【SSCI】教育学期刊《Computer Assisted Language Learning》最新论文推送（2024年10月）

《Computer Assisted Language Learning》共41篇，祝大家阅读愉快。

《Exploring EFL learner engagement with different teacher feedback modes》

《不同教师反馈模式下的英语学习者参与研究》

作者：Asma Alsahil · Muhammad M. M. Abdel Latif · Zainab Alsuhaibani

英文摘要：Despite the growing interest in learners’ feedback engagement in second language writing in recent decades, learners’ multidimensional engagement with teachers’ feedback provided via different modes is an issue yet to be explored. Using the case study approach, this study explored how five Saudi university EFL students engaged affectively, behaviorally, and cognitively with teacher feedback provided via three different modes: oral, audio-recorded, and automatically written feedback. Content and textual analysis of students ‘drafts, reflections on mistakes, semi-structured interviews, and final course reflections revealed that the students’ high, moderate, and low engagement patterns were mediated by the affordances of the modes. Regardless of their preference for certain modes, highly - engaged students show deep engagement cognitively and behaviorally. Further, their cognitive and metacognitive strategies were triggered by the affordances of their preferred mode. Moderately and low engaged students had more complex engagement patterns and there was a nonlinear and inconsistent relationship among the three engagement dimensions. While the students’ cognitive engagement with the mode mediated their affective engagement to a great extent, mismatches persisted. Similarly, the students’ affective engagement with certain modes did not influence their revision uptake, but the aversion to certain modes indirectly led to withdrawal that consequently impacted their behavioral and cognitive engagement. The paper highlights the influence of alignment and misalignment between learners and contextual factors that further exacerbate the inconsistency across the three dimensions. The results suggest that writing teachers should be aware of different modes’ affordances in relation to learners’ needs and preferences to harvest their feedback engagement.

中文摘要：尽管近几十年来学习者对二语写作反馈的兴趣日益增长，但是学习者对教师反馈的多维参与仍然是一个有待探索的问题。采用案例研究的方法，本研究探讨了五名沙特大学英语专业学生如何通过口头反馈、录音反馈和自动书面反馈三种不同的方式，在情感、行为和认知方面参与教师反馈。对学生草稿、错误反思、半结构化访谈和期末课程反思的内容和文本分析表明，学生的高、中、低参与模式受模式启示的调节。不管他们对某些模式的偏好如何，高度投入的学生在认知和行为上都表现出深度的投入。此外，他们的认知策略和元认知策略是由他们偏好模式的启示触发的。中度和低度敬业学生的敬业模式较为复杂，三个敬业维度之间存在非线性和不一致的关系。学生对该模式的认知参与在很大程度上调节了他们的情感参与，但错配现象依然存在。同样，学生对某些模式的情感投入并不影响他们的复习理解，但对某些模式的厌恶间接导致退缩，从而影响他们的行为和认知投入。本文强调了学习者之间的对齐和不对齐的影响，以及语境因素进一步加剧了三个维度的不一致性。结果表明，写作教师应该意识到不同模式对学习者的需求和偏好的启示，以获得他们的反馈参与。

https://doi.org/10.1080/09588221.2024.2374785

《From traditional writing to digital multimodal composing: promoting high school EFL students’ writing self-regulation and self-efficacy》

《从传统写作到数字多模式写作: 促进高中英语写作自我调节和自我效能感的培养》

作者：Safaa M. Abdelhalim

英文摘要：This empirical study sought to explore further affordances of digital multimodal composing (DMC) in EFL writing classrooms. It aimed to determine whether collaborative digital multimodal composing (CDMC) could enhance self-regulated writing strategies use and self-efficacy among EFL students. Additionally, it aimed to gain insights into students’ perceptions of this composing type within their writing coursework. The study mainly examined the performance and perceptions of 50 Saudi high school EFL students who actively engaged in a nine-week intervention involving the completion of a CDMC project task. Research data were gathered using a self-regulated writing strategies questionnaire, writing self-efficacy scale, reflection survey and semi-structured interviews. Quantitative data analysis showed improvements in students’ overall writing self-efficacy and use of self-regulated writing strategies. However, the effect of CDMC differed across the dimensions of both writing self-regulation and self-efficacy scales. Based on the qualitative data analysis, students demonstrated positive attitudes towards CDMC, particularly in terms of increased motivation and enjoyment, the opportunity to practise diverse writing strategies and developing self-confidence. However, their perceptions regarding the effectiveness of CDMC in improving their writing skills were mixed. The qualitative data analysis also identified several mediators shaping students’ perceptions. The study suggests that creating a collaborative DMC writing space and utilising scaffolding techniques can support EFL students’ writing self-regulation and self-efficacy. A discussion of effective ways to integrate DMC into EFL writing classes is provided, along with directions for future research.

中文摘要：本研究旨在探讨数字多模态作文在英语写作教学中的应用。本研究旨在探讨协作式数字多模态作文(CDMC)是否能提高英语学习者自我调节写作策略的使用和自我效能感。此外，它的目的是深入了解学生对这种写作类型的看法在他们的写作课程。本研究主要考察了50名沙特阿拉伯高中英语学习者的表现和观念，他们积极参与了为期9周的干预活动，包括完成一项 CDMC 项目任务。采用自我调节写作策略问卷、写作自我效能感量表、反思调查和半结构式访谈等方法收集研究数据。定量数据分析表明，学生的整体写作自我效能感和自我调节写作策略的使用均有所提高。然而，在写作自我调节量表和自我效能量表两个维度上，CDMC 的效应存在差异。基于定性的数据分析，学生对 CDMC 表现出积极的态度，特别是在提高动机和乐趣，练习多样化写作策略和培养自信方面。然而，他们对于 CDMC 在提高他们的写作技巧方面的有效性的看法是混合的。定性数据分析还确定了一些影响学生认知的中介因素。研究表明，创建一个协作的 DMC 写作空间，利用脚手架技术可以支持 EFL 学生的写作自我调节和自我效能感。本文讨论了将 DMC 融入英语写作教学的有效途径，并指出了今后的研究方向。

https://doi.org/10.1080/09588221.2024.2322148

《Engaging EFL learners in online decoding training: comparing the conventional approach and the flipped SEF-ARCS model》

《让英语学习者参与在线译码训练: 传统方法与翻转 SEF-ARCS 模型的比较》

作者：Chengyuan Jia · Khe Foon Hew · Yao Lu

英文摘要：Aural decoding skill, the ability to recognize words from speech, is crucial for English as a Foreign Language (EFL) listening. Yet, mastering decoding is challenging due to word variations and blending in natural spoken English. Online decoding training is vital for EFL learners because it provides opportunities for consistent and intensive practices. However, students’ disengagement and perceived difficulty plague online decoding training. The flipped SEF (suitability, explore, feedback)-ARCS (attention, relevance, confidence, satisfaction) decoding model holds potential in addressing these challenges. This instructional model combines the flipped learning approach, SEF decoding principles and the ARCS motivational model. However, although this model has been shown to improve learning outcomes for EFL learners at post-intervention stages, its role in enhancing students’ actual engagement and performance during the learning process requires further investigation. This is crucial as low levels of actual engagement or performance during the everyday practices can dampen learners’ motivation for ongoing decoding practice. Therefore, this study investigates the impact of the flipped SEF-ARCS decoding model by comparing three groups: an online out-of-class decoding training using the flipped SEF-ARCS decoding model (EG2), an online out-of-class decoding training using the conventional decoding approach (EG1), and a control group without online out-of-class decoding training (CG). Results indicated that the flipped SEF-ARCS model significantly improved student behavioral and cognitive engagement, and their actual performance during daily practice compared to the conventional decoding approach. Understanding how the flipped SEF-ARCS decoding model influences both actual engagement and performance can offer valuable insights into designing effective online decoding training programs for EFL learners.

中文摘要：听力解码技能是从言语中识别词汇的能力，对于英语作为外语(EFL)的听力是至关重要的。然而，由于自然英语口语中的词汇变化和混合，掌握解码是一个挑战。在线译码训练对于英语学习者来说是至关重要的，因为它提供了一致和密集练习的机会。然而，学生的脱离和感知困难困扰着在线解码训练。翻转的 SEF (适应性，探索，反馈)-ARCS (注意力，相关性，信心，满意度)解码模型在解决这些挑战方面具有潜力。该教学模式结合了翻转学习法、 SEF 译码原理和 ARCS 动机模型。然而，尽管这个模型已经被证明可以改善英语学习者在干预后阶段的学习效果，但是它在提高学生在学习过程中的实际参与和表现方面的作用还需要进一步的研究。这是至关重要的，因为在日常实践中，低水平的实际参与或表现会抑制学习者进行解码实践的动机。因此，本研究通过比较三组实验对翻转 SEF-ARCS 译码模型的影响进行了研究: 使用翻转 SEF-ARCS 译码模型的在线课外译码训练(EG2) ，使用常规译码方法的在线课外译码训练(EG1)和没有在线课外译码训练(CG)的对照组。结果表明，与传统译码方法相比，翻转 SEF-ARCS 模型显著改善了学生的行为和认知投入，提高了他们在日常训练中的实际表现。理解 SEF-ARCS 译码模型如何影响英语学习者的实际参与和性能，可以为英语学习者设计有效的在线译码训练程序提供有价值的见解。

https://doi.org/10.1080/09588221.2024.2374769

《Integrating large language models into EFL writing instruction: effects on performance, self-regulated learning strategies, and motivation》

《大语言模式与英语写作教学的整合: 对写作成绩、自主学习策略和动机的影响》

作者：Ze‐Min Liu · Gwo-Jen Hwang · Chuangqi Chen · Xiangdong Chen · Xindong Ye

英文摘要：This study aimed to investigate the efficacy of utilizing large language models (LLMs) to enhance self-regulated learning (SRL) strategy instruction in English as a Foreign Language (EFL) writing. An LLM-supported Cognitive Academic Language Learning Model (CALLA-LLM) was developed and examined for its potential to improve elementary students’ EFL writing performance, SRL strategy use, and writing motivation. In a randomized controlled trial, 65 elementary school students were divided into an experimental group receiving CALLA-LLM instruction and a control group receiving traditional CALLA instruction. Both groups learned SRL strategies over 5 weeks, with data collected pre-intervention, post-intervention, and at a one-month follow-up. Results showed that the CALLA-LLM group made significant improvements in writing performance, SRL strategy use, and writing motivation, maintained most of the gains at follow-up, and significantly outperformed the control group. Findings provide empirical evidence for the efficacy of the CALLA-LLM model in enhancing EFL writing strategy instruction, lending support for integrating AI technologies such as LLMs into English language teaching. Moreover, the study underscores the importance of the “Humans in the Loop” approach, which emphasizes the essential role of human educators in AI-assisted language instruction.

中文摘要：本研究旨在探讨运用大语言模型(LLM)加强英语作为外语的自主学习(SRL)策略教学的效果。本研究以认知学术语言学习模式(CALLA-LLM)为基础，探讨其在提高小学生英语写作成绩、策略运用和写作动机方面的潜力。在一项随机对照试验中，65名小学生被分为接受 CALLA-LLM 教学的实验组和接受传统 CALLA 教学的对照组。两组都在5周内学习了 SRL 策略，并收集了干预前、干预后和一个月随访的数据。结果表明，CALLA-LLM 组在写作成绩、 SRL 策略使用和写作动机方面均有显著改善，在随访中保持了大部分的进步，并且明显优于对照组。研究结果为 CALLA-LLM 模式在提高英语写作策略教学方面的有效性提供了经验证明，有助于将 LLM 等人工智能技术融入英语教学。此外，该研究强调了“人类在环路”方法的重要性，该方法强调了人工智能辅助语言教学中人类教育者的重要作用。

https://doi.org/10.1080/09588221.2024.2389923

《Learning (semi-)technical music words with mobile dictionary and/or machine-translation apps: performances and perceptions》

《使用手机词典和/或机器翻译应用程序学习(半)技术音乐词汇: 表现和感知》

作者：Yuanjun Dai · Zhiwei Wu

英文摘要：This article examines the use of mobile dictionary and/or machine-translation (MT) apps to facilitate the learning of (semi-)technical music words. A total of 93 Chinese students were randomly assigned into three groups (31 each): the Dictionary Group, the MT Group, and the Dictionary + MT Group. They translated sentences containing the target semi-technical or technical words with the help of mobile dictionary or MT apps or both. It was found that the Dictionary Group had the best retention rates of semi-technical and technical words; the Dictionary + MT Group was in-between; and the MT Group had the worst retention rates. Analysis of dictionary look-up behaviors further showed that the Dictionary Group looked up twice as many (semi-)technical words as the Dictionary + MT Group. These findings are explained from the perspective of Cognitive Load Theory to show how the Dictionary Group had the best level of mental resources germane to vocabulary learning. Despite the inter-group differences of retention rates, perception surveys showed that the groups did not differ in their attitudes towards the dictionary or MT apps, suggesting that student performances and perceptions were misaligned. Based on the research findings, the article offers pedagogical implications for mobile-assisted learning of specialized words.

中文摘要：本文探讨了使用手机词典和/或机器翻译(MT)应用程序来促进(半)技术音乐词汇的学习。共有93名我国学生被随机分为三组(每组31人) : 词典组、机器翻译组和词典 + 机器翻译组。他们通过手机词典或机器翻译应用程序或两者的帮助来翻译包含目标半技术或技术词汇的句子。结果表明，词典组对半技术性和技术性词汇的保留率最高，词典 + MT 组处于中间，MT 组的保留率最低。对词典查询行为的分析进一步表明，词典查询组查询的(半)专业词汇是词典 + 机器翻译组的两倍。本研究从认知负荷理论的角度解释了词典组如何拥有与词汇学习密切相关的最佳心理资源水平。尽管组间保留率存在差异，但感知调查显示，各组对字典或机器翻译应用程序的态度没有差异，这表明学生的表现和感知存在偏差。基于研究结果，本文提出了专业词汇移动辅助学习的教学启示。

https://doi.org/10.1080/09588221.2024.2412788

《Glossed video keyword captions and L2 vocabulary acquisition: an eye-tracking study》

《光滑视频关键词标题与二语词汇习得的眼动研究》

作者：T.-Y. Lee · Sungmook Choi

英文摘要：The effect of video captions on vocabulary acquisition is a growing topic of interest among L2 researchers. Expanding on this line of inquiry, this study explores how keyword captions enhanced with first language (L1) and second language (L2) glosses (i.e. definitions or brief explanations of unfamiliar words) impact L2 learners’ vocabulary acquisition. This study involved 101 Korean undergraduate students randomly assigned to a baseline (keyword caption only), L1 gloss (keyword caption + L1 gloss), or L2 gloss (keyword caption + L2 gloss) group. The participants viewed a video that corresponded to their group, during which their eye movements were tracked and recorded. Subsequently, the participants completed two vocabulary tests assessing word form and meaning recall. Linear mixed-effects analysis revealed that keyword captions with L1 and L2 glosses resulted in distinct attentional allocation and contributed differently to lexical acquisition. Notably, although the three groups spent similar durations reading the target word forms, the L1 gloss group significantly outperformed the other two groups in word form recall scores. Furthermore, although the L2 gloss group spent three times longer reading L2 glosses compared to the time the L1 gloss group spent reading L1 glosses, the latter had significantly higher scores in the form translation test. These findings have significant implications for L2 pedagogy, particularly regarding the choice between target-language-exclusive or bilingual approaches.

中文摘要：视频字幕对词汇习得的影响是二语习得研究者越来越感兴趣的话题。在此基础上，本研究探讨了第一语言(L1)和第二语言(L2)注释(即对不熟悉单词的定义或简要解释)增强的关键词标题对第二语言学习者词汇习得的影响。这项研究涉及101名韩国大学生随机分配到一个基线(只有关键字标题) ，L1光泽(关键字标题 + L1光泽) ，或 L2光泽(关键字标题 + L2光泽)组。参与者观看了一段与他们组相对应的视频，在这段视频中，他们的眼球运动被记录下来。随后，参与者完成了两个词汇测试，评估单词形式和意义回忆。线性混合效应分析表明，带有 L1和 L2注释的关键词标题会导致不同的注意分配，对词汇习得的影响也不同。值得注意的是，尽管三组在阅读目标单词形式上花费了相似的时间，但 L1光泽组在单词形式回忆得分上明显优于其他两组。此外，虽然 L2光泽组阅读 L2光泽的时间是 L1光泽组阅读 L1光泽时间的三倍，但后者在形式翻译测试中的得分明显更高。这些发现对二语教学法有重要的启示，特别是在目标语专用教学法和双语教学法之间的选择。

https://doi.org/10.1080/09588221.2024.2412103

《Influencing and moderating variables in informal digital learning of English through a structural equation model》

《基于结构方程模型的非正式数字化英语学习影响因素分析》

作者：Yang Song · Wei Xu · R. Liu · Zhonggen Yu

英文摘要：With the rapid development of information technologies, informal digital learning of English has emerged as an innovative computer-assisted language learning method. This study aims to examine the variables influencing informal digital English learning through a structural equation model since no studies have been devoted to this topic. Through data collected from a comprehensive questionnaire (n = 1047) and the structural equation model through AMOS 24.0, this study concludes: (1) The informal digital English learning activities, learners’ grit, self-confidence, feedback handling skills, and interest enhancement positively and significantly predict willingness to communicate in informal digital English learning contexts significant at p = 0.05; (2) Willingness to communicate negatively and significantly predicts vocabulary knowledge scores in informal digital English learning contexts at p = 0.05; (3) Gender, age, and major significantly moderate the relationships between constructs in informal digital English learning contexts at p = 0.05, which is considered to have filled a research gap in informal digital English learning contexts. Future research directions are suggested.

中文摘要：随着信息技术的飞速发展，非正式的英语数字化学习已经成为一种创新的计算机辅助语言学习学习方式。本研究旨在通过结构方程模型考察影响非正式数字英语学习的变量，因为目前还没有关于非正式数字英语学习的研究。通过综合问卷(n = 1047)和结构方程模型(AMOS 24.0) ，本研究得出以下结论: (1)非正式数字英语学习活动、学习者的毅力、自信心、反馈处理技能和兴趣提高对非正式数字英语学习情境中的交流意愿有显著正向预测作用，P = 0.05;(2)在非正式数字英语学习情境中，交流意愿对词汇知识得分有显著的负向预测作用(P = 0.05) ; (3)性别、年龄和专业显著调节非正式数字英语学习情境中结构之间的关系(P = 0.05) ，填补了非正式数字英语学习情境中的研究空白。提出了今后的研究方向。

https://doi.org/10.1080/09588221.2023.2280645

《Technology-mediated task-based language teaching: a CALL evaluation framework and its pedagogical implications》

《以技术为中介的任务型语言教学: CALL 评价框架及其教学启示》

作者：Nouf Aljohani

英文摘要：This paper proposes an updated framework for the evaluation of the computer-assisted language learning (CALL) framework, further developed from Chapelle (2001) and González-Lloret and Ortega (2014). Based on a review of prominent previous CALL evaluation frameworks, an exploration of relevant literature in formal evaluation and my own first-hand practical experience, Footnote 1 this paper provides an updated computer-mediated task evaluation framework to aid student language learning. The current paper makes use of a hybrid evaluation framework drawing from Chapelle (2001) and González-Lloret and Ortega (2014), identifying and addressing gaps in their frameworks. The proposed CALL framework is based on nine criteria: primary focus on meaning, goal-orientation, learner autonomy, affective dimension, authenticity, reflective learning, learner fit, positive impact, and practicality. The chosen criteria permit the elaboration of an evaluation framework that takes recent research findings on best practices in the design of CALL tasks into account. This paper provides a detailed explanation of the proposed CALL evaluation framework and pedagogical design, which will allow CALL designers and teachers to assess the design and evaluate the effectiveness of their technology-mediated language tasks.

中文摘要：本文从 Chapelle (2001)和 González-Lloret and Ortega (2014)的研究中提出了一个更新的计算机辅助语言学习评估框架(CALL)。基于对以往著名的 CALL 评估框架的回顾，对正式评估相关文献的探索以及我自己的第一手实践经验, 脚注 1本文提出了一个更新的计算机中介任务评价框架来辅助学生的语言学习。本文使用了 Chapelle (2001)和 González-Lloret 和 Ortega (2014)的混合评估框架，识别并解决了他们框架中的差距。提出的计算机辅助语言教学框架基于以下九个标准: 主要关注意义、目标导向、学习者自主性、情感维度、真实性、反思性学习、学习者适应性、积极影响和实用性。所选择的标准允许制定一个评估框架，其中考虑到关于设计计算机辅助语言教学任务的最佳做法的最新研究结果。本文详细介绍了计算机辅助语言教学的评估框架和教学设计，使计算机辅助语言教学的设计者和教师能够评估他们的技术中介语言任务的设计和效果。

https://doi.org/10.1080/09588221.2024.2317840

《Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class》

《将视频应用程序中以学生为中心的学习与英语课堂中的文法翻译法进行比较》

作者：Salma El Morabit · Marni Manegre

英文摘要：A number of learning applications have been developed as a result of technological advancement in the active multidisciplinary field of research linguistics, along with education (Shadiev & Liu, Citation 2023). One such app is Soqqle, a learning program created for mobile device-based video coursework that allows for constructivist learning. This study aims to show whether using the Soqqle method improves the English production and comprehension performance of A2 level EFL Spanish students, as this sort of technology is uncommon in EFL Spanish classrooms. A sample of 76 high school students participated in this study in the Catalan region of Spain. The participants were distributed into three groups: a control group and two experimental groups. While the control group only received instruction using the grammar-translation method, both experimental groups were coached on how to use the Soqqle application for video storytelling and content-based learning. The first treatment group used the Soqqle app, and the second experimental group received instruction through the grammar-translation method, and they also used Soqqle. A prequestionnaire, pretest, posttest, and postquestionnaire were used to collect the data, and an analysis of the data was conducted using a repeated measures ANOVA and chi-square goodness of fit tests. The results revealed that all three groups had improved following the instruction period, and the methods of instruction were equally effective contrary to the assumption of the alternative hypothesis. Additionally, the findings have shown that using Soqqle increases motivation at the same rate as the other methods employed in this study due to the dynamics between the teacher and the students, putting an emphasis on the quality of the instructor over the quality of the type of instruction.

中文摘要：随着科技的进步，语言学研究领域的多学科研究与教育(Shadiev & Liu, 引用 2023).Soqqle 就是这样一个应用程序，这是一个为基于移动设备的视频课程创建的学习程序，允许建构主义学习。本研究旨在探讨使用 Soqqle 方法是否能提高 A2级英语水平西班牙语学生的英语产出和理解能力，因为这种技术在英语西班牙语课堂上并不常见。在西班牙加泰罗尼亚地区，76名高中生参与了这项研究。参与者被分成三组: 一个对照组和两个实验组。虽然对照组只接受使用文法翻译法的指导，但两个实验组都接受了如何使用 Soqqle 应用程序进行视频讲故事和基于内容的学习的指导。第一个治疗组使用 Soqqle 应用，第二个实验组通过文法翻译法接受指导，他们也使用 Soqqle。采用问卷调查、前测、后测和后问卷调查等方法收集数据，采用重复测量方差分析和卡方拟合优度检验对数据进行分析。结果表明，三组学生在教学过程中的表现均有所改善，教学方法的有效性与替代假设的假设相反。此外，研究结果表明，由于教师和学生之间的动态关系，使用 Soqqle 与本研究中使用的其他方法相比，能够以同样的速度增加学生的学习动机，因此，教师的质量比教学类型的质量更为重要。

https://doi.org/10.1080/09588221.2023.2301447

《How did the process of robot-assisted multimodal composition facilitate the students’ audience awareness for English writing》

《机器人辅助多模态作文的过程是如何促进学生英语写作的受众意识的》

作者：Cheng-Yueh Jao · Hui‐Chin Yeh · Hsiu‐Ting Hung

英文摘要：Previous studies have focused on the effects of employing robot-assisted multimodal composition to facilitate learners’ development of audience awareness; however, how the process promotes such awareness is under-explored. In this study, therefore, how a robot-assisted multimodal composition approach might facilitate EFL students’ audience awareness for English writing was investigated. A total of 53 advanced EFL learners at a university of science and technology in Taiwan were engaged in creating multimodal presentations using social robots with the capacity to provide authentic meaning-making environments for students to flexibly design and produce video presentations drawing on various semiotic modes for different purposes and audiences. The data included participants’ pre- and post-intervention English essays, recorded interviews, concept maps, planning worksheets, final video presentations, and reflective surveys. The pre- and post-intervention English essays were analyzed employing a paired-sampled t test, and a multimodal analysis was applied to the other data. The findings revealed that the students’ audience awareness in their English writing improved as they progressed through the robot-assisted processes of identifying their target audiences’ needs and expectations, establishing logical connections with them, designing interactive features with multimodal materials to stimulate audience responses, and constructing effective communication flows so as to create a presentation to be published on YouTube. These processes contributed to the students’ increased sensitivity towards their audiences. Pedagogical and further research implications are discussed.

中文摘要：以往的研究主要集中在机器人辅助的多模态构图对促进学习者观众意识发展的作用上，然而，这一过程如何促进观众意识的发展却没有得到充分的研究。因此，本研究旨在探讨机器人辅助多模态写作法如何促进英语写作的受众意识。在台湾的一所科技大学，共有53名高级英语学习者参与了利用社交机器人创建多模式演示的活动，这些机器人有能力为学生提供真实的意义创造环境，以便灵活设计和制作视频演示，使用各种符号模式，为不同的目的和受众提供视频演示。数据包括参与者干预前和干预后的英语论文、访谈录音、概念图、计划工作表、最终视频演示和反思性调查。采用配对抽样 t 检验对干预前后的英语作文进行分析，并对其他数据进行多模态分析。研究结果显示，学生在英文写作方面的观众意识，随着他们透过机器人辅助程序识别目标观众的需要和期望、与他们建立逻辑联系、利用多模式材料设计互动功能以刺激观众反应，以及建构有效的沟通流程以制作演示文稿在 YouTube 上发表而有所提升。这些过程有助于提高学生对受众的敏感度。教学和进一步的研究意义进行了讨论。

https://doi.org/10.1080/09588221.2023.2300972

《Mapping the research trends of digital game-based language learning (DGBLL): a scientometrics review》

《数字游戏语言学习研究动态: 科学计量学综述》

作者：Ke Li · Mark Peterson · Qiao Wang · Haitao Wang

英文摘要：The research on digital game-based language learning (DGBLL) keeps growing, but a comprehensive account of its development in the recent two decades is still lacking. Therefore, the study presents a scientometrics review of the field based on the bibliometric records retrieved from the Web of Science Core Database. 205 publications with their references were included in this review. The science mapping software Citespace was employed to compute the properties of the publications with a view to outlining the major research areas and detecting the trends of DGBLL. The document co-citation analysis has identified major research clusters as educational game, MMORPG, out-of-school gameplay, vocabulary, game-based learning and theoretical underpinnings. The content of the major clusters was examined to gain a deeper understanding of the field and the burstness analysis has revealed that over the years, research on MMORPG has experienced fluctuations in activity, whereas the interest in vocabulary learning remained stable. The findings also highlighted the need for more research into the educational vs. commercial adoption in the context of language learning and teaching. As the first scientometrics review in the field, the study supplements traditional reviews by tracing the development of DGBLL over time via data-driven analysis. The discussion concludes by identifying gaps in the literature and offering suggestions for future research.

中文摘要：基于数字游戏的语言学习(DGBLL)的研究不断增长，但对其近二十年的发展缺乏全面的认识。因此，本研究基于从科学核心数据库网站检索到的文献计量学记录，对该领域进行了科学计量学的综述。205份出版物及其参考文献被纳入本次审查。利用科学制图软件 Citespace 计算出版物的性质，以便概述主要研究领域和探测 DGBLL 的趋势。文献共引分析已经确定了主要的研究集群，如教育游戏、 MMORPG、校外游戏、词汇、基于游戏的学习和理论基础。研究结果表明，多媒体网络游戏的研究多年来呈现出活跃性波动，而对词汇学习的兴趣保持稳定。研究结果还强调了在语言学习和教学的背景下，对教育和商业应用进行更多研究的必要性。作为该领域的第一个科学计量学综述，本研究通过数据驱动分析追踪 DGBLL 随时间的发展，补充了传统的综述。讨论最后指出了文献中的差距，并为今后的研究提出了建议。

https://doi.org/10.1080/09588221.2023.2299436

《The effects of NMT as a de facto dictionary on vocabulary learning: a comparison of three look-up conditions》

《NMT 作为事实词典对词汇学习的影响: 三种查找条件的比较》

作者：Siowai Lo

英文摘要：Many language learners have reported using Neural machine translation (NMT) such as Google Translate as a reference tool for writing production or as a dictionary substitute to facilitate reading comprehension. Although increasing evidence has suggested that editing with NMT can help learners make improvement on the vocabulary level, no study has explored how consulting NMT for unknown vocabulary may impact the retention of word meaning compared to more conventional look-up conditions. Using a 3 × 3 quasi-experimental design, this study investigated the extent to which the use of NMT to learn unknown target words during reading comprehension activities yielded vocabulary retention compared to that of an online dictionary and how the findings varied by learners’ proficiency levels. The research questions focused on the comparison of the outcomes of three different look-up conditions: (1) NMT word search, (2) NMT sentence search, and (3) online dictionary search. ANOVA results showed that learners who performed online dictionary search and NMT sentence search demonstrated significantly higher levels of word retention than those who carried out NMT single-word search, and the same pattern was observed regardless of their proficiency levels.

中文摘要：许多语言学习者报告使用神经机器翻译(NMT) ，例如谷歌翻译(Google Translate) ，作为写作产出的参考工具，或作为字典的替代品，以促进阅读理解。虽然越来越多的证据表明，使用 NMT 进行编辑可以帮助学习者提高词汇水平，但是没有研究表明，与更常规的查找条件相比，使用 NMT 查询未知词汇可能会影响词义的保留。本研究采用3 × 3的准实验设计，探讨了与在线词典相比，在阅读理解活动中使用 NMT 学习未知目标词的词汇保留程度，以及结果如何随学习者熟练程度的不同而变化。研究问题主要集中在比较三种不同查找条件的结果: (1) NMT 单词搜索，(2) NMT 句子搜索，(3)在线词典搜索。方差分析结果显示，在线词典搜索和 NMT 句子搜索的学习者的词汇保留水平显著高于 NMT 单词搜索的学习者，且无论其熟练程度如何，都能观察到相同的模式。

https://doi.org/10.1080/09588221.2024.2310285

《The effect of evaluation and feedback in 360-degree video-based VR environments on language learning outcomes》

《360度视频虚拟现实环境中评价和反馈对语言学习效果的影响》

作者：Rustam Shadiev · Jiawen Liu · Liuxin Yang

英文摘要：Recently, 360-degree video technology (360VT) received considerable attention in the field of computer-assisted language learning as it creates authentic and immersive virtual reality environments to assist the language learning process. However, not many studies focused on applications of 360VT to assist the evaluation of learner’ performance and providing them with relevant feedback. Therefore, the present study was set to shed light on this aspect. We carried out an experiment to explore the effects of evaluation and feedback in two different video learning environments, i.e. a traditional video technology-based (TVT) and 360VT-based, on learning outcomes. In the context of the present study, evaluation referred to evaluating the content of videos created by students, and feedback referred to providing students with relevant feedback for further improvement of their videos. English as a foreign language (EFL) course was administered for 52 university students. The participants were equally divided into TVT and 360VT groups. They attended EFL classes, and after classes, they created videos using either a traditional video camera (TVT group) or a 360-degree video camera (360VT group) on four learning topics. The evaluators watched videos, evaluated them, and then provided feedback to students. Students then revised their works based on received feedback. The results showed an insignificant difference between the two groups in their pre-test scores when measuring prior knowledge. However, when measuring knowledge after the study, 360VT group students outperformed their counterparts in the post-test. According to the results, students in the 360VT group received significantly more feedback, and it was more detailed compared to that of their counterparts. In addition, the evaluators scored affordances of 360VT higher than those of TVT. The results showed many advantages of 360VT such as it was useful and easy to use during the evaluation process, 360VT created immersive environments so that the evaluators had a realistic experience and a high level of vividness when watching and evaluating videos. The results suggest that evaluation and feedback in 360VT environments had better effects on learning outcomes, and the evaluators positively perceived their experiences in 360VT settings. Therefore, it is suggested that educators and researchers consider implementing 360VT in situations when language learners are tasked with creating their own content, which can subsequently be evaluated with relevant feedback provided.

中文摘要：最近，360度视频技术(360vT)在计算机辅助语言学习领域引起了相当大的关注，因为它创建了真实和身临其境的虚拟现实环境，以帮助语言学习过程。然而，很少有研究关注360VT 的应用，以帮助评价学习者的表现，并为他们提供相关的反馈。因此，本研究旨在阐明这方面的问题。我们通过一个实验来探讨在两种不同的视频学习环境中，即传统的基于视频技术(TVT)和基于360VT 的视频学习环境中，评价和反馈对学习结果的影响。在本研究范围内，评价指的是评价学生制作的视频的内容，反馈指的是向学生提供相关反馈，以进一步改进其视频。为52名大学生开设了英语作为外语(EFL)课程。参与者平均分为 TVT 组和360VT 组。他们参加了 EFL 课程，课后，他们使用传统摄像机(TVT 组)或360度摄像机(360VT 组)对四个学习主题制作视频。评估人员观看视频，对视频进行评估，然后向学生提供反馈。然后学生根据收到的反馈修改他们的作品。结果显示，在测量先验知识时，两组在测验前的得分上无显著差异。然而，在研究后测量知识时，360VT 组学生在后测中表现优于对照组。结果表明，360VT 组学生得到的反馈明显多于对照组，且比对照组学生得到的反馈更为详细。此外，评估者对360VT 的评价高于 TVT。实验结果表明，360VT 具有使用方便、评价过程简单等优点，360VT 创造了沉浸式环境，使评价者在观看和评价视频时有了真实的体验和高度的生动性。结果表明，在360VT 环境中的评价和反馈对学习结果有较好的影响，评价者积极感知他们在360VT 环境中的经验。因此，建议教育工作者和研究人员考虑在语言学习者被要求创建自己的内容的情况下实施360VT，这些内容随后可以通过提供相关的反馈进行评估。

https://doi.org/10.1080/09588221.2023.2300990

《Participatory action research: advocacy and activism for promoting social justice in and through CALL》

《参与行动研究: 倡导和积极促进社会公正》

作者：Joanna Pitura

英文摘要：Participatory action research (PAR)—the inquiry procedure adopted by researchers who collaborate with communities experiencing injustices to identify workable and evidence-based solutions to existing problems—is not well-known in the area of CALL. Taking the social justice challenges existing in CALL, PAR methodology may be of relevance and importance to CALL researchers-educators committed to initiating change and cultivating social justice in and through CALL. Accordingly, this methodological paper sets out to bring PAR methodology closer to the CALL research community as a type of socially engaged research inquiry. It (re)introduces the notion of social justice in CALL and indicates a range of equity-related challenges and opportunities existing in the field, provides an overview of PAR methodological issues, its foundational principles, and the essential phases, and articulates the relevance of PAR for the CALL research community. The paper ends with an illustration of PAR using an advocacy project conducted by the present author for social justice in L2 education through CALL at her university.

中文摘要：在计算机辅助语言教学(cALL)领域，参与行动研究(PAR)是研究人员采用的一种调查程序，他们与遭受不公正待遇的社区合作，找出可行的、以证据为基础的解决现有问题的办法。考虑到 CALL 中存在的社会公正挑战，PAR 方法对于 CALL 研究者——致力于通过 CALL 启动变革和培养社会公正的教育者——可能具有相关性和重要性。因此，本文的方法论文件着手使 PAR 方法更接近 CALL 研究社区作为一种社会参与的研究调查类型。它(重新)介绍了 CALL 中的社会正义的概念，并指出了该领域存在的一系列与公平相关的挑战和机遇，提供了 PAR 方法论问题的概述，其基本原则和基本阶段，并阐明了 PAR 对 CALL 研究社区的相关性。本文最后用作者在她所在的大学开展的一个倡导二语教育中社会公正的项目来说明 PAR。

https://doi.org/10.1080/09588221.2024.2310290

《Exploring the impact of different types of E-learners’ anonymity on their learning engagement in competitive gamified language learning》

《不同类型的网络学习者匿名性对竞争性游戏化语言学习参与的影响》

作者：Zi-Gang Ge

英文摘要：The present study aims to explore the impact of two types of e-learners’ anonymity on their language learning engagement in a 50-day competitive gamified English vocabulary learning process. The two anonymity types were full anonymity, which means the participants were anonymous to both their peers and the instructor in the learning process, and partial anonymity, which required the participants to be anonymous only to their peers. One hundred and eighty adult e-learners were recruited as the participants and randomly assigned into three groups, with one group adopting the full anonymity pattern, one group using the partial anonymity pattern, and a third group employing the non-anonymity pattern. An online pretest, an online posttest and two online questionnaires were used as the research instruments. The two tests were used to assess the participants’ learning performance. One questionnaire was to obtain the participants’ self-report values on three scales of learning engagement, namely behavioral engagement, emotional engagement, and cognitive engagement. The other questionnaire together with some interviews was applied to inquire about the participants’ attitudes toward anonymity in gamified learning. The results indicate that the full anonymity pattern exerted the most positive impact on the participants’ behavioral and emotional engagement, and this pattern also brought about the best learning performance on the posttest. However, the non-anonymity pattern outperformed the other two patterns on the cognitive engagement scale. Then the possible impact of anonymity on learning engagement and learning performance was discussed.

中文摘要：本研究旨在探讨两种类型的网络学习者在50天的竞争性游戏化英语词汇学习过程中匿名性对其语言学习参与的影响。这两种匿名类型是完全匿名的，这意味着参与者在学习过程中对他们的同伴和指导者都是匿名的，而部分匿名则要求参与者只对他们的同伴是匿名的。一百八名成人电子学习者被随机分为三组，其中一组采用完全匿名模式，一组采用部分匿名模式，第三组采用非匿名模式。采用在线前测、在线后测和两份在线问卷作为研究工具。这两个测试被用来评估参与者的学习表现。一份问卷调查了参与者在三个学习投入量表上的自我报告价值，即行为投入、情感投入和认知投入。采用问卷调查和访谈相结合的方法，探讨了游戏化学习中参与者对匿名的态度。结果表明，完全匿名模式对参与者的行为和情感投入影响最大，且在后测中也表现出最佳的学习表现。然而，非匿名模式在认知参与量表上的表现优于其他两种模式。然后讨论了匿名性对学习投入和学习绩效的可能影响。

https://doi.org/10.1080/09588221.2024.2342885

《Assessing learners’ English public speaking anxiety with multimodal deep learning technologies》

《应用多模式深度学习技术评估学习者英语公开演讲焦虑》

作者：Chunping Zheng · Tingting Zhang · Xu Chen · Huayang Zhang · Jiangbo Wan · Bichen Wu

英文摘要：Public speaking anxiety (PSA) is a common phenomenon for language learners involving both psychological and physiological symptoms. Timely and effective PSA assessment can help diagnose learners’ speaking anxiety, offer learners feedback to alleviate their anxiety, and improve their public speaking competence. However, it is still a challenging issue to achieve accurate automated assessment of learners’ PSA due to the lack of large-scale and open-source multimodal datasets based on real classroom settings. This study collected the public speaking videos of English as a foreign language (EFL) learners in public speaking courses, and constructed a large-scale multimodal dataset named Speaking Anxiety in Real Classrooms (SARC) with three modalities of acoustic, visual, and textual data (including 1,158 manually-annotated speech videos and corresponding speech drafts of 382 participants). A multimodal deep learning model for automated assessment of learners’ speaking anxiety was proposed, and an online formative assessment platform was then developed to realize the automated assessment of PSA for classroom teaching. A pilot survey study involving 78 participants was then conducted to investigate learners’ acceptance of the platform. Experimental results verified the validity of the deep learning model and the consistency between automated assessment and teacher assessment. Learners’ acceptance data further indicated that collaboration between automated and human assessment provided them with the most satisfactory experience of using the platform to improve their English public speaking.

中文摘要：公共演讲焦虑(PSA)是语言学习者普遍存在的一种心理和生理焦虑现象。及时有效的 PSA 评估有助于诊断学习者的口语焦虑，为减轻学习者的口语焦虑提供反馈，提高学习者的公共演讲能力。然而，由于缺乏基于真实课堂环境的大规模开源多模态数据集，实现学习者 PSA 的准确自动评估仍然是一个具有挑战性的问题。本研究收集了英语作为外语(EFL)学习者在公共演讲课程中的公开演讲视频，采用声学、视觉和文本三种方式(包括1158个人工注释的演讲视频和相应的382名参与者的演讲草稿) ，构建了一个大规模的多模态数据集，命名为“真实课堂中的演讲焦虑”。提出了一种基于多模式深度学习的学习者口语焦虑自动评估模型，并开发了一个在线形成性评估平台，实现了对课堂教学中学习者口语焦虑的自动评估。然后进行了一项涉及78名参与者的初步调查研究，以调查学习者对该平台的接受程度。实验结果验证了深度学习模型的有效性以及自动评价与教师评价的一致性。学习者的录取数据进一步显示，自动评估和人工评估的协作为他们提供了最令人满意的使用平台来提高他们的英语演讲能力的经验。

https://doi.org/10.1080/09588221.2024.2351129

《Self-regulated digital game-based vocabulary learning: motivation, application of self-regulated learning strategies, EFL vocabulary knowledge development, and their interplay》

《基于自我调节的数字游戏词汇学习: 动机、自我调节学习策略的应用、外语词汇知识的发展及其相互作用》

作者：Ruofei Zhang · Di Zou · Gary Cheng

英文摘要：Digital game-based learning has shown usefulness in developing EFL vocabulary knowledge and encouraging learner application of self-regulated learning (SRL) strategies. Previous literature revealed that applying SRL strategies might improve motivation. High motivation, in turn, may promote vocabulary knowledge development – These findings may be generalised in digital game-based learning and explain its effectiveness. However, so far, motivation and its associated interplay have barely been considered in this learning context. To address the gap, we developed a self-regulated digital game-based EFL vocabulary learning (SR-DGBVL) program and conducted mixed-method research on motivation, application of SRL strategies, vocabulary knowledge development, and their interplay therein. One-hundred-and-one Chinese university students (experimental group: 50; control group: 51) engaged in our study and were evaluated through pre-test, immediate post-test, and delayed post-test of vocabulary knowledge, questionnaires, and semi-structured interviews. Results revealed that the SR-DGBVL participants experienced significantly greater improvements in vocabulary knowledge and reported higher levels of motivation compared to those in the conventional vocabulary learning context. We also found motivation to be a full mediator between the use of SRL strategies and vocabulary knowledge development. Interestingly, the application of SRL strategies appeared consistent across different learning methods. From these findings, we suggest long-term SRL training, investigation of SRL strategies with consideration of motivational variables, and longitudinal qualitative studies on learners’ SRL strategy use.

中文摘要：数字化游戏教学在开发英语词汇知识、鼓励学习者运用自主学习策略等方面发挥了重要作用。以往的文献表明，应用 SRL 策略可以提高学习动机。反过来，高动机可以促进词汇知识的发展——这些发现可以在基于数字游戏的学习中得到推广，并解释其有效性。然而，到目前为止，动机及其相关的相互作用几乎没有被考虑在这种学习背景下。为了弥补这一差距，我们开发了一个自我调节的基于数字游戏的英语词汇学习(SR-DGBVL)程序，并对学习动机、 SRL 策略的应用、词汇知识的发展及其相互作用进行了混合方法研究。101名我国大学生(实验组: 50名; 对照组: 51名)参与了我们的研究，并通过词汇知识的前测，即时后测和延迟后测，问卷和半结构化访谈进行评估。结果表明，与传统词汇学习环境相比，SR-DGBVL 参与者在词汇知识方面有了显著的提高，并表现出更高的动机水平。我们还发现动机在 SRL 策略的使用和词汇知识的发展之间起着完全的中介作用。有趣的是，SRL 策略的应用在不同的学习方法中表现出一致性。根据这些发现，我们建议进行长期的 SRL 训练，考虑动机变量的 SRL 策略调查，以及对学习者 SRL 策略使用的纵向定性研究。

https://doi.org/10.1080/09588221.2024.2344555

《Students’ perceptions toward providing video-enhanced multimodal feedback on oral presentations》

《学生对口头报告提供视频增强多模式反馈的认知》

作者：Jaeuk Park

英文摘要：Video feedback is a promising yet underutilized tool in language education, particularly in facilitating speaking performance assessments. This study delves into the specific applications and impacts of video feedback on language learners’ perceptions. It incorporates a mixed-methods approach, including questionnaire responses from twenty participants and in-depth interviews with twelve. The key findings revealed that students significantly favoured video technology over traditional written feedback for their speaking performances. Specifically, over 75% of participants expressed an elevated level of engagement and learning due to the multimodal and dialogic nature of video feedback. This interactive approach resulted in an enriching reflective learning experience, with learners demonstrating heightened awareness of their performance and areas for improvement. The study further identified the added advantage of learning autonomy, with students appreciating the ability to self-assess their performance through video feedback. This research addresses a significant research gap by shifting the focus from teachers’ perspectives to students’ viewpoints, specifically in the context of oral performance. It contributes valuable insights into the provision and efficacy of video-enhanced feedback for spoken language assessment.

中文摘要：视频反馈是语言教育中一个很有前途但未得到充分利用的工具，特别是在促进口语表现评估方面。本研究探讨了视频反馈对语言学习者知觉的具体应用和影响。它采用了混合方法，包括二十名参与者的问卷调查和十二名参与者的深度访谈。主要研究结果显示，与传统的书面反馈相比，学生在演讲表现方面更喜欢使用录像技术。具体来说，由于视频反馈的多模式和对话性质，超过75% 的参与者表示参与度和学习水平有所提高。这种互动方式丰富了反思性学习的经验，学习者对自己的表现和需要改进的领域表现出了更高的认识。该研究进一步确定了学习自主性的附加优势，学生欣赏通过视频反馈自我评估表现的能力。本研究通过将研究重点从教师的角度转移到学生的角度，特别是在口语表现的背景下，解决了一个重大的研究差距。它有助于深入了解视频增强反馈对口语评估的提供和有效性。

https://doi.org/10.1080/09588221.2024.2344546

《Influence of semiotic resources on peer interactions during collaborative digital multimodal composing》

《协同数字多模态合成中符号资源对同伴交互的影响》

作者：Anisa Cheung

英文摘要：Collaborative digital multimodal composing (CDMC) has recently gained traction in the advent of technology-enhanced language learning, yet scant attention was paid to the influence of semiotic resources on the interaction patterns between learners. The present study attempted to fill the research gap by examining the interactions between English as a Second Language (ESL) learners in an online English for Academic Purpose (EAP) course. Using a multiple case-study design, three pairs of undergraduates completed a collaborative multimodal writing and video-making task for presentation using ZOOM. Influence of semiotic resources can be unveiled through manipulating the mode of presentation. Data of this study includes the verbal exchanges and non-verbal on-screen interactions between the participants while they are working on the tasks. Their interaction patterns were analyzed through conversation analysis and two aspects of collaborations, namely equality and mutuality, were also examined. Their interaction patterns were found to be strikingly different across both tasks, and languaging mainly serves the function of verbalization of content-related issues, such as searching for information and assembling various multimodal elements, with only rare instances of either grammar-based or lexis-based language-related episodes (LRE). Another striking finding is that pairs who are working collaboratively with balanced division and mutual contribution are less susceptible to our manipulation, as compared to those who are demonstrating a dominant-dominant or expert-novice working pattern. Implications of these findings on fostering peer collaborations during CDMC are discussed.

中文摘要：随着技术强化语言学习的到来，协同数字多模态合成(CDMC)已经获得了越来越多的关注，但是对于符号资源对学习者之间交互模式的影响却鲜有人关注。本研究试图通过在线学术英语(EAP)课程中考察英语作为第二语言(ESL)学习者之间的互动来填补研究空白。使用多个案例研究设计，三对大学生完成了协作多模式写作和视频制作任务，演示使用 ZOOM。符号资源的影响可以通过操纵呈现方式来揭示。本研究的数据包括参与者在完成任务时的语言交流和屏幕上的非语言互动。通过会话分析探讨了他们的交往模式，并从平等性和互动性两个方面考察了他们的合作行为。他们的交互模式在两个任务中都有着显著的不同，语言主要服务于内容相关问题的语言化功能，例如搜索信息和组合各种多模态元素，只有极少数的基于语法或基于词汇的语言相关事件(LRE)。另一个引人注目的发现是，与那些表现出主导-主导或专家-新手工作模式的人相比，那些在平衡分工和相互贡献下协作工作的人更不容易受到我们的操纵。讨论了这些发现对于促进 CDMC 期间同行合作的意义。

https://doi.org/10.1080/09588221.2024.2393317

《Supporting content and language integrated learning through computer-based dual concept mapping》

《通过基于计算机的双重概念映射支持内容和语言的综合学习》

作者：Dongpin Hu · Minhong Wang · Lingyun Huang · Jimmy de la Torre

英文摘要：Among various approaches to teaching and learning English as a foreign language, content and language integrated learning (CLIL), i.e. learning subject content in a non-native language, has received wide attention. Despite its positive effects on language learning, CLIL poses cognitive challenges to learners. To deal with the challenge, prior studies applied concept maps to visualize knowledge structures to support content learning, but paid inadequate attention to visualizing text structure to support language learning. Some studies mixed knowledge structure and text structure in one concept map, failing to help students distinguish between knowledge structure and text structure. It is important to visualize both knowledge structure and text structure and present them in two parallel concept maps to facilitate CLIL. To this end, this study proposed a computer-based dual concept mapping approach visualizing both knowledge structure and text structure of learning content in two parallel concept maps to support science content and English language integrated learning. This study was conducted with 89 eighth-grade students from two classes, who were randomly assigned to either the experimental or control condition. Students’ achievements in English language and science knowledge were assessed by knowledge tests; their cognitive load was measured through a questionnaire survey. By comparing student performance in the two conditions, the study shows that the experimental group experienced a lower level of cognitive load and achieved better learning outcomes in both science knowledge and language performance. Further, there were more significant differences between experimental and control groups for low and medium achievers in English language than for high achievers, indicating that the proposed approach was more beneficial for the former. The findings provide new insights into the pedagogy and strategy for CLIL, that is, visualizing both knowledge structure and text structure of learning content in two parallel concept maps with the support of concept mapping technology.

中文摘要：在英语作为外语的各种教与学方法中，内容与语言综合学习(CLIL) ，即学习非母语的学科内容，已受到广泛关注。尽管 CLIL 对语言学习有积极的影响，但它也给学习者带来了认知挑战。为了应对这一挑战，以往的研究都采用概念图来可视化知识结构以支持内容学习，但对支持语言学习的可视化文本结构关注不够。有些研究将知识结构和文本结构混合在一张概念图中，未能帮助学生区分知识结构和文本结构。将知识结构和文本结构可视化，并将它们显示在两个并行的概念图中，以方便 CLIL 的使用，是非常重要的。为此，本研究提出了一种基于计算机的双概念映射方法，将学习内容的知识结构和文本结构在两个平行的概念映射中可视化，以支持科学内容和英语综合学习。本研究以两个班的89名八年级学生为被试，他们被随机分配到实验组和对照组。采用知识测验评定学生的英语和科学知识成绩，通过问卷调查测定学生的认知负荷。通过比较两种情况下的学生表现，研究表明，实验组的认知负荷水平较低，在科学知识和语言表现方面都取得了较好的学习效果。此外，实验组和对照组在英语成绩中等偏低的学生比成绩较高的学生有更显著的差异，表明所提出的方法更有利于前者。研究结果为 CLIL 的教学方法和策略提供了新的视角，即在概念映射技术的支持下，将学习内容的知识结构和文本结构在两个平行的概念图中可视化。

https://doi.org/10.1080/09588221.2024.2317842

《Effects of highlights and annotations on EFL learners’ Reading comprehension: an application of computer-assisted interactive reading model》

《重点和注释对英语学习者阅读理解的影响——计算机辅助交互阅读模式的应用》

作者：萍 张

英文摘要：This mixed-methods study investigates the effects of highlights and annotations on reading comprehension among Chinese EFL students majoring in teaching English as a foreign language, within a computer-assisted interactive reading model. The study involved 183 participants, randomly assigned to three experimental groups and a control group, each utilizing distinct combinations of highlights and annotations to evaluate their impact on reading comprehension. The results indicate that the intervention groups exhibited significant improvements in reading comprehension compared to the control group. Qualitative feedback from participants revealed increased engagement and metacognitive awareness, suggesting that these interactive features function as effective cognitive scaffolds. By facilitating information processing and reducing cognitive load, highlights and annotations enhance the reading experience and comprehension. These findings support cognitive load theory and underscore the pedagogical potential of integrating interactive elements into digital reading materials. This integration can promote active reading strategies and learner-centered instruction, offering valuable insights for educators and curriculum designers. By demonstrating the efficacy of technology-enhanced reading interventions, this research contributes to the broader field of Computer-Assisted Language Learning (CALL), emphasizing the role of interactive tools in improving language proficiency and academic success among EFL learners.

中文摘要：本研究采用计算机辅助交互式阅读模式，采用混合方法探讨了我国英语专业学生在英语作为外语教学中的阅读阅读理解和注释对阅读效果的影响。这项研究涉及到183名参与者，他们被随机分配到三个实验组和一个对照组，每个组使用不同的亮点和注释组合来评估他们对阅读理解的影响。结果显示，与对照组相比，干预组的阅读理解显著改善。来自参与者的定性反馈显示了参与度和元认知意识的提高，表明这些互动特征作为有效的认知支架发挥作用。通过促进信息加工和降低认知负荷，突出和注释提高阅读经验和理解。这些发现支持了认知负荷理论，并强调了将互动元素整合到数字阅读材料中的教学潜力。这种整合可以促进积极的阅读策略和以学习者为中心的教学，为教育工作者和课程设计者提供有价值的见解。通过证明技术强化阅读干预的有效性，本研究有助于拓宽计算机辅助语言学习学习的领域，强调交互工具在提高英语学习者的语言水平和学业成功方面的作用。

https://doi.org/10.1080/09588221.2024.2410166

《Investigating the effects of speaking tasks in clubhouse on EFL learners’ speaking and foreign language speaking anxiety》

《会所口语任务对英语学习者口语焦虑和外语口语焦虑的影响》

作者：Saman Ebadi · Hanieh Azizimajd

英文摘要：This quasi-experimental study examined the effects of speaking tasks on EFL learners’ speaking skills and Foreign Language Speaking Anxiety (FLSA) using a mobile application conducted outside the classroom. A total of sixty Iranian upper-intermediate level EFL students were divided into experimental and control groups to compare the effectiveness of speaking tasks using the Clubhouse application. Data were collected using the FLSA scale and the speaking pre-and post-test scores of the participants. The speaking proficiency of the participants was assessed based on the IELTS band descriptor, which included fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Utilizing one-way ANCOVA and Mann-Whitney U test, it was concluded that participation of the experimental group in speaking tasks at the Clubhouse improved their speaking proficiency and reduced their anxiety when speaking in the target language compared to traditional classes. The findings of the study call for the integration of synchronous mobile-based apps such as Clubhouse for out-of-class speaking tasks to improve EFL learners’ speaking skills and reduce their FLSA levels.

中文摘要：这项准实验研究通过在课堂外使用手机应用程序，考察了口语任务对英语学习者口语技能和外语口语焦虑(FLSA)的影响。共有六十名伊朗高中英语水平的学生被分为实验组和对照组，以比较使用俱乐部应用程序进行口语任务的效果。数据收集使用 FLSA 量表和口语测试前后的分数的参与者。本研究采用 IELTS 语段描述符评估参与者的英语口语水平，包括流利性和连贯性、词汇资源、语法范围和准确性以及发音。采用 ANCOVA 和 Mann-Whitney U 单因素测验，结果表明: 与传统班级相比，实验组在俱乐部会所的口语任务中的参与提高了他们的口语水平，降低了他们在使用目标语言时的焦虑感。研究结果呼吁整合同步的手机应用程序，例如用于课外口语任务的 Clubhouse，以提高英语学习者的口语技能，降低他们的外语口语水平。

https://doi.org/10.1080/09588221.2024.2371381

《Evaluating the effectiveness of a computerised dynamic assessment of L2 English email requests》

《评估计算机动态评估第二语言英语电子邮件请求的有效性》

作者：Allan Nicholas · John Blake · Jeremy Perkins · Maxim Mozgovoy

英文摘要：Automated writing evaluation can be effective in providing support for L2 English learners. However, little research to date has investigated its use in the teaching of pragmatics in relation to L2 email writing, grounded in a sociocultural perspective on learning. We employ a quasi-experimental approach, investigating the effectiveness of a computerised dynamic assessment programme (C-DA) of L2 email writing, focusing on pragmatic development. The C-DA employs a developmentally sensitive approach, providing automated, immediate mediation to learners. The C-DA was administered twice – with a two-week delay between administrations – to a single group of 17 Japanese English L2 learner participants at a Japanese university; participants were 19–22 years of age with intermediate L2 proficiency levels. Text, identified pragmatic failure and mediation data were elicited from both administrations. Analysis of pragmatic failure frequency and explicitness of the mediation necessary for successful resolution of the identified pragmatic failure shows both frequency and explicitness decreasing not only within a round of administration, but also between rounds. Evidence of learner development was found across all types of pragmatic failure, including the requesting head act, email openings and closings. The study provides evidence to support a sociocultural approach to assessment and learning with regards to the pragmatics aspect of L2 email writing, in which mediation is sensitive to individual learners’ developmental needs. Further, findings support the use of a computerised approach to DA focusing on pragmatic competence, allowing for wider access to DA methodology among large learner group contexts.

中文摘要：自动化写作评价可以有效地为二语学习者提供支持。然而，迄今为止，很少有研究调查其在语用学教学中的使用与二语电子邮件写作，根据社会文化的学习观点。我们采用准实验的方法，研究了计算机动态评估程序(C-DA)对第二语言电子邮件写作的有效性，重点是语用发展。C-DA 采用了一种对发展敏感的方法，为学习者提供自动的、即时的中介。C-DA 在一所日本大学的17名日本英语二语学习者中进行了两次实验，每次实验间隔两周。实验参与者年龄在19-22岁之间，二语熟练程度处于中等水平。文本，确定语用失误和调解数据从两个行政当局获得。通过对语用失误频率和调解的显性化分析，发现不仅在一轮行政管理中，而且在两轮行政管理之间，语用失误频率和显性化程度均呈下降趋势。学习者发展的证据被发现在所有类型的语用失误，包括请求头部行为，电子邮件开始和结束。本研究提供证据支持社会文化方法的评估和学习方面的二语电子邮件写作的语用方面，其中中介是敏感的个别学习者的发展需要。此外，研究结果支持使用计算机辅助教学的方法，重点是语用能力，允许更广泛的访问 DA 方法在大型学习者群体的情境。

https://doi.org/10.1080/09588221.2024.2374775

《A computer-assisted tool for automatically measuring non-native Japanese oral proficiency》

《一种计算机辅助自动测量非本族日语口语水平的工具》

作者：Wenchao Li · Zhentao Zhong · Haitao Liu

英文摘要：This study presents the development of an automated tool for assessing the speech of non-native Japanese speakers. The tool integrated an accent-trained automatic speech recording system based on deep neural networks, audio-text transcription, and natural language processing technologies to perform annotation, analysis, calculation, and scoring. A dataset consisting of audio recordings from 1000 Japanese learners across 16 countries was used for machine training. Validity and reliability tests were parallelly developed to evaluate: (a) the measures’ ability to distinguish test takers with different oral proficiency levels; (b) the agreement between the annotations and scoring performed by the tool and human raters. The results, obtained through precision, recall, F-Score, quadratically-weighted kappa, proportional reduction of mean squared error, Pearson correlation, and multi-faceted Rasch measurement, demonstrated a relatively high reliability of the automated tool. The tool provides users with both a holistic score and individual scores for each criterion, allowing them to gain insights into their overall performance as well as detailed evaluations for each aspect of their proficiency. Consequently, it can be utilized for employment, education, and self-learning purposes.

中文摘要：这项研究提出了一个自动化工具的发展，以评估非日语母语人士的言语。该工具集成了一个基于深度神经网络、音频文本转录和自然语言处理技术的口音训练自动语音记录系统，用于执行注释、分析、计算和评分。一个由来自16个国家的1000名日本学习者的音频记录组成的数据集被用于机器训练。有效性和可靠性测试并行开发，以评估: (a)措施的能力，以区分不同的口语水平的考生; (b)注释和评分工具和人类评分员之间的一致性。通过精确度、召回率、 F-Score、二次加权 kappa、均方差比例减少、皮尔逊相关性和多方面 Rasch 测量得到的结果，证明了自动化工具相对较高的可靠性。该工具为用户提供了每个标准的整体分数和个人分数，使他们能够深入了解自己的整体表现，并对自己能力的各个方面进行详细评估。因此，它可以用于就业、教育和自学的目的。

https://doi.org/10.1080/09588221.2024.2368838

《Instructors’ and learners’ perspectives on using ChatGPT in English as a foreign language courses and its effect on academic integrity》

《教师和学习者对 ChatGPT 作为外语课程使用的看法及其对学术诚信的影响》

作者：Manar Almanea

英文摘要：This mixed-methods study explored the perspectives of university instructors and learners of English as a foreign language (EFL) regarding ChatGPT’s effectiveness for EFL learning and its implications for academic integrity. Twenty-four instructors and 135 learners engaged with ChatGPT for one trimester. After a training session, instructors incorporated ChatGPT into their teaching. At the trimester’s end, questionnaires were distributed to gather participants’ opinions on their experience with ChatGPT. Instructors also provided open-ended responses and participated in semistructured interviews. Instructors and learners both had positive attitudes about artificial intelligence (AI) use in EFL learning, especially for written work. Learners acknowledged, however, that they might conceal their ChatGPT use from instructors; many said they would have ChatGPT complete their homework, if possible. Customizing responses within a word limit and generating multiple answers to similar prompts were identified as ChatGPT capabilities that could lead to misuse. This study’s practical implications, along with solutions for reducing the risk of AI-facilitated plagiarism, are discussed.

中文摘要：本研究采用混合方法探讨了大学英语教师和学习者对 ChatGPT 在外语学习中的作用及其对学术诚信的影响。24名教员和135名学员参与了为期一个月的 ChatGPT。在一次培训后，教师将 ChatGPT 纳入他们的教学。在三个月结束时，分发问卷来收集参与者对他们使用 ChatGPT 的经验的意见。教师还提供开放式答复，并参加半结构化访谈。教师和学习者都对人工智能在英语学习中的应用持积极态度，尤其是在写作方面。然而，学习者承认，他们可能会对导师隐瞒自己使用 ChatGPT 的情况; 许多人表示，如果可能的话，他们会让 ChatGPT 完成作业。在字数限制范围内自定义响应和生成类似提示的多个答案被确定为 ChatGPT 功能，可能导致误用。这项研究的实际意义，以及解决方案，以减少人工智能促进剽窃的风险进行了讨论。

https://doi.org/10.1080/09588221.2024.2410158

《Teachers as CALL Customizers: exploring teachers’ perceptions of conceptualizing and customizing CALL materials》

《教师作为 CALL 定制者: 探讨教师对概念化和定制 CALL 材料的看法》

作者：Michael Barcomb · Walcir Cardoso

英文摘要：A common issue in the second/foreign language (L2) classroom is that teachers’ insights are not often included in the development of CALL materials. To understand how teachers can customize CALL materials that meet the needs of their students, our previous conceptual paper proposed a three-level approach to show how teachers can leverage basic computers skills to categorize pre-existing digital materials to stimulate L2 interaction, namely by using them as-is, modifying them, and/or using online tools to create them from scratch. This one-group mixed-methods study implements these ideas by: (1) examining the types of CALL materials teachers can customize to stimulate L2 interaction, and (2) assessing participants’ perceptions of how they used the approach. The study took place in a CALL teacher training course for eight weeks at an English-speaking university in Montréal and featured readings, lectures, lab sessions, and projects directed at customizing CALL materials. To understand the types of CALL materials participants could customize (goal #1), mixed-methods data were collected in the form of online ESL courses built by participants and a design-choice log where they recorded details about the tools they used, providing an overview of each activity. A reflective discussion was held using the Socratic-Wheel technique to understand how participants used the approach (goal #2). The results indicate that participants customized CALL materials at all three levels, targeting L2 interaction with (e.g. online flashcards) and through (e.g. synchronous messages) computers. Responses from the reflective discussion revealed that participants perceived becoming aware of their abilities in CALL, thus endorsing the pedagogical effectiveness of the approach.

中文摘要：第二语言/外语课堂的一个常见问题是，教师的见解往往不包括在计算机辅助语言教学材料的发展。为了了解教师如何定制符合学生需求的计算机辅助语言教学材料，我们之前的概念性论文提出了一个三层次的方法来展示教师如何利用基本的计算机技能来分类预先存在的数字材料，以刺激二语交互，即使用它们的原样，修改它们，和/或使用在线工具从头开始创建它们。本研究采用一组混合方法，通过以下两个方面来实现这些观点: (1)检验教师可以自定义的 CALL 材料的类型，以刺激二语交互; (2)评估参与者对如何使用该方法的看法。这项研究是在蒙雷阿勒一所英语大学举办的为期八周的计算机辅助语言教师培训课程中进行的，课程包括阅读材料、讲座、实验室会议以及针对定制计算机辅助语言教学材料的项目。为了了解参与者可以自定义的 CALL 材料的类型(目标 # 1) ，混合方法数据以参与者建立的在线 ESL 课程和设计选择日志的形式收集，他们记录了他们使用的工具的细节，提供了每个活动的概述。使用 Socratic-Wheel 技术进行了反思性讨论，以了解参与者如何使用这种方法(目标 # 2)。结果表明，参与者在三个层次上都定制了 CALL 材料，目标是通过(例如在线抽认卡)和(例如同步信息)计算机进行 L2互动。反思性讨论的回应显示，参与者认为他们逐渐意识到自己在计算机辅助语言教学方面的能力，从而认可了该方法的教学效果。

https://doi.org/10.1080/09588221.2024.2414776

《The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar》

《计算机动态评估对外显和内隐语法知识的影响》

作者：Hossein Kargar Behbahani · Sedigheh Karimpour

英文摘要：This study investigates the transformative potential of Computerized Dynamic Assessment (CDA) on learners’ explicit and implicit language knowledge of grammar, focusing on past perfect tense. Grounded in sociocultural theory (SCT), CDA integrates assessment and mediation within the Zone of Proximal Development (ZPD), offering personalized support to learners. The interface position in language acquisition theory posits that explicit knowledge can evolve into implicit through extensive practice. To explore this dynamic, an interventionist CDA was employed, where 27 learners received tailored mediation during assessment, while the control group (N = 25) did not. The findings challenge the conventional separation between explicit and implicit knowledge, revealing that CDA significantly enhances both forms of language knowledge. This study extends the applicability of SCT in language education and highlights CDA's potential to individualize instruction, informing evidence-based language education policies. Limitations and suggestions for further research are also discussed, emphasizing the need for broader investigations across linguistic features, proficiency levels, and educational contexts.

中文摘要：本研究以过去完成时为研究对象，考察了计算机动态评估(CDA)对学习者外显和内隐语法知识的转化潜力。根据社会文化理论(SCT) ，批评性话语分析整合了评估和中介近侧发展区间(ZPD) ，为学习者提供个性化的支持。语言习得理论中的界面位置假定外显知识可以通过广泛的实践演变成隐性的。为了探讨这一动态，采用了干预主义 CDA，其中27名学习者在评估期间接受了量身定制的调解，而对照组(N = 25)没有。这些发现挑战了外显知识和内隐知识之间的传统区分，揭示了批评性话语分析显著增强了这两种形式的语言知识。本研究扩展了 SCT 在语言教育中的应用，强调了批评性话语分析在个性化教学中的潜力，为循证语言教育政策提供了依据。本文还讨论了进一步研究的局限性和建议，强调了跨语言特征、熟练程度和教育背景进行更广泛调查的必要性。

https://doi.org/10.1080/09588221.2024.2315504

《Exploring the correlation and influential factors of online self-regulation and in-class co-regulation in a flipped EFL writing classroom》

《翻转式英语写作教室中在线自我调节与课堂共同调节的相关性及影响因素》

作者：Behice Ceyda Cengiz · Amine Hatun ATAŞ>

英文摘要：This research investigates the correlation between online self-regulation (OSR) and in class co-regulation (CR) within a flipped EFL (English as a Foreign Language) writing classroom. Employing a mixed methods approach, the study amalgamates descriptive and correlational quantitative data with qualitative interview data. Participants consisted of 86 first-grade university students in an Applied English and Translation program. OSR was assessed using the adapted Online Learning Self-Regulation Questionnaire and CR was gauged through the Co-Regulated Learning Questionnaire. Twenty students were interviewed to uncover the factors affecting how OSR and CR unfolded during online and in-class portions of the flipped course. Findings revealed that OSR’s time management factor had the lowest mean score, while environment structuring received the highest. CR showed moderate positive correlations with goal setting, time management, self-evaluation, and total OSR levels; and low positive correlations with environment structuring, task strategies and help seeking factors. Qualitative findings indicated that students prioritized setting short-term goals, underscored distraction-free environments for learning, frequently employed note-taking as task strategy, grappled with time management, sought help from the Internet and peers, and evaluated their performance based on in-class participation and peer feedback. Peer assistance during group work and information exchange were highlighted as prominent in class CR indicators. In-class responsibilities involved shared task completion, feedback provision, and information clarification.

中文摘要：本研究旨在探讨在线自我调节(OSR)与课堂共同调节(CR)之间的相关性。本研究采用混合方法，将描述性、相关性定量资料与定性访谈资料相结合。参与者包括86名一年级大学生在应用英语和翻译方案。OSR 采用改编的在线学习自我调节问卷进行评估，CR 采用共同调节学习问卷进行评估。二十名学生接受了采访，以揭示影响 OSR 和 CR 在翻转课程的在线和课堂部分如何展开的因素。结果表明，OSR 的时间管理因子得分最低，而环境结构得分最高。CR 与目标设定、时间管理、自我评价、总 OSR 水平呈中度正相关，与环境结构、任务策略、求助因素呈低度正相关。定性研究结果表明，学生优先设定短期目标，强调无干扰的学习环境，经常采用笔记作为任务策略，努力解决时间管理问题，寻求互联网和同伴的帮助，并根据课堂参与和同伴反馈评估他们的表现。小组工作和信息交流期间的同伴援助在班级公司责任指标中突出显示。课堂职责包括共同完成任务、提供反馈和澄清信息。

https://doi.org/10.1080/09588221.2024.2342869

《Effectiveness of informal digital learning of English on EFL learners’ vocabulary knowledge: a mixed-methods investigation》

《非正式英语数字化学习对外语学习者词汇知识的影响: 混合方法调查》

作者：Afsheen Rezai · Ali Soyoof · Barry Lee Reynolds

英文摘要：This mixed-methods study examined the association between informal digital learning of English (IDLE) and English as a Foreign Language (EFL) learners’ vocabulary knowledge (VK). A total of 365 EFL learners, including 172 males and 193 females, participated in the quantitative part, while 24 EFL learners (12 males and 12 females) participated in the qualitative part. The participants completed the Informal Digital Learning of English Scale (IDLES), an English vocabulary test, and wrote a reflective statement. Pearson correlation analysis, multiple regression analysis, and thematic coding analysis were employed to analyze the collected data. The findings revealed a significant positive correlation between IDLE and the EFL learners’ VK. Additionally, the results indicated that the EFL learners’ VK was influenced by all dimensions of IDLES, including IDLE-enhanced benefits, IDLE practices, others and support, authentic L2 experience, resource and cognition, and frequency and device. Moreover, four overarching themes emerged from the qualitative findings: having authentic learning experiences, receiving support from others, benefiting from quantity and diversity, and being motivated and confident. The findings evidenced that IDLE is an effective way of enhancing EFL learners’ VK as it can provide them with exposure to authentic and diverse English learning resources and activities beyond traditional classrooms.

中文摘要：本研究采用混合方法考察了非正式数字化英语学习(IDLE)与英语作为外语(EFL)学习者的词汇知识(VK)之间的关系。共有365名英语学习者参与了定量部分，其中男性172名，女性193名，而女性24名(男性12名，女性12名)参与了定量部分。参与者完成了英语非正式数字化学习量表(IDLES) ，一个英语词汇测试，并写了一份反思性陈述。采用皮尔逊相关分析、多回归分析分析和主题编码分析来分析收集到的数据。研究结果显示，IDLE 与英语学习者的 VK 呈显著正相关。此外，研究结果还表明，外语学习者的 VK 受到 IDLES 各个维度的影响，包括 IDLE 增强效益、 IDLE 实践、他人和支持、真实的二语经验、资源和认知、频率和设备。此外，定性研究结果还显示了四大主题: 拥有真实的学习经历，得到他人的支持，从数量和多样性中获益，以及积极和自信。研究结果表明，IDLE 是提高英语学习者自主学习能力的有效途径，它可以使学习者在传统课堂之外接触到真实多样的英语学习资源和活动。

https://doi.org/10.1080/09588221.2024.2350419

《‘I am not omniscient’: an autoethnography inquiry into a novice L2 teacher’s implementation of digital multimodal composing》

《“我不是无所不知的”: 一位 L2新手教师实施数字多模态作文的自我民族志调查》

作者：Emily Di Zhang · Shulin Yu

英文摘要：While much research has been conducted on the benefits of digital multimodal composing (DMC) projects from the perspective of second language (L2) students, little attention has been paid to L2 teachers, whose implementation of DMC projects in L2 writing contexts may be fraught with challenges. To address the niche, autoethnographic research was undertaken to uncover a novice L2 teacher’s experiences and struggles in DMC implementation, drawing on data from my memories and journals of lived experiences, Wechat messages with students, my PowerPoint (PPT) slides in instructing DMC projects, and student DMC samples. The results revealed that I, as a novice L2 teacher, faced challenges in implementing DMC in the Chinese English as a Foreign Language (EFL) writing context, and the challenges included students’ misinterpretation of the DMC task; some students’ dislike and unpreparedness for collaborative learning tasks; the conflicts between DMC projects and the final exam and the standardized test; and my fear of showing incompetence in video making and editing. To address the challenges, I explored research articles, communicated with the researchers and students, and reflected on the hidden factors that contribute to the problem. This study draws attention to the reform of the exam-, print-, and language-oriented education system in the Chinese EFL writing context, and the incorporation of DMC and multiliteracies/multimodality pedagogy into writing teacher training programs.

中文摘要：从第二语言学习者的角度研究数字多模态作文(DMC)项目的好处，但很少有人关注第二语言教师，他们在第二语言写作环境中实施数字多模态作文(DMC)项目可能面临诸多挑战。为了解决这个问题，我们进行了自我人种学研究，以揭示一个初学二语的老师在 DMC 实施中的经历和挣扎，这些数据来自我的记忆和生活经历的日记，与学生的微信信息，我在指导 DMC 项目中的 PPT 幻灯片，以及学生的 DMC 样本。研究结果显示，作为一名二语初级教师，我在以我国英语作为外语的写作环境中实施数码相约教学面临挑战，这些挑战包括学生对数码相约教学任务的误解、部分学生对合作学习任务的厌恶和准备不足、数码相约教学计划与期末考试和考试之间的冲突，以及我害怕在录像制作和编辑方面表现出不能胜任。为了应对这些挑战，我查阅了研究文章，与研究人员和学生进行了交流，并反思了导致这个问题的隐藏因素。本研究旨在探讨我国英语写作教学中应试教育、印刷教育和语言教育体系的改革，以及在写作教师培训课程中引入 DMC 教学法和多元文化/多模式教学法。

https://doi.org/10.1080/09588221.2024.2342876

《The agency development of teachers of an additional language via immersive VR telecollaboration》

《通过沉浸式虚拟现实远程协作对外语教师的代理开发》

作者：Meei‐Ling Liaw · Sabrina Priego · Djibril Dieng · Keven Doyon-Lacasse

英文摘要：Teacher agency is essential for professional growth and teachers’ ability to support transformative student learning. This study looks into the potential of virtual reality (VR) as a joint practice teaching and reflective discussion environment for achieving language teacher agency. A group of teachers of an additional language (LX) participated in a telecollaborative project. They were provided with VR devices and language learning software, Immerse, for practice teaching and reflective discussions after each VR teaching. The data of this qualitative study were video recordings of the teaching and discussion sessions and the participants’ answers to an end-of-project questionnaire based on the Cognitive Affective Model of Immersive Learning (CAMIL) by Makransky and Petersen in 2021. The video recording analysis results showed that the participants used almost all the teaching facilitation functions (e.g., tools that allowed teachers to present content, conduct classroom management, and monitor students) provided by Immerse. The themes that emerged from the participants’ reflective discussions analysis also indicated mutual support for teacher agency development. Their responses to the questionnaire revealed that taking advantage of the teaching facilitation functions reflected the factors affecting learner agency as outlined in the CAMIL model. The findings of this study provided empirical evidence that VR environments can be a viable choice for teacher intercultural collaboration in which teachers of different backgrounds and experiences could together explore the potentiality of VR for teaching an additional language, sustain one another’s growth, and achieve teacher agency.

中文摘要：教师代理是专业成长和教师支持学生变革性学习能力的重要组成部分。本研究探讨虚拟现实(VR)作为联合实践教学和反思性讨论环境的潜力，以实现语文教师代理。一组额外语言(LX)的教师参加了一个远程协作项目。每次 VR 教学结束后，学校都为他们提供 VR 设备和语言学习软件 Immerse，供他们进行实践教学和反思性讨论。这项定性研究的数据是教学和讨论会议的视频记录，以及参与者对基于2021年 Makransky 和 Petersen 的沉浸式学习认知情感模型(CAMIL)的项目结束问卷的回答。视频录像分析结果显示，参与者几乎使用了 Immerse 提供的所有教学促进功能(例如，允许教师展示内容、进行课堂管理和监控学生的工具)。从与会者的反思性讨论分析中产生的主题也表明了对教师机构发展的相互支持。他们对调查问卷的答复显示，利用教学促进功能反映了 CAMIL 模型中概述的影响学习者机构的因素。这项研究的结果提供了经验证明，虚拟现实环境可以成为教师跨文化合作的一个可行的选择，不同背景和经验的教师可以一起探索虚拟现实的潜力，教授另一种语言，维持彼此的成长，并实现教师代理。

https://doi.org/10.1080/09588221.2024.2350415

《Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study》

《利用人工智能增强写作中介培养英语学习者学术写作技能的定性研究》

作者：NULL AUTHOR_ID · Masoud Rahimi

英文摘要：As innovative artificial intelligence (AI) platforms continue to demonstrate their effectiveness in mediating learners’ language learning, further exploration is necessary to realise how AI contributes to English language learners’ writing skills development. Following Vygotskian social constructivist theory of learning, we employed a qualitative research design to explore the impact of AI-enhanced writing mediation on English as a foreign language (EFL) learners’ academic writing skills. Fourteen EFL learners, preparing for the IELTS examination, actively participated in interactive writing activities utilising ChatGPT, regarded as an AI platform, wherein they received implicit and explicit writing mediation to develop their academic writing skills. By tracking the microgenetic development of the learners, conducting observations of their interactive writing activities with the AI platform, and keeping a reflexive journal, the findings corroborated that the AI platform’s writing mediation substantially contributed to the learners’ academic writing skills development. Employing follow-up think-aloud interviews, the learners also highlighted their positive attitudes and perceptions towards the role of AI-enhanced writing mediation in developing their academic writing skills. The study provides pedagogical and practical implications for developing AI-enhanced writing mediation for EFL learners.

中文摘要：随着创新型人工智能(AI)平台在中介学习者语言学习方面的有效性不断显现，有必要进一步探索 AI 如何促进英语学习者写作技能的发展。根据维果茨基的社会建构主义学习理论，我们采用质性研究设计来探讨人工智能增强的写作中介对英语作为外语(EFL)学习者学术写作技能的影响。十四名准备雅思考试的英语学习者积极参与以聊天平台作为人工智能平台的互动写作活动，接受内隐和外显写作调解，以发展他们的学术写作技巧。通过追踪学习者的微基因发展，利用人工智能平台观察他们的互动写作活动，并保存自反性日记，研究结果证实，人工智能平台的写作中介对学习者的学术写作技能发展有重要贡献。通过后续的有声思维访谈，学习者还强调了他们对 AI 强化写作调解在学术写作技能发展中的作用的积极态度和看法。本研究为开发适合英语学习者的 AI 强化写作中介提供了教学和实践意义。

https://doi.org/10.1080/09588221.2024.2374772

《Reconceptualization of textbook with the metaverse: pre-service English teachers’ experiences and perceptions of designing TechBoox》

《教材的元概念重构: 职前英语教师设计 TechBoox 的经验与认识》

作者：Yohan Hwang

英文摘要：The main purpose of this study is to investigate the possibility of designing English textbooks based on the concept of the metaverse and using the new term TechBoox, which is a combination of Technology and Boox (modified from book with a greater emphasis on box as a spatial concept). To achieve this goal, this study documents the creation of TechBoox by a group of 23 pre-service English as a Foreign Language teachers in their teacher training program, who have converted learning content and materials from elementary English paper and digital textbooks into a three-dimensional metaverse platform. Thereafter, the research analyzes the participants’ perceptions and experiences regarding TechBoox ideation and creation. This is done through a qualitative case study approach with refleciton papers and semi-structured interviews. The findings suggest, on the one hand, that TechBoox has the potential to overcome the limitations of the static and two-dimensional nature of traditional textbooks through constructability for enhanced immersion, as well as experiential learning via direct participation in avatar movements. On the other hand, the study identifies the technological limitations of the concept in generating immersive content, access devices, potential distractions, and the novelty effect, which highlights the important role of teachers in the metaverse. Based on the findings, this study highlights the critical role of teacher training initiatives of emerging technology integration in language eudcaiton.

中文摘要：本研究的主要目的是探讨基于元宇宙概念设计英语教材的可能性，并使用新术语 TechBoox，这是一个技术和 Boox 的结合(从书中修改，更强调盒子作为一个空间概念)。为了实现这一目标，本研究记录了23名职前英语外语教师在其教师培训计划中创建 TechBoox 的情况，他们将初级英语纸张和数字教科书中的学习内容和材料转换为三维元平台。然后，研究分析了参与者对 TechBoox 创意和创作的感知和体验。这是通过一个定性的案例研究方法与反思文件和半结构化访谈完成的。研究结果表明，一方面，TechBoox 有潜力克服传统教科书的静态和二维性质的局限性，通过增强沉浸的可构建性，以及通过直接参与化身动作的经验学习。另一方面，本研究指出了教师概念在产生沉浸式内容、访问设备、潜在干扰和新奇效应等方面的技术局限性，突出了教师在元宇宙中的重要作用。基于上述研究结果，本研究强调了新兴技术整合教师培训举措在语言教育中的关键作用。

https://doi.org/10.1080/09588221.2024.2378771

《Empowering oral proficiency in a large-scale class: video-recorded oral presentations and mobile-assisted peer assessment in a Chinese Middle school》

《在大型班级提高口语能力: 我国中学录像口头报告和移动辅助同伴评估》

作者：Man Huang

英文摘要：In an era of rapid technological advancement, this 10-week quasi-experimental study conducted within a Chinese middle school EFL context examined the incorporation of video-recorded oral presentations and mobile-assisted peer assessment, aiming to evaluate how these digital tools influence students’ speaking proficiency and their perceptions towards them. The study was conducted on two classes of 47 students each, wherein the experimental group received training on utilizing the digital tools of video presentations and mobile-assisted peer feedback, while the control group solely followed traditional teacher-led assessment methods. T-tests were utilized to analyze differences in test scores on standardized English proficiency exams between the two groups, supplemented by semi-structured interviews to elicit deeper insights into student perspectives and attitudes. The quantitative results showed the experimental group exhibited substantially higher English speaking proficiency scores compared to the control group in the standardized tests administered. Integrated with the qualitative findings, while students generally had highly positive perceptions towards utilizing the digital tools and recognized substantial learning benefits, some concerns emerged regarding the learning process. In light of this, providing not only cognitive but psychological guidance and support for students is critical for the ongoing success of this digital intervention. Moreover, maintaining open communication with parents is key to gaining their trust and nurturing a supportive home learning environment, which encourages students’ smooth adoption of digital learning tools with parents’ help and supervision. While strategically combining video presentations and peer feedback within the digital educational landscape shows promise for enhancing oral proficiency, further research should examine diverse student populations and backgrounds.

中文摘要：在一个科技飞速发展的时代，这项为期10周的准实验研究在我国中学英语教学环境下进行，研究了视频录制的口头报告和手机辅助的同伴评估的结合，旨在评估这些数字工具如何影响学生的口语水平和他们对他们的看法。研究分两个班进行，每个班47名学生，实验组接受使用视频演示和移动辅助同伴反馈的数字工具的培训，而对照组完全遵循传统的教师主导的评估方法。使用 T 测试来分析两组学生在标准化英语水平考试中的成绩差异，辅以半结构化的访谈以引发对学生观点和态度的更深层次的洞察。定量结果表明，在标准化测试中，实验组的英语口语水平得分显著高于对照组。结合定性研究结果，虽然学生普遍对使用数字工具有非常积极的看法，并认识到实质性的学习益处，但对学习过程出现了一些关切。有鉴于此，为学生提供不仅认知而且心理上的指导和支持对于这种数字干预的持续成功至关重要。此外，与家长保持开放的沟通，是取得家长信任和营造支援性家庭学习环境的关键，有助学生在家长的协助和督导下顺利使用数码学习工具。虽然在数字化教育环境中策略性地结合视频演示和同伴反馈显示了提高口语能力的希望，但进一步的研究应该考察不同的学生群体和背景。

https://doi.org/10.1080/09588221.2024.2382851

《Effectiveness of large language models in automated evaluation of argumentative essays: finetuning vs. zero-shot prompting》

《大语言模型在议论文自动评价中的有效性: 微调与零击提示》

作者：Qiao Wang · John Maurice Gayed

英文摘要：To address the long-standing challenge facing traditional automated writing evaluation (AWE) systems in assessing higher-order thinking, this study built an AWE system for scoring argumentative essays by finetuning the GPT-3.5 Large Language Model. The system’s effectiveness was compared with that of the non-finetuned GPT-3.5 and GPT-4 base models via zero-shot prompting, which involves applying the model to perform tasks without any prior specific training or examples on those tasks. The dataset used was the TOEFL Public Writing Dataset provided by Education Testing Service (ETS), containing 480 argumentative essays with ground truth scores under two essay prompts. Three finetuned models were generated: two finetuned exclusively on either prompt and one on both. All finetuned and base models were used to score the remaining essays after finetuning and their scoring effectiveness was compared with ground truth scores, i.e., benchmark scores assigned by ETS-trained human raters. The impact of the variety of finetuning prompts and the robustness of finetuned models were also explored. Results showed a 100% consistency of all models in two scoring sessions. More importantly, the finetuned models significantly outperformed the base models in accuracy and reliability. The best-performing model, finetuned on prompt 1, showed an RMSE of 0.57, a percentage agreement (score discrepancy ≤ 0.5) of 84.72% and a QWK of 0.78. Further, the model finetuned on both prompts did not exhibit enhanced performance, and the two models finetuned on one prompt remained robust when scoring essays from the alternative prompt. These results suggest (1) task-specific finetuning for AWE is beneficial; (2) finetuning does not require a large variety of essay prompts; and (3) fine-tuned models are robust to unseen essays.

中文摘要：为了解决传统自动写作评估(AWE)系统在评估高阶思维方面面临的长期挑战，本研究通过微调 GPT-3.5大型语言模型，建立了一个 AWE 评分论文系统。该系统的有效性与未经微调的 GPT-3.5和 GPT-4基本模型的有效性进行了比较，其中包括应用该模型来执行任务，而不需要任何先前的具体训练或这些任务的例子。所使用的数据集是由教育考试服务中心(ETS)提供的托福公共写作数据集，包含480篇论文，在两个论文提示下得到基本事实分数。生成了三个微调模型: 两个微调模型专门针对提示符，一个微调模型针对两个提示符。所有微调和基础模型被用来在微调后对剩余的论文进行评分，并将其评分效果与地面真相评分进行比较，即 ETS 培训的人类评估者分配的基准评分。还探讨了各种微调提示的影响和微调模型的稳健性。结果显示，在两个评分阶段，所有模型的一致性为100% 。更重要的是，微调模型在准确性和可靠性方面明显优于基础模型。在提示1上微调的最佳模型显示 RMSE 为0.57，百分比一致性(得分差异≤0.5)为84.72% ，QWK 为0.78。此外，在两个提示符上进行微调的模型没有表现出增强的性能，而在一个提示符上进行微调的两个模型在从另一个提示符给文章打分时仍然保持稳健。这些结果表明: (1) AWE 的任务特定微调是有益的; (2)微调不需要大量的论文提示; (3)微调模型对于看不见的论文是稳健的。

https://doi.org/10.1080/09588221.2024.2371395

《Digital game-playing to enhance English vocabulary and content learning among anxious foreign language students》

《数字游戏提高焦虑外语学生的英语词汇和内容学习》

作者：Yu‐Fen Yang · Alexis P.I. Goh · Chih‐Chien Hu · Nian‐Shing Chen · Siao-Cing Lai

英文摘要：This study aimed to investigate how game-playing affected low- and high-anxiety students’ English vocabulary and content learning in a digital game-based learning (DGBL) environment. The participants were 132 fifth-grade English as a Foreign Language (EFL) students, divided into an experimental group using DGBL instruction (n = 68) and a control group using traditional instruction (n = 64). They were defined as low- and high-anxiety students based on the Foreign Language Classroom Anxiety Scale (FLCAS), with 38 low- and 30 high-anxiety students in the experimental group and 34 low- and 30 high-anxiety students in the control group. Data was collected from FLCAS, game-playing logs, pre- and post-tests, and an open-ended questionnaire. The results found that both low- and high-anxiety students benefited from a DGBL environment designed with game mechanics (game challenges, points, and comments) to improve their English vocabulary and content learning performance, with high-anxiety students making greater progress. In the DGBL environment, the game challenges for entertainment purposes motivated the high-anxiety students to engage in learning. The high-anxiety students’ confidence in learning was then enhanced through the points and positively encouraging comments, leading to active and repeated engagement in game-playing. This self-motivated learning facilitated the high-anxiety students’ English vocabulary and content learning performance. This study suggests that the gap between low- and high-anxiety students’ English vocabulary and content learning performance could be narrowed in a DGBL environment with game mechanics.

中文摘要：本研究旨在探讨数字游戏环境下，游戏对低焦虑和高焦虑学生英语词汇和内容学习的影响。研究对象为132名五年级英语作为外语(EFL)学生，分为 DGBL 教学实验组(n = 68)和传统教学对照组(n = 64)。采用外语课堂焦虑量表(FLCAS)对高、低焦虑学生进行定义，实验组38名高、低焦虑学生，对照组34名低、高焦虑学生。数据来自 FLCAS，游戏日志，测试前和测试后，以及一份开放式问卷。结果发现，低焦虑和高焦虑学生都受益于 DGBL 环境设计的游戏机制(游戏挑战，积分和评论) ，以提高他们的英语词汇和内容学习成绩，高焦虑学生取得更大的进步。在 DGBL 环境下，以娱乐为目的的游戏挑战激发了高焦虑学生的学习动机。高焦虑学生通过积分和积极的鼓励性评语增强学习信心，导致积极和反复的游戏参与。这种自主学习促进了高焦虑学生的英语词汇和内容学习表现。本研究表明，在游戏机制下的 DGBL 环境中，低焦虑和高焦虑学生的英语词汇量和内容学习成绩之间的差距可以缩小。

https://doi.org/10.1080/09588221.2024.2371383

《Modelling Chinese EFL learners’ engagement in language MOOCs: a control-value perspective》

《我国英语学习者参与 MOOC 的控制价值观模型》

作者：Lu Yang · Rui Li

英文摘要：Drawing on the control-value theory, this study attempts to examine the effects of cognitive appraisals (perceived control, intrinsic and extrinsic value) and achievement emotions (pride, anxiety, and boredom) on Chinese English-as-a-foreign-language (EFL) learners’ engagement in LMOOCs. In doing so, several hypotheses were proposed and validated from a survey of 520 Chinese EFL undergraduates who used LMOOCs. Based on the structural equation modelling analysis, results revealed that (1) perceived control and intrinsic value had a positive and direct impact on engagement in LMOOCs; (2) perceived control and intrinsic value had a positive effect on pride and a negative effect on anxiety and boredom, while extrinsic value only had a positive impact on pride and anxiety; (3) while pride had a positive effect on engagement, boredom negatively affected engagement in LMOOCs; (4) perceived control and intrinsic value had a positive and indirect effect on engagement mediated by pride and boredom, while extrinsic value positively affected engagement in LMOOCs through pride. Implications regarding the causal relations of cognitive appraisals, achievement emotions, and engagement in LMOOCs have been discussed for further research.

中文摘要：本研究以控制价值理论为基础，考察了认知评价(感知控制、内在价值和外在价值)和成就情绪(骄傲、焦虑和厌倦)对我国英语学习者参与 LMOOC 的影响。通过对520名使用 LMOOC 的我国大学生的调查，提出并验证了一些假设。基于结构方程模型分析，结果表明: (1)感知控制和内在价值对 LMOOC 参与有正面和直接的影响; (2)感知控制和内在价值对骄傲有正面影响，对焦虑和厌倦有负面影响，而外在价值只对骄傲和焦虑有正面影响; (3)骄傲对参与有正面影响，厌倦负面影响参与 LMOOC; (4)感知控制和内在价值对骄傲和厌倦介导的参与有正面和间接的影响，而外在价值通过骄傲正面影响参与 LMOOC。关于认知评价、成就情绪和参与 LMOOC 的因果关系的含义已经被讨论用于进一步的研究。

https://doi.org/10.1080/09588221.2024.2386543

《Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis》

《EFL 学生心理需求与非正式数字化英语学习的关系: 结构方程模型分析》

作者：Artem Zadorozhnyy · Jee Yon Lee

英文摘要：EFL students are increasingly engaging in self-directed English learning in extramural digital settings (Informal Digital Learning of English; IDLE). However, effective strategies for boosting IDLE engagement are largely unexplored. The Basic Psychological Needs (BPNs) theory, a fundamental element of the Self-Determination Theory, proposes that fulfilling three core needs—autonomy, competence, and relatedness—is crucial for human well-being and optimal functioning. Hence, this study aims to investigate the potential connection between in-class BPNs and receptive (consuming content) and productive (producing content) IDLE activities. Data from 472 Kazakhstani EFL students across seven universities were analyzed using structural equation modeling. Our findings showed that students with higher overall BPNs engaged more in IDLE activities, particularly those with higher competence in both receptive and productive IDLE, and those with higher autonomy in productive IDLE. Surprisingly, relatedness was not a significant factor in IDLE. Our study offers the first empirical evidence demonstrating a positive link between BPNs and IDLE engagement. Pedagogically, educators can develop strategies aligned with students’ BPNs to enhance their IDLE engagement.

中文摘要：EFL 学生越来越多地参与校外数字环境下的自主英语学习(非正式数字英语学习; IDLE)。然而，促进 IDLE 参与的有效策略在很大程度上还没有被探索。基本心理需求理论是 self-determination theory 的一个基本要素，它提出满足三个核心需求ーー自主性、能力和关联性ーー对人类的幸福和最佳运作至关重要。因此，本研究旨在探讨课内 BPN 与接受性(消费性内容)和生产性(生产性内容) IDLE 活动之间的潜在联系。采用结构方程模型对来自七所大学的472名哈萨克斯坦学生的数据进行了分析。我们的研究结果显示，总体 BPN 水平较高的学生，尤其是那些在接受能力和生产能力方面能力较高的学生，以及那些在生产能力方面具有较高自主性的学生，更多地参与到生产能力方面的活动中。令人惊讶的是，相关性并不是 IDLE 的一个重要因素。我们的研究提供了第一个经验证明，证明了 BPN 和 IDLE 参与之间的积极联系。在教学方面，教育工作者可以制定与学生的 BPN 相一致的策略，以提高他们的空闲时间参与度。

https://doi.org/10.1080/09588221.2024.2387269

《Investigating EFL learners’ inferential listening comprehension skills through computerized dynamic assessment》

《利用计算机动态评估对英语学习者推理性听力理解能力的研究》

作者：Saman Ebadi · Elham Karimi · Shokoufeh Vakili

英文摘要：Studies on listening comprehension have increasingly used Computerized Dynamic Assessment (CDA), a new strand of Vygotsky’s dynamic assessment. This study investigated whether English as a foreign language (EFL) learners’ responsiveness to CDA mediation significantly enhanced their inferential skills in multiple-choice listening comprehension tests. Moreover, it examined the role of guess-checking items in reducing the guessing effect. A sample of 94 Iranian EFL university students of B2 proficiency level (38 male and 56 female) was recruited through purposeful sampling. The researchers designed and operated CDA software delivered through a dedicated website, www.lingeli.com, to assess EFL inferential listening comprehension skills. The quantitative data obtained from the participant’s performance in the pretest and the mediation stage were analyzed using SPSS. Two paired-sample T-tests were run to compare EFL learners’ mediated and actual scores to explore the development of their inferential listening and compare the actual scores of learners with and without calculating guessing effect scores, respectively. The results showed that learners’ responsiveness to mediation significantly changed their performance on the CDA of inferential listening skills. Additionally, adding guess-checking items significantly decreased the impact of guessing in the CDA multiple-choice tests, which provided the opportunity to obtain a more comprehensive picture of learners’ abilities. The findings offered more insights into the effective role of CDA in improving EFL learners’ inferential listening comprehension skills. They called for implementing CDA programs to diagnose learners’ deficiencies and strengths and uncover their zone of proximal development.

中文摘要：听力理解的研究越来越多地采用计算机动态评估(CDA) ，这是维果茨基动态评估的一个新方向。本研究旨在探讨英语作为外语学习者对批评性话语分析中介的反应能力是否显著提高了他们在多项选择听力测试中的推理能力。此外，还考察了猜测检验项目在降低猜测效应中的作用。采用有针对性的抽样方法，对94名伊朗英语专业大学生(男38名，女56名)进行了 B2水平的抽样调查。研究人员通过一个专门的网站 www.lingeli.com 设计并运行了 CDA 软件，以评估英语推理听力理解技能。利用 SPSS 统计软件对参与者在预测阶段和调解阶段的表现进行定量分析。通过两个配对样本的 T 检验，比较了英语学习者的中介听力和实际听力分数，探讨了英语学习者推理听力的发展，并分别比较了有和没有计算猜测效应分数的学习者的实际听力分数。结果表明，学习者对中介的反应能力显著改变了推理听力技能的批评性话语分析表现。此外，在批评性话语分析多项选择测验中增加猜测检查项目显著降低了猜测的影响，这为更全面地了解学习者的能力提供了机会。研究结果为探讨批评性话语分析在提高英语学习者推理性听力理解能力中的作用提供了新的视角。他们呼吁实施批评性话语分析项目，以诊断学习者的不足和优势，并发现他们的近侧发展区间。

https://doi.org/10.1080/09588221.2024.2386554

《The design and implementation of virtual reality simulations in Spanish for the Health Professions: what are learners’ perceptions?》

《用西班牙语为健康专业设计和实现虚拟现实模拟: 学习者的感知是什么？》

作者：Alyssia M. Miller De Rutté

英文摘要：Although virtual reality (VR) games and headsets are widely available and have started to be used in language courses, there is little previous research on how VR can be used in courses on Languages for Specific Purposes, particularly in Spanish for the Health Professions. The purpose of this study was to develop and implement VR simulations that mirrored a medical interview in Spanish and to examine learners’ attitudes toward language practice in a VR environment. Scenarios were designed following Task-Based Language Teaching and results from a language needs analysis. Participants in this study were undergraduate students enrolled in a Spanish for the Health Professions course. Participants took on the role of a healthcare provider to interact with Spanish-speaking avatars within the virtual environment. They completed a series of tasks relevant to the medical interview, including greetings, triage, symptom elicitation, social information, medication information, basic diagnosis, and treatment plan. They participated in surveys and wrote journals about their VR class experience. Results showed that the VR simulations contributed to perceived skill development with an emphasis on conversation, listening, critical thinking, and pronunciation. The immersive experience and real-world application led learners to be more engaged and focused while amplifying course topics, particularly cultural awareness and sensitivity, applied vocabulary, and pragmatics. Pedagogical implications are discussed.

中文摘要：尽管虚拟现实(VR)游戏和耳机已经广泛应用于语言课程，但是以前几乎没有研究过如何将 VR 应用于特定用途的语言课程，尤其是健康专业的西班牙语课程。这项研究的目的是开发和实现反映西班牙语医学面试的虚拟现实模拟，并检查学习者在虚拟现实环境中对语言实践的态度。情景设计遵循基于任务的语言教学和语言需求分析的结果。这项研究的参与者是卫生专业西班牙语课程的本科生。参与者扮演医疗服务提供者的角色，在虚拟环境中与讲西班牙语的角色互动。他们完成了一系列与医学访谈相关的任务，包括问候、分类、症状诱发、社会信息、药物信息、基本诊断和治疗计划。他们参与调查并撰写关于虚拟现实课堂体验的期刊。结果显示，虚拟现实模拟有助于感知技能的发展，强调会话、倾听、批判性思维和发音。身临其境的体验和现实世界的应用使学习者在扩大课程主题，特别是文化意识和敏感性、应用词汇和语用的同时更加专注和投入。讨论了教学意义。

https://doi.org/10.1080/09588221.2024.2393325

【码住!!!】如何快速检索并下载外文文献

 教育论文写作投稿交流群来了！

【SSCI】教育学期刊《International Journal of Educational Research》最新论文推送

2024年度教育学SSCI期刊影响因子排名