Computer-Enhanced and Mobile-Assisted Language Learning: Emerging Issues and Trends Felicia Zhang University of Canberra, Australia Senior Editorial Director: Kristin Klinger Director of Book Publications: Julia Mosemann Editorial Director: Lindsay Johnston Acquisitions Editor: Erika Carter Development Editor: Hannah Abelbeck Production Editor: Sean Woznicki Typesetters: Lisandro Gonzalez, Chris Shearer, Mackenzie Snader, Milan Vracarich Print Coordinator: Jamie Snavely Cover Design: Nick Newcomer Published in the United States of America by Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: [email protected] Web site: http://www.igi-global.com Copyright © 2012 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication Data Computer-enhanced and mobile-assisted language learning: emerging issues and trends / Felicia Zhang, editor. p. cm. Includes bibliographical references and index. Summary: “This book presents the latest research into computer-enhanced language learning as well as the integration of mobile devices into new language acquisition”--Provided by publisher. ISBN 978-1-61350-065-1 -- ISBN 978-1-61350-066-8 (ebook) -- ISBN 978-1-61350-067-5 (print & perpetual access) 1. Language and languages--Computer-assisted instruction. I. Zhang, Felicia. P53.28.C6643 2011 418.0078’5--dc23 2011031145 British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library. All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher. Editorial Advisory Board Evan Bibbee, Minnesota State University Mankato, USA Klaus Brandl, University of Washington, USA Maliwan Buranapatana, Khon Kaen University, Thailand Daniel A. Craig, Sangmyung University, South Korea Elżbieta Gajek, University of Warsaw, Poland Linda Jones, University of Arkansas, USA Jungtae Kim, Pai Chai University, South Korea Vladimir Lazar, Minnesota State University Mankato, USA Lin Shen, Guizhou University, People’s Republic of China Satoru Shinagawa, University of Hawaii, USA & Kapiolani Community College, USA Esther Smidt, West Chester University, USA Roland Sussex, University of Canberra, Australia Jitpanat Suwanthep, Suranaree University of Technology, Thailand Jane Vinther, University of Southern Denmark, Denmark Felicia Zhang, University of Canberra, Australia Table of Contents Preface ...................................................................................................................................................vi Acknowledgment ................................................................................................................................viii Chapter 1 Principles and Guidelines for Task Design in CMC Learning ................................................................ 1 Klaus Brandl, University of Washington, USA Chapter 2 Interaction in Google Wave Sends Chat Rooms out with the Tide ....................................................... 35 Linda Jones, University of Arkansas, USA Chapter 3 The Effect of Feedback in Teaching Thai as a Foreign Language ........................................................ 56 Maliwan Buranapatana, Khon Kaen University, Thailand Felicia Zhang, University of Canberra, Australia Chapter 4 Teaching French Phonetics in a Digital Language Lab ........................................................................ 81 Evan Bibbee, Minnesota State University Mankato, USA Esther Smidt, West Chester University, USA Vladimir Lazar, Minnesota State University Mankato, USA Chapter 5 Effects of an E-Learning Platform for EFL Chinese Learners ............................................................. 98 Lin Shen, Guizhou University, China Jitpanat Suwanthep, Suranaree University of Technology, Thailand Felicia Zhang, University of Canberra, Australia Chapter 6 Constructionism in Action within European eTwinning Projects ....................................................... 116 Elżbieta Gajek, Warsaw University, Poland Chapter 7 Performance and Anxiety in Videoconferencing ................................................................................ 137 Daniel A. Craig, Sangmyung University, Republic of Korea Jungtae Kim, Pai Chai University, Republic of Korea Chapter 8 Cognitive Skills through CALL Enhanced Teacher Training ............................................................. 158 Jane Vinther, University of Southern Denmark, Denmark Chapter 9 Adapting the iPhone for Language Teaching and Learning ............................................................... 188 Satoru Shinagawa, University of Hawaii, USA & Kapiolani Community College, USA Chapter 10 Combining the Body and Mobile Technology to Teach English Pronunciation ................................. 202 Felicia Zhang, University of Canberra, Australia Chapter 11 Text Input and Editing as a Bottleneck in Mobile Devices for Language Learning ........................... 220 Roland Sussex, The University of Queensland, Australia Chapter 12 Writing Papers Using Nivivo8 and Coh-Metrix ................................................................................. 235 Felicia Zhang, University of Canberra, Australia Compilation of References ............................................................................................................... 249 About the Contributors .................................................................................................................... 273 Index ................................................................................................................................................... 276 vi Preface Since the publication of the Handbook of Research on Computer-Enhanced Language Acquisition and Learning in 2008, information communication technology (ICT) has continued to create new learning paths to assist language learning. While CD-ROMs, multimedia computer labs, the World Wide Web, e-mail, and SMS still play an important part in language learning, research into the use of Web 2.0 technology (Fitzgerald, Barrass, Campbell, Hinton, Ryan, Whitelaw, Bruns, Miles, Steele, & McGinness, 2009) and Mobile Assisted Language Learning (MALL) have become increasingly common. However, as pointed out by Kukulska-Hulme and Shield (2008), while mobile phones, PDAs, and other handheld devices such as iPods are frequently used devices in mobile learning, research in this area has been geared towards creating learning content for mobile devices rather than investigating how mobile de- vices can support listening and speaking activities. Therefore, research in the areas of contribution made by Web 2.0 and mobile technology to language teaching and learning is still in their infancy. Computer-Enhanced and Mobile-Assisted Language Learning: Emerging Issues and Trends will be most helpful as it will provide a comprehensive coverage of successful translation of language learning designs utilizing ICT and mobile technology in practical learning contexts. This important new follow- up publication will be distributed worldwide among academic and professional institutions and will be instrumental in providing researchers, scholars, students, and professionals access to the latest knowledge related to research on computer-enhanced and mobile assisted language learning. Contributions to this important publication have been received from scholars with notable research portfolios and expertise throughout the world. THE IMPORTANCE OF THE CHAPTER SUBMISSIONS The chapter submissions in this volume include many cases of successful international collaborations. In order to provide the best balanced coverage of research related to the selected topics of this hand- book, researchers from around the world were asked to submit proposals. All proposals were carefully reviewed by the editor in light of their suitability, researcher’s records of similar work in the area of the proposed topics, and the best proposal for topics with multiple proposals. Researchers were asked to submit proposal according to the recommendation made by Mosteller, Nave, and Miech (2004, p.33) for structured abstracts. Upon the receipt of full entry submissions, each submission was forwarded to at least two expert external reviewers on a double-blind, peer review basis. Only submissions with strong and favorable reviews were selected for the handbook. In many cases, submissions were sent back for several revisions prior to final acceptance. As a result, this handbook includes 12 chapters highlighting vii current research conducted in the field of computer-enhanced and mobile language learning. The 12 submissions came from knowledgeable researchers around the world; while many submissions from the US were accepted (4 chapters), 4 chapters came from Australia, 2 from Thailand, 1 from Poland, and 1 from Denmark. Contributions involved a variety of contexts including such as tertiary education and schools. While the majority of the chapters