CALL for widening participation: short papers from EUROCALL 2020 Edited by Karen-Margrete Frederiksen, Sanne Larsen, Linda Bradley, and Sylvie Thouësny Published by Research-publishing.net, a not-for-profit association Contact: [email protected] © 2020 by Editors (collective work) © 2020 by Authors (individual work) CALL for widening participation: short papers from EUROCALL 2020 Edited by Karen-Margrete Frederiksen, Sanne Larsen, Linda Bradley, and Sylvie Thouësny Publication date: 2020/12/14 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.2020.48.9782490057818) 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. 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Table of contents ix Peer-review committee xiii Preface – CALL for widening participation Karen-Margrete Frederiksen and Sanne Larsen 1 From self-study to studying the self: a collaborative autoethnography of language educators as informal language learners Antonie Alm and Louise Ohashi 7 e-Tandem jitters: a study of online learners’ foreign language anxiety Christine Appel and Blanca Cristòfol Garcia 13 Icelandic Online: twenty years of development, evaluation, and expansion of an LMOOC Birna Arnbjörnsdóttir, Kolbrún Friðriksdóttir, and Branislav Bédi 20 Constructing an interactive Old Norse text with LARA Branislav Bédi, Haraldur Bernharðsson, Cathy Chua, Birgitta Björg Guðmarsdóttir, Hanieh Habibi, and Manny Rayner 27 LARA: an extensible open source platform for learning languages by reading Branislav Bédi, Matt Butterweck, Cathy Chua, Johanna Gerlach, Birgitta Björg Guðmarsdóttir, Hanieh Habibi, Bjartur Örn Jónsson, Manny Rayner, and Sigurður Vigfússon 36 Development of an online tense and aspect identifier for English John Blake 42 Widening access to language learning in the institutes of technology in the Republic of Ireland Una Carthy 47 Laying the groundwork for a historical overview of high-impact CALL papers Yazdan Choubsaz, Alex Boulton, and Alireza Jalilifar iii Table of contents 52 Improving Spanish-speaking students’ pragmatic competence through SCMC: a proposal Sofia Di Sarno García 57 Understanding participation in CALL vocabulary tasks through complexity theory Paul Dickinson 63 Designing a gamified reading app with pupils in elementary school Bassant El Naggar and Kay Berkling 69 Understanding the use of eye-tracking recordings to measure and classify reading ability in elementary children school Karim Fayed, Birgit Franken, and Kay Berkling 75 Crowdsourcing in language learning as a continuation of CALL in varied technological, social, and ethical contexts Elżbieta Gajek 81 Crowdsourcing for widening participation and learning opportunities: a view from language learners’ window Çiler Hatipoğlu, Elżbieta Gajek, Lina Miloshevska, and Nihada Delibegović Džanić 88 Intelligent speaker is watching you: alleviation of L2 learners’ social anxiety Kotaro Hayashi and Takeshi Sato 96 Analysis of a Japan-Philippines telecollaboration from a social realist perspective Sandra Healy, Yasushi Tsubota, and Olivia Kennedy 102 Exploring the L2 learning benefits of digital game-based spoken interaction among Japanese learners of English Michael Hofmeyr 107 Effects and users’ reactions to the use of CAPT and HVPT on Japanese EFL learners’ segmental perception and production Atsushi Iino, Yukiko Yabuta, and Brian Wistner iv Table of contents 114 Sentiment analysis of students’ attitudes toward mobile learning activities Peter Ilic 120 Constructing digital ‘Choose Your Own Adventure’ gamebooks to enhance creative writing and collaboration skills Bradley Irwin 125 Providing quantitative data with AI Mobile COLT to support the reflection process in language teaching and pre-service teacher training: a discussion Hiroki Ishizuka and Martine Pellerin 132 Data-driven learning for languages other than English: the cases of French, German, Italian, and Spanish Reka Jablonkai, Luciana Forti, Magdalena Abad Castelló, Isabelle Salengros Iguenane, Eva Schaeffer-Lacroix, and Nina Vyatkina 138 When international avatars meet – intercultural language learning in virtual reality exchange Kristi Jauregi Ondarra, Alice Gruber, and Silvia Canto 143 Exploring marginalised communities with online student portfolios using Google Drive and TEDx Talks Kym Jolley and Mario Perez 149 Individual versus collective digital storytelling in EFL education in terms of student perceptions Naoko Kasami 156 “There’s no other way when nothing comes to mind”: Internet use in L2 writing classes Olivia Kennedy and Sandra Healy 161 Comparing pupils and teacher’s reflections on iRead tablet-based literacy games in a German elementary school Nancy Knorr and Kay Berkling 167 Finnish students’ perceptions of key elements in effective online language courses: insights from the KiVAKO project Kirsi Korkealehto and Maarit Ohinen-Salvén v Table of contents 172 Intelligent assistants in language learning: an analysis of features and limitations Agnes Kukulska-Hulme and Helen Lee 177 Using technology-assisted peer feedback to improve academic writing Dragana Lazic 183 Student preferences: using Grammarly to help EFL writers with paraphrasing, summarizing, and synthesizing Dragana Lazic, Andrew Thompson, Tim Pritchard, and Saori Tsuji 190 Syntactic complexity development in college students’ essay writing based on AWE Wenjin Li, Zhihong Lu, and Qianwen Liu 195 From cloning to self-authoring video content in the language classroom: a reflection on practice Maria Loftus and Rob Lowney 201 Connecting cultures and participation through WhatsApp: assessing students’ perception in the ClerKing telecollaborative project Oneil Madden and Anne-Laure Foucher 208 Hooked to WhatsApp. Can we take advantage of it? Dunia Martínez and Christine Appel 215 Beyond frequency: evaluating the lexical demands of reading materials with open-access corpus tools Juliane Martini 221 Learning to adapt, adapting to learn: redefining online EFL teachers’ roles Theologia Michalopoulou 227 Sentence complexity as an indicator of L2 learner’s listening difficulty Maryam Sadat Mirzaei and Kourosh Meshgi 233 A situation creation system to enable experiential learning in virtual worlds for developing cross-cultural competencies Maryam Sadat Mirzaei, Kourosh Meshgi, and Toyoaki Nishida vi Table of contents 240 VLASTWA: a vocabulary learning and strategy teaching web-app Siamak Mirzaei, Trent W. Lewis, Mirella Wyra, and Brett Wilkinson 247 CMC and MALL unite Salvador Montaner-Villalba, Bruce Lander, Valentina Morgana, Vera Leier, Jaime Selwood, Even Einum, and Sergio Esteban Redondo 253 The impact of using AI and VR with blended learning on English as a foreign language teaching Hiroyuki Obari, Steve Lambacher, and Hisayo Kikuchi 259 The trouble with telecollaboration in BMELTET Marina Orsini-Jones, Abraham Cerveró Carrascosa, and Bin Zou 266 An exploratory analysis of the impact of learners’ first language on vocabulary recall using immersive technologies Kevin Papin and Regina Kaplan-Rakowski 272 Exploring L2 TV mode preferences and perceptions of learning Anastasia Pattemore, Maria del Mar Suárez, and Carmen Muñoz 279 Digital learning environments, multimodal and sensory affordances: reshaping the second language experience for a new era Martine Pellerin 286 Teaching and social presence in online foreign language teaching Pasi Puranen and Ruby Vurdien 291 Students’ intention to use high-immersion virtual reality systems for learning paragraph structure: a PLS-SEM exploratory study Ethan Douglas Quaid, Austin Pack, Alex James Barrett, and Litong Zhou 298 Collective design as a support for professional