Technology and the Psychology of Second Language Learners and Users (New Language Learning and Teaching Environments)

Technology and the
Psychology of Second
Language Learners
and Users
	Contents
	List of Figures
	List of Tables
	Notes on Contributors
	Part I: Introduction
	1: Introduction and Overview: The Inescapable Confluence of Technology, Psychology and Second Language Learners and Users
		Introduction
		Language Learner Psychology
		Fixed Assets
		Semi-fixed Assets
		Ephemeral Assets
		The Influences of Technology
		Processing and Pragmatics
		Emotional and Behavioral Constructs
		Language Learner Identity
		Attitudes and Perceptions
		Motivation and Willingness to Communicate
		Concluding Remarks
		References
	Part II: Processing and Pragmatics
	2: The Acquisition of Pragmatically Appropriate Requests by Second Language Learners of Spanish Using an Input-Based Virtual Environment
		Introduction and Background
			Research Questions
		Method and Materials
			Participants and Procedures
			Materials: Discourse Completion Test (DCT)
			Materials: Virtual Environment
			Consciousness-Raising Group (CR)
			Structured Input (SI) Group
			Control (C) Group
		Analysis
		Results
		Conclusions
		References
	3: Exploiting Vocabulary CALL Interventions to Operationalize and Test the Depth Levels of the Processing Model
		Introduction
		Literature Review
			Intentional Vocabulary CALL
			Depth of Processing
			Word Knowledge
		Research Purpose
		Methodology
			The Study Participants
			The Study Design and Intervention
			Apparatus
			Procedure
			The Two Posttests
		Analysis
		Results
			Immediate Posttest
			Descriptive Statistics of the Immediate Posttests Results
			Inferential Statistics of the Immediate Posttests Results
			Delayed Posttest
			Descriptive Statistics of the Delayed Posttests Results
			Inferential Statistics of the Delayed Posttests Results
		Discussion and Conclusions
		References
	4: The Cognitive and Psychological Effects of YouTube Video Captions and Subtitles on Higher-Level German Language Learners
		Introduction
		Literature Review
			Pedagogical Benefits of Using Videos
			Cognitive and Psychological Benefits
			Cognitive and Psychological Effects of Video Subtitling and Captioning: Definitions
			Existing Research Findings
			Subtitled Videos
			Captioned Videos
			Captioning Versus Subtitling
			Additional Support for L2 Learning Through Subtitling and Captioning
			Limitations of the Existing Research
			Benefits of Using YouTube Videos
		Methodology
			The Preparation of YouTube Videos
			Selection
			Use of YouTube Videos
			The Effects of Using Captioned YouTube Videos
			Participants
			Materials
			Procedure
			Experiment 1: Viewing Video 1
			Experiment 2: Viewing Video 2
			Experiment 3: Viewing Video 2 Again with a Reversed Mode of Text Support
		Results and Discussion
			Experiment 1
			Experiment 2: Captioning/Annotated Captioning Versus No Text Support/English Subtitling
			Experiment 3: German Captioning Versus Annotated Captioning
		Conclusions
		References
	Part III: Emotional and Behavioral Constructs
	5: Computer-Assisted Language Testing and Learner Behavior
		Introduction
			Computer-Assisted Language Testing (CALT)
			Benefits of CALT
			Concerns of Using CALT
			Research on CALT
			Learner Strategies and Learner Feedback
			Purpose
		Method
			Instruments
			Participants
			Analysis
		Results
			Advantages of CALT
			Disadvantages of CALT
			Advantages of Paper-Based Work
			Disadvantages of Paper-Based Work
			Students’ Opinions of Teachers’ CALT Usage
			Retesting by Students
			Feedback from CALT
		Discussion
			Limitations
			Implications
		Conclusions
		References
	6: Blogging in an Autonomous, Constructivist and Blended Learning Environment: A Case Study of Turkish EFL Pre-service Teachers
		Introduction
			Blogs and Constructivism
			Blogs and Autonomy
			Research Questions
		Methodology
			Participants
			The Study Context
			Collaborative Blog Activity and Procedures
			Research Design
			Data Collection
			Individual Reflections
			Group Video Reflections
			Focus Group Interviews
			Data Analysis
		Results and Discussion
		Conclusions
		References
	7: EFL Student Engagement in an English for Specific Purposes Tourism Class: Flipping the Class with Facebook
		Introduction
			Engagement in Learning
			Potential Learner Learning and Engagement in Flipped Instruction
			Concerns About Flipping Related to Student Engagement
			Student Engagement in Flipped Classrooms
		Methodology
			Participants and Context
		Results
			Emotional Engagement
			Behavioral Engagement
			Cognitive Engagement
		Discussion
		Conclusions
		References
	8: Learner Autonomy and Responsibility: Self-learning Through a Flipped Online EFL Course
		Introduction
		Literature Review
			Defining the Flipped Classroom
			Empirical Studies on the Flipped Classroom Approach
			Learner Autonomy Through Technology-Enhanced Flip Teaching
		Methodology
			Design of the Course
			Data Collection and Analysis Procedures
		Results and Discussion
		Conclusions
		References
	Part IV: Language Learner Identity
	9: A Spanish Speaker and a Friend: Identity Transformation in Foreign Language Chat
		Introduction
			Online L2 Identity and Offline L2 Use
			Analytical Framework
		The Study
			Xiao’s Transformation
			Xiao the Critical Student and Inadequate Speaker
			Xiao the Student Who Speaks Spanish with His Classmates and Enjoys It
			Xiao and Anthony
		Discussion
		Conclusions
		Appendix: Fractal Segment from Chat Session 9
		References
	10: Catalan Teenagers’ Identity, Literacy and Language Practices on YouTube
		Introduction
			Theoretical Framework and Literature Review
			The Participatory Culture
			New Literacy Studies
			Gee’s Conceptualization of Identity
		Methodology
			Participants
			Instruments and Corpus
				Interview
				Observation
				Videos
				Ethics
		Findings
			Roles and Functions
			Norms and Behaviors
				Jova’s Strategy for Creating an Online Persona as a Youtuber
				Sema’s Affinity-Focused Strategy to Create an Online Persona as a Gamer
			Production Practices
				Jova and YouTube as a Space for ‘Mainstream’ Socialization and Training of IT and Cinematographic Skills
				Sema and YouTube as an Affinity Space for Gaming
				Marse and YouTube as a Self-directed Teaching and Learning Environment
		Discussion
		References
	11: The Phenomenology of Experiencing Oneself Online: Critical Dimensions of Identity and Language Use in Virtual Spaces
		Introduction
			Experience as a Phenomenological Construct
		The Context: Meet the 3As
		Qualitative Data
			Measuring Individual Experience
			Aaron
			Alina
			Andrew
		Discussion
			Experiencing Oneself Online as a Multilingual Subject
		Conclusions
		References
	12: Leveraging Multilingual Identities in Computer Science Education
		Introduction
			Background
			Conceptual Framework for Characterizing Multilingual Identities
			What Is Computational Thinking and Why Should We Teach It to Our Students?
			Current Study
			Research Questions
		Methodology
			Sampling Procedures
			Instruments: Semi-structured Interviews
			Procedures
			Data Analysis
				RQ1: How Do Multilingual Students Leverage Their Identities While Engaging in Computing?
				RQ2: How Does Multilingual Identity Expression Support the Development of Computational Thinking Practices?
		Findings
			Experimenting and Iterating
			Abstracting and Modularizing
			Testing and Debugging
			Reusing and Remixing
			Additional Findings
		Discussion and Conclusions
		References
	13: The Implications of Using Online Social Networks for EFL Learner Self-Concept
		Introduction
			FL Self-Concept
			Technology-Assisted Language Learning (TALL)
		Methodology
			Participants
			Treatment
		Data Collection and Analysis
		Results and Discussion
		Conclusions
		Appendix 1: The Interview Protocol Before the Intervention
		Appendix 2: The Interview Protocol After the Intervention
		References
	Part V: Attitudes and Perceptions
	14: EFL Blogging in the Greek Secondary School Classroom: The Effects on Student Participation and Attitude
		Introduction
			New Literacies and Blended Learning
			Blogs: Theoretical Framework for Using Blogs in EFL
			Affective Variables and the Socio-constructivist Approach
		Research Objectives
		Methodology
			Participants
			Instruments
			The Roles of Teacher and Students and the Blog Profile
		Findings
		Discussion
			A Framework for Effective EFL Blogging
		Conclusions
		­ Appendix
		References
	15: Chinese Language Learners’ Intrapersonal and Interpersonal Perceptions of a Pinyin Text-to-Speech System
		Introduction
		Literature Review
		Methodology
		Results
		Discussion
		Conclusions
		References
	16: Gliding Across the Digital Divide with High Anxiety: Electronic Resource Selection Toward Self-Directed Writing Practice in a South African EAP Context
		Introduction
			Writing Resource Selection as a Self-Directed Learning Practice
			Digital Divide
			Computer Anxiety and Self-Efficacy
		Objectives
		Methodology
			Sampling and Participants
			Ethical Considerations
			Data Collection and Analysis
		Results
			Context
			Limited Background in Using Computers
				Access to Computers Before University
				No Access to Computers at Home
				No Previous Experience in Writing on Computer
			School Background in Using Computers
				No Writing on Computers at School
				Adequate Background at School
				Fear of Technology
			Writing Preferences
				Prefer Writing on Paper
				Prefer Writing on Computer
			Handling Electronic Writing Resources
			Experiencing Problems with Technology
				General Statements
				Using Computers Is Difficult
				Unable to Use the Internet Effectively
				Technology Terminology
				Typing Ability
			Searching for Information
				Electronic Resources Used for Information Searches
				Unsure Where to Find Information
			The Use of Word Processors
				Only Word Processing Software Is Used
				Word Processors Make Writing Easier
				Typical Problems in Word Processors
			Using Spelling Checkers and a Thesaurus
				No Knowledge of Spelling Checkers
				Spelling Checker Used
				Online Spelling Checkers Used
				Language Variety and Spelling Checkers
				Thesaurus
			Solving Problems with Electronic Writing Resources
				Peer Support
				Prefer Figuring Out How to Do Something Themselves
				A Learning Management System Helped Conquer a Fear of Computers
		Discussion
		Limitations
		Conclusions
		References
	17: Artificial Intelligence Technology for EAP Speaking Skills: Student Perceptions of Opportunities and Challenges
		Introduction
		Literature Review
			Current Approaches to EAP Speaking Skills
			AI and VRT: Potential and Limitations
			Mainstream VRT-Assisted AI-ELLs Apps
		Methodology
			Quantitative Data Collection
			Validity and Reliability Report
			Procedure
			Background and Characteristics of the Sample
			Assessing the Normality of Data
			Qualitative Data Collection: Sample Selection Criteria
			Data Analysis
		Findings
			Quantitative Data Analysis: H1: Year of Attendance and Attitudes About AI-ELL Apps for Speaking Skills
			H2: Frequency of AI-ELL Apps’ Use and Attitudes About AI-ELL Apps’ Efficiency
			H3: Non-parametric Statistics Comparing University Attendance and Attitudes About AI Tools Related to Replacing Face-to-Face Teaching
			H4: Non-parametric Statistics Comparing Year of Attendance and Attitudes About AI-ELL App Costs Limiting Student Access
			Qualitative Data Analysis
			Students’ Knowledge of Current AI-ELL Apps’ Availability
			Reasons for Using AI-ELL Apps
			Students’ Perceived Difficulties in Making Progress with EAP Speaking Skills
			Students’ Perceived Advantages of AI-ELL and AI-EAP Apps
			Students’ Perceived Limitations of AI-ELL and AI-EAP Apps
		Discussion
		Conclusions
			Limitations
		Glossary
		References
	Part VI: Motivation and Willingness to Communicate
	18: A Need to Communicate: An Intercultural Story of Motivation Generated in Disrupted Text-Based Electronic Chat
		Introduction
		Background
			Synchronous Text-Based Computer-Mediated Communication (SCMC)
			L2 Students’ Motivation in SCMC
			Objectives
		Methodology
			Problems for Consideration
		Data Analysis
		Discussion and Implications
		Conclusions
		Appendix: Survey Description
		References
	19: A Motivational Story in Hong Kong: Generating Goals for Language Learners and Blended Learning Designers from a Mixed-Method Learning Analytics Approach in English for Academic Purposes
		Introduction and Background
		Literature Review
			Nature of Motivation
			Theoretical Foundation in Language Learning Motivation
			Theoretical Foundation in Online Learning
			The Research Gap and the Emergence of Learning Analytics
		Methodology
			Research Design
			Participants
			Procedures
			Online Activity Requirement
			Instrument
		Data Analysis
			Research Ethics
		Results and Discussion
			General Overview
			Score as a Primary Goal
			Deadline as a Goal
			Staggered Deadlines
			Final Deadline
			Goal-Setting Behaviors
		Conclusions
		References
	20: The Impact of Digital Storytelling on the Motivation and Engagement of Young Foreign Language Learners
		Introduction
			Motivation in the Language Classroom
			Digital Storytelling in the Language Classroom
		Methodology
			The Motivational Surveys
			The Reflective Diaries
		Results from the Motivational Surveys
			Motivational Survey: Version 1
			Motivational Survey: Version 2
		Results from the Reflective Diaries
			Use of the Descriptor ‘Bad’
			Use of the Descriptor ‘Boring’
			Use of the Descriptor ‘Fun’
			Use of the Descriptor'Interesting’
			Strengths and Limitations
		Conclusions
		References
	21: The Impact of Online Lower-Level Courses on World Language Learners’ Self-Perceptions, Mindset and Willingness to Communicate
		Introduction
			Literature Review
		Methods
		Results
		Discussion
			Limitations of the Study
		Conclusions
		Appendix
		References
	22: Criteria for Motivational Technology-Enhanced Language Learning Activities
		Introduction
			Motivation and Language Learning Activities
		Criteria for Motivational and Engaging E-Learning Activities
			Learner Autonomy Criteria
			Self-Assessment and Gamification Criteria
		Methodology
			The Participants
			The Data Collection Instrument and the Procedure
		Results and Discussion
		Conclusions
		References
	Part VII: Concluding Remarks
	23: Future Considerations Concerning Technology and the Psychology of Second Language Learners and Users
		Introduction
			Technology’s Influences on Language Learner Psychology
			Psychology’s Influences on Language Learning via Technology
			Technology’s Help in Understanding Language Learner Psychology
			Concluding Remarks
		References
	Index