This study examines the effectiveness of on-line video-assisted pronunciation exercises in beginning level classes of foreign-language learning. A review of the current literature on pronunciation is presented, followed by a description of a study used to test the effectiveness of computer-based exercises in improving pronunciation. The participants were a group of high school students that were members of a fourth year French class. As part of their regular class time, the students participated in two types of exercises, in-class group work and computer-lab self-directed exercises, in which the students watched videos with subtitles while repeating what they heard. Satisfaction with the program was determined by collecting feedback from the students using qualitative and quantitative surveys. The students found the videos interesting and appreciated the learning autonomy provided by the self-directed exercises. Improvement was assessed by comparing performance on pre- and post-tests measuring both free response and reading pronunciation. Significant improvements were observed in both categories, but the improvements in reading pronunciation were most striking. The results demonstrate that computer-based exercises can be engaging and effective in teaching French pronunciation, and can be readily incorporated into the high school classroom.

Evaluation of Computer-assisted language learning (CALL) needs to be scrutinized according to the same standards of evaluation as other professional materials. Evaluation can be divided into two distinct, yet similar, categories: formal (following a prescribed evaluation model) and informal. The aim of this dissertation is two-fold. The first purpose is to benefit the field of CALL by situating CALL evaluation in the context of frameworks used formal evaluation. The second purpose is to discover informal evaluation practices of CALL practitioners. First, with regard to formal evaluation of CALL materials, practices and insights from the field of evaluation would help CALL researchers and practitioners to conduct systematic evaluations that report findings that other researchers and practitioners find useful. An evaluation framework is proposed that includes common evaluation tasks conducted by evaluators in the field of formal evaluation to produce a workflow model for designing and conducting evaluations in CALL. Second, regarding the informal evaluation of CALL materials, learning about the processes of teachers when evaluating CALL for classroom use will help direct developers of CALL materials, address user concerns, and may indirectly increase the quality of CALL materials. After looking at this two-fold question—formal and informal evaluation of CALL materials—we found that formal evaluation in CALL may benefit from the adoption of evaluation practices from formal evaluation literature. Regarding informal evaluation, we found that teachers consider pedagogy, accessibility, and authenticity when reviewing CALL resources and activities for consideration for use in the classroom. Based on this finding we provide implications for language program administrators, teacher trainers, CALL software developers, and language teachers.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24702号 / 人博第1075号 / 新制||人||251(附属図書館) / 2022||人博||1075(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSON Mark, 准教授 中森 誉之, 教授 勝又 直也, 教授 FIELD Malcolm Henry / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24703号 / 人博第1076号 / 新制||人||252(附属図書館) / 2022||人博||1076(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSON Mark, 准教授 中森 誉之, 教授 勝又 直也, 教授 FIELD Malcolm Henry / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

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This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype of the environment was then developed. Two series of formative evaluations, one with a group of subject-matter experts (teachers, linguists, and instructional designers) and one with a group of students, were run against the instruction. Overall, it was found that a database-driven website employing user-defined variables to customize the instruction for each individual user was a useful way to achieve the goals of the study. / Ph. D.

Digital tools and technologies have become a natural part of everyday life, whether at home, in workplaces, or school. This study explores Swedish middle school teachers' perceptions of Computer Assisted Language Learning (CALL), compared to more traditional and analog tools, with the focus on their students’ English proficiency and attitudes towards CALL. The methods used in this study include an online survey and semi-structured interviews. The findings reveal that the opinions on CALL differ, with some teachers expressing reservations while others see potential benefits, particularly in the possibilities of individualized teaching. While the teachers also perceive CALL to increase student engagement, concerns about digital distractions are also expressed. Though there is previous research done on the subject, there are not that many studies from a Swedish middle school context; hence, this study might fill that gap.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2008. / This study focuses on foreign language teaching and learning in the professional workplace. A gap was perceived in the catering industry where chefs and waitrons are required to use French cooking terminology in their profession without ready access to the correct usage of this terminology. The purpose of this study is to address this gap and to offer a solution to the observed need. The study concentrates on the reading and writing of menus in French. The reason for this focus is that this is the area where French cooking terminology is arguably needed, as it is here where the incorrect usage of the French language is most evident.

Thesis (MPhil)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The application designed is an attempt to solve the problems that students face in writing well balanced academic essays. These are essays that are correct in structure and form, coherent and cohesive, well referenced, and not plagiarised. These concerns are addressed in five basic units. These are "Where to Start", "The Basic Structure", "Paragraphing", "Referencing" and "Exercises". The exercises serve as a summary of all the units. This application derived out of the needs of the students of the University of Botswana. The content was a result of a needs analysis done through observation and interviews. The evaluation of the application was done by the students themselves and fellow students at Stellenbosch University. / AFRIKAANSE OPSOMMING: Hierdie voorlegging is 'n soeke na 'n oplossing vir die probleme wat studente ondervind om 'n goed-gebalanseerde akademiese essay (werkstuk, proefskrif, tesis) te skryf. Hierdie is essays wat in struktuur en vorm korrek is, duidelik en relevant is, korrekte verwysings het en nie nageskryf (plagiaat) is nie. Die probleme is in vyf afdelings bespreek; nl. "Waar om te Begin", "Die Basiese Struktuur", "Paragrawe", "Verwysings" en "Oefeninge". Die oefeninge dien as opsomming vir al die eenhede. Hierdie voorlegging het ontstaan uit ’n behoefte van die studente by die Universiteit Botswana. Die inhoud was die resultaat van 'n behoefte-analise wat deur observasie en onderhoude gedoen is. Die evaluasie is deur die betrokke studente en studente aan die Universiteit Stellenbosch gedoen.