Annotated bibliography

Annotated bibliography

A brief summary done about selected articles

By

Najlaa S. Al-Ghamdi

MA Candidate, King Khalid University

Supervised by

Dr. Abdulaziz Fageeh

December 2014

Introduction

        Nowadays, technology is a new field that becomes very important in teaching and learning. Most educators and researchers call for using smart devices and applying technology widely in all educational institutions. Technology in education was considered as a topic that under consideration amongst the society all over the world. Everyone had their own views on modernizing education and making it technology aided. There were a huge number of positives and negatives effects and impacts on education technology. No one can deny that technology and education are a great combination if just used together with a right reason and vision. As a result of rapid changes in the computer and media industries, most universities and educational institutions are forced to re-envision ways of incorporating technology in administrative and educational functions. But, we still have some difficulties and troubles in generalizing, using smart devices in the education process for all learners.

        In this task, I need to select ten articles or books to be summarized. The chosen items should be related to language and technology to show how using technology can help to facilitate the pedagogic process that develops the outcomes of students. Consequently, the choice of technology along with its competence can give the utmost benefit to learners.

(1)   L2 writing practice: Game enjoyment as a key to engagement. Language

 Allen, L. K., Crossley, S. A., Snow, E. L., & McNamara, D. S., (2014). L2 writing practice: Game enjoyment as a key to engagement. Language Learning & Technology, 18 (2), 124–150. Retrieved from http://llt.msu.edu/issues/june2014/varneretal.pdf

           The article discussed how to use perfectly educational games and writing strategy program to attract more L2 learners. The study applied on a sample of both L1 and L2 participants as they show equal response. Both increases their knowledge and writing performance. It presents a new methodology to convince learners to learn more indirectly through enjoyment and playing as they consider they spend their spare time, but in fact they learn without paying attention, how much time they spend. This study just needs some more applications and improvements to be more qualified and convenient for a large scale of L2 learners. As it’s designed to attract the young learners only, but if it is activated to be suitable for the older ones, it could be used easily in different educational sectors.

(2)   ICALL for improving Korean L2 writers’ ability to edit grammatical errors.

Cowan, R., Choo, J. & Lee, G. S. (2014). ICALL for improving Korean L2 writers’ ability to edit grammatical errors. Language Learning & Technology, 18(3), 193–207.

 Retrieved from http://llt.msu.edu/issues/october2014/cowanchoolee.pdf

    

             This article shows an approach applied on the Korean learners as second English language learners by using Computer Assisted Language Learning (ICALL) program to improve their grammar awareness and grammatical correction skills which pay their attention towards the errors and its correction.  They pass through a life experience following a specific experiment through following the instructions and discovering the errors, then correct it so it sounds such self- learning.The outcomes depend on the errors through four persistent such the passive form. In my opinion, this article highlights the impact of the ICALL courseware can raise second English language learners’ awareness in writing. Also it helps them to recognize and correct these errors. But, it neglects the communication skills between the second language learners and the native speakers plus it couldn’t be used with young learners.

(3)   Ubiquitous Learning: Determinants Impacting Learners’ Satisfaction and Performance with Smartphones.

Jung, H.-J. (2014). Ubiquitous Learning: Determinants Impacting Learners’ Satisfaction and   Performance with Smartphones. Language Learning &Technology, 18 (3), 97–119. Retrieved from     http://llt.msu.edu/issues/october2014/jung.pdf

         This article discusses technology application in learning language such smart phones as it has many features such the low cost of mobile internet services based on wireless broadband (WiBro) and high-speed downlink packet access (HSDPA). So, many countries do their best in applying CALL & CMA. The study applied to show that the current language learners are mainly influenced by high technology, software, and CMA in language acquisition as it could attract a wide range of them such what occurred with a sample of Korean learners. Since the findings indicate that there’s a dramatic increasing of the popularity of you- English learning among Koreans. The study was so precious, especially for attracting youth to learn second language, but it ignores the individual differences towards technology as it depends mainly on the learners’ ability in using some software.

(4)   Establishing an empirical link between computer-mediated communication and SLA: A meta-analysis

 Lin, H. (2014). Establishing an empirical link between computer-mediated communication and SLA: A meta-analysis. Language Learning & Technology, 18 (3), 120–147. Retrieved from http://llt.msu.edu/issues/october2014/lin.pdf

         This article indicates the relation between CMC and SLA as it analyzes the comparison between the outcomes through the current years and the outcomes before. The outcomes from most of primary studies show a positive and a medium effect from CMC on SLA. The studies show that applying technology in various types of activities and tasks could make a difference in learning language, although they were carried out through 12 years, which show a long time with a wide range of improvement and development, so the comparisons between the same variables along this period wouldn’t be accurate and reliable. That’s why this study is not reliable or accurate, so more approaches are required for the following years to be a good source of estimation of the real effect of CMA on SLA.

(5)   An experimental study of corrective feedback during video-conferencing.

  Monteiro, K. (2014). An experimental study of corrective feedback during video-conferencing. Language Learning & Technology, 18 (3), 56–79.

Retrieved from:  http://llt.msu.edu/issues/october2014/monteiro.pdf

           This article deals with a very effective strategy called corrective feedback. It implies for the relation between the interaction hypothesis and corrective feedback so it’s applied on the pronunciation production of the learners during the practical practice with native speakers either in face-to-face conversations or through CMA. Then there’s an evaluation of the learners’ response in the two groups, following by a comparative parameter between them. Skype is chosen as suitable software for this experiment as it’s so easy and popular for different learners. The results show that it was perfect software and achieved significant goals. I think more approaches are required in the near future to get more benefits about this strategy, although this experiment is so precious to get a good base for educators to be applied in the classroom.

(6)   Benefits of Visual Feedback on Segmental Production in the L2 Classroom.

     Olson, D. J. (2014). Benefits of Visual Feedback on Segmental Production in the L2 Classroom. Language Learning & Technology, 18 (3), 173–192. Retrieved from http://llt.msu.edu/issues/october2014/olson.pdf    

          This article studies the ability of generalization of pronunciation acquisition through VFP (Visual Feedback Paradigm) as phonetics syllabus can be transferred by some strategies such including auditory discrimination training, explicit articulatory instruction, awareness training, high variability phonetic training and mixed-approaches. It shows a significant effect on the learners and increases their responses toward native accent. In my opinion, this article is very beneficial as it provides the outcomes of the potential effectiveness of a visual feedback paradigm which can be effectively applied in the classroom for L2 learners. However, it doesn’t pay attention towards the other skills in language acquisition such writing and word structure. Also, it doesn’t follow a plan in a specific interval plus it focus only on Spanish learners.

(7)   University level second language readers ‘online reading and comprehension strategies.

Park, J., Yang, J., & Hsieh, Y. C. (2014). University level second language readers ‘online reading and comprehension strategies. Language Learning & Technology, 18 (3), 148–172. Retrieved from http://llt.msu.edu/issues/october2014/parkyanghsieh.pdf

          This article presents an experiment on a sample that reads online texts. It points out that the different backgrounds of the learners would affect the learners’ response towards knowledge and vocabulary of the second language plus their computer performance as both might affect positively or negatively on their progress. The data collected by observation, think-aloud protocols, and interviews. I think this study demonstrates some issues such as the speed of the learners either in braining storm or in applying on a computer keyboard. The lack of this study may relate to be just applied on a sample of learners from Asia, who may study English before, so it could be more effective if it was applied on Arab learners.

(8)   Effects of interactive chat versus independent writing on L2 learning .

   Tare, M., Golonka, E. M., Vatz, K., Bonilla, C. L., Crooks, C., & Strong, R. (2014). Effects of interactive chat versus independent writing in L2 learning. Language Learning & Technology, 18 (3), 208–227. Retrieved from  http://llt.msu.edu/issues/october2014/tareetal.pdf

           This article studies the impact of interaction in language acquisition by applying an approach on two groups for the same interval with two different activities that shows the difference between face-to-face and CMA interaction. This study was a good solution for the learners who are shy and couldn’t interact face to face. Plus, it gives the chance for the learners to practice more and daily. The final outcomes show a very important feature; both groups gain the same content of the vocabulary. In my opinion, it makes a progress for second language acquisition, especially for the shy learners as it provides them a good chance to share in conversation through chatting. However, it focuses only on speaking skill as a sector of language acquisition.

(9)   Chinese EFL teachers' social interaction and socio-cognitive presence in synchronous computer-mediated communication

     Chinese EFL teachers' social interaction and socio-cognitive presence in synchronous computer-mediated communication. Language Learning & Technology, 18(3), 228–254. Retrieved from http://llt.msu.edu/issues/october2014/wugaozhang.pdf

         The article presents an experiment of three Chinese teachers that assess a group for chatting as an activity for English teachers only, but they surprise that most of Chinese learners with different levels participate. They found in the beginning that many new users share them even they don’t know them and they became fellow to them, which encourages them to apply different strategies and pass some grammar rules through chatting. The teachers use different measures s to study and analyze the cognitive presence such “Elucidating”. Generally, the study was effective as it shows how to attract different learners towards a specific language, although it depends mainly upon the communication between teachers from different cultures and chatting, it’s not suitable for the young ones.

(10) An exploratory study of pauses in computer-assisted EFL writing.

  Xu, C. & Ding, Y. (2014). An exploratory study of pauses in computer-assisted EFL writing. Language Learning & Technology, 18 (3), 80–96. Retrieved from http://llt.msu.edu/issues/october2014/xuding.pdf

           The article discusses using computer assisted in EFL writing. It gives the learners a chance to use their previous knowledge plus the ability to use a dictionary either in their mother tongue or the second language. The results show that this experiment by using pause strategy had a good effect on their writing skill as all tasks and activities are evaluated through computer programs.  I think pausing strategy is good for the learners who would like to prepare their ideas and thoughts before sharing in any language skills. But, the outcomes may be unfair and not reliable as there’s unequal experience with computers, which relies mostly on each learner’s performance so it may reduce the ability of some learners or could inhibit them.