The Contribution of CALL to Advanced-Level Foreign/Second Language Instruction
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| Title: | The Contribution of CALL to Advanced-Level Foreign/Second Language Instruction |
|---|---|
| Language: | English |
| Authors: | Burston, Jack, Arispe, Kelly |
| Source: | Research-publishing.net. 2016. |
| Availability: | Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2016 |
| Document Type: | Speeches/Meeting Papers Reports - Evaluative |
| Descriptors: | Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Advanced Courses, Educational Technology, Teaching Methods, English (Second Language), German, French, Written Language, Oral Language, Guidelines |
| Abstract: | This paper evaluates the contribution of instructional technology to advanced-level foreign/second language learning (AL2) over the past thirty years. It is shown that the most salient feature of AL2 practice and associated Computer-Assisted Language Learning (CALL) research are their rarity and restricted nature. Based on an analysis of four leading CALL journals ("CALICO," "CALL," "LL&T," "ReCALL"), less than 3% of all CALL publications deal with AL2. Moreover, within this body of research, the range of languages involved is very restricted. Three languages, English, German and French, account for nearly 87% of the studies. Likewise, in nearly 81% of the cases, the learning focus is on the written language. Attention to oral-aural skills accounts for only 18% of all AL2 CALL projects. Whatever the targeted language or linguistic focus, the most striking aspect of advanced-level L2 CALL studies is the lack of information given regarding the competency level of students and the linguistic level of the activities undertaken. The determination of these critical parameters is thus of necessity very much a highly interpretive process. Based on the available evidence, it is estimated that half of the learners in these AL2 studies were in fact within the Common European Framework of Reference (CEFR) B1 range, i.e. below what would generally be considered as advanced-level competency. So, too, half of the assigned tasks were deemed to have been below the B2 level, with 40% of these below the B1 level. This study concludes that both quantitatively and qualitatively the contribution of instructional technology to advanced-level L2 acquisition has been very limited. [For the complete volume of short papers, see ED572005.] |
| Abstractor: | As Provided |
| Number of References: | 47 |
| Entry Date: | 2017 |
| Accession Number: | ED572033 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED572033 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED572033 AccessLevel: 3 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Contribution of CALL to Advanced-Level Foreign/Second Language Instruction – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Burston%2C+Jack%22">Burston, Jack</searchLink><br /><searchLink fieldCode="AR" term="%22Arispe%2C+Kelly%22">Arispe, Kelly</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Research-publishing%2Enet%22"><i>Research-publishing.net</i></searchLink>. 2016. – Name: Avail Label: Availability Group: Avail Data: Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 9 – Name: DatePubCY Label: Publication Date Group: Date Data: 2016 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Speeches/Meeting Papers<br />Reports - Evaluative – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Advanced+Courses%22">Advanced Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22German%22">German</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper evaluates the contribution of instructional technology to advanced-level foreign/second language learning (AL2) over the past thirty years. It is shown that the most salient feature of AL2 practice and associated Computer-Assisted Language Learning (CALL) research are their rarity and restricted nature. Based on an analysis of four leading CALL journals ("CALICO," "CALL," "LL&T," "ReCALL"), less than 3% of all CALL publications deal with AL2. Moreover, within this body of research, the range of languages involved is very restricted. Three languages, English, German and French, account for nearly 87% of the studies. Likewise, in nearly 81% of the cases, the learning focus is on the written language. Attention to oral-aural skills accounts for only 18% of all AL2 CALL projects. Whatever the targeted language or linguistic focus, the most striking aspect of advanced-level L2 CALL studies is the lack of information given regarding the competency level of students and the linguistic level of the activities undertaken. The determination of these critical parameters is thus of necessity very much a highly interpretive process. Based on the available evidence, it is estimated that half of the learners in these AL2 studies were in fact within the Common European Framework of Reference (CEFR) B1 range, i.e. below what would generally be considered as advanced-level competency. So, too, half of the assigned tasks were deemed to have been below the B2 level, with 40% of these below the B1 level. This study concludes that both quantitatively and qualitatively the contribution of instructional technology to advanced-level L2 acquisition has been very limited. [For the complete volume of short papers, see ED572005.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 47 – Name: DateEntry Label: Entry Date Group: Date Data: 2017 – Name: AN Label: Accession Number Group: ID Data: ED572033 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED572033 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 9 Subjects: – SubjectFull: Second Language Learning Type: general – SubjectFull: Second Language Instruction Type: general – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Advanced Courses Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: German Type: general – SubjectFull: French Type: general – SubjectFull: Written Language Type: general – SubjectFull: Oral Language Type: general – SubjectFull: Guidelines Type: general Titles: – TitleFull: The Contribution of CALL to Advanced-Level Foreign/Second Language Instruction Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burston, Jack – PersonEntity: Name: NameFull: Arispe, Kelly IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Type: published Y: 2016 Titles: – TitleFull: Research-publishing.net Type: main |
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