The contribution of CALL to advanced-levelforeign/second language instruction

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.

Corpus Use in Language Learning: A Meta‐Analysis

“…In their study of "advanced" learners in major CALL journals, for example, Burston and Arispe (2016) found that 50% were at B1 and 34% at B2 levels on the Common European Framework of Reference for Languages. In our case, the intermediate category in particular seemed to include individuals who elsewhere would be ranked as lower-or upper-intermediate or even false beginner or advanced.…”

Quantifying CALL: significance, effect size and variation

“…It is no surprise perhaps that among the main conclusions of syntheses are recommendations for better reporting practices in primary research, as it is only at this stage that it becomes really apparent how much information is missing, vague or unsubstantiated. Burston and Arispe (2016), for example, found that 50% of research articles in four major CALL journals targeting 'advanced' levels of proficiency had learner populations of B1 level only.…”

Combining formal and informal learning: the use of an application to enhance information gathering and sharing competence in a foreign language

“…In recent years, the importance of practising communicative language learning competence has been highlighted in foreign language learning and teaching, together with an increased use of current technological means to facilitate communication skills. According to a study by Burston and Arispe (2016), 81% of computer assisted language studies focus on 'writing' skills of foreign language learners. While the learners' grammatical and communicational abilities could be enhanced, few studies have been focusing on the learners' enhancement of their reading, grammatical, and lexical competence.…”