Sessions / Computers, Language and Technology (CALL)
In this forum the presenters will cover several important examples of out-of-class technology usage and its effect on the language learning classroom. The topics of discussion will include informal digital device usage among Japanese high school and university students as well as the utilization of social networking sites and digital games. An overview of each topic will be presented as well as implications for practice.
Emergency remote teaching (ERT) of English oral presentation skills forces new perspectives on learning. A blended learning approach was developed over several years to complement classroom delivery with Moodle-based multimedia interactive activities. Leveraging that knowledge base, this workshop introduces techniques and tasks specifically addressing remote learning problems of how to develop presentation skills without a live interactive environment, and how to keep easily disenchanted students encouraged and engaged without constant real time support.
This presentation is about a mix-method study that aims to provide a better understanding of students’ perception of usefulness and ease of use of an interactive online platform, Flipgrid, in freshman English discussion classes in Tokyo, Japan and to investigate how Flipgrid can benefit students’ speaking ability and enhance their learning experience and confidence. The data collected from two questionnaires and students’ videos will be analyzed and the results will be presented.
The DAC Forum will introduce and update attendees about JALT’s Domestic Partners. The roundtable discussion will focus on challenges, and solutions, regarding classroom instruction, management, and activities throughout Japan at all education levels as part of the ongoing COVID-19 pandemic. Anyone interested in discussing the ongoing domestic issues regarding these topics is encouraged to attend.
In response to Covid-19, an online course was created and taught in the 2020 spring semester at Sojo University. Activities were all completed individually, and many were auto-graded. This presentation looks at the student perceptions of what was learned and the usefulness of the technology, as well as teacher reflections of the semester. Recommendations are given for how to incorporate these tools into distance or face-to-face classrooms.
Best practices in online teaching should include the eight steps of the Synchronous Online Flipped Learning Approach (SOFLA), a distance learning model which most closely replicates actual classroom teaching. SOFLA includes structured, interactive, multimodal activities, both asynchronous and synchronous, that create fertile spaces for teaching and learning online. Participants will learn how to implement each step, and will receive digital resources to guide them in using SOFLA. In the spirit of flipped learning, there is pre-work for this session – brief, engaging and fun! Link: https://forms.gle/siKR1A6fs8J56oU87
In online and regular teaching, there is often a need for authentic listening homework that is tailored to the students, teacher, and textbook. However, the logistics required to create, administer, and evaluate such activities can be overwhelming. This workshop will focus on the use of teacher-created audio and video with Google Forms and Microsoft Forms to easily and quickly meet the above need. The pros and cons of different methods of assessing will also be discussed. Participants will leave with an understanding of the different systems and which would be the most appropriate for their teaching situation.
This presentation will briefly introduce four open-source, corpus-derived high frequency vocabulary word lists that the presenter helped to create (the NGSL for core general vocabulary, the NAWL for important academic vocabulary, the BSL for general business English, the TSL for TOEIC test preparation and the NDL for children's English), as well as demonstrate a large and growing number of free online tools and resources for helping to utilize these lists for teaching, learning, materials creation as well as research and analysis. The tools include interactive flashcards, diagnostic tests, games, vocabulary profiling apps, text creation tools, and more.
The main takeaway from this workshop will be the know-how of making and scoring exercises which utilize the short answer type of question on Google Forms. Unlike simple multiple-choice questions which are straightforward, scoring short answer questions can be highly problematic. The presenters will demonstrate a technique for approaching this issue in a systematic way which saves time and results in a more objective assessment. This method works for classes of any size and with any content, but as a case study, we will look at how it can be implemented in a test preparation class with over 40 students.
While it is relatively effortless to assign online language tasks to students, the organization and evaluation of incoming assignments can quickly overwhelm teachers. A number of computer-assisted scoring tools exist to help facilitate the evaluation of student work. This practical workshop will introduce a range of language learning tasks that make use of computer-assisted scoring within a Moodle course. The presenter will first introduce computer-scored credit/no-credit tasks, as well as auto-scored reading and listening tasks. But more importantly, participants will gain a better understanding of how to administer computer-scored speaking and writing tasks. The presenter will also illustrate how peer-feedback and self-reflection tasks can be administered and shared among students.
This workshop requires no previous experience and will demonstrate how cloud-computing can help augment and improve teaching and classroom administration, notably in the areas of communication with students, collection of assignments, dissemination of feedback, and grading. Google applications for education, will be discussed and used to show how to develop a more learner-centered, interactive classroom environment where students are encouraged to play more dynamic roles. Outcomes should include (a) awareness of learner-centered pedagogical practices and their implementation via cloud computing, (b) how to better communicate with students, and (c) setting up cloud computing in varied educational contexts.
H5P is a plugin for Moodle and other websites that enables teachers to create interactive content including slideshows, interactive videos, games, branching scenarios, quizzes, and much more. In this workshop attendees will first be introduced to a range of H5P content as they were designed to facilitate a communicative English course. Applications and limitations of H5P to enhance existing classroom activities such as information-gaps and dictations will be demonstrated, as will a handful of entirely new language learning tasks made possible through H5P. Attendees will have the chance to build content in a dedicated Moodle course.
Do you spend a lot of time assigning, grading, and distributing homework in paper copies? Do you want to improve your workflow so you can focus more on teaching and planning your lessons? In this workshop, participants will be guided through the basics such as setting up classes, creating assignments, adding and sharing materials, and providing feedback using the built-in features of the app. This workshop will be useful for novice educators who would like to explore new ways to incorporate digital workflow in their classes. Attendees are encouraged to bring internet-connected devices to participate in this hands-on workshop.
Most teachers and students have some form of smartphone, yet these are an underutilized resource in many classrooms. This session will look at using iPhones in the classroom, with a special focus on photography and videography. So we will of course look at the plus points and also the limitations of the device, and how to overcome these with a few key items. I will bring a range of these items for attendees to try out with a select list of iPhone apps I recommend.
Many teachers may feel they lack the technical skills or resources required to design a high-quality online course. This workshop will show participants how to create a simple, free, and effective asynchronous course using the website and app "Edmodo". It will first demonstrate how to set up a course, register students, and share course materials. It will then explain how to create, share, receive, grade, and provide feedback on student assignments and quizzes. Finally, methods to encourage both teacher-to-student and student-to-student interaction in an asynchronous course using Edmodo will also be shared.
Visual Storytelling is becoming more prominent in business and educational circles. With a little knowledge of what Keynote has to offer, you can inspire students to tell their stories in a visual way. Participants of this workshop will learn some Keynote tips and tricks to create and export a Visual Narrative of their own. The session will also show some sample works and there will be some discussions on how this approach can help language learners of all ages from young learners to university students to foster their creativity.
iPhotography 2.0 #862
There are many great ways to use photography in the classroom, especially with iPads. Images, photographs and videos help to illustrate and make words and ideas more complete. This workshop will provide you with photography tips and apps, as well as ideas for activities that you can use in your classroom.
Pronunciation practice, listening to different speakers, answering questions... All things you would love for your students to be able do in the language lab. But, do you have the time, the budget, and can you find the right software? What if you could do it all for free, with equipment that you already have lying around, and, after the initial set up time, the class took care of itself? Over the past years I've created my own curriculum out of spare parts, using G Suite tools for voice recognition, Forms-based grading and more. I'll teach you how to do it.
This year has seen a complete change in the way we teach languages. This workshop will look at methodologies suitable for these times. First, the presenter will explain ways to successfully recreate familiar classroom activities, such as pairwork, mingling, group discussions, PowerPoint presentations, etc, in video applications like Zoom. Second, the presenter will explain how to create materials suitable for remote teaching, using familiar Microsoft applications, such as Word and PowerPoint. Third, various tech tips, including lesser known Microsoft tricks, will be shared. It is hoped that participants will leave the workshop with many new tech and teaching skills.
Experiences of implementing early virtual practicum for online language learning are scarce. A case study with an experiential component, aimed at fostering a preservice language teacher’s pedagogical knowledge for online language learning. Information derived from a community of experts in online learning contributed to the implementation of a specific instructional design type in an in-service/preservice teacher collaboration model. Both the benefits of this practice and some aspects to be improved will be discussed.
With the sudden rush to move classes online, many teachers have to adapt to presenting content in new ways. This presentation will look at some freemium tools, such as Nearpod and Peardeck, that help teachers create interactive slide presentations that enhance learning and students engagement. Teachers will learn how to create, design and deploy interactive slide presentations both synchronously and asynchronously.
In this talk, we demonstrate how second language learners in higher education can transfer their self-directed language learning skills to an online environment over the course of a self-directed effective learning module. We provide examples of how they use these skills to interact with their peers online, and how it helps them to develop 1) awareness of approaches to learning, 2) awareness of facilities, roles, and resources, and 3) awareness of self.
While a growing body of research shows that digital games may facilitate SLA in various ways, game-based language pedagogy is still generally viewed as a fringe approach. A study was carried out to gauge learners’ beliefs and attitudes towards games for language learning and also to see if first-hand experience with this approach may affect their perceptions. The results of the initial study suggest that exposure to game-based learning results in more positive learner attitudes.
This presentation reports on nine years of iPad use at a university in western Japan. Results from two surveys (2013 and 2020) and interviews of students regarding iPad use will be reported and compared. The uses of iPads in language education will be discussed and the changes in how iPads and other mobile devices have been used and are being used for language education will be shared.
Collaboration is fundamental for learners to develop their autonomy, gain confidence in their language abilities, and to actively work with their classmates to achieve a shared goal and interest. FlipGrid and Padlet are two interactive tools that offer learners creative spaces to express themselves both inside and outside of the learning environment. An exploration of these tools will equip educators with more nuanced ways of engaging with students and strengthening classroom rapport.
Instructors using textbooks, especially in large online language classes, often face several difficulties. In particular, it is sometimes difficult to ensure that each student is on the same page and focused on the same task. The presenter realized after years of futile and frustrating attempts to monitor student comprehension of verbal instructions, the obvious solution was a visual one.
This presentation details a study which examined the views of Japanese EFL students (N>200) towards remote foreign language learning. The study utilized a pre-post survey design to compare Japanese university students’ initial perceptions towards remote foreign language learning and perceptions after a semester of online study. In addition to data from reflective reports, attitudes towards remote language learning and their pedagogical implications will be presented.
This presentation reports findings from a case study exploring a collaborative creative writing project aimed at increasing writing motivation and task engagement. In small groups, students created gamebooks (approx. 1000-1500 words) in the Choose Your Own Adventure style using Google Slides. Results showed increased motivation and engagement with the writing task while also attaining the language learning targets of a first-year EFL writing course. Educators will learn practical steps for creating gamebooks using Google Slides.
This study details the student experience of livestream lessons and on-demand lessons approaches to Emergency Remote Teaching (ERT) in the English classes in one faculty of a large private Japanese university. 1212 responses to a mid-semester survey were collected from students. The survey asked students to rate the usefulness of teacher-created videos, Google forms, Flipgrid, online vocabulary programs, and live-streamed lessons. Major findings were that students tended to favour on-demand lessons over livestream lessons.
This presentation outlines the process of developing a smartphone application used as a resource for 1) the study of English pronunciation, and as 2) a data gathering tool for quantitative analysis of its users’ study habits. The presentation focuses on the rationale for the application, the factors considered in its design as well as the stages of development required for bringing the project to fruition.
This paper reports on a blended learning evaluation of English vocabulary systems (Gruba et al., 2016) at a midsize Japanese university as part of an Assurance of Learning (AOL) initiative. Methods include meso-level evidence gathering and micro-level comparison between two English classes—one using English Central and one Word Engine. The results include emerging categories for comparison and how some of these programs compare side-by-side.
This practical session will consider the remote and virtual teaching that has been imposed on us this year from the point of view of teaching tools and materials. The functionality of and access to, content needs to be in place for a successful class and this workshop-style consultative session, will practically share valuable feedback from the delegates and presenters, so everyone leaves with actual practical ideas to implement immediately.
The sudden shift to online instruction has caused exhaustion and stress for university teachers in Japan. Digital education technology, which has largely remained a back-up plan for many educators around the world, especially in Japan, has become an imperative reality. The author hopes to bridge the gap between urgent realities and theory.
Microsoft has developed its collaboration and communication platform Teams to be targeted toward education as a powerful learning management system. This workshop will begin with sharing how we use Microsoft Teams as educators to make the classroom experience richer, easier, and more efficient for students, teachers, and managers. Communication channels, collaboration spaces, shared notebooks, assignment distribution, and student progress tracking are just some of the features we will cover in this 60-minute workshop.
This workshop will show how you can transform your PowerPoint slides so they look professional, exciting, and mesh seamlessly with other digital class applications. The presenter will demonstrate a number of dynamic and highly creative ways of organizing teaching materials on screen. Whether you are a beginner or a seasoned PowerPoint expert, there will be useful tips and tricks on creating a pedagogically-engaging and interactive online educational experience for your students using PowerPoint.
Not ready to give up on board games? Then don’t! Come to this workshop to learn how to keep using board games in your online classroom. It’s easier than you might think!
Some educators claim that there are students who are suffering from what Earl Stevick calls “lathophobic aphasia” or the unwillingness to speak for fear of making mistakes. This happens when teachers look upon “mistakes” as a sign of failure, either on their part or on the part of the students. This study looks into dilemmas of junior high school students in second language speaking and their academic performance in English.
In this presentation, three language learning apps (Duolingo, Word Engine, and English Central) will be compared for test improvement (TOEIC and TOEFL), with three classes over 15 weeks with a daily 10-minute usage target. Cost and time invested as well as students’ engagement and impressions will be assessed to see if the apps can be beneficial and worthwhile for students with low motivation.
This talk presents the results of a research conducted with the purpose of understanding the challenges and perspectives of moving university level language courses fully online. We analyzed the level of participation of students who studied the same course divided in two groups: group A (2019 cohort who studied the course in the classroom) and group B (2020 cohort who studied the course by distance, due to Covid-19 related restrictions).
The ultimate goal of this research aims to improve speaking ability of Thai undergraduate students by implementing task-based learning in blended learning course. Blended learning provides face-to-face and online learning environments. The students in the online course need to access Google Classroom for completing the exercises and uploading their role-play videos. They can practice speaking with their partners through video call before submiting by selecting the best video and review teacher's online feedback for revision.
This presentation will demonstrate how to use Line with your students for more immediacy in your communication without compromising your personal Line ID. Making use of the free Line Official system, you can set up direct lines of contact with multiple courses without giving out your personal Line ID. In these times of Emergency Online Teaching, this is possibly the most effective way to push messages to students and be confident they will read them.
A six-month mixed-methods pre- and posttest study was conducted with 187 elementary school-aged children in Costa Rica whose English teachers used a digital learning program to help students develop English and digital literacy skills. Assessment results indicated the program’s positive impact on children’s language skills, and qualitative data provided insights on how using the program helped students and teachers develop digital literacy skills. Strategies for effective use of digital programs in EFL settings are discussed.
Would your students be interested in meeting and exchanging work with another class? In this session see how small groups of students from classes in Oregon and California used Google Slides to exchange weekly writing assignments. This project is easy to plan and maintain. The students were highly motivated and improved both their writing and computer skills. This project is student led and adaptable for students of all ages, elementary school through adults.
Student engagement in online tasks has been one of the most significant challenges during the shift to online learning. Strategizing within a socio-constructivist approach, we share experiences from a Hong Kong university English language centre. Using interview data, we will report EAP teachers' views on strategies and approaches for encouraging student engagement in the online teaching mode. Finally, we offer recommendations based on our evolving practice within this changing landscape of EAP provision.
One interesting aspect of technology in the classroom is the ability to help motivate learners. This presentation will explore current uses and future potential of technology-assisted language learning in the ELT classroom in the context of helping motivate learners. The presentation will offer personal observations of the use of technology in the classroom, and propose uses for Instagram, Google, Classroom Dojo, and other technological advancements in an elementary school and university context.
Artificial Intelligence (AR) and Virtual Reality (VR) technologies have succeeded in transforming learning methodologies. This presentation focuses on the use of AI technologies such as smart speakers and VR applications in improving the English proficiency of native Japanese undergraduates, students’ overall impressions of using AI and VR to study English, as well as the potentialities and pitfalls of these emerging technologies.
Classroom social dynamics are an essential part of the learning process. However, in the context of emergency remote teaching, the online classroom changes how social interactions occur, arguably removing embodied face-to-face socialisation from the learning experience. Such a situation may pose significant problems for students and learning overall. This presentation presents practical suggestions for building social richness in online ELT, which are intended to increase group interactivity and cohesiveness and support overall learning outcomes.
The main purpose of this study is to investigate the influences of using a digital translation game in an English to Chinese translation course. The study explores the impact of using the application on the translation learning motivation of Taiwanese undergraduate students in a foreign language major. The findings indicate that students have positive attitudes toward the integration of the application and have high intention to use the application in order to facilitate their learning process.
This practical discussion-based workshop will address trends and needs in digital teaching and learning. It will use examples of digital books and Learner Management System (LMS) platforms and newly developed Virtual Reality (VR) content, to help delegates identify and solve challenges in the digital teaching environment. The presenter will offer practical ideas to teachers involved in digital teaching, both remotely and in regular classes, and delegates can share experiences and advice with each other.
Join the roundtable about how an institution in southwestern Japan conceptualized, developed, and implemented a mobile application for the university teachers and students. Topics will include needs analysis, planning, funding, choosing developers, and rolling out the app on a schedule. The presenters will provide a live, interactive demonstration of the completed application. The roundtable will encourage participants to consider implementing a mobile application at their own institutions and offer guidance with regard to the process.
The COVID-19 pandemic has disrupted education globally. Bangladesh too has been severely affected. Private universities have responded by starting online class from April, but public universities remain closed. Discussions/debates ensued among educators, policymakers, and students regarding the readiness and feasibility of online education at public universities. Drawing on data from a large-scale study using mixed methods design, this paper highlights the challenges to online education and draws on insights to suggest strategies for implementation.
This mixed-method study employed an engagement scale survey and semi-structured interviews to examine student engagement (N=212) focusing on three types of interactions, (1) student-student, (2) student-content, and (3) student-instructor in undergraduate courses. The quantitative results indicated strong engagement between students and instructors; while student-student engagement was rather limited. Given that the interviews revealed a mixed scenario and problems encountered by students, generally, these participants held a positive attitude towards this mode of learning.
The purpose of this qualitative action research study was to explore the perceptions and experiences of English as a foreign language (EFL) college teachers in Eastern Japan to overcome barriers to integrating information and communication technology (ICT) in their daily teaching practice. The major themes included: software too difficult to use for teaching purposes was a barrier to ICT integration, and faculty contemplation of learning objectives/outcomes informed decisions to integrate ICT successfully.
This presentation will introduce three contexts where gamified online quizzes such as Kahoot!, and games such as Spaceteam ESL and Don’t get Fired were used to scaffold English language teaching. Identity in relation to the games became evident and learner investment in learning English increased. Thus, using such activities was found to have a positive impact on the classroom. Implications and full details of the pedagogical intervention will be discussed.
As teachers move to online learning environments, we need new tools and platforms to help students communicate with peers. We will share how scaffolded Flipgrid videos can build a virtual communication space for students to share their voices. In this workshop, participants will learn how to use topic-based scaffolds to enhance the student experience of Flipgrid. As a participant, you will receive the materials we used so that you can implement Flipgrid with your classes.
This presentation explores Japanese university students’ digital spaces and identity formation in the context of the sudden move to Emergency Remote Teaching and Learning (ERTL) implemented as a result of the COVID-19 pandemic. An online questionnaire was administered to first-year students at a national university in Japan, and the results show the importance of institutional and social support in the learning ecology of students, as learning is not only about the transmission of information.
This research provides an analysis of the effects of integrating two types of gaming media, board game and smartphone application, of Klaus Teuber’s The Settlers of Catan in a business English class at a private Japanese university. Furthermore, this research also provides suggestions, as supported by qualitative data collected through post-game surveys, as to the most effective applications for both types of gaming media in EFL contexts.
This presentation looks at the notion of visual literacy and its relevance to English teaching and learning. It reports on a filmmaking project carried out in a Japanese university EFL class in which learners used mobile devices to create “how to” films explaining aspects of Japanese culture. The project not only increased awareness of what it means to be visually literate, but also helped students develop linguistic, collaborative, and decision-making skills.
For extensive listening assignments, how do teacher created podcasts compare to other media in terms of student engagement? This presentation will share my experience creating podcasts specifically for students and how students engaged with said podcasts. How often do those choose my podcasts and how often do they choose to listen to other podcasts or videos? I will share my findings of what topics students engage with most and discuss ways to improve that engagement.
Speech-to-text (STT) apps can be utilized to evaluate English language learners’ (ELL) pronunciation. The presentation will report on research findings, in which five different STT apps were tested for transcription accuracy. The STT accuracy rate was compared against pronunciation rating conducted by human raters, ELL English proficiency levels, and study-abroad experience. The findings also provide examples of the most mispronounced words by Japanese ELL within the context of experiment materials.
The presenter, who has enjoyed success motivating students using real-time online classroom games like Quizlet Live, recently added another new game to his repertoire called Quizizz, a free online tool for creating quizzes where students can use their mobile devices to compete against each other in the classroom. This session will introduce the Quizizz app, including the classroom Live Game mode as well as how it can be used for out-of-class study.
Universities are presently experiencing a paradigm shift as the COVID-19 pandemic forces the closure of schools globally and the introduction of emergency remote teaching and learning. This has generated a need for uncovering new channels of communication and collaboration such as digital spaces like Facebook Groups. This presentation will outline a range of activities that can be performed inside a closed Facebook group to enhance students’ speaking skills in a first-year University speaking class.
This session presents a case study of an undergraduate seminar using video in an online language exchange as a kind of live and interactive theater situated in various locations. A semiotic reading of the videos, qualitative and quantitative assessments of the project, and actionable advice to assist those interested in any such similar project will be discussed.
This presentation describes some activities designed to raise awareness about the use and misuse of machine translations within a task-based learning framework. Inspired by Sharwood Smith's 2001 notion of "consciousness-raising" and Johns' 1991 notion of data-driven learning, it outlines five activities that highlight the benefits and problems of automatic computer translations. The presentation concludes by echoing Stuart's 2003 description of translation as a "fifth macroskill" and a discussion of peer translation resources.
Due to the Covid-19 emergency, the Osaka City native English teachers (CNETs) were tasked with creating supplemental video lessons for all of Osaka’s public elementary 4th, 5th and 6th graders and all junior high school students. We made 36 videos in total. Using YouTube data metrics, we were able to assess how many students actually viewed the videos and get detailed data on their viewing habits.
Making the digital transition, this presentation looks at the impact of introducing digital approaches to learning in place of their analogue equivalents in a content and language integrated learning (CLIL) course using an extensive reading approach. The study compares student progress between students using the standard analogue forms of study and students using a cloud-based equivalent. The implications of the study consider the value of switching to digital forms.
Many of us who have tried peer assessment within our classes have found that students pay little attention to how they assess others or lack the skills and tools to do it effectively. Using Moodle’s Workshop activity, teachers are able to set grading criteria, train how to peer assess, and give credit for these assessments. This workshop will introduce the activity, show how to set it up, and provide examples the presenter has used.
Language learning smartphone apps are in wide use around the world. With over 300 million users, Duolingo is the most popular, and past studies have claimed that the app can deliver the equivalent of a semester’s worth of learning in around 30 hours. This study investigates how well Duolingo works for Japanese university students’ scores on a popular standardized test of English, the TOEIC Bridge Test.
COVID-19 is shaking the foundation of education in Japan from K-12 to higher education. The crisis has shown cracks in a system known for conservatism and highlighted new innovative practices. Will CALL in Japan be affected by the systemic changes caused by the pandemic. This presentation will analyze changes in ICT policies and try to answer this simple question: will the pandemic change the way we think about educational technology use in the classroom?
Social annotation allows students and instructors to turn online texts into contexts for interaction, collaboration, and community building. In this practice-oriented workshop, the presenter will introduce a social annotation tool within the context of a reading for a writing assignment used in two writing courses at the university level. Come explore social annotation and how it might benefit your teaching and learning contexts.
A challenge in emergency online teaching is creating a classroom atmosphere that fosters student presence and involvement with peers. One way to build student-to-student interaction is through peer assessment and feedback. This presentation will leverage some functionality of Microsoft Teams to demonstrate some effective techniques for student presentations, small group cohesion, and peer feedback. Students will utilize prior knowledge from exposure to familiar Microsoft applications to share ideas and collaborate.
In this session, the researchers will present the results of a mixed-methods study regarding university faculty satisfaction with emergency remote online teaching and its effect on motivation and lifestyle. University faculty teaching English-language courses were recruited from several universities in Japan and asked to complete a quantitative survey as well as opt-in for a qualitative interview. The results of this research will be used to inform the implementation of online learning in future semesters.
This pilot study explores the use of a web-based text-matching tool, Grammarly (a premium version), as an instructional tool to teach and facilitate writing from sources in an L2 university classroom. Participants (N=38) at a Japanese university used this tool to learn and practice paraphrasing, summarizing, and synthesizing skills. The results show that Grammarly was not successful in detecting cases of poor citation practices, but students did make some overall improvements in writing.
This presentation will share the results of a small-scale study designed to research the effectiveness and the experience of using the mobile-learning application ‘Duolingo’ as a learning aid in a Japanese university context. It will examine the impact of the regular use of this application on student language learning through pre- and post-tests and investigate student attitudes through survey and interview results.