Earticle

이 논문은 지금까지의 국제적인 CALL 연구 추세를 살펴보면서, 작은 요건들에 중점을 두기보다는, 전체적인 학습 환경을 관찰하는 것이 필요함을 제시한다. 많은 이전의 논문들을 볼 때, 이미 학습 환경의 중요성은 증명되었지만, 현 CALL연구들은 영어교실에서 일어나는 큰 그림을 보기보다는, 일부의 학습요건들을 보는데 만 치중되어있다. 그래서 진정한 CALL이 주는 언어학습의 모습을 연구하기위해서는 전체적인 학습 환경을 주시해야한다고 이 논문은 보여준다.

An animated pedagogical agent is a computerized lifelike character that cohabits an interactive computer-based learning environment with a learner. It is a product of recent technological advances in user interface and autonomous software agents. The animated pedagogical agents have great potential in promoting foreign language learning and instruction. Animated pedagogical agents can be used to implement the interactionist approach and task-based approach to second language acquisition. Moreover, an agent-embedded L2 learning environment can lower learner’affective filter by providing interesting and entertaining learning experiences, that is, by generating the Persona Effect. Animated edagogical agents can offer great possibilities for designing and developing computer-based foreign language learning environment.

This paper reports a study that examined Chinese college English language learners’ out-of-class computer-assisted autonomous language learning (ALL) by means of questionnaires and interviews. Data were collected from 345 students enrolled in college English courses at three levels: basic, intermediate, and advanced. Their computer-assisted ALL behaviors and the value they attached to computers and networks for ALL were identified. Descriptive statistics showed that they held favorable attitudes towards ALL assisted by computers and networks, but they did not show a high frequency of ALL behaviors. The correlation analysis yielded significant positive relationships between attitudes and behaviors. Repeated one-way ANOVAs revealed significant differences in both attitudes and behaviors among the students of the three levels. The advanced students showed the most favorable attitudes and the highest frequency of computer-assisted ALL behaviors while the basic-level students demonstrated a medium degree of support for computer-assisted ALL and the least frequency of ALL behaviors. Interview results indicated that the students’ attitudes towards computer-assisted ALL and the teachers’ positive intervention in the language classes might be two important factors contributing to the differences in ALL behaviors.

Over the past decades, the astounding development in both computer technology and the network has considerably promoted the research and application of language educational technologies. Given the tendency of China’s college English education as well as the curriculum requirements dictated by the Ministry of Education of China (2004), it is necessary to develop a CALL system corresponding to China’s college English education reality. The paper concerns itself with an analysis of English Language & Culture CAI Matrix (ELCCAIM) developed independently by the practicing English teachers of Foreign Languages College of Sichuan University in China. By analysing ELCCAIM, the paper aims to explore the feasibility and necessity of developing the localized CALL system for China’s college English teaching and learning on the base of computer technology and the campus-network and applying the theories of educational psychology and linguistics to the development process.

Choi, Sunhee. “Effects of a web-based English learning program for Korean adults learners.” Studies in English Language & Literature. 38.4 (2012): 353-377. The purpose of this study was to investigate the effects of a web-based English learning program on adult learners' speaking proficiency, motivation and anxiety. 152 Korean adult learners of English took part in the study which required them to use the program for 30 minutes everyday from Monday to Friday for two months. The program's effect on the participants' speaking proficiency was determined based on the increase in their OPIc scores, a well known speaking proficiency test. On the other hand, the participants' motivation and anxiety levels were measured using questionnaires. It was revealed that the program was successful in improving Korean adult learners' speaking skills. However, it worked better with the learners who had low speaking proficiency levels than those with higher levels. The program was also effective for lowering anxiety in speaking English. However, the participants expressed their dissatisfaction with the contents and levels of lessons and the qualities of native English speaking coaches. Suggestions and implications for web-based language learning are discussed. (Jeonju University)

Computer Assisted Language Learning (CALL) has not been so successful up to date. A potential reason for this is that the gap between theoretical assumptions and reality was larger than researchers and practitioners thought. For the development of usable and realistic systems, it is crucial to be aware of practices in reality rather than theoretical and technical judgements. This paper presents a questionnaire study to help understand practices with computers in terms of learning English among Korean university students. Concerning IT usage of studying English, the results show that about a half of the participants have utilized IT, and VOD lectures are a major method at present, and vocabulary learning tools are also popular including electronic dictionaries. While learners began to use smart phone application, learning English with social network services is not common yet. Though technological aids are crucial, however, participants also pointed out that learners’ willingness or interest in learning English is the most important factor affecting English study. Emphasizing that both human/social and technological aspects should be understood simultaneously to build better systems, we hope that the results shed some light on the development of more realistic and practical CALL in English as a foreign language (EFL).

As CALL(Computer Assisted Language Learning) has played an increasingly significant role in second language teaching, multimedia technology has also been integrated into Chinese teaching. In particular, computers and the Internet have certainly emerged as an important tool for teaching Chinese. This study introduces some of the online CALL materials currently widely used by teachers of Chinese in North America, and discusses the role of language teachers in making multimedia teaching materials an integral part of a successful Chinese language teaching. This study further suggests a collective effort to build an online archive of teaching resources that can be developed and shared by language instructors teaching at college level.

Throughout the decades, various computer assisted learning methods have been developed for computer aided educations (CAE). Computer assisted language learning (CALL) is one of those methods which aim to learn foreign languages. This paper presents the effectiveness of CALL as an educational tool to increase vocabulary power for elementary school students in their English classes. For experimental purpose, students are divided into two groups, CALL based group and traditional learning based group. For the CALL based group, students are divided into two subgroups, Web-based learning tool and CD-ROM titles are provided to student in each subgroup respectively, while only traditional lectures are given to students in comparative group. Performance results shows that CALL based learning is more efficient than traditional learning in achieving vocabulary power and especially, CD-ROM title based learning shows better performance than Web-based learning. This comes from the functional simplicity of CD-ROM title and will be discussed in detail at the analysis part of this paper. Some statistically confirmed hypotheses from this experiment could be useful reference for applying CALL based learning in language learning classes for elementary school students.

This paper introduces the Online Everyday English learning program currently used in the Everyday English Course at Pusan National University for the purpose of instruction.

Today’s busy learners often find it hard to squeeze time out of their everyday hectic life to study in the traditional face-to-face classroom settings. They continuously ask for the authentic and realistic English experience in the present classroom of non-English environment. Yet English teachers find it hard to meet all of the learners’ needs in the regular classroom settings. The solution on both of the parts of the learners and the teachers could be CALL Design, the convergence of education and technology, which may tackle many of the complaints and problems. This study examines the current state of CALL Design and its practical usage in EFL classes in Korea. CALL Design stands for Computer Assisted Language Learning. It is an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement and assessment of the materials to be learned. CALL Design is a term, applicable to all types of computer-based learning--that is, e-learning. Among the computer assisted learning tools, the most commonly used is the internet. which places English in an international context, promoting language learning by helping students to experience authentic English. The electronic discourse tends to be more lexically and syntactically complex than the oral discourse and features a broad range of linguistic functions beneficial for language acquisition. The study concludes that using CALL Design can reduce students’ anxiety and increase their motivation by providing authentic setting for them to learn English language in non-English speaking environment. In accordance with the growing interest and benefits of CALL Design, the teachers need to become more familiarized with using the internet and its various functions. They must learn how to use specific search tools in order to prepare their lessons. For further study, more research is to be done in the teachers’ and student’s perceptions and responses of using CALL Design for EFL teaching and learning to enhance the quality of English education in Korea.

This paper critically reviews the pedagogical benefits and obstacles to applying CALL to military English learning in terms of the theories associated with CALL. The obstacles that hinder effective CALL practice in military settings can be attributable to a) a long-held behavioristic tradition for language learning such as rote memorization and repetitive drilling; b) the antithesis of traditional military sentiment against the shift of learning responsibility from the military to individuals; and c) military instructors who may be incapable of implementing effective CALL practice because of their own preconceptions, backgrounds and established skill sets. However, properly implemented CALL not only prepares learners linguistically and culturally for participating in multinational military operations, but also provides learners with peer support opportunities where they can cooperate with their peers to achieve more than what they are capable of and enhance their interpersonal communication required in the military. CALL also benefits learners by enabling them to monitor their progress and promoting critical thinking.

This study examined the effectiveness of incorporating computer-assisted language learning in instructing pronunciation to adult English as a second language (ESL) learners. The Technology Enhanced Accent Modification (TEAM) program, a computer software, was used to enhance the pronunciation of international graduate students at a U.S. university hoping to become certified international teaching assistants. Special emphasis was given to improving suprasegmentals (e.g., stress, rhythm, and intonation) in addition to segmentals (e.g., vowels and consonants). This case study focused on two male Korean graduate students, majoring in science, and investigated how these individuals enhanced their pronunciation and oral English proficiency in terms of native-like quality and fluency. Data from two months of direct observation, an oral interview, and the VARK questionnaire (an instrument that measures learning preference) were collected and analyzed along with pre-test and post-test audio speech samples. The visual feedback of the TEAM program and participants’individual learning preferences for a visual mode were found to enhance their self-awareness and self-monitoring of pronunciation. Furthermore, visual feedback and visual preference for learning led to improved pronunciation,native-like quality, and fluency.

Since 1960s computers have been used in language learning. This paper provides brief overvies about how computers have been used in language classroom. The questions are both pedagogical and linguistic. In linguistic point of view, the development in CALL softwares could be divided into three phases: structural CALL, cognitive CALL, and sociolinguistic CALL. The object of this paper is to give a guideline in developing CALL softwards. The paper also addresses the issue of developing multimedia contexts based on Jung (1998, 1999, 2000).

This study was conducted through a survey on the current status of Korean CALL (Computer Assisted Language Learning) teaching materials for the development of Korean CALL teaching materials in order to effectively develop the language materials in Korea at a time when the number of Korean learners has increased. Ten CALL materials were identified through prior study and Internet search, and five were selected for evaluation by using free, highly valued courseware. In addition, an evaluation tool was developed to evaluate the CALL materials and the assessment of each CALL materials revealed point of view of the development of five CALL materials, including the current status and problems of the CALL materials.

연구 목적: 본 연구는 토픽 모델링은 통해 1990년부터 2022년까지 국내 학술지에 등재된 컴퓨터 언어 보조 학습에 관련된 논문의 핵심어를 추출하고 토픽을 도출한 후 시간에 따른 변화를 연구하여 연구 동향을 알아보는 것이다. 연구 방법: 344편의 논문을 대상으로 핵심어와 토픽을 분석하고 회귀 분석을 시행하여 상승토픽과 하향 토픽을 분석하였다. 연구 내용: 30개 핵심어 중 ai, reading, online, translation, feedback, apps가 상위였으며, 토픽 모델링을 통해 추출된 10개의 토픽은 다음과 같다: ① 인공지능과 언어교육 ② 멀티미디어 교실 교육, ③ 인공지능, 멀티미디어, 문법 지도, ④ 인터넷, 발음, 소프트웨어 ⑤ 어휘 ⑥ 온라인 협동학습 ⑦ 말하기 apps ⑧ 사이버 번역 ⑨ 읽기와 다독 ⑩ 디지털 커뮤니케이션. 10개 토픽 중 ⑦은 상승토픽이며, ② ③ ④ ⑤ 하향 토픽이었다. 결론 및 제언: 연구 결과는 향후 연구의 방향 제시에 도움이 될 것이다.

This study is to identify research trends by extracting keywords from papers on computer-assisted language learning listed in Korean journals from 1990 to 2022 through topic modeling, deriving topics, and studying changes over time. A total of 344 papers were selected as research subjects. Salient terms and topics were analyzed, and regression analysis was performed to analyze upward and downward topics. Among the 30 salient terms, ai, reading, online, translation, feedback, and apps were the top. The ten topics extracted through the topic modeling as follows: ① AI and language education, ② multimedia classroom education, ③ AI, multimedia, & grammar instruction, ④ Internet, pronunciation & software, ⑤ vocabulary, ⑥ online collaborative, ⑦ speaking apps, ⑧ cyber translation, ⑨ reading, & extensive, and ⑩ digital communication. The topic ⑦ is an upward topic but ② ③ ④ ⑤ topics are downward.