The EuroCALL Review

Boosting Vocabulary through the WordUp App

Ibrahim Halil Topal — Mon, 16 Dec 2024 00:00:00 +0100

Vocabulary is an essential component in language learning. In addition to its relationship with other language skills, such as pronunciation (form), reading (meaning), and grammar (use), vocabulary is required for language proficiency. In parallel, language learners must be equipped with specific amounts of vocabulary to comprehend texts of diverse genres (e.g., novels, newspapers, and movies). However, learning vocabulary is incremental, and this skill challenges many language learners in their language-learning journeys for several reasons. Nevertheless, emerging mobile technologies might mitigate the negative impacts on language learning (e.g., lack of motivation and engaging learning environment). In this regard, the present study evaluates a mobile app called WordUp using Kohnke and Moorhouse's (2022) framework.

Training English Word Stress Perception and Production with Technology

Marina Ivanova — Mon, 16 Dec 2024 00:00:00 +0100

Word stress is frequently afforded secondary importance in English teaching as stress placement rules are complex and because stress can be learnt along with each new word. However, training learners to pay more attention to word stress cues can support them in predicting the stress patterns of new vocabulary. Also, for speakers of fixed stress languages, perceiving and producing word stress can be more challenging, as they are accustomed to fixed stress patterns and weak acoustic stress cues. Moreover, even though L1 English speakers largely cue stress segmentally through vowel quality, speakers of languages which do not feature vowel reduction find it difficult to use this cue in stress perception and production. New methods such as High-Variability Phonetic Training (HVPT) and certain mobile learning tools have been found to benefit foreign language acquisition. These approaches have the potential to help learners master English word stress, yet most available tools focus on vowels and consonants rather than stress perception and production. This article, therefore, reviews methods for word stress teaching, both with and without technology, and presents a mock-up of a HVPT tool that focuses on both segmentals and suprasegmentals.

Explorations in the proto-metaverse: EFL learners’ experiences and perceptions of immersive virtual reality for language learning

Gilbert Dizon, Daniel Tang — Mon, 16 Dec 2024 00:00:00 +0100

Some people believe that immersive virtual reality (VR) and, by extension, the metaverse, will become integral parts of daily life. There have also been suggestions that the metaverse could become a virtual world where language learners have alternate identities as second language (L2) speakers. Considering the potential implications of immersive VR and the metaverse on L2 learning, the aims of this study were twofold: (1) to understand the types of interactional acts L2 learners use in immersive VR when communicating with others in the target language and (2) to evaluate their perceptions toward L2 interaction in immersive VR. Four L2 English learners at a Japanese university participated in the study. Each participant interacted with others through VRChat, a popular social VR platform that has been described as a proto-metaverse. Interactions in VRChat were video recorded and analysed using interactional framework (Benson 2015a, 2015b). Semi-structured interview data was also collected following the participants’ interactions in VRChat. Findings from the study revealed that the learners used a variety of interactional acts when communicating with others in VRChat. Results also showed that the participants had largely favourable perceptions of L2 interaction in the proto-metaverse. That is, while negative interactions and physical discomfort were potential issues, the English learners believed the virtual environment promoted authentic language learning and learner autonomy.

Effects of Video-Dubbing Creations (Using Peer Instruction Approaches) on Learning Achievement, Willingness to Communicate and Learning Anxiety

Ching Chang, Hui-Chin Yeh — Mon, 16 Dec 2024 00:00:00 +0100

This study investigated willingness to communicate (WTC) and learning anxiety while immersing students in video dubbing (VDUB) activities using a peer instruction learning strategy. A total of 63 students participated in the study. The control group (CG) of 33 students used a teacher-led VDUB learning method, while the experimental group (EG) of 30 students adopted a peer instruction VDUB learning method. The study attempted to explore the differences between English learning achievement and WTC, as well as the perspectives of language learning anxiety. Results showed that the English learning achievement of the EG was superior to that of the CG in the final performance of VDUB creation, and in WTC (both between-group interaction and student-to-whole class interaction). The EG’s learning anxiety was lower than the CG’s. The implications of the research are discussed and suggestions for future research made.

“Watching video is maybe just like a hobby”: A case study of video streaming for informal, self-directed foreign language learning

Gilbert Dizon — Mon, 16 Dec 2024 00:00:00 +0100

Video streaming is a common social practice in modern society, especially among today’s youth. Many people are also using these services as a resource for informal learning. However, few studies have examined the use of video streaming for self-directed foreign language (FL) learning beyond the classroom. The present study addresses this research gap, it explores why language learners use video streaming to view FL content and examines how this digital literacy practice affects FL learning. A case study design was adopted, and data collected from 12 Japanese university students was analysed. Data was gathered from multiple sources including reflective writing reports, photo screenshots, and semi-structured interviews. Reflective thematic analysis of the data indicated that the language learners’ video streamed FL content for two reasons, either to purposefully study the FL or primarily for reasons not directly connected to language learning, i.e., for entertainment or interest-based purposes. Video streaming contributed to the learners’ FL development in three ways: (i) it supported language learner autonomy; (ii) it enhanced learner motivation; and (iii) it increased intercultural awareness. These results bolster the limited research on FL video streaming beyond the classroom and highlight the affordances of this digital resource for self-directed language learning.