Can Underprivileged Children Learn Effectively at Home? A Six-Month Study of Game-based Traditional Chinese Learning During the Pandemic Lockdown

The COVID-19 pandemic has suspended physical classes, and influenced students from underprivileged groups more seriously due to their poor living conditions and digital disadvantages. To understand the impact of the constrained learning, we conducted a study on game-based learning to examine the effectiveness of computer-aided and autonomous learning of traditional Chinese by underprivileged students. From December 2020 to May 2021, we collected 3,245 quiz results from 26 underprivileged students over six months. The quizzes systematically covered the fundamentals of learning traditional Chinese in six aspects, i.e., literacy, orthography, phonology, morphology, speaking, and writing. We analyzed the results to understand the learning efficacy of students. Remarkably, students can significantly improve their skills in literacy and phonology through unsupervised game-based learning. Furthermore, by parsing the writing tasks, we observe substantial improvements among 7 out of 13 common types of writing mistakes. Our study provides a critical lens to understand the design opportunities of game-based learning without direct supervision. IEEE

L2 communicative competence analysis via synchronous computer-mediated communication (SCMC) as an alternative to formal classrooms

The Covid-19 pandemic has dramatically altered formal classrooms and traditional learning environments with many educational institutions forced to teach online. Communicative L2 classes are impacted as in-person, face-to-face interactions are key to developing communicative competence. This qualitative research study investigates if L2 communicative competence can be demonstrated via online synchronous computer-mediated communication (SCMC) platforms as an alternative to formal classrooms. Previous research on SCMC has focused on its implementation in a blended learning environment to support formal classrooms. The study analyzes seven recorded group interactions of 22 Japanese university students in a communication class for a presentation and discussion project done completely online while being physically isolated. The study observes whether L2 communicative competence can be demonstrated via expression, integration, and negotiation of meaning. Additionally, technological competence via procedural and technological negotiation is examined. The study shows that with careful planning, structured scaffolding from the instructor and technological familiarity and acceptance from the students, L2 communicative competence via SCMC platforms can be demonstrated, to varying degrees, when formal classrooms are not available. Formal classrooms may never be completely replaced but the development of SCMC platforms shows technological possibilities in future L2 learning environments. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: language teachers' technological needs and suggestions

Drawing on qualitative research, this study explores the Iranian EFL teachers' technological needs and their suggestions for using computer-assisted language learning (CALL) during the COVID-19 pandemic. We analyzed the narratives produced by 66 English as a Foreign Language (EFL) teachers for their themes through deductive and inductive thematic analysis phases using MAXQDA. The findings indicate that CALL teacher preparation programs should prioritize technological pedagogical knowledge (TPK), then technological content knowledge (TCK), and finally technological knowledge (TK). Moreover, teachers stated that CALL teacher preparation programs should develop their knowledge concerning the intersections of TCK/TPK and TPK/TK. Furthermore, Iranian EFL teachers suggested that CALL can be used during the pandemic if cooperation among teachers, students, and parents will be made, technological-related infrastructures will be developed, and teacher preparation programs will develop EFL teachers' collaboration, digital literacy, teacher autonomy, and TPK with special attention to the educational needs made by the pandemic situation. The findings have implications for teacher educators, professional development course designers and providers, and decision-makers by highlighting promising directions to devote their precious time and resources. © 2022, The Author(s).

A Critical Analysis of Computer Assisted Language Learning (Call) in Particular Relation to the Learning of Speaking Skills of a Foreign Language

Learning a new language is always an asset. There are various ways in which people can learn a language. During covid 19 when the world was shut down, there was a surge in language learning through technology and applications. Now in the current era, the use of technology is unavoidable in one's life. With the existence of so many language learning apps, it has become challenging to choose the correct one according to one's needs. This study tries to critically evaluate the use of CALL applications in teaching and learning a foreign language's speaking skills. Out of the four skills of language learning, speaking skills are the most different. As we know, speaking is a primary skill and is colloquial in nature, i.e less formal and less structured. To learn to speak a foreign language needs a natural touch of the language. So, the question is the use of computer-assisted language learning (CALL) will take you away from the setting of speaking skills or towards it. Copyright © 2022 Wolters Kluwer Medknow Publications. All rights reserved.

Thai University Students’ Attitudes Toward Online Language Learning in a Time of Crisis

In the wake of the COVID-19 pandemic, transitions to online L2 learning have rapidly emerged. However, the impacts of these transitions on students’ attitudes toward online language learning are largely unknown. This study investigated how participation in remote EAP instruction impacted the attitudes of Thai university students (n = 263) toward online language learning. The study employed a longitudinal survey design and utilized a questionnaire instrument designed for the study containing 33 Likert scale items. The questionnaire was administered at the beginning and end of students’ first fully remote semester. Within- and between-groups comparisons were made of participants’ mean attitudinal ratings on eight multi-item subscales to measure the extent to which, and in what ways, students’ attitudes changed over time. Statistically significant differences were evident in the subscales of open-mindedness, autonomy, effectiveness of instruction, interactivity, and engagement over time;the general trend was toward a more positive perspective on online learning. Results indicated no statistically significant differences on three of the multi-item subscales (motivation, anxiety, and convenience) over time. The analysis showed a significant interaction between proficiency level and time in ratings for the effectiveness of instruction subscale only. Most subscales were weakly correlated with motivation at the beginning of the term;however, all subscales except interactivity showed a higher correlation at the end of the term. The results of this study will be of interest to educators who are seeking to understand learners’ attitudes toward online language instruction during times of crisis and emergency remote teaching (ERT). © The Author(s) 2022.