The thesis examines the concept of normalisation of Computer Assisted Language Learning (CALL), i.e. complete, effective integration of technology, in the context of primary Modern Foreign Languages (MFL) in England. While normalisation research is conducted predominantly in the English as a Foreign Language (EFL) context, understanding normalisation in the primary mainstream education in England is important due to the contrast between teachers’ lack of readiness to deliver languages as part of the National Curriculum, and technology penetration in the classrooms. This thesis therefore, taking a sociocultural perspective of Activity Theory, attempts to redefine normalisation to include context specific characteristics, identify what factors contribute to and impede normalisation, and assess where primary CALL is on route to normalisation. An ethnographic approach was deemed to be most suitable to gain deep understanding of normalisation. Prolonged immersion in a primary school and the thematic analysis of observations, interviews, field notes and audio recordings revealed that factors impeding normalisation of primary CALL revolve around the following areas: attitudes, logistics, training and support and pedagogy. The issues related to the subject itself, e.g. negative attitudes toward the subject, lack of skills, impact on the achievement of normalisation to larger extent than issues related to technology. Hence in the primary context, normalisation needs to be considered from the point of view of normalisation of MFL and then the technology that is embedded into MFL. The analysis of the data allowed the researcher to create a model which serves as a form of audit of factors that need to be considered when thinking of successful technology integration into languages. Such guidance is needed for the primary MFL context having reoccurring issues, but is also relevant to primary EFL contexts in Europe where similar problems related to teaching of the subject are reported.

abstract: Globalization is driving a rapid increase in motivation for learning new languages, with online and mobile language learning applications being an extremely popular method of doing so. Many language learning applications focus almost exclusively on aiding students in acquiring vocabulary, one of the most important elements in achieving fluency in a language. A well-balanced language curriculum must include both explicit vocabulary instruction and implicit vocabulary learning through interaction with authentic language materials. However, most language learning applications focus only on explicit instruction, providing little support for implicit learning. Students require support with implicit vocabulary learning because they need enough context to guess and acquire new words. Traditional techniques aim to teach students enough vocabulary to comprehend the text, thus enabling them to acquire new words. Despite the wide variety of support for vocabulary learning offered by learning applications today, few offer guidance on how to select an optimal vocabulary study set. This thesis proposes a novel method of student modeling which uses pre-trained masked language models to model a student's reading comprehension abilities and detect words which are required for comprehension of a text. It explores the efficacy of using pre-trained masked language models to model human reading comprehension and presents a vocabulary study set generation pipeline using this method. This pipeline creates vocabulary study sets for explicit language learning that enable comprehension while still leaving some words to be acquired implicitly. Promising results show that masked language modeling can be used to model human comprehension and that the pipeline produces reasonably sized vocabulary study sets. / Dissertation/Thesis / Masters Thesis Software Engineering 2020

With the rapid development of Web 2.0 in the field of education, which allows users to interact and collaborate with teachers and peers on the web, many researchers have focused on exploring the developments of using Course Manage System (CMS) in service of L2 writing (e.g., Chun, 2011; Warschauer & Grimes, 2007). Simultaneously, participation in learning and teaching Chinese as a foreign (TCFL) has been accelerating. Learning and teaching Chinese writing plays a significant role in the field of world languages education. In the field of Second Language Acquisition (SLA) and Foreign Language Education (FLE), many studies have examined the effectiveness and efficiency of Written Corrective Feedback (WCF) (e.g., Bitchener, 2008; Ferris, 2010). Existing studies on WCF mostly focused on languages other than Chinese. There were few published studies investigating WCF in a computer-mediated coded WCF Chinese writing setting. This dissertation study applied a multiple-case study design to investigate the effects and students’ views of teachers’ coded WCF in an online multiple-draft Chinese writing setting. Six intermediate-level learners of Chinese completed four writing assignments, four revisions, four surveys, and four interviews. The dissertation employed a theoretical framework from sociocultural theory: Zone of Proximal Development (ZPD) and Scaffolding. Coded WCF and the CMS are considered as scaffoldings, and students’ ability to correct errors is viewed as ZPD. The researcher investigated students’ responses to the computer-mediated coded WCF and the evidence of acquisition in Chinese writing accuracy as reflected in the changes in errors over the course of the semester. In addition, the researcher also explored the students’ attitudes and views of the computer-mediated coded WCF, and the researcher further examined the factors influencing students’ incorporation of teacher feedback in their writing. The researcher employed within-case analysis and cross-case analysis to report the research findings and study results. Based on the findings, the researcher further discussed the effectiveness of WCF, the theoretical implications, the pedagogical implications, and instructional technology implications. The research findings revealed that the student participants generally had lower scores in the revision of the first writing assignment, but the situation improved in the revision of the third writing assignment. The evidence of acquisition in Chinese writing accuracy in the positive changes in errors over the course of the semester was associated with the “transferrable error types” rather than the “non-transferrable error types”. Student participants had dynamic attitudes and views toward the computer-mediated coded WCF. The research findings revealed four main factors influencing students’ incorporation of teacher feedback in their writing: the types of errors and Chinese language proficiency levels, students’ familiarity with the computer-mediated coded WCF, changes in students’ self-modifying skills and strategies, and students’ dynamic attitudes and views toward the computer-mediated coded WCF. This dissertation shed light on the instructional design of online courses and CALL activities in the context of TCFL, and the dissertation also filled up a research gap in computer-mediated WCF in Chinese writing.

On the journey of learning a language we are exposed to countless words that are easily forgotten and subsequently difficult to find again. This study investigates how to design a personal data management system that enables its users to efficiently organize, find and input the words and phrases that they encounter on their journey. Using DSRM, an artifact was iteratively developed and tested in usability tests and interviews by a total of 10 participants. The feedback from the respondents indicates a strong demand for this type of app and also uncovered design knowledge in this new context. The contribution of this study is a set of 14 design principles for making data management in language learning apps more user-friendly and efficient.

Developments in technology have influenced all areas of life, including education and in particular, language learning and teaching. The computer has become very advantageous in the teaching of foreign languages, especially with the augmentation of hardware, software and the World Wide Web. Computer-assisted language learning (CALL) is beneficial, since it helps teachers to enhance their teaching and gives students the opportunity to learn in an authentic and interesting environment. The impact of CALL has led many researchers to carry out studies to explore the significance of CALL and the factors that could enhance or reduce the integration of CALL into language learning and teaching. Although CALL could be beneficial to the enhancement of English proficiency among Saudi Arabian students, the integration of CALL is still narrow in terms of quantity and quality among EFL teachers in public female secondary schools in Riyadh. So, this study aims to explore the current integration of CALL among these teachers. Furthermore, this study aims to explore some of the factors that contribute to the integration of CALL, those being computer literacy and the computer training that is available for both pre-service and in-service teachers. In addition, the study focuses on the kind of training that is vital to enhance teachers' use of CALL. Also, this study revolves around the teachers' roles when using CALL, their barriers to the integration of CALL, as well as their attitudes toward CALL. The first step in this study is a background of the history of language teaching methods, starting with the traditional methods and ending with the integration of CALL. The literature review follows in order to substantiate this study with relevant studies that have been conducted in this area and to provide the theoretical background of the study. After that, the methods that are used to carry out the study are indicated; including the questionnaire, follow-up interviews and two focus groups. Lastly, an analysis of the results is done in order to come up with the findings. The findings of the study suggest that the current levels of computer use and computer literacy among EFL teachers are still insufficient. The available computer training is inadequate for both pre-service and in-service teachers and there are no computer courses facilitated by the Ministry of Education. Moreover, in-service teachers still need ongoing computer training courses to keep them up to date with recent developments in educational technology. Recommendations to increase teachers’ computer literacy and to enhance their use of CALL are considered as well as recommendations for further Saudi Arabian studies on CALL. / Dissertation (MA)--University of Pretoria, 2013. / gm2014 / Afrikaans / unrestricted

京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第20505号 / 情博第633号 / 新制||情||110(附属図書館) / 京都大学大学院情報学研究科知能情報学専攻 / (主査)教授 河原 達也, 教授 黒橋 禎夫, 教授 壇辻 正剛 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

In an effort to better understand the mental processing connected to different kinds of CALL activities, this study collected data on time subjects spent, as well as buttons subjects clicked while doing 10 different CALL activities accompanying a beginning French text book. In addition, a group of subjects thought out loud as they completed the same activities. These subjects were recorded on video, their thinking out loud was transcribed and the transcriptions were coded according to how they indicated they were dealing with the language input. The frequencies of coded categories were compared to see if there were connections between certain activity types and the kind of mental processing that should lead to language acquisition. It found that activities which required language production at least at the sentence level had higher occurrences of the kind of processing that one expects to lead to acquisition. The study also found that activities which required the learners to click as a response were connected to what could be considered shallower processing, or processing that is less likely to lead to language acquisition. It found similar results concerning True/False activities. In investigating the connection between behavior and mental processing in the CALL setting, the study found that button-use does seem to be connected to more effective processing, but that time spent on an activity is something that is perhaps too ambiguous to draw conclusions from.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2006. / Currently new teaching and learning paradigms are being called for in response to the ever increasing importance of the electronic media and information technologies, such as computers, in our daily lives and in education. In Language Teaching the reading of literary texts has received a lack of attention. The application developed for this study is an attempt to address this shortcoming. The application contains a reading programme which focuses on a German youth novel, Als aus Janusz Jan wurde by Herbert Somplatski, as well additional supporting texts, both literary and non-literary, and background information. By integrating this reading material into an interactive multimedia web-based computer application, it is hoped that it can be shown how reading can be made more attractive and effective in FLA (Foreign Language Acquisition). The application was designed against the background of current and planned South African syllabi for Second Additional Languages and by taking into account modern cognitive-constructivist learning theories, current requirements for multimedia design and CALL (Computer Assisted Language Learning) as well as various reading models and strategies. All these aspects regarding the design of the application and how they affect reading in FLA are discussed in this thesis. In addition a few prognostic suggestions are proposed.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2008. / The continuing decline in Matriculation pass rates is a matter of concern for government, educators, parents and students in South African schools. According to official statistics, only 8% of South Africans are mother-tongue English speakers, yet English is the chief language of learning and teaching in South African schools. Researchers relate the poor pass rate to inadequate proficiency in English of both English First Additional Language learners and some of their teachers. Research has further revealed a significant positive correlation between reading comprehension and academic achievement. Consensus exists among researchers about the necessity of a basic vocabulary (variously estimated at 2000 to 3000 words and more) for developing the necessary reading comprehension. Theories and approaches regarding the development of vocabulary, however, are sometimes diametrically opposed to one another. Among the most conflicting theories are those which advocate the acquisition of vocabulary by guessing the meanings of words from the context as opposed to those favouring conscious and deliberate vocabulary teaching, which may include lists of words. The current study briefly investigates underlying problems, theories, methods and approaches to enhancing learners’ vocabularies. Conclusions are applied to the development of an interactive, multimedia program for improving learners’ functional vocabularies. The content of the program is based on authentic texts and simulations of situations which call for language interaction. This is supplemented with extracts from classical literary works and poetry and entertaining verses which present possibilities for use in vocabulary building.

Thesis (MPhil)--Stellenbosch University / ENGLISH ABSTRACT: The current level of literacy in South Africa is cause for concern. The Annual National Assessment of Literacy and Numeracy, conducted nationally by the National Department of Education of South Africa, shows that only 28% of Grade 3 learners and 35% of Grade 6 learners passed these tests in 2011 (Department of Basic Education (a), 2011). According to the policy on progression and promotion issued by the National Department of Education, learners may only be retained once in a phase, which means that these learners may lack essential academic literacy skills when they reach high school. The main concern addressed in this thesis is whether high school teachers can help improve academic literacy by using reading comprehension software, like Reading Rocket, as an intervention tool to help learners who struggle with reading comprehension, and whether Reading Rocket is in fact an effective program to use for such purposes. This study was conducted by using data from one school within the Western Cape which has been using Reading Rocket for the past three years. Use of the program forms part of their timetable, and Grade 8 and 9 learners spend twice per cycle working with the program. Learners are first tested on entering Grade 8 and group reports are retrieved from the program each term to monitor their progress. These reports give a summary of the reading level, the percentage gained in the reading exercises, reading speed in w.p.m and a spelling score in percentage. This data was used to compile a summary of the results obtained over six terms Term 1 2010 until Term 3 2011. These results were compared with quarterly classroom (paper‐based) comprehension and language tests in order to determine is a correlation between the program data and the paper‐based test data. There is no control group for this study as all the Grade 8 and 9 learners use the program. There is no conclusive evidence that the program is an effective intervention tool, but findings show a positive correlation between program data and paper‐based test data which indicates that the program may be used as a tool to determine on what grade level learners read. Given the numerous responsibilities and duties of teachers, it is essential that they are given an effective measuring tool for literacy and because computer software is essentially objective and time‐effective in provide results, using computer technology for such purposes may be part of a solution to improve literacy in South Africa. / AFRIKAANSE OPSOMMING: Die huidige toestand van geletterdheid in Suid‐Afrika is kommerwekkend. Resultate in 2011 van die jaarlikse nasionale assesseringstoetse vir geletterdheid en gesyferdheid wat nasionaal deur die Nasionale Onderwysdepartement gedoen word, wys dat net 28% van Graad 3‐leerders en 35% van Graad 6‐leerders hierdie toetse slaag (Department of Basic Education (a), 2011). Volgens die beleid van progressie en promosie van die Nasionale Onderwysdepartement mag leerders net eenkeer in ‚n schoolfase agtergehou word wat beteken dat bogenoemde leerders dalk nie die geleentheid het om voldoende te verbeter voordat hulle die hoërskoolfases betree nie. Die hoofkwessie wat in hierdie tesis aangespreek word is of hoërskoolonderwysers rekenaar sagteware soos Reading Rocket as ʼn intervensie metode kan gebruik om leerders se akademiese leesbegrip te verbeter, en of Reading Rocket wel ʼn effektiewe intervensiemiddel is. ʼn Studie is gedoen deur die data van een skool in die Wes‐Kaap te gebruik wat Reading Rocket al vir die afgelope drie jaar gebruik. Dit vorm deel van hulle skoolrooster en graad 8 en 9‐leerders spandeer twee keer per siklus aan die program. Groepverslae wat deur die program opgedateer word elke kwartaal getrek om progressie te monitor. Die verslae bevat ʼn opsomming van die leerders se leesvlak, leesbegrip in persentasie, leesspoed in w.p.m en ʼn persentasie vir spelling. Hierdie data is gebruik om ‘n opsomming saam te stel van die resultate oor ses kwartale (kwartaal 1 2010 tot kwartaal 3 2011). Die programresultate is vergelyk met resultate van klaskamer (papiergebaseerde) begripstoetse en eksamens wat hulle vir dieselfde kwartale geskryf het. Omdat al die graad 8 en 9‐leerders aan die program blootgestel word, is daar nie ʼn kontrolegroep vir die studie nie. Daar is nie konkrete bewys dat die program ʼn effektiewe intervensiemiddel is nie, maar statistieke wys wel dat daar ʼn positiewe korrelasie tussen die programdata en die papiergebasseerde data is en daarom word die gevolgtrekking gemaak dat die program wel as ʼn instrument kan gebruik word om die leerders se leesbegrip op enige stadium van die jaar te toets. Weens vele verantwoordelikhede is dit essensieel dat onderwysers ʼn effektiewe metingsinstrument vir leesbegrip tot hulle beskikking het. Omdat rekenaarsagteware soos Reading Rocket tydbesparend en objektief in die voorsiening van resultate is, mag die gebruik van sulke tegnologie deel van ʼn plan vorm om geletterdheidsvlakke in Suid‐Afrika te verbeter.