Understanding collaborative language learning in novice-level foreign language classrooms: perceptions of teachers and students

This study explored the congruence and disparities among three groups of foreign language (Chinese, French, and German) students’ and teachers’ perceptions of collaborative/cooperative language learning (CLL) strategies in novice-level classroom contexts. A total of 168 participants from a university in the USA took part in this mixed-method study. The quantitative findings from a 10-item CLL questionnaire suggested that while the students’ and teachers’ perceptions of CLL strategies were generally consistent and positive, some disparities emerged in terms of their perceptions towards pair work, 3–6 as a group work, interview, and role playing. The qualitative findings from interviews and classroom observations provided some possible explanations to the differences discovered. The quantitative findings also revealed that foreign language type was not a factor differentiating students’ and teachers’ perceptions of CLL strategies. Some practical implications are provided for the effective implementation of CLL strategies in novice-level foreign language classrooms.     

Toward effective group formation in computer-supported collaborative learning

Group formation task as a starting point for computer-supported collaborative learning plays a key role in achieving pedagogical goals. Various approaches have been reported in the literature to address this problem, but none have offered an optimal solution. In this research, an online learning environment was modeled as a weighted undirected complete graph in which each learner was implied as a node and the relationship between them was denoted as a weighted arc. The weight of each link indicated the similarity degree between the corresponding individuals. The similarity between two students was measured as the mean of their absolute interest levels. The graph was also represented through a symmetric adjacency matrix. Then, a novel binary integer programming formulation was proposed to model the group formation problem and optimally assign each learner to the most appropriate group. The method was utilized to divide an online class of 32 learners into 8 groups of size 4. Findings indicated that the suggested model was successful in optimally solving the problem in 20.53 seconds, on average. The performance of the method was also compared with a modified version of K-means clustering algorithm. Although, the running time of the suggested technique was not as good as the clustering algorithm, it generated better outcomes in theory and in practice.     

The role of context in a collaborative problem-solving task during professional development

This article analyses how a group of teachers managed the resources available while performing computer-supported collaborative problem-solving tasks in the context of professional development. The authors video-recorded and analysed collaborative sessions during which the group of teachers used a digital environment to prepare a pedagogical scenario for subsequent implementation in their schools. The findings provide evidence that some aspects of context management can be explained in terms of explorative (opening problem space) and focused (closing problem space) actions. The results indicate that (a) the focused problem-solving took place when the problem space reached a provisional stability and problem-solvers developed a plan for proceeding with the task, (b) the individual exploration of the context was associated with the process of appropriation of a digital educational environment, and (c) the collective exploration of the context fostered the advancement of collaborative problem-solving and the introduction of new elements in the joint problem space.     

Feedback processes in multimedia language learning software

Feedback has been one of the important elements of learning and teaching theories and still pervades the literature and instructional models, especially computer and web-based ones. However, the mechanisms about feedback dominating the fundamentals of all the instructional models designed for self-learning have changed considerably with the interactive multimedia technology of today, which have recourse to a wider range of potential in terms of use and functionality. The study intends to indicate that feedback has double functions： On one hand, it has classic ＂triad＂ functions--feedback as motivator, reinforcement and information--in terms of computer-assisted instruction and, on the other hand, as it is emphasized in this study, it forms the core and maintains the continuity of the machine-learner interaction in multimedia software designed today. This work, originally a discussion paper, consists of a review of the related literature and analyses of the software programs designed for teaching French to adults as foreign language in French module of Multimedia Language Learning Centre at Charles-de-Gaulle University （Lille-France）.     

Examining peer acceptance in verbal and non-verbal interaction during computer-supported collaborative learning: implications for inclusion

This paper discusses the results of peer acceptance in a study investigating the interactions of pairs of disabled and non-disabled pupils working together on computer-based tasks in mainstream primary schools in Cyprus. Twenty dyads of pupils were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non-verbal interaction and the functional–structural approaches for the verbal interaction. Findings gave an important insight into the interactions among disabled and non-disabled pupils working together at the computer, indicating that peer (non)acceptance came through: (1) response to the peer, articulated through verbal moves that included reply, feedback, evaluation, agree and justify, in both collaborative and non-collaborative events; (2) peer involvement, reflected in requesting involvement of the peer, mainly in collaborative and socio-emotional positive events; (3) individualistic behaviour, present through ignoring the peer in situations of on-and off-task non-collaboration; and (4) peer rejection, containing reaction and protest towards the peer in non-collaborative on-and off-task events as well as socio-emotional negative situations.     

国际视野中的CSCL研究与发展的十个主题——访CSCL研究国际著名专家皮埃尔·狄隆伯格教授

国际学习科学协会(ISLS)前主席,皮埃尔.狄隆伯格(Pierre Dillenbourg)教授是瑞士洛桑联邦理工大学(EPFL)培训及其技术研究与支持中心(CRAFT)的主任,也是《计算机支持的协作学习丛书》(CSCL Book Series)的主编。本次访谈为中国读者提供了一个关于计算机支持的协作学习(CSCL)的研究与发展概要。狄隆伯格教授认为,CSCL的贡献不仅在于为专业培训领域提供了增进知识生产的学习技术,更在于其所包含的一系列的概念、思想和取向等对整个教育系统的渗透。协作学习,无论有没有计算机,都不是一个可以自动导致预期学习结果的处方。CSCL研究者已经研究了导致小组(或团队)生产积极学习结果的必要互动类型,并将技术运用于设计、研究和增进必要的互动。应当从一个"整合的学习"的视角认识CSCL,可以借助对情节的设计和不同工具的支持,将CSCL活动嵌入到正式或非正式学习场景更为综合的活动系列中。与此相应,CSCL研究者提出了十个方面的研究主题:即社会互动与个人化、媒体有效性、共享知识的建构、模仿倾向、中介作用、脚本、互动分析、表征、计算装置和虚拟共同体。     

The collaborative language learning attributes of cyber face-to-face interaction: the perspectives of the learner

This article examines the degrees of collaborative language learning that were supported in cyber face-to-face interaction. The concept of “cyber face-to-face” is used here to encapsulate the kind of environment in which a combination of real-time oral/aural, visual, and text-based interaction happens simultaneously via the various features in an advanced Synchronous Learning Management System (SLMS). The study discusses the results of an evaluation of the five features, namely, the interactive whiteboard, the text chat, the group cyber face-to-face classrooms, the audio, and the video, in an SLMS called 3C. Thirty-three students from an online Chinese/English interpreting course participated in this study. Survey data indicate that collaborative learning can be effectively facilitated in a cyber face-to-face environment, although the degrees of collaboration vary among the five features evaluated. Recommendations for maximizing the collaborative learning potentials of a cyber face-to-face environment are also put forward.     

网络语音实验室条件下的教与学

从教学环境、学生和教师的角度,分析网络语音实验室条件下高校英语教学的优势与问题,并提出有必要对师生进行课程前期实验室使用和维护的培训;学生需要建立科学的网络学习观,培养个性学习策略和方法;教师应强化网络教学的教学形式、评价体系并适应角色转换。     

分布式CAD环境中基于操作语义的实时协同设计

提出了一种应用于分布式CAD环境中的基于操作语义的协同设计模型. 主要目的是为了减少数据转换的耗时量以及降低对网络带宽的需求, 从而改善协作能力, 提高实时同步的效果. 首先回顾了实时协同设计的发展现状, 讨论了3种实时协同设计模型. 其次, 给出了操作语义的定义, 并提出了一个操作语义模型框架. 操作语义包含原始设计数据和实际操作过程, 表达CAD系统中的设计者意图和操作活动. 最后, 根据操作语义模型, 定义了CAD操作原语, 该原语可以从CAD操作中提取也可以映射成CAD操作命令; 给出了一种基于该模型的分布CAD协同体系结构, 并通过一个实例加以验证.     

Redefining professional identity: the voice of a language teacher in a context of collaborative learning

Following a narrative and biographic approach, in this study, we present the case of an in-service language teacher and her professional learning trajectory in the context of the project ‘Languages and education: constructing and sharing training’. This project aimed at the construction of a collaborative teacher education context for learning and transformation of experiences, views and practices in language education, and involved teachers, teacher educators and researchers. Based on a single case study, the analysis tries to disclose the teacher’s discursive displacements as hints of professional transformation while she reinterprets the learning taking place in the collaborative education process. The signs of change are visible in the way she constructs meanings regarding her professional identity, re-identifies her mission as a language teacher and reconsiders her professional identity. Finally, we reflect upon how collaborative teacher education scenarios may foster teachers’ personal professional learning and renewed self-images.     

Assessment of collaborative learning experiences by graphical analysis of wiki contributions

The widespread adoption of computers and Internet in our life has reached the classrooms, where computer-supported collaborative learning (CSCL) based on wikis offers new ways of collaboration and encourages student participation. When the number of contributions from students increases, traditional assessment procedures of e-learning settings suffer from scalability problems. In a wiki-based learning experience, automatic tools are required to support the assessment of such huge amounts of data. In this work, we present StatMediaWiki, a tool that collects and aggregates information that helps to analyze a MediaWiki installation. It generates charts, tables and different statistics enabling easy analysis of wiki evolution. We have used StatMediaWiki in a Higher Education course and present the results obtained in this case study.     

The impact of computer supported collaborative learning on internship outcomes of pharmacy students

This article focuses on an evaluation of the impact of an innovative instructional design of internships in view of a new integrated pharmaceutical curriculum. A key innovative element was the implementation of a computer-supported collaborative learning environment. Students were, as part of their formal curriculum, expected to work in a systematic and collaborative way in discussing and solving real-life cases. Students in the role condition were assigned specific roles. The cases were an additional critical variable in the study. The results of the study demonstrate that both independent variables (role assignment and cases) have a significant impact on levels of knowledge construction and, especially, on the attainment of objectives of the new integrated pharmaceutical curriculum.     

计算机辅助语言教学在少数民族学生英语教学中的应用研究

计算机辅助语言教学已成为英语教学手段中必不可少的一部分,本文从计算机辅助语言教学的本身出发,旨在为如何在少数民族班英语教学中运用计算机辅助语言教学模式提出建议,以此更好地指导教师英语教学,提高少数民族学生英语水平。     

A prediction model of foreign language reading proficiency based on reading time and text complexity

In textbooks, foreign （second） language reading proficiency is often evaluated through comprehension questions. In case, authentic texts are used as reading material, such questions should be prepared by teachers. However, preparing appropriate questions may be a very demanding task for teachers. This paper introduces a method for automatically evaluating proficiency, wherein comprehension questions are not required. This method assesses a learner＇s reading proficiency on the basis of the linguistic features of the text and the learner＇s reading time. A reading model following this method predicted reading proficiency with an ER （error rate） of 18.2%. This ER is lower than those of models proposed in previous studies. Furthermore, the ER of the authors＇ reading model for various learner groups classified by their RS （reading speeds） was examined. The result of this examination showed that the error rate was the lowest for the group of learners with fast RS.     

Students' perceptions of Wiki-based collaborative writing for learners of English as a foreign language

This study proposes a Wiki-based collaborative writing approach to the writing process for EFL (English as a foreign language) learners. A five-stage computer-mediated collaborative writing project including collaborative planning, partitioned drafting, peer-revising, peer-editing, and individual publishing was blended with on-campus English composition course. Fifty-one L2 learners at a university in central Taiwan participated in this project. Procedural scaffolding and collective scaffolding were provided to promote students' self-regulation and thus to foster the development of students' writing skills. A cross-referencing questionnaire survey was adopted to investigate students' perceptions of Wiki-based collaborative writing and students' perceptions of their work in each stage of collaborative writing. As the results indicated, a high percentage of students' satisfaction showed positive perceptions of this Wiki-based collaborative writing environment, and the instructional design of implementing a Wiki-based collaborative writing project with a five-stage writing process does assist EFL learners to accomplish a collaborative writing task on the internet with less limitation of time. This article also points to new possibilities for future research.     

充分利用语言实验室提高学生听说能力

本文就如何充分发挥语言实验室的作用，进行听产教学，提高学生听说能力的问题，进行了探讨、研究。     

Learner perspectives on fully online language learning

This study builds on this author’s 2011 article in which the author reflects on the pedagogical challenges and resultant changes made while teaching two fully online foreign language papers over a four-year period (Y. H. S. Sun (2011). Online language teaching: The pedagogical challenges. Knowledge Management &; E-Learning: An International Journal, 3, 428–447). Drawing on current literature, the present study surveyed learners (n?=?46) in an attempt to investigate the difficulties that confronted them and the ways they had adapted to fully online learning. The quantitative and qualitative data obtained from a questionnaire were integrated and analyzed with an inductive method. Results identified six major difficulties: (1) following the schedule and studying regularly, (2) getting hold of classmates and finding suitable time to work together, (3) pairing/teaming up and working collaboratively, (4) ensuring constant engagement with the class, (5) keeping self-motivated and being a self-directed learner, and (6) socializing.     

可训练语音合成在侗语合成中的应用

侗语自1958年创造了拉丁字母的文字方案后,形成了一种拼音化的文字形式。本文通过HMM的语音合成方法,结合侗语自身的语言特点,确定了语音语料的选取、录音方式、音素列表、标注以及上下文问题集和属性集的设计,实现了对于侗语语音的合成。通过在HTS上搭建语音合成平台进行测试,测试结果表明合成语音的可懂度较高。