and mnemonic mapping – the loci method revisited 481
- Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka 481
- CALL and less commonly taught languages – still a way to go 487
- Monica Ward 487
- Demystifying pronunciation with animation 493
- Monica Ward 493
- The effects of utilizing corpus resources to correct collocation errors in L2 writing – Students’ performance, corpus use and perceptions 498
- Yi-ju (Ariel) Wu 498
- A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes 504
- Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi 504
- Flip-J: development of the system for flipped jigsaw supported language learning 509
- Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami 509
- “Check your Smile”, prototype of a collaborative LSP website for technical vocabulary 515
- Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac 515
- Author Index 521
- _gjdgxs 76
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