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This is a repository copy of Do New Technologies Facilitate the Acquisition of Reading Skills? : A Systematic Review of the Research Evidence. White Rose Research Online URL for this paper: https://eprints.whiterose.ac.uk/75113/ Version: Published Version Conference or Workshop Item: Handley, Zoe Louise orcid.org/0000-0002-4732-3443 and Walter, Catherine (2010) Do New Technologies Facilitate the Acquisition of Reading Skills? : A Systematic Review of the Research Evidence. In: British Association of Applied Linguistics, 09-11 Sep 2010. Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Applied Linguistics, Global and Local Proceedings of the 43rd Annual Meeting of the British Association for Applied Linguistics 9-11 September 2010 University of Aberdeen Edited by Robert McColl Millar & Mercedes Durham Applied Linguistics, Global and Local Proceedings of the 43rd Annual Meeting of the British Association for Applied Linguistics 9-11 September 2010 University of Aberdeen Edited by Robert McColl Millar & Mercedes Durham Applied Linguistics, Global and Local Proceedings of the 43rd Annual Meeting of the British Association for Applied Linguistics 9-11 September 2010 University of Aberdeen Published by Scitsiugnil Press 1 Maiden Road, London, UK And produced in the UK Copyright © 2011 Copyright subsists with the individual contributors severally in their own contributions. This publication may be reproduced in part or whole only with acknowledgement of the source. First Published 2011 By the British Association for Applied Linguistics Edited by Robert McColl Millar & Mercedes Durham Product Design by Martin Edwardes Scitsiugnil Press logo design by Jack Bruce ISBN: 978-0-9559533-3-0 ii Applied Linguistics, Global and Local Proceedings of the 43rd Annual Meeting of the British Association for Applied Linguistics 9-11 September 2010 University of Aberdeen Contents Chapter Authors Page 1 Twitter a new global genre: a contrastive study of Irina Argüelles Álvarez, 1 the use of language in English and Spanish Alfonso Muñoz Muñoz & Rupert Herington 2 Language Learning: Collaboration in English for Elizabeth M. Anthony 11 Specific Purposes (ESP) Problem-Based Learning (PBL) Classroom 3 Composition and revision in computer-based written Lucy Chambers 23 assessment 4 Some methodological issues in conducting Shu-Hsin Chen 33 qualitative research multilingually 5 The dominant language picture naming Yu-Lin Cheng 37 performance of native Chinese speakers with low and intermediate English proficiency 6 Revisiting English in Bangladesh: Oscillation of the Qumrul Hasan Chowdhury 49 colonized mind in the decolonized world 7 Issues in Bilingual Multi-Word-Combination Eduardo de Gregorio- 61 Dictionary Building: An English-Spanish Godeo Lexicographic Experience 8 Are Complex Tenses Really Real? Martin Edwardes 69 9 Struggle between learning English for self and Emily Tsz Yan Fong 79 nation: imagination of ‗global community‘ of Chinese students as a remedy iii Chapter Authors Page 10 Interactional competence across proficiency levels: Evelina D. Galaczi 91 How do learners manage interaction in paired speaking tests? 11 Academic Values in Context Davide Simone Giannoni 105 12 A Local Response to the Global Reality of Susan Gray 115 Increased Migration: Teacher Education 13 The use, relevance and visibility of Welsh vis-à-vis Elisabeth Haidinger 127 English in the private sector 14 Do New Technologies Facilitate the Acquisition of Zöe Handley 139 Reading Skills? A Systematic Review of the & Catherine Walter Research Evidence for Primary and Secondary Learners 15 Discrete and Complete Inputs on Phrasal Verbs Chun-Ching Hsieh 151 Learning & Hsiao-Fang Hsu 16 Historical Intercultural Politeness - A Case from the Dániel Z. Kádár 163 Ryūkyū Kingdom 17 National or general tolerance for variation? Attitudes to Lars Anders Kulbrandstad 173 dialect and foreign accent in the media 18 Going, Going, Gone. A Study of Language Memory Jill Llewellyn-Williams 183 19 The effects of L1 use on vocabulary acquisition E. Macaro, M. Hennebry 189 & V. Rogers 20 The crossroads between language and literature: Vicky Macleroy Obied 199 developing an EAL pedagogy and intercultural learning 21 Self-concept in the EFL context Sarah Mercer 211 22 The Expansion of Theme Heather Meyer 215 23 Creating gender distictions: migrant teens‘ acquisition of Miriam Meyerhoff 227 sociolinguistic variation & Erik Schleef iv Chapter Authors Page 24 Spoken Artistic Discourse and its Global and Local Andrea Milde 233 Aspects 25 The Role of Collaborative Learning in Improving Esmaeil Momtaz 241 the EFL Students‘ Reading Comprehension 26 Assessment of second language readers in Marte Monsen 253 Norwegian lower secondary school – three shortcomings 27 Learner autonomy, agency and identity: an Kinaz Murshid 263 interview based investigation of Syrian EFL university students‘ stories of learning English. 28 Effects of Input Processes on Generations of False Chikako Nakagawa 271 Memory in L2 Word Learning 29 A Validation Study of the CEFR Levels of Phrasal Masashi Negishi, 283 Verbs in the English Profile Wordlists Yukio Tono & Yoshihito Fujita 30 Effectiveness of a long-term extensive reading Hitoshi Nishizawa 295 program: a case study & Takayoshi Yoshioka 31 The Relation of Identities, Power and Culture in Yoko Nogami 299 Lingua Franca English: Diaries of Japanese Users of L2 English 32 ―It‘s OK as long as it‘s campur!‖ Mixing it up in Breda O‘Hara-Davies 311 Southeast Asia 33 ―Localising‖ the CEFR and ELP: The Need to Yoko Sato 319 Incorporate Socio-Pragmatic Features in Japanese University EFL Classes 34 The Influence of Choice on Lexical Complexity in John Thurman 325 TBLT 35 Attitudes of tourists towards the perceived lack of Cheryl Traiger 339 English proficiency at international travel destinations v Chapter Authors Page 36 Students‘ and teachers‘ notions of effective Ruth Trinder 351 (business) English teaching: global and local & Martin Herles influences 37 Functions of and so on and or something (like that) Tomoko Watanabe 363 spoken by Japanese learners of English at different speaking proficiency levels in a learner corpus 38 Examining Effects of L2 Extensive Reading in the Junko Yamashita 375 Cognitive and Affective Domains & Kyung Nam Kan 39 Essential Readings in Vocabulary Studies James Milton, 387 Vocabulary Studies SIG Colloquium Brian Richards, Katja Mäntylä, Jeanine Treffers-Daller, Huw Bell, Imma Miralpeix, Michael Daller, Norbert Schmitt, Ana Pellicer-Sanchez & Paul Meara vi Twitter a new global genre: a contrastive study of the use of language in English and Spanish Irina Argüelles Álvarez a, Alfonso Muñoz Muñoz a & Rupert Herington Twitter a new global genre: a contrastive study of the use of language in English and 1 Spanish Irina Argüelles Álvarez a, Alfonso Muñoz Muñoz a & Rupert Herington b a EUIT de Telecomunicación UPM b Language Centre University of Leeds Introduction A new information and collaboration revolution has occurred in the last decade supported by computing and telecommunication technologies. The Web 2.0 concept was first presented in 2004 by O'Reilly to refer to a second generation web based on communities of users and a special range of services such as social networks, blogs or wikis that promote collaboration and the exchange of information among users in an easy and rapid way. A social network is seen by Boyd and Ellison (2007) as a well defined set of actors, individuals, groups, organizations, societies, etc., that are linked by a number of social relations, simplified in the case of IT by the use of new communications technologies. Other studies reflect a social reality centred on the relations between individuals. A social network can be described based on its efficiency to integrate three concepts (the 3Cs): Communication (to share knowledge and make it public), community (to find and to link communities) and cooperation (to make things together) (Misanchuk & Anderson 2001) There are hundreds of social networks which have very different objectives. Their most positive quality is probably the facility through which information can be exchanged or distributed in a flexible and collaborative way. Some of the most popular social networks worldwide are: Myspace, Facebook, Orkut, Friendster, Bebo or Twitter. Twitter: A social network under the spotlight The study presented here introduces a preliminary analysis of the language used in a specific micro-blogging social network site. ‗Twitter‘ has a number of specific characteristics that makes it different from others. The network Twitter allows the user to send text based messages, called ―tweets‖, with a maximum length of 140 characters. These messages are 1 Applied Linguistics, Global and Local: Proceedings of the BAAL Annual Conference 2010 University of Aberdeen published and available to Twitter users. Every Twitter user can have a certain
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