Future-proof CALL: language learning as exploration and encounters Short papers from EUROCALL 2018 Edited by Peppi Taalas, Juha Jalkanen, Linda Bradley & Sylvie Thouësny Published by Research-publishing.net, a not-for-profit association Contact: [email protected] © 2018 by Editors (collective work) © 2018 by Authors (individual work) Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Edited by Peppi Taalas, Juha Jalkanen, Linda Bradley, and Sylvie Thouësny Publication date: 2018/12/08 Rights: the whole volume is published under the Attribution-NonCommercial-NoDerivatives International (CC BY- NC-ND) licence; individual articles may have a different licence. Under the CC BY-NC-ND licence, the volume is freely available online (https://doi.org/10.14705/rpnet.2018.26.9782490057221) for anybody to read, download, copy, and redistribute provided that the author(s), editorial team, and publisher are properly cited. 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Legal deposit, UK: British Library. Legal deposit, France: Bibliothèque Nationale de France - Dépôt légal: Décembre 2018. Table of contents ix Programme committee xii Preface Peppi Taalas and Juha Jalkanen 1 Social media in language learning: a mixed-methods investigation of Saudi students’ perceptions Nouf Aloraini and Walcir Cardoso 6 Practices, challenges, and prospects of e-learning at a Saudi university: English teachers’ perspectives Sahar Alzahrani 11 Instructors as MALL engineers: adapting, modifying, and creating mobile materials for listening practice Mike Barcomb, Jennica Grimshaw, and Walcir Cardoso 16 Learning L2 pronunciation with a text-to-speech synthesizer Walcir Cardoso 22 Learners’ satisfaction comparison between text and speech dialogue-based computer assisted language learning system Sung-Kwon Choi, Oh-Woog Kwon, and Young-Kil Kim 29 Can TTS help L2 learners develop their phonological awareness? Almir Anacleto de Araújo Gomes, Walcir Cardoso, and Rubens Marques de Lucena 35 Designed and emerging CALL affordances in videoconferencing for language learning and teaching Aparajita Dey-Plissonneau 41 Addressing current and future challenges in EAL writing with Universal Design for Learning Paul Dickinson iii Table of contents 47 Tracking online learning behaviour in a cross-platform web application for vocabulary learning courses Kazumichi Enokida, Kunihiro Kusanagi, Shusaku Kida, Mitsuhiro Morita, and Tatsuya Sakaue 54 Exploring foreign language anxiety and self-disclosure relationships in task design for e-tandem speaking practice Marta Fondo and Iker Erdocia 59 Foreign language anxiety and self-disclosure analysis as personality traits for online synchronous intercultural exchange practice Marta Fondo, Pedro Jacobetty, and Iker Erdocia 64 Design of a MOOC on personal language learning environments for digital language skills development Marta Fondo and Angelos Konstantinidis 70 “My robot is an idiot!” – Students’ perceptions of AI in the L2 classroom Andrew Gallacher, Andrew Thompson, and Mark Howarth 77 From local to massive learning: unveiling the (re)design process of an English LMOOC based on InGenio materials Ana Gimeno-Sanz, Ana Sevilla-Pavón, and Antonio Martínez-Sáez 83 Who’s got talent? Comparing TTS systems for comprehensibility, naturalness, and intelligibility Jennica Grimshaw, Tiago Bione, and Walcir Cardoso 89 Online English practice with Filipino teachers in university classrooms Sandra Healy, Yasushi Tsubota, and Yumiko Kudo 94 How much vocabulary is needed for comprehension of research publications in education? Clinton Hendry and Emily Sheepy 100 Improve the chatbot performance for the DB-CALL system using a hybrid method and a domain corpus Jin-Xia Huang, Oh-Woog Kwon, Kyung-Soon Lee, Young-Kil Kim iv Table of contents 106 Effects of web-based HVPT on EFL learners’ recognition and production of L2 sounds Atsushi Iino and Ron I. Thomson 112 Successful telecollaboration exchanges in primary and secondary education: what are the challenges? Kristi Jauregi and Sabela Melchor-Couto 118 Using grammar checkers in the ESL classroom: the adequacy of automatic corrective feedback Paul John and Nina Woll 124 Students’ attitudes toward high-immersion virtual reality assisted language learning Regina Kaplan-Rakowski and Tomasz Wojdynski 130 Advantages and disadvantages of digital storytelling assignments in EFL education in terms of learning motivation Naoko Kasami 137 Examining student perceptions about smartphones to understand lack of acceptance of mobile-assisted language learning Olivia Kennedy 142 Using the digital storytelling app and software Moxtra to extend student presentations beyond the classroom Tim Knight 147 Mobile assisted language learning in the workplace – developing the context-aware learning application Appla Johanna Komppa and Lari Kotilainen 153 Task graph based task-oriented dialogue system using dialogue map for second language learning Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee 160 Antipodal communication between students of German in Finland and in New Zealand via Facebook Vera Leier and Kirsi Korkealehto v Table of contents 165 Aucune anomalie détectéé ! Practice your French while piloting a spaceship Denis Liakin, Walcir Cardoso, David Waddington, and Natallia Liakina 171 From computer-assisted language learning to digitally mediated intercultural communication Paul A. Lyddon 176 Introducing the European NETwork for COmbining Language LEarning and Crowdsourcing Techniques (enetCollect) Verena Lyding, Lionel Nicolas, Branislav Bédi, and Karën Fort 182 Tracking and analysing the learner behaviour of non- and low-literate adults in an online literacy training environment Eva Malessa 188 Exploring virtual collaborative writing in the EFL classroom Antonio Martínez-Sáez, Avelino Corral-Esteban, and Margarita Vinagre- Laranjeira 193 Analysing students’ perceptions of two learning and evaluation modalities in the InGenio FCE Online Course and Tester Antonio Martínez-Sáez, Ana Sevilla-Pavón, and Ana Gimeno-Sanz 200 Automatic scaffolding for L2 listeners by leveraging natural language processing Maryam Sadat Mirzaei, Kourosh Meshgi, and Toyoaki Nishida 207 Language learning through conversation envisioning in virtual reality: a sociocultural approach Maryam Sadat Mirzaei, Qiang Zhang, Stef van der Struijk, and Toyoaki Nishida 214 Vlogging in Toronto: learning Finnish through collaborative encounters Anu Muhonen and Riikka Kujanen 220 Testing the reliability of the New General Service List Test (NGSLT) in order to better evaluate Japanese university students’ written receptive vocabulary levels Paul Nadasdy, Kazumi Aizawa, and Tatsuo Iso vi Table of contents 225 Integrating #FLIrish101 in an LMOOC – learner engagement and pedagogical approach Mairéad Nic Giolla Mhichíl, Conchúr Mac Lochlainn, and Elaine Beirne 230 An Scéalaí: synthetic voices for autonomous learning Neasa Ní Chiaráin and Ailbhe Ní Chasaide 236 Self-directed learning and the teacher’s role: insights from two different teaching contexts Louise Ohashi 243 Can 360 virtual reality tasks impact L2 willingness to communicate? Kevin Papin 249 Creative Muscle: the serious learning game Giouli Pappa and Salomi Papadima-Sophocleous 255 How MISSION BERLIN gamified my FL/L2-German class – a six-week journey Bart Pardoel, Salomi Papadima-Sophocleous, and Androulla Athanasiou 261 Language education culture and practice under change at JAMK Language Centre Pirkko Pollari and Tuula Kotikoski 266 Discourses in place: technology and language experts negotiating solutions for a language learning application Maritta Riekki and Leena Kuure 272 The acquisition of French