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IALLT Journal of Language Learning Technologies
Number of Followers: 4  

  This is an Open Access Journal Open Access journal
ISSN (Online) 1050-0049
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  • From the President

    • Authors: Felix Kronenberg
      Pages: i - i
      PubDate: 2018-08-30
      DOI: 10.17161/iallt.v48i0.8573
      Issue No: Vol. 48 (2018)
       
  • From the Editor

    • Authors: Jonathan Perkins
      Pages: ii - ii
      PubDate: 2018-08-30
      DOI: 10.17161/iallt.v48i0.8574
      Issue No: Vol. 48 (2018)
       
  • Collaboration Two-Way

    • Authors: Nike Arnold, Lara Ducate, Claudia Kost
      Pages: 1 - 24
      Abstract: Collaborative writing has been found to lead to more productive writing processes and enhanced final products in terms of a richer vocabulary, more accurate grammar, and better organization. The present study expands on this research strand by exploring if different group writing processes affect the quality of wiki texts composed by groups of intermediate German L2 learners. Defining true collaborative writing as involving both a balanced workload and a joint responsibility for the product from all group members, it measured collaboration in two ways. Results indicate that most of the 19 groups in this study had a somewhat unbalanced workload with wide variability in editing group members’ contributions. Although the wiki texts differed greatly with regard to quantitative measures of length, accuracy and cohesion, no correlation was found in terms of workload or co-ownership. While holistic ratings of the texts concerning accuracy and cohesion seemed at times incongruent with the analytic measures, the raters’ comments provided a perspective that captured facets and nuances of a text that the analytic indicators did not.
      PubDate: 2018-08-30
      DOI: 10.17161/iallt.v48i0.8576
      Issue No: Vol. 48 (2018)
       
  • Digital Connections

    • Authors: Daniel K. Bates, Rob A. Martinsen, Gregory L. Thompson
      Pages: 25 - 52
      Abstract: Exciting advances in technology have provided foreign language teachers with opportunities to connect students to native speakers of target languages. Much of the research in this area focuses on changes in proficiency or cultural sensitivity. Although valuable, the research is lacking in understanding students’ experiences online, including positive and negative feelings, challenges, as well as students’ overall opinions of the exchanges’ usefulness for learning. The present study used a mixed methods approach to examine the experiences of third-semester university students participating in online language exchanges with native speakers. A third-semester Spanish class at a large university consisting of 18 students was selected as a sample. Students were required to speak online with native Spanish speakers in the target language for 20 minutes each week. Students completed weekly surveys and a final survey, and three students were selected for semi-structured interviews. The data reveal common struggles that students face during online exchanges, methods students use for coping with these difficulties, areas of perceived growth, and social factors that affect students’ experiences. The article concludes with recommendations for what foreign language educators can do to support students in similar online exchanges.
      PubDate: 2018-08-30
      DOI: 10.17161/iallt.v48i0.8577
      Issue No: Vol. 48 (2018)
       
  • The Intercultural Classroom

    • Authors: Amanda Romjue, Judson MacDonald
      Pages: 53 - 68
      Abstract: The Intercultural Classroom is a free, online resource for promoting intercultural competence in the language classroom. This report describes the project and its impetus. A review of the literature on intercultural competence explores definitions and research on the topic, the idea of “authentic” resources, and resources for implementing intercultural learning in the classroom. The methods section of this work describes how the project was completed with the hope that others might wish to replicate it in other places and with other languages. The discussion section of the report details the two main components of The Intercultural Classroom, Las Perspectivas, and Los Ojos. Finally, the report concludes with ideas for future research on the topic of intercultural competence.
      PubDate: 2018-08-30
      DOI: 10.17161/iallt.v48i0.8578
      Issue No: Vol. 48 (2018)
       
  • Assessing the effectiveness of a web-based tutorial for interlanguage
           pragmatic development prior to studying abroad

    • Authors: Victoria Russell, Camilla Vásquez
      Pages: 69 - 96
      Abstract: This manuscript reports the results of a research study that investigated the effect of a web-based tutorial (WBT) on 13 Spanish language learners’ pragmatic development during the semester prior to studying abroad in Spain. Students who anticipate living abroad with a host family may be particularly motivated to acquire pragmatic competence in order to better assimilate into the target language culture. The WBT was designed to teach the speech acts of complaints and requests to Spanish language learners whose first language is English. The content in the WBT is based upon available empirical evidence at the time of development. Data were collected at pretest and posttest and the analysis employed a mixed methods approach. The results revealed that the WBT was more effective with intermediate- than with novice-level learners of Spanish. In addition, learners’ comprehension gains were greater than their production gains. In other words, learners improved in their ability to recognize appropriate pragmatic strategy use; however, they still had difficulty producing pragmatically appropriate features after completing the WBT. It is possible that pragmatic awareness may precede learners’ ability to use appropriate pragmatic strategies in their linguistic output.
      PubDate: 2018-08-30
      DOI: 10.17161/iallt.v48i0.8579
      Issue No: Vol. 48 (2018)
       
  • The Critical Intersection of Heritage Language Learning and eTandem
           Learning Environments

    • Authors: Alexis Vollmer Rivera, Kaitlyn Teske
      Pages: 97 - 112
      Abstract: At first glance, the growing popularity of eTandem mobile applications for language learning purposes seems to facilitate the connection and collaboration of speakers from all different locations and walks of life. However, when looking more deeply at the design of these applications, an exclusive dichotomy is revealed that prescribes use only by Native Speakers (NS) and Second Language Learners (L2), leaving no consideration for the needs of Heritage Language Learners (HLL). This perpetuation of the hierarchical ranking of language learners and speakers mirrors these same power structures that are present in society (Valdés, González, López García, & Márquez, 2003). In order to explore the apparent lack of space for HLL, this study critically analyzes two eTandem mobile applications, HelloTalk and Tandem. By means of Content Analysis (Krippendorff, 1989) of the applications’ affordances informed by a Critical Applied Linguistics framework (Pennycook, 2001), the study finds that there are various features that might offer HLL a space within this environment and foster their affective and educational needs. However, these features are not a primary focus of the application design and the way in which these features could be used to support HLLs’ development is totally dependent on the individual experiences of each user. Utilizing these findings, the investigators offer a set of suggestions for future research in order to advocate for social change manifested by the inclusion of HLL in language learning technologies. In addition, they discuss pedagogical implications for the current state of affairs in order to prepare HLL for interaction with these virtual power structures.
      PubDate: 2018-08-30
      DOI: 10.17161/iallt.v48i0.8580
      Issue No: Vol. 48 (2018)
       
  • Ursula Williams Graduate Student Awards

    • Authors: Molly Godwin-Jones
      Pages: 113 - 114
      PubDate: 2018-08-30
      DOI: 10.17161/iallt.v48i0.8581
      Issue No: Vol. 48 (2018)
       
 
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School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


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