Dialog chatbot as an interactive online tool in enhancing ESP vocabulary learning

PurposeBased on an experimental study on English for Specific Purposes (ESP) students, at the Business Department at the University of Bisha, the purpose of the study is to examine the effect of chatbot use on learning ESP in online classrooms during COVID-19 and find out how Dialogflow chabot can be a useful and interactive online platform to help ESP learners in learning vocabulary well.Design/methodology/approachThe research paper is based on an experimental study of two groups, an experiential group and a controlled group. Two tests were carried out. Pre-tests and post-test of vocabulary knowledge were conducted for both groups to explore the usefulness of using the Dialogflow chatbot in learning ESP vocabulary. A designed chatbot content was prepared and included all the vocabulary details related to words' synonyms and a brief explanation of words' meanings. An informal interview is another tool used in the study. The purpose of using the interview with the participants was to elicit more data from the participants about using the chatbot and about how and in what aspects chatbot using the conversational program was useful and productive.FindingsThe findings of the study explored that the use of chatbots plays a major role in enhancing and learning ESP vocabulary. That was clear as the results showed that the students who used the chatbot Dialogflow in the experimental group outperformed their counterparts in the control group.Research limitations/implicationsThe study displays an important pedagogical implication as the use of chatbots could be applied in several settings to improve language learning in general or learning ESP courses in particular. Chatbot creates an interesting environment to foster build good interactions where negotiation of meaning takes place clearly seems to be of great benefit to help learners advance in their L2 lexical development.Originality/valueExamining and exploring whether the use of chatbots plays a major role in enhancing and learning ESP vocabulary in English as Foreign Language setting.

Parents' Perceptions of Barriers and Facilitators to Their Children's Multilingual Language Development Before and After the COVID-19 Pandemic

Les étudiants multilingues, selon le cadre déficitaire des "apprenants de langue seconde," sont désavantagés par rapport â leurs pairs unilingues. Ce cadre ne reconnaît pas les atouts qui accompagnent le développement de la langue â la maison, appelés la richesse culturelle de la communauté ("Community Cultural Wealth": Yosso 2005). Dans cette étude, nous avons posé la question suivante : qu'est-ce que les parents d'enfants multilingues considerent comme des obstacles et des facilitateurs pour soutenir le développement langagier de leurs enfants avant et pendant le COVID-19 ? Six entrevues semi-structurées ont été menées en ligne avec des parents d'enfants ágés de 3 â 5 ans parlant une langue autre que l'anglais â la maison. Ces entrevues ont été enregistrées, transcrites et analysées â l'aide de la méthode qualitative d'analyse de contenu, en utilisant un codage inductif et déductif pour identifier les themes. Nous avons organisé ces themes selon le modele bioécologique de Bronfenbrenner (1979). Les résultats ont révélé que la plupart des obstacles et des facilitateurs au développement multilingue des enfants se situent au niveau du microsysteme de la famille. Les themes étaient liés aux attitudes et aux connaissances, â la maîtrise de l'anglais, â l'exposition, aux ressources et aux expériences des parents. De plus, nous avons constaté que la COVID-19 avait surtout un impact négatif sur l'enfant, le mlcrosystéme et l'exosysteme. Nous discutons de la maniére dont ces obstacles et ces facilitateurs sont liés â la richesse culturelle communautaire. Dans l'avenir, cette étude pourra contribuer â aborder la façon dont les systémes ont marginalisé les familles au sein de nos communautés et â promouvoir les connaissances et le capital culturel qu'offrent ces familles.Alternate :Multilingual students, according to the deficit framework of "English language learners," are at a disadvantage compared to their monolingual peers. This framework fails to recognize the assets that accompany home language development, referred to as Community Cultural Wealth (Yosso 2005). In this study, we asked what do parents of multilingual children identify as barriers and facilitators to supporting their children's language development before and during COVID-19? Six semi-structured interviews were conducted online with parents of children between 3 and 5 years old who spoke a language other than English at home. These interviews were recorded, transcribed, and analyzed using the qualitative method of directed content analysis, employing both inductive and deductive coding to identify themes. We organized these themes according to Bronfenbrenner's (1979) Bioecological Model. Results revealed most barriers and facilitators to children's multilingual development are at the microsystem level of the family. The themes were related to attitudes and knowledge, English fluency, exposure, resources, and parents' experiences. Additionally, we found that COVID-19 mostly negatively impacted the child, microsystem, and exosystem. We discuss how these barriers and facilitators are related to the different Capitals of Community Cultural Wealth. Moving forward, this study can contribute to addressing how systems have marginalized families within our community and elevate the knowledge and cultural capital these families offer.

Chinese EFL Learners' Attitudes Towards Smartphone-Based Reading

-Reading through mobile phones is increasingly popularized worldwide, particularly among young adults. However, few researchers investigate EFL learners' attitudes towards smartphone-based reading. The present research conducted a questionnaire survey to explore EFL learners' perceptions and beliefs by integrating the reading attitude model with the technology acceptance model UTAUT2. One hundred ninety-two participants responded to the questionnaire. The statistical data analysis, including t-tests and analysis of variance (ANOVA), indicated that Chinese EFL learners were generally positive in smartphone-based reading. Although they did not show keen feelings about it or form a habit of using the smartphone for EFL reading, they could perceive its usefulness and ease of use and positively believed in its future use in EFL reading. Additionally, gender differences did not impact EFL learners' overall attitudes. Still, participants' interest in English and experiences in mobile reading did suggest positive influences on their attitudes towards reading through the phone. Finally, the implications of the results and pedagogical practice of smartphone use in EFL reading are discussed.

Using Voscreen to Enhance English Language Vocabulary Learning

Technology is of great importance in the specification of methods, techniques and tools to be used in or out of the classrooms. Moreover, the COVID-19 pandemic has led to the shutdown of schools and forced the education to be maintained online which makes the research on Information and Communication Technology (ICT) tools, to be used in learning more necessary than ever. In order to fulfil the research need, and to present an appropriate ICT tool to be used in vocabulary teaching, this study aimed to analyse the effect of the VoScreen tool on students' vocabulary achievements and attitudes towards ICT tools in general. The participants of the study included 82 preparatory classes, A2 proficiency level students. Participants were divided into two groups as experiment and control groups. After all the participants took a vocabulary achievement test as the pre-test, 42 participants in the experiment group were asked to use VoScreen daily 20 minutes out of their classes. After the treatment process, all the participants were asked to take the same vocabulary achievement test as the post-test. The results of the study demonstrated that the utilization of VoScreen by the instructors and students might yield notable benefits for vocabulary teaching and learning.

Preparation and Practice: Preservice English Teachers' Experiences in Learning to Facilitate Text-Based Discussions

This study explores the experiences of one cohort of secondary English preservice teachers (PSTs) learning to facilitate text-based discussions during a methods course. The authors analyze how the use of a Common Core-aligned instructional text and mixed-reality simulations support PSTs in developing discussion facilitation skills. Implications highlight that teacher educators need to examine their timing of approximations in teacher education programs and explain how simulated environments are intentionally used for PSTs to refine their practice.

Leveraging #YA Twitter for Online Learning in English Language Arts

The work of teachers responding to crises was particularly difficult in the last few years because much of that work occurred online. As schools shifted to virtual learning and online classrooms because of the COVID-19 pandemic, teachers faced the challenges of adapting to online spaces while simultaneously building supportive virtual classroom communities. Here, Warner and Peterman argue that connecting to long-standing online communities and reinforcing expansive definitions of text allow English language arts (ELA) teachers to reimagine what ELA can become. They focus on the activities of a group of young adult literature authors and the ways their intellectual work, made accessible to the public via Twitter, can provide the foundation of powerful literacy experiences.

Using Flipgrid in the Online Film Studies Classroom

[...]discussion" often wasn't organic in this platform and could become quite repetitive or stilted as students would offer short responses that tended to stymie a conversation before it had even started. In face-to-face classes, I always try to ensure there are opportunities for students to communicate ideas in both verbal discussion and written activities. [...]I wanted to translate over the same practice in my online asynchronous classes. Twitter provides an active forum in which educators share ideas and exchange questions about using Flipgrid in many types of classes, including foreign languages, mathematics, science, English language and literature, social studies, and much more. [...]a 2018 Pew Research Center Study found that 97% of teens interviewed used a social media platform like YouTube, Instagram, or SnapChat.

Exploring the Implementation of CLIL in an EFL Virtual Learning Environment

This paper reports an exploratory sequential mixed-methods and action research study of the Content and Language Integrated Learning (CLIL) methodology at a state institution in Florencia (Colombia). The study aimed to explore the implementation of CLIL in a virtual learning environment and its implications for English as a Foreign Language (EFL) learning during the health emergency caused by COVID-19. The data collection instruments were a single interview, observations, reflective journals, classroom artefacts, and a questionnaire. The findings reveal that the CLIL methodology contributes to English learning. Thus, the results show the significant role of keywords and content vocabulary, contextualized lessons, assignments, and virtual games in fostering the students' listening skills, oral production, motivation, critical thinking, and development of cultural awareness. Hence, the outcomes demonstrate that the integration of virtual tools benefits the CLIL methodology in the virtual learning environment. Finally, the paper contains evidence supporting the implementation of CLIL, the contributions to EFL learning, and suggestions for further studies.Alternate :El presente artículo reporta un estudio exploratorio-secuencial de métodos mixtos y de investigación-acción sobre la metodología Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en una institución de carácter estatal en Florencia (Colombia). El objetivo de este estudio fue explorar la implementación de AICLE en ambientes virtuales de aprendizaje y sus implicaciones para el aprendizaje del Inglés como Lengua Extranjera (ILE) durante la emergencia sanitaria causada por el COVID-19. Los instrumentos para la recolección de datos fueron la entrevista, observaciones, diarios reflexivos, artefactos de clase y un cuestionario. Los hallazgos evidenciaron que la implementación del AICLE en ambientes virtuales contribuyó al aprendizaje del inglés. Adicionalmente, los resultados muestran el rol significativo de las palabras clave, vocabulario del contenido, lecciones contextualizadas, tareas y juegos virtuales en el fortalecimiento de las habilidades de escucha, la producción oral, la motivación, el desarrollo del pensamiento crítico, y la conciencia cultural. Además, los resultados de este estudio demuestran que la integración de las herramientas virtuales beneficia la metodología AICLE en los ambientes virtuales. Finalmente, este artículo contiene información que soporta la implementación del AICLE, sus contribuciones para el aprendizaje del ILE, y sugerencias para investigaciones futuras.Alternate :Este artigo relata um estudo exploratório-sequencial de métodos mistos e pesquisa-ação sobre a metodologia de Aprendizagem Integrada de Conteúdos e Línguas Estrangeiras (CLIL) em uma instituição estadual em Florença (Colômbia). O objetivo deste estudo foi explorar a implementação do CLIL em ambientes virtuais de aprendizagem e suas implicações para a aprendizagem do Inglês como Língua Estrangeira (ILE) durante a emergência sanitária por COVID-19. Os instrumentos de coleta de dados foram a entrevista, observações, diários reflexivos, artefatos de aula e um questionário. Os resultados mostraram que a implementação do CLIL em ambientes virtuais contribuiu para a aprendizagem do inglês. Além disso, os resultados mostram o papel significativo das palavras-chave, vocabulário de conteúdo, aulas contextualizadas, tarefas e jogos virtuais no fortalecimento das habilidades de escuta, produção oral, motivação, desenvolvimento do pensamento crítico e consciência cultural. Além disso, os resultados deste estudo mostram que a integração de ferramentas virtuais beneficia a metodologia CLIL em ambientes virtuais. Finalmente, este artigo contém informações que apoiam a implementação de CLIL, suas contribuições para a aprendizagem de ILE e sugestões para pesquisas futuras.

Technology: A Zeitgeist for Paraphrasing

-The ultimate purpose of this study is to advance the paraphrasing skill of the students from B2 to the C1 level based on the Common European Framework of Reference for Languages (CEFR) and to bring out the significance of a technology-integrated classroom. The existing studies focus on effective synchronous English language teaching but not extensively on teaching paraphrasing using new flanged technology. This is a quantitative study implemented on the heterogeneous adult learners, who belong to the age group of 19 to 25 using podcasts and zoom video conferencing. The researcher implied this experiment on 30 volunteered participants. The objective of this investigation is to encourage the use of technology and asynchronous classrooms in the modern era of teaching and learning the English language. The study is analysed with SmartPLS3. It is a software application with an innate graphical user interface for variance-based structural equation modelling (SEM). Partial Least Squares Structural Equation Modelling (PLS-SEM) has been developed recently to handle data collection since it can operate productively with small sample sizes (Reinartz et al., 2009). The result shows the effectiveness of zoom video conferencing and podcasts through the improvement attained by the learners in the skill of paraphrasing.

An Examination of the Use of Subtitles in Learning L2 Collocations

Exposure to audiovisual input has been recognised as an engaging approach for implicit vocabulary learning. Recent studies have compared the effectiveness of different types of subtitling in enhancing viewers' learning gains in single word vocabulary, but research on multiword vocabulary acquisition, especially collocations, remains limited. The present study aims to examine which type of subtitling (i.e., English-Chinese subtitles or English-only subtitles) is more effective in L2 implicit collocation learning, and it attempts to identify Chinese L2 learners' learning difficulties when acquiring collocations. Experiments and interviews were conducted with 66 Chinese undergraduates to investigate their acquisition, in terms of both form recognition and meaning recall. Results indicate that compared with English-only subtitles, the effectiveness of English-Chinese subtitles in enhancing the acquisition of L2 collocation meaning is more significant, although English-only subtitles can be more helpful in reinforcing collocation forms. The results of the interviews also suggest that participants are more likely to encounter difficulties with contextually marked phrasal verbs and idioms, and affective filters should be considered when analysing individual differences. The findings support the use of L1 in subtitles to improve the learning efficiency of vocabulary meaning, as well as to help teachers identify the sources of students' learning difficulties.

All Astir

The 25 participants came from across the country, including South Dakota and California, and taught in a wide variety of settings: public schools, private schools, charter schools, prisons, and institutions focusing on immigrants and ESL students. Drawing upon and updating Wallace's scholarship recorded in a series of articles beginning in 1986, each chapter will show the intimate relation between Melville's reading and writing and the artworks Melville saw around the world and collected in his own home. In more news of Arrowhead, Executive Director Lesley Herzberg writes that two major preservation projects will start in the Fall of 2021: the replacement of the roof for the 1840 barn "where Melville and Hawthorne likely met in the hayloft to escape the confines of the house" and the completion of a long-needed historic structure report for the house. "No lessons from Captain Ahab, his [Mossman's] 38 years of seafaring or those of his forebears—a line of 'able-bodied seamen' dating to 1757—prepared Mossman for what came next: his crew was trapped aboard [the Maersk Sentosa because of the pandemic], with no certainty on when they could go home."

A Comparison of Online Learning Challenges Between Young Learners and Adult Learners in ESL Classes During the COVID-19 Pandemic: A Critical Review

This critical review aims to make a comparison of online learning challenges between young learners and adult learners in ESL classes during the COVID-19 pandemic. The pandemic has forced the closure of schools and institutions and the shift from face to face classes to online learning which forced the learners to adapt with the transformation. The challenges being faced by the young and adult learners were categorized into three themes, namely learning styles, psychological effect and low academic performance. A total of 40 articles were screened from the years 2020 and 2021. Out of those articles, 29 articles were recognized for the adult learners' challenges and 11 articles for the young learners' challenges. The findings suggested there were differences of challenges between the young and adult learners. It is important to recognize the challenges faced by these two levels of learners so that these challenges can be addressed accordingly in the future.