Modified output and learner uptake in casual online learner-learner conversation

Salomonsson, Johanna

doi:10.1016/j.system.2020.102306

Cited by 6 publications

(3 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, except for the quasiexperiment exploration, some researchers (e.g., Azara and Nasiri, 2014;Lin and Yu, 2017;Krishnan et al, 2020;Togaibayeva et al, 2022) tried to probe learners' attitude toward these mobile-assisted technologies to explore their effectiveness, and found that most EFL learners have positive attitudes toward mobile-assisted devices. Moreover, empirical studies taking other L2s such as Turkish (Loewen et al, 2019), Spanish (Loewen et al, 2020), and German (Salomonsson, 2020) also got similar findings. All in all, the expanding body of research indicated that mobile-assisted learning was significantly positive; however, it has to be mentioned that most studies in this line of research were conducted in short periods (Xodabande and Atai, 2020), which makes it difficult to understand the long-term impacts of mobile-assisted vocabulary learning in general (Lin and Lin, 2019).…”

Section: Effectiveness Of Mobile-assisted Vocabulary Learningsupporting

confidence: 58%

Effects of mobile-assisted reading materials on children’s L1 lexical development

Liu

Yan

2023

Front. Psychol.

View full text Add to dashboard Cite

Despite the wide and extensive use of mobile-assisted devices, the effectiveness of children’s L1 learning with these mobile-assisted technologies has been less discussed. This study aims to explore the effects of mobile-assisted reading materials on Chinese children’s L1 vocabulary learning. We adopted a longitudinal and quasi-experimental design consisting of an experiment group using the mobile-assisted materials and a control group using the traditional paper materials, and took children’s lexical development as indexed by assessing the parameter, lexical diversity, in different testing times. The results showed that (1) children’s L1 vocabulary learning effectiveness of using mobile-assisted materials is as similar as that of using conventional paper materials in general, and (2) the changing patterns of children’s L1 lexical development using mobile-assisted materials in different testing times are various. Specifically speaking, (a) in the posttest 1 (the first month), compared with the traditional paper reading materials, the mobile-assisted reading materials have a facilitating effect on the primary school students’ L1 vocabulary learning; (b) in the posttest 2 (the second month), children’s vocabulary learning effectiveness is inhibited by the mobile-assisted reading materials; (c) in the delayed posttest (the fourth month), there is no difference in the learning effectiveness by these two different kinds of learning materials and the lexical diversity increases slowly but steadily. We analyzed the results from research-design factors and learner-related factors, hoping to shed light on children’s mobile-assisted language learning research.

show abstract

Section: Effectiveness Of Mobile-assisted Vocabulary Learningsupporting

confidence: 58%

Effects of mobile-assisted reading materials on children’s L1 lexical development

Liu

Yan

2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Thus, this study sheds light on the design of online classes to facilitate L2 learning. Salomonsson (2020) examine the impact of modified output on L2 acquisition in an online German language class. The analysis of peer-to-peer conversations reveals the prevalence of learners modifying their output.…”

Section: The Special Collectionmentioning

confidence: 99%

Teaching and learning languages online: Challenges and responses

Tao

Gao

2022

System

View full text Add to dashboard Cite

“…Scholars outline the limitations of using SMTs for discussion among language learners. Accordingly, Salomonsson (2020), considering self-modified output by learners in an online environment, notes that this differs from F2F interaction since SMTs do not support simultaneous speech. The need to take turns in online communication results in the disruption of spontaneity and can have an inhibiting effect on learners (Zhang, 2021), undermining their enjoyment of the discussion activity (Resnik, 2021) and of the ESP course itself.…”

Section: Discussionmentioning

confidence: 99%

The Benefits and Limitations of Teaching English for Specific Purposes Online and Face-To-Face: Sport and Health Sciences Students’ Perspectives

Ropa

Malahova

2023

BJELLC

View full text Add to dashboard Cite

The restrictions imposed to limit the spread of COVID-19 resulted in the switch from in-person to online teaching, including the teaching of foreign languages in 2020-2022. This study uses the feedback of students who have studied English for Specific Purposes (ESP) in virtual and classroom settings. The aim is to investigate the benefits and limitations of each approach for language acquisition in ESP for sport and health sciences. A questionnaire to ascertain students’ experiences was distributed to 60 students in sport and health sciences who studied ESP at the Latvian Academy of Sport Education. It was found that online and face-to-face studies of ESP in sport and health sciences tended to facilitate the acquisition of different language skills. In the questionnaire, students reported consistent progress in the study of vocabulary and reading the texts related to their area of study during both online and face-to-face studies, but less improvement was reported in the areas of grammar and speaking skills. Overall, synchronous online live classes would facilitate the steady and continuous development of all language skills if supplemented by continuous support from the teaching personnel, regular offline meetings or classes, and access to specially designed online resources.

show abstract

Modified output and learner uptake in casual online learner-learner conversation

Cited by 6 publications

References 22 publications

Effects of mobile-assisted reading materials on children’s L1 lexical development

Effects of mobile-assisted reading materials on children’s L1 lexical development

Teaching and learning languages online: Challenges and responses

The Benefits and Limitations of Teaching English for Specific Purposes Online and Face-To-Face: Sport and Health Sciences Students’ Perspectives

Contact Info

Product

Resources

About