English Language Learning and Technology: Lectures on Applied Linguistics in the Age of Information and Communication Technology
Carol A. Chapelle
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This book explores implications for applied linguistics of recent developments in technologies used in second language teaching and assessment, language analysis, and language use. Focusing primarily on English language learning, the book identifies significant areas of interplay between technology and applied linguistics, and it explores current perspectives on perennial questions such as how theory and research on second language acquisition can help to inform technology-based language learning practices, how the multifaceted learning accomplished through technology can be evaluated, and how theoretical perspectives can offer insight on data obtained from research on interaction with and through technology.
The book illustrates how the interplay between technology and applied linguistics can amplify and expand applied linguists' understanding of fundamental issues in the field. Through discussion of computer-assisted approaches for investigating second language learning tasks and assessment, it illustrates how technology can be used as a tool for applied linguistics research.
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chances of retention. It therefore seems worthwhile to explore the use of images that attempt to depict a variety of words even if creativity Chapter 2 On the weekend, Martha liked to stop by to see her father at work where she was greeted by the Dalmatian that lived at the station. Lunch was served at 12:30 every day so she tried to get there in time to eat if she could. But last Saturday, when lunch was served, Martha was not there. Her . . . On the weekend, Martha liked to stop by
modifications, and elaborations do not need to be fixed on the screen, but rather the input can be highlighted, repeated, modified, or elaborated upon request. Figure 2.11 illustrates how elaborations or simplifications might be added to a text when the reader clicks on a sentence. Examination of the example should raise questions about the relevance of the strict distinction between elaboration and simplification that was important for paper and aurally presented texts. In a hypermedia
useful research methods. It was conducted by Plass, Chun, Mayer, and Leutner (1998), who recorded the requests learners made for the various forms of lexical help. Explaining their methodology, they noted “[b]ecause the student’s look-up behavior may change from word to word, the only way to test the hypothesis [about when look up behavior results in acquisition of vocabulary] is to use vocabulary items, not students, as the units of observation” (Plass, Chun, Mayer, & Leutner 1998: 30). The
summarized by Sawaki (2001). The problem can be addressed by a well-articulated research design that investigates the extent to which examinees score the same on a computerdelivered and a paper-and-pencil version of the same test. This design addresses whether the same construct measured in paper-and-pencil format can be measured just as well through a computer-assisted format. Framing the question this way circumvents the real issues: What should the computer-assisted language test best be
Results of such research form the basis of our professional knowledge, and therefore the assessments used to obtain research results are critical, yet research intended to justify the validity of inferences from such measures is relatively uncommon. Examples of papers containing the rare discussion of measurement issues are summarized in Table 6.4. They reveal some thoughtful consideration of measurement issues, but at the same time they leave one wondering exactly what the rules of the game are