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AI and Machine Learning in Language Education AI and Machine Learning in Language Education AI and machine learning in language education Robert Chartrand and Edo Forsythe, Editors Associate Editors: Anthony Brian Gallagher, Douglas Jarrell, George MacLean ISBN 978-4-901352-61-1 AI and Machine Learning in Language Education Selected papers from the JALTCALL2019 Conference, Tokyo, Japan. JALT CALL is a Special Interest Group (SIG) of the Japan Association for Language Teaching (JALT) that focuses on Computer-Assisted Language Learning (CALL) and technology in language learning. http://jaltcall.org/ JALT is dedicated to the improvement of language teaching and learning. JALT Central Office Urban Edge Bldg. 5F, 1-37-9 Taito, Taito-ku, Tokyo 110-0016, Japan http://jalt.org/ © 2019 by the JALT CALL SIG and individual authors. First published in Japan in 2019 by the JALT CALL SIG. Layout by Paul Mason Preface Technology and language teaching & learning have been the subject of much discussion and re- search in the past forty years as the advent of computers brought new technology to a wide range of language learners. The development of CALL programs has steadily improved with the exponential in- crease in power and speed of computing to the point where currently multimedia applications, speech recognition, and the integration of artificial intelligence with machine learning has certainly made a remarkable impact on language education. To this end, JALTCALL2019 highlighted the cutting edge of language learning technology through a wide variety of presentations and workshops about current research into the theory and practice of AI and machine learning in language education. This volume of collected papers provides a good sample of the research and practice pertaining to the conference theme. Fourteen papers were chosen to be included in this work and they feature wide-ranging topics such as digital storytelling, video-based self-reflection, factors affecting Quizlet, content language in- tegrated learning, WordPress in teacher education, smartphone addiction, online courses, Facebook groups, learner abstracts and corpus linguistics, useful materials for listening practice, Instagram and education, a microblog corpus using Tumblr, speaking with your computer, and syllabic typing for language learning. The papers contained herein have been double-blind peer reviewed and chosen for publication according to their quality, suitability and academic relevance to CALL research. The editors worked with the authors to improve their manuscripts for publication in this volume of collected papers. The Editors-in-Chief hope that the readers of this volume will find these papers insightful, useful, and practical for language teachers in Japan and around the world. We would like to thank the authors who worked diligently to provide well-researched studies and practically-focused papers with the common theme of CALL. Additionally, this book would not be possible without the dedication of our volunteer associate editing staff. We are greatly appreciative of their efforts in working with the authors to hone their manuscripts. Editors-in-Chief Robert Chartrand, PhD, Kurume University Edo Forsythe, EdD, Hirosaki Gakuin University From the SIG Coordinator and JALTCALL2019 Co-Chair First of all, thank you for making JALTCALL2019 at Aoyama Gakuin University in Tokyo a suc- cessful event. We had almost 200 participants from 16 countries and regions as well as from all over Japan. This book is a collection of papers presented and other submissions from JALTCALL2019. We hope you enjoyed your time at JALTCALL2019 and hope to see you at JALTCALL2020 in Hirosaki City, Aomori on June 5–7, 2020. Ryan Barnes, Nagoya Gakuin University i Editorial Team Editors-in-Chief Robert Chartrand is a professor at the Institute of Foreign Language Education, Kurume University. He is interested in corpus linguistics, CALL and artificial intelligence research. Edo Forsythe is a professor and head of the Department of English Language and Literature at Hirosaki Gakuin University. His research interests include MALL and the use of smartphones in lan- guage learning. Associate Editors Anthony Brian Gallagher is a lecturer in the Faculty of Foreign Studies at Meijo University. His research specialty is: the user experience in quality assurance; assistive, disruptive, & cosmetic technol- ogy; and virtual learning environments. Douglas Jarrell is a retired professor, formerly at Nagoya Women’s University, whose research in- terests include the affordances of technology for self-study and student engagement in the classroom. George MacLean is a professor at the University of the Ryukyus who previously taught in the Japanese and International School systems. His research areas include feedback, Mobile-learning and CALL. He is active in JALT at a local and national level and serves on review boards for several con- ferences and journals. Assistant Editors (Japanese language support) Chika Fujimoto, Komazawa University and Waseda University Maki Terauchi Ho, Obihiro University of Agriculture and Veterinary Medicine Hiroyuki Obari, Aoyama Gakuin University Layout Paul Mason, Aichi Gakuin University Technical Editor (website programming and design) Gary Ross, JALT CALL SIG Webmaster ii Contents 1 Video-based Self-reflection of English Language Presentations 1 Chad Cottam, Kwansei Gakuin University Troy Rubesch, Kwansei Gakuin University 2 Factors Affecting Quizlet Usage Among Students 10 Armando Duarte, University of Shiga Prefecture 3 Negative and Positive Aspects of Using WordPress to Facilitate Reflective Practice in Pre-service Teacher Education 18 James M. Hall, Iwate University 4 Exploring Student Collaboration Strategies through Digital Storytelling Films Created with Mobile Devices 33 Bradley Irwin, Nihon University 5 Feasibility of Learning a Language Using a Full Online Course 43 Masumi Kai, University of Guam 6 CLIL and STEM English for Electrical and Electronic Engineers 58 Goh Kawai, Hokkaido University 7 Japanese Validation of the Smartphone Addiction Scale 75 Olivia Kennedy, Ritsumeikan University Sandra Healy, Kyoto Institute of Technology 8 Dialogistic Stance on the Move: Published and EFL Proficiency-based Learner Abstracts in Applied Linguistics 89 Ming-Chia Lin, National Academy for Educational Research, Taiwan 9 Exploring the Motivation Spectrum with Facebook Secret Groups 106 Christopher Philip Madden, Seikei University 10 Instagram as a Means of Promotion, Communication and Education 117 Philip Norton, Kyoto Sangyo University 11 Listen up! Useful Materials for Intensive and Extensive Listening 131 Louise Ohashi, Meiji University iii 12 A Microblog Corpus Using Tumblr for Understanding Japanese University Students’ EFL Writing 139 Robert Anthony Olexa, International Pacific University Sara Librenjak, International Pacific University 13 Speaking with Your Computer: A New Way to Practice and Analyze Conversation 152 Gary Ross, Kanazawa University Stephen Henneberry, The University of Shimane Glen Norris, Ishikawa Prefectural University 14 Using the QWERTY Keyboard as a Chord Keyboard: Syllabic Typing by Multi-key Strokes for Language Learning & More 168 Markus Rude, University of Tsukuba iv 1 Video-based Self-reflection of English Language Presentations Chad Cottam, Kwansei Gakuin University Troy Rubesch, Kwansei Gakuin University Abstract The mastery of oral presentation skills in English is often essential in the professional life of scientists and those studying to be scientists. This paper presents the results of a study that attempts to gauge the value of incorporating video-mediated feedback as it relates to measures of students’ self-efficacy. The researchers examined the self-rating of pair presentations of 220 undergraduate -uni versity science and technology students in academic English communication courses at a private uni- versity in Japan. They compared the rubric-based self-rating scores of students from both non-assisted episodic and video-assisted recall in separate instances. The research question addressed whether a video-based reflection would serve as a more critical form of reflection than episodic memory alone. However, students generally rated themselves higher after watching a video of their performance, com- pared to their memory alone, raising further questions as to what measure and scope of self-assessment is most effective for Japanese students to improve their oral presentation performance. 英語での口頭発表スキルの熟達は、科学者や科学者を目指して勉強している人の職業人生にとって、多くの場合必須なこと である。この論文では、ビデオを介したフィードバックの取り組みについての価値を評価しようとする研究結果を提示する。なぜな ら、それは学生の自己効力感の尺度に関連するからである。研究者たちは、日本の私立大学でアカデミックイングリッシュコミュニ ケーションコースに在籍する、科学と技術を専門とする学部生220人のペアプレゼンテーションの自己評価を調べた。彼らは、個 々の事例に於いて、ビデオを介さない一時的な記憶の場合とビデオを介した想起の両方から、学生のルーブリックに基づいた自 己評価スコアを比較した。研究課題は、ビデオを介した場合の反映が、一時的な記憶だけの場合よりもより重要な反映の形として 機能するかどうかということだった。 ただし、学生たちは一般に、自分の記憶だけの場合と比較すると自分のパフォーマンスのビ デオを見た後では、自分自身を高く評価し、日本人学生が口頭プレゼンテーションのパフォーマンスを向上させるために、最も効 果的な自己評価の尺度と範囲は何かという更なる課題を提起させている。 Keywords: Video, self-efficacy, self-assessment, presentations The mastery of oral presentation skills is often important in professional life (Campbell et al., 2001) and is a key competency for lifelong learning in general and higher education in particular (Boud & Falchikov, 2006). For scientists and those studying to be scientists in particular, presentation of scientific research has been called “an indispensable cornerstone of a successful scientific career” (Zanders & MacLeod, 2010). As the English language currently dominates the global scientific com- munity, the majority of scientists will
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