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CALL Communities and Culture – Short Papers from EUROCALL 2016 Edited by Salomi Papadima-Sophocleous, Linda Bradley, and Sylvie Thouësny

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CALL Communities and Culture – Short Papers from EUROCALL 2016 Edited by Salomi Papadima-Sophocleous, Linda Bradley, and Sylvie Thouësny Published by Research-publishing.net, not-for-profit association Dublin, Ireland; Voillans, France, [email protected] © 2016 by Editors (collective work) © 2016 by Authors (individual work) CALL communities and culture – short papers from EUROCALL 2016 Edited by Salomi Papadima-Sophocleous, Linda Bradley, and Sylvie Thouësny Rights: All articles in this collection are published under the Attribution-NonCommercial -NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Under this licence, the contents are freely available online as PDF files (https://doi. org/10.14705/rpnet.2016.EUROCALL2016.9781908416445) for anybody to read, download, copy, and redistribute provided that the author(s), editorial team, and publisher are properly cited. Commercial use and derivative works are, however, not permitted. Disclaimer: Research-publishing.net does not take any responsibility for the content of the pages written by the authors of this book. The authors have recognised that the work described was not published before, or that it is not under consideration for publication elsewhere. While the information in this book are believed to be true and accurate on the date of its going to press, neither the editorial team, nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, expressed or implied, with respect to the material contained herein. While Research-publishing.net is committed to publishing works of integrity, the words are the authors’ alone. Trademark notice: product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Copyrighted material: every effort has been made by the editorial team to trace copyright holders and to obtain their permission for the use of copyrighted material in this book. In the event of errors or omissions, please notify the publisher of any corrections that will need to be incorporated in future editions of this book. Typeset by Research-publishing.net Cover design by © Easy Conferences, [email protected], www.easyconferences.eu Cover layout by © Raphaël Savina ([email protected]) Photo “bridge” on cover by © Andriy Markov/Shutterstock Photo “frog” on cover by © Fany Savina ([email protected]) Fonts used are licensed under a SIL Open Font License ISBN13: 978-1-908416-43-8 (Paperback - Print on demand, black and white) Print on demand technology is a high-quality, innovative and ecological printing method; with which the book is never ‘out of stock’ or ‘out of print’. ISBN13: 978-1-908416-44-5 (Ebook, PDF, colour) ISBN13: 978-1-908416-45-2 (Ebook, EPUB, colour) Legal deposit, Ireland: The National Library of Ireland, The Library of Trinity College, The Library of the University of Limerick, The Library of Dublin City University, The Library of NUI Cork, The Library of NUI Maynooth, The Library of University College Dublin, The Library of NUI Galway. Legal deposit, United Kingdom: The British Library. British Library Cataloguing-in-Publication Data. A cataloguing record for this book is available from the British Library. Legal deposit, France: Bibliothèque Nationale de France - Dépôt légal: décembre 2016. Table of contents xii Preface Salomi Papadima-Sophocleous xv Conference committees 1 The impact of EFL teachers’ mediation in wiki-mediated collaborative writing activities on student-student collaboration Maha Alghasab 7 Towards the development of a comprehensive pedagogical framework for pronunciation training based on adapted automatic speech recognition systems Saandia Ali 14 Digital literacy and sustainability – a field study in EFL teacher development Christopher Allen and Jan Berggren 20 Self-evaluation using iPads in EFL teaching practice Christopher Allen, Stella K. Hadjistassou, and David Richardson 25 Amateur online interculturalism in foreign language education Antonie Alm 32 Teaching Turkish in low tech contexts: opportunities and challenges Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi 37 Learning Icelandic language and culture in Virtual Reykjavik: starting to talk Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson 44 Investigating student choices in performing higher-level comprehension tasks using TED Francesca Bianchi and Ivana Marenzi iii Table of contents 50 An evaluation of text-to-speech synthesizers in the foreign language classroom: learners’ perceptions Tiago Bione, Jennica Grimshaw, and Walcir Cardoso 55 Quantifying CALL: significance, effect size and variation Alex Boulton 61 The contribution of CALL to advanced-level foreign/second language instruction Jack Burston and Kelly Arispe 69 Using instructional technology to integrate CEFR ‘can do’ performance objectives into an advanced-level language course Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari 74 Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language Jack Burston, Olga Georgiadou, and Monique Monville-Burston 81 Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta 87 Using object-based activities and an online inquiry platform to support learners’ engagement with their heritage language and culture Koula Charitonos, Marina Charalampidi, and Eileen Scanlon 94 Urban explorations for language learning: a gamified approach to teaching Italian in a university context Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick 100 Communicate to learn, learn to communicate: a study of engineering students’ communication strategies in a mobile-assisted learning environment Li Cheng and Zhihong Lu 106 Using a dialogue system based on dialogue maps for computer assisted second language learning Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee iv Table of contents 113 Students’ attitudes and motivation towards technology in a Turkish language classroom Pelekani Chryso 119 Vlogging: a new channel for language learning and intercultural exchanges Christelle Combe and Tatiana Codreanu 125 Japanese university students’ self-assessment and digital literacy test results Travis Cote and Brett Milliner 132 Digital story (re)telling using graded readers and smartphones Kazumichi Enokida 137 HR4EU – a web-portal for e-learning of Croatian Matea Filko, Daša Farkaš, and Diana Hriberski 144 Synchronous tandem language learning in a MOOC context: a study on task design and learner performance Marta Fondo Garcia and Christine Appel 150 What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education Gustavo García Botero and Frederik Questier 155 An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez 160 The use of interactive whiteboards: enhancing the nature of teaching young language learners Christina Nicole Giannikas 167 A pre-mobility eTandem project for incoming international students at the University of Padua Lisa Griggio and Edit Rózsavölgyi v Table of contents 172 Can a ‘shouting’ digital game help learners develop oral fluency in a second language? Jennica Grimshaw, Walcir Cardoso, and David Waddington 178 Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system Karin Harbusch and Annette Hausdörfer 185 The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction Benjamin Holt 190 Automatic dialogue scoring for a second language learning system Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim 196 Effects of task-based videoconferencing on speaking performance and overall proficiency Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura 201 Telecollaborative games for youngsters: impact on motivation Kristi Jauregi 208 The Exercise: an Exercise generator tool for the SOURCe project Fryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos 215 Students’ perceptions of online apprenticeship projects at a university Hisayo Kikuchi 221 The effects of multimodality through storytelling using various movie clips SoHee Kim 225 Collaboration through blogging: the development of writing and speaking skills in ESP courses Angela Kleanthous and Walcir Cardoso 230 Cultivating a community of learners in a distance learning postgraduate course for language professionals Angelos Konstantinidis and Cecilia Goria vi Table of contents 237 Task-oriented spoken dialog system for second-language learning Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee 243 Promoting multilingual communicative competence through multimodal academic learning situations Anna Kyppö and Teija Natri 248 Teacher professional learning: developing with the aid of technology Marianna Kyprianou and Eleni Nikiforou 254 Quizlet: what the students think – a qualitative data analysis Bruce Lander 260 ‘Just facebook me’: a study on the integration of Facebook into a German language curriculum Vera Leier and Una Cunningham 265 A survey on Chinese students’ online English language learning experience through synchronous web conferencing classrooms Chenxi (Cecilia) Li 271 Identifying and activating
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