[Sw-l] Fwd: [LLT] New content available - Vol. 27, Issue 1

[Valerie Sutton]

SignWriting List
November 16, 2023


> Begin forwarded message:
> 
> From: Language Learning and Technology <llt at hawaii.edu>
> Subject: [LLT] New content available - Vol. 27, Issue 1
> Date: November 14, 2023 at 4:11:55 PM PST
> To: llt-l at lists.hawaii.edu
> 
> Language Learning & Technology
> New content available - Vol. 27, Issue 1 <https://www.lltjournal.org/> 
> 
> New Article
> Kwon, S. K., Shin, D., & Lee, Y. (2023). The application of chatbot as an L2 writing practice tool. Language Learning & Technology, 27(1), 1–19. https://hdl.handle.net/10125/73541
> 
> Abstract
> This study investigates the effect of chatbot-based writing practices on second language learners’ writing performance and perceptions of using the chatbot in L2 writing practices. A total of 75 Korean elementary school students were randomly allocated to two groups. While the control group received traditional teacher-led writing instruction, the experimental group used a chatbot for individual writing practices for 15 weeks. The chatbot was developed using Google’s Dialogflow machine-learning AI platform by encoding expressions from an elementary school English textbook. A pretest was carried out prior to the experiment to examine the initial writing performance, and a posttest was carried out 15 weeks later with a different writing topic. The participants in the experimental group also responded to a short survey to report their perceptions and opinions about the chatbot. The results showed that the two groups generally showed a similar writing proficiency in the pretest scores, but the experimental group performed significantly better in the posttest than the control group, suggesting that the chatbot-based writing practice had a facilitating effect on their test performance. The participants of the experimental group also found the chatbot useful in improving their language skills and made them feel comfortable when learning a foreign language.
> 
> Keywords: Chatbot, Artificial intelligence in language learning, Machine-learning language learning platform, Pedagogical agent 
> 
> Language(s) Learned in This Study: English
> ________________________________________________________________________
> 
> New Article
> Adams, R., Nik Mohd Alwi, N., & Masrom, U. K. (2023). Modality and task complexity effects on second language production in CMC. Language Learning & Technology, 27(1), 1–22. https://hdl.handle.net/10125/73542
> 
> Abstract
> Two decades of research on computer-mediated communication (CMC) in language learning settings has shown that integrating technology and communication leads to distinct benefits for language learning, including positive impacts on motivation, anxiety, and engagement in second language communication (Sauro, 2011). However, the majority of this research has been conducted among learners communicating via text while real-world language users are increasingly likely to communicate online in audio and video modes (Peterson, 2010). Audio and video CMC has been shown to lead to more participation (Rossell- Águilar, 2013), different uses of communication strategies (Hung & Higgins, 2016), more focus on form (Bueno-Alastuey, 2010), and higher motivation (Gleason & Suvorov, 2012; Wehner et al., 2011) among second language (L2) learners. Little is known, however, about learner language production in different CMC modalities, which influences how CMC can be integrated into teaching. The current study focuses on L2 learners’ production during communicative tasks in text and video CMC. Two versions of the task were created by manipulating the task complexity variable task structure (Robinson, 2011). Production data were analyzed using measures of syntactic and lexical complexity, linguistic accuracy, and quantity of language produced. The results suggest that complexity and modality both impact the lexical complexity of language production, and that modality also affects the quantity of language produced.
> 
> Keywords: Peer Interaction, CMC, Task Complexity, Modality 
> 
> Language(s) Learned in This Study: English
> ________________________________________________________________________
> 
> Dorothy Chun and Trude Heift
> Editors in Chief
> 
> Philip Hubbard, Associate Editor
> Jim Ranalli, Associate Editor
> Meei-Ling Liaw, Associate Editor
> Lara Lomicka Anderson, Associate Editor
> Hayo Reinders, Associate Editor
> Jonathon Reinhardt, Associate Editor
> Shannon Sauro, Associate Editor
> Nina Vyatkina, Associate Editor
> 
> Becky Dingle, Managing Editor
> Language Learning & Technology <https://www.lltjournal.org/>
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