English for lawyers weblog using weblogs

-12014 CALL Conference 2014 CALL CONFERENCE RESEARCH CHALLENGES IN CALL PROCEEDINGS UNIVERSITY OF ANTWERP 07 – 09 JULY 2014 Edited by Jozef Colpaert, Ann Aerts & Margret Oberhofer LINGUAPOLIS www.antwerpcall.be -22014 CALL Conference Jozef Colpaert, Ann Aerts, Margret Oberhofer (editors) Research Challenges in CALL, Proceedings CALL 2014, Antwerp, University of Antwerp ISBN 9789057284533 Alle rechten voorbehouden Niets uit deze uitgave mag worden verveelvoudigd, opgeslagen in een geautomatiseerd gegevensbestand, of openbaar gemaakt, in enige vorm of op enige wijze, hetzij elektronisch, mechanisch, door fotokopieën, opnamen of op enige manier, zonder voorafgaandelijke schriftelijke toestemming van de uitgever All rights reserved No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, or otherwise, without the prior written permission of the publisher Uitgave en verspreiding: LINGUAPOLIS Universiteit Antwerpen Prinsstraat 13 2000 Antwerpen www.linguapolis.be LINGUAPOLIS www.antwerpcall.be -32014 CALL Conference Table of contents TABLE OF CONTENTS ORGANIZATION INVITED KEYNOTE SPEAKERS 11 Piet Desmet 12 The Siren CALL of Technology Back to Pedagogical Basics! 12 Bryan Smith 13 Research Challenges in CALL: Musings of a Challenged CALL Researcher 13 SELECTED PLENARIES 15 Geoff Lawrence 16 The ‘Visioning’ Dilemma in Exploratory CALL Research 16 Huifen Lin 20 Computer-mediated Communication (CMC) in L2 Oral Proficiency Development: A Meta-analysis 20 Virginia Westwood 22 Using Design-Based Research for Qualitative Investigation of CALL in an Oral Indigenous Language 22 PAPER PRESENTATIONS 33 Pineteh E Angu 34 From Brick Walls to Virtual Space: Using a Computer-Assisted Programme to Enhance the Language and Communication Skills of Information Technology Students 34 Ghada Awada, Abir Abdallah 40 English for Lawyers Weblog: Using Weblogs to Promote Legal English in the Classroom 40 Ghada Awada, Abir Abdallah 45 The Extent of Efficiency of Legal Videos in Enhancing the Writing Skills and Vocabulary Acquisition of Lawyers in a Legal English Class 45 Ghada Awada, Abir Abdallah 52 The Use of the Webquest as a Technological Tool in Public Schools 52 Anke Berns, Manuel Palomo Duarte, Juan Manuel Dodero, Manuel Pérez-Zurera 60 Mobile Apps and Games to Foster Students’ Writing Competences 60 Franỗoise Blin, Nicolas Guichon, Sylvie Thouësny, Ciara Wigham 68 Creating and Sharing a Language Learning and Teaching Corpus of Multimodal Interactions: Ethical Challenges and Methodological Implications 68 Kris Buyse 70 ICT and the Six Experts in Writing Assistance: Objectives and Effectiveness of some Recent ICT-Experts in Language Learning 70 LINGUAPOLIS www.antwerpcall.be -42014 CALL Conference Joachim Castellano 76 Creating Materials: Does Visual Design Matter? 76 Mei-Mei Chang, Miao-Hua Huang, Mei-Chen Ling 77 The Application of the Mobile Game-Based Vocabulary Learning 77 Yu-Chuan Joni Chao, Kuo-Yu Liu 82 The Path to Language Acquisition: Progressive Learning or Adaptive Learning? 82 Mei-Hua Chen, Cheng-Te Chen, Hsien-Chin Liou 85 Utilizing a Paraphrase Reference Tool to Facilitate Language Learners’ Formulaic Expression Use 85 Ping-Ju Chen 89 Challenges from Learner Variable in a CALL Study 89 Heien-Kun Chiang, Feng-Lan Kuo, Li-Ming Hsiao, Long-Chyr Chang, Shao-Wei Yen 95 ABRACADARBA in the Hands of an EFL Teacher and Learners 95 Neasa Ní Chiaráin, Ailbhe Ní Chasaide 104 Evaluating Text-To-Speech Synthesis for CALL Platforms 104 Shu Mei Gloria Chwo 111 Empowering EIL Learning with a Web 2.0 Resource: an Initial Finding from the Cross Campus Storybird Commenting Study 111 Elena Cotos, Stephen Gilbert, Jivko Sinapov 117 NLP-Based Analysis of Rhetorical Functions for AWE Feedback 117 Liliana Cuesta Medina, Laura Carreño 124 Wearing the Three Hats: an Integrative Perspective of CALL Teachers’ Action 124 Ryan Downey, Lisa A Frumkes, Emily Nava 133 Research Challenges in the For-Profit Sector 133 Allyson Eamer 137 E-learning for Endangered Languages: What is the State of the Art? 137 Yuehchiu Fang 143 EFL Learners’ Perceptions of the Use of CALL in a College Class 143 Elżbieta Gajek 144 Interrelations between Context and ICT-Based Teaching Practice in the Perception of Teachers of Languages 144 Nazanin Ghodrati 148 Conceptualising and Evaluating Collaborative Critical Thinking in Asynchronous Discussion Forums: Challenges and Possible Solutions 148 Carina Grobler, Tom Smits 157 Designing a Digital Pedagogical Pattern for Improving Foreign Language Students’ Oral Proficiency 157 Mar Gutiérrez-Colón Plana, Olga Hryckiewicz 164 Research on Mobile Phone Learning/Teaching: Three Challenges 164 Zoe Handley 168 Investigating the Impact of Text Chat on the Quality of Oral Production During Face-To-Face Speaking Tasks 168 LINGUAPOLIS www.antwerpcall.be -52014 CALL Conference Hsin-Chou Huang 174 Methodological Challenges in Capturing Online Reading Strategy Data: A Comparison of Verbal Protocols and Screen-Capturing Techniques 174 Fenfang Hwu 177 A Comic Creation Tool for Adaptive-Imitation Practice: Research Design Considerations 177 Jaclyn Shi Ing Ng, Lee Kean Wah, Tan Choon Keong 182 Developing “Reflection/Application” in Pre-Service Teachers’ Supported by Cognitive Apprenticeship through the Construction of Digital Language Learning Material 182 Kristi Jauregi, Sabela Melchor-Couto 191 Researching Telecollaboration in Secondary Schools: Challenges and Opportunities 191 Jeong-Ryeol Kim 199 Can a Teaching and Learning Development be a Legitimate Research? 199 Marina Kogan, Nina Popova 201 Alternative Approaches to Fulfilling CALL Tasks as a Way of Stimulating Communication among Foreign Language Learners 201 Feng-Lan Kuo, Heien-Kun Chiang, Tzu-Ying Hung 208 A Comparative Study of Effects of Computer-assisted Repeated Reading and Peer-assisted Repeated Reading on EFL Young Learners’ Oral Reading Fluency 208 Hsing-Chin Lee 217 Facebook Faces Books: What Can Facebook DO in ELF Learning? 217 Vera Leier 218 Connecting Language Theory and Learning: Activity Theory Applied to a Connectivist Environment for Second Language Acquisition in a Social Networking Site 218 Mike Levy, Phil Hubbard 228 Productive Research Agendas in CALL 228 Denis Liakin, Walcir Cardoso, Natallia Liakina 233 Learning L2 Pronunciation with a Mobile Speech Synthesizer 233 Meei-Ling Liaw, Kathryn English 237 Identity and Addressivity in Telecollaboration 237 Yi-Chun Liu, Yong-Ming Huang 240 Synchronous Collaboration in Translation for EFL Learners 240 Mair Lloyd 243 CALL for Ancient Languages: Methodological Challenges 243 Wulin Ma 248 What Do MOOCs Bring to Us? A Case Study on Chinese Tertiary Level Students’ Learning Experiences in ECAE MOOC 248 Michael W Marek, Wen-chi Vivian Wu 249 Creating Sustainable Task-based CALL Instructional Design 249 Karen McCloskey 255 Challenges in Mobile Learning Research: Developing and Employing a Smart Phone App in Foreign Language Teaching 255 LINGUAPOLIS www.antwerpcall.be -62014 CALL Conference Maribel Montero Perez 258 Eye-Tracking as a Means to Gauge L2 Learners’ Caption-Reading Behavior and Attention Allocation 258 Azadeh Nemati 262 SMS Blended Teaching: Invite Wireless Technology To Class 262 Hiroyuki Obari 272 A Study on English Education Integrating Emerging Technologies in Cloud Computing Environments 272 Martine Pellerin 280 Digital and Transformative Ethnography Provides New Methodological and Epistemological Perspectives for CALL Research 280 Sabrina Priego, Meei-Ling Liaw 281 Listening to the Multiple Voices in Multilingual Digital Storytelling 281 Joan-Tomàs Pujolà, Cristina Palomeque 284 Researching MUVEs: Unravelling the Complexity of Interactions in a Multifaceted Digital Environment 284 Robert Reynolds 292 Automatic Evaluation of Potential Targets for Textual Enhancement: Identifying Optimal Sentences for Learner Uptake 292 Takeshi Sato, Yuda Lai, Tyler Burden 299 Who will be Effective Users of CALL? : An Examination of Individual Variants in the Use of TechnologyEnhanced Visual Glosses 299 Tetyana Sayenko 304 Using IMovie Application in Teaching English Pronunciation to Japanese Students 304 Ulf Schuetze, Detmar Meurers, Adriane Boyd 308 Exploring the Effectiveness of Web-Based Input Enhancement in an Online Exchange at the Intermediate German Level 308 Mei-Jen Audrey Shih, Jie Chi Yang 312 Perspectives of Design-Based Research on EFL Speaking Instruction 312 Esther Stockwell 316 Developing Intercultural Competence: An Analysis of CALL Research 316 Glenn Stockwell, Philip Hubbard 320 Learner Training in Mobile Language Learning 320 Carola Strobl 323 Academic Writing in a Foreign Language: Learning to Elaborate Instead of Copy-Paste through Online Collaboration 323 Le Vo Thi Hong 327 CALL Research: Impediments to Success 327 Yan Tian 335 An Intelligent EFL Learning Platform for Cultivation of Students’ Autonomy 335 Cornelia Tschichold, Paul Meara 339 The Bibliometrics of Vocabulary CALL 339 LINGUAPOLIS www.antwerpcall.be -72014 CALL Conference Jelena Vranjes, Geert Brône, Kurt Feyaerts, Hans Paulussen 342 VIDEO.DE: an Online Video Annotation Tool for Second Language Education 342 Rong-Jyue Wang, Wen-Chi Vivian Wu 351 The Effect of Intelligent Robots on English Vocabulary Acquisition of Senior Citizens in Taiwan 351 Jonathan R White 354 Native and Non-native Norms in CALL 354 Ciara R Wigham, Thierry Chanier 360 Pedagogical Corpora as a Means to Reuse Research Data and Analyses in Teacher-Training 360 LINGUAPOLIS www.antwerpcall.be -92014 CALL Conference Organization Scientific Committee The Editorial Board of the CALL Journal Programme Committee Jozef Colpaert, editor of the CALL Journal (Taylor & Francis) Mike Levy, Phil Hubbard and Glenn Stockwell, associate editors of the CALL Journal (Taylor & Francis) Conference Manager Ann Aerts, University of Antwerp - LINGUAPOLIS, Belgium LINGUAPOLIS www.antwerpcall.be -3512014 CALL Conference Rong-Jyue Wang*, Wen-Chi Vivian Wu** *National Formosa University, Huwei Township, Taiwan **Providence University, Taichung, Taiwan orffwang@nfu.edu.tw, wcwu@pu.edu.tw The Effect of Intelligent Robots on English Vocabulary Acquisition of Senior Citizens in Taiwan Bio data Rong-Jyue Wang was born in Tai-Chung, Taiwan, in 1967 He received the B.S and Ph.D degrees from the Department of Electrical Engineering, National Central University, Chung-Li, Taiwan, in 1990 and 1995, respectively He has been an Associate Professor with the Department of Electronic Engineering, National Formosa University, Huwei, Taiwan, since 2007 His present research interests include intelligent robots, intelligence control, fuzzy control, image recognition, and robust control Wen-chi Vivian Wu, who received her doctoral degree in 2006, is a professor of the Department of English Language as well as a director of the CALL R & D Center at Providence University in Taiwan Her recent research areas include CALL, cross-cultural communication, robotics learning, English for Specific Purposes, and learner motivation for English as a global language She has published extensively in CALL related journals Over the past few years, she has integrated international experiences into her conversation and writing courses linking her students with college students and university professors in America Abstract In response to the rapid increase of Taiwanese senior citizens in the population and their need for life-long learning, the goal of this study was to provide a solution for active and effective English vocabulary learning for this age group via the use of an intelligent robot as a teaching assistant in the context of scenario-based vocabulary learning With this in mind, the researchers for this project strived to engage senior adults in vocabulary acquisition and learning contents embedded in diverse scenarios through the company of and interaction with, the robot, thus leading to subsequent enhancement of their English learning motivation and interest as well as improvement in their English proficiency By the end of implementation of this project, the researchers proposed a brand new learning approach aligned with a professional teaching assistant/peer tutor robot and proved that r-learning could not only lower the teaching load for instructors but also improve the effectiveness and efficiency of English learning outcomes for senior citizens The findings also revealed that an improved English ability and higher level of confidence and motivation could enable the senior people to become more active and valuable global citizens by communicating with people around the world and connecting to the rest of the world LINGUAPOLIS www.antwerpcall.be -3522014 CALL Conference Short paper Wtih the advancement of medical science in Taiwan, the life expectancy of Taiwanese citizens has already reached 73 and 78, respectively, for men and women Given that the population of senior citizens (people over 65) is growing rapidlly and their consequent demand for life-long learning is increasing, the purpose of this study was to provide a solution for active and effective English vocabulary learning for this age group via the use of an intelligent robot as a teaching assistant in the context of scenario-based vocabulary learning The idea of r-learning (Robotic Learning) has been seen as a valuable new classroom resource for language instruction (Hur& Han, 2009) and has been shown by researchers to be more effective and produce better learning outcomes when compared with a similar computer-based activity (Mitink, Recabarren, Nussbaum & Soto, 2009; Wei, Hung, Lee & Chen, 2011).As a result, the researchers strived to engage senior adults in vocabulary acquisition and learning contents embedded in diverse scenarios through the company of, and interaction with, the robot, thus leading to subsequent enhancement of their English learning motivation and interest as well as improvement in their English proficiency The creation of the robot served both educational and entertainment purposes for the senior adults The cute, friendly, and humanoid looks of the robot was intended tocomfort the loneliness of these senior adults in one way In another way, studying English vocabulary with the robot was intended tonot only stimulate their learning, but also activate their social ability and memory To achieve the goal, a series of daily-lifebased active learning materials was designed and embedded into the database of the robots in accordance with language teaching approaches and activities In real teaching practice, the robots served as a teaching assistant in class while serving as a peer tutor after class This project, adopting two teaching approaches — Grammar Translation and Communicative Language Teaching (CLT) — also tested the impact of vocabulary rleaning on concentration, interest, and learning outcomes of senior adults In order to examine the effectiveness of this r-learning, a two-month experiment was conducted with 54 senior participants who were enrolled in a language program offered by a community college in central Taiwan These 54 participants were divided into two distinct groups via random assignment, with the experimental group adopting the CLT approach and the control group adopting the Grammar-Translation approach, respectively The statistical findings revealed that the CLT group yielded better results in terms of the above three components compared to the Grammar-Translation one A focus group interview was also conducted with the experimental group in order to explore the perspectives and view points of the participants in depth The most important feature of this learning with the robot was that the robot could display varied facial expressions, gestures, and body movements, hence providing the senior adults with a 3D visual effect It is this capability that distinguishes robotics learning from other forms ofcomputer assisted language learning By the end of implementation of this project, the researchers proposed a brand new learning approach aligned with a professional teaching assistant/peer tutor robot and proved that r-learning could not only lower the teaching load for instructors but also improve the effectiveness and efficiency of English learning outcomes for senior citizens Thus, this r-learning project concluded that with the senior adults’ confidence being boosted and their interest in studying English as a global language being rekindled, their subsequent better English ability and higher proficiency level also enabled them to take part in the global society by communicating more efficiently with people around the world and connecting most closely to the rest of the world In addition, the completion of this project also provided a new direction and insights for technologythe robotics industry Taiwan is currently developing, such as the value and feasibility of producing commercialized robots on a large scale LINGUAPOLIS www.antwerpcall.be -3532014 CALL Conference References Hur Y Y and Han J H (2009).Analysis on Children's Tolerance to Weak Recognition of Storytelling Robots.JCIT: Journal of Convergence Information Technology, 4(3), 103-109 Mitnik, R., Recabarren, M., Nussbaum, M & Soto, A (2009) Collaborative robotic instruction: A graph teaching experience, Computers and Education, 53(2), 330-342 Wei, C W., Hung, I C., Lee, L & Chen, N S (2011).A joyful classroom learning system with robot learning companion for children to learn mathematics multiplications.The Turkish Online Journal of Educational Technology, 10(2), 11-23 LINGUAPOLIS www.antwerpcall.be -3542014 CALL Conference Jonathan R White Högskolan Dalarna, Falun, Sweden jwh@du.se Native and Non-native Norms in CALL Bio data Jonathan White is a senior lecturer in English linguistics at Högskolan Dalarna in Sweden He also teaches courses in oral and written proficiency His research covers computer-mediated communication, and in particular how language is economized in textchat Interaction through economized language is another strand of research, and the affordances through CMC for participants to interact are of special interest Abstract This talk discusses the problems of native and non-native norms in CALL research Stemming from the tradition of error analysis, learners’ competence is often measured against native speaker norms Deviations from these norms are identified as errors Work since then, and particularly research rooted in World Englishes, has moved this debate on towards an acceptance of non-native norms as a valid learner target Discourse communities of practice develop their own norms of usage, whether they comprise native or non-native speakers (Lave and Wenger 1991, Wenger 1998) Methodologically, the setting of norms is a complex process to map, and requires large sets of data over long periods of time Variation among learners is a common feature that complicates the research process However, as Larsen-Freeman and Cameron (2008), and Larsen-Freeman (2012) note, in Complexity Theory variation is an inevitable component of a system, and in fact can be seen as a marker that a system shift (such as the setting of a discourse norm) is in progress The replicability of studies of norms can also be questioned, as the identification of the norm-setting process depends very much on the linguistic feature(s) in question, plus the make-up of the community In the talk, we demonstrate that it is possible to identify the process of norm-setting in limited corpora of CALL data We focus on the standardisation of reduced linguistic forms (such as clippings and homophones) within a community of Internet practice We demonstrate that the process is visible over the period of an MA course in English Linguistics, and that it is the non-native speakers that are in control of it As we might expect, the process is not complete in this limited time, and so longer-term studies are needed to truly see the whole process Short paper Introduction The norms we adopt in discourse very much depend on the specific linguistic situation, and the norms we have as a target for language learning are also varied This paper discusses the issue of linguistic norms for language learning using data from textchat to show that communities of non-native speakers set their own norms with little influence from native speakers LINGUAPOLIS www.antwerpcall.be -3552014 CALL Conference The methodological challenges for CALL research of this kind discussed by Colpaert (2013) will also be taken up, but first we give the background to the issue of norms and discourse communities Background Considering nativeness first, the native speaker has had a somewhat privileged status with regard to linguistic norms When it comes to language acquisition, research over the years has very much focused on them as the legitimate target for second language learners Error Analysis (started by Pit Corder 1967/1981) was based on the premise that nativeness was the target, and by definition deviations from those norms were illegitimate forms, and therefore errors The debate has moved on to seeing non-nativelike linguistic performance as stages in the learning process (interlanguages) rather than defective varieties These may be caused by the transfer of first language linguistic features Discussions on World Englishes have lead to the view that non-native varieties of English are legitimate in their own right, and can be legitimate targets for second language learners Kachru’s (1985) classic work on English varieties identified three categories, the famous three circles: [taken from http://m.ztopics.com/World%20Englishes/, accessed 16 th February, 2014] The inner circle corresponds to the native speaker varieties seen as the classic targets of second language learning The outer circle corresponds to the varieties where English is used as an official language, such as in Kenya, and can be a native language for many speakers The expanding circle corresponds to countries where English is truly a second or foreign language The outer circle varieties are those where the debate has raged most about their status Japanese English for example has been accepted as a variety (Stanlaw 2004), while the status of Chinese English is much more controversial, hence the use of the derogatory Chinglish by many (Jiang 1995) However, it is a popular trend in current thinking to see second language varieties of English as legitimate norms Finally, we turn to discourse communities, and specifically the incarnation of this notion in the theory of communities of practice This view sees discourse communities as groups of individuals engaged in a particular task, with mutual engagement in that task, and with discourse practices to discuss that task (Wenger 1998: 73) LINGUAPOLIS www.antwerpcall.be -3562014 CALL Conference It is communities that set their own norms and practices internally, although there may be outside influence on them It is the process of setting discourse norms in such communities that is of interest here We move now to a discussion of the research methodology used for identifying norms Methodological Discussion Colpaert (2013) discussed four methodological challenges to CALL research They were: research design, replication, slow research and transdisciplinarity The biggest design problem, naturally, in this kind of study is how to map processes of norm setting The process is very much a slow one, and needs the long-term study of the same subjects in the same setting under the same conditions – a real challenge for researchers It is demonstrated here that such long-term study is not always needed, and norm-setting can be seen in shorter-term, smaller sets of data Variations in the data are a challenge for researchers in the recognition of norms However, it has been argued in Complexity Theory (Larsen-Freeman and Cameron 2008, Larsen-Freeman 2012) that variation is a natural part of complex systems like language, and can be a sign that change, like the setting of a norm, may be about to take place Transdisciplinarity depends on the nature of the research Traditions of analysis can be brought in from different areas of linguistics, both qualitative and quantitative, as well as from other research areas like anthropology or ethnography As a discipline, CALL develops by researchers bringing their different research traditions, and we gain different perspectives on the same object of study Finally, we see replication as really the main methodological problem, as data is always contingent on its conditions Thus, it is extremely rare to have two sets of data that can be considered truly comparable This is both positive and negative for the discipline, but we see it as a sign of the richness of our data, language in use We now turn to the data we will analyse in the remainder of the article Our data The data consists of a series of chatlogs from an MA course in English linguistics run by a Swedish university The students were non-native speakers of English, and needed an average IELTS score of 7.0 with no lower than 6.5 in each component to be admitted onto the programme The course chosen for analysis was the first on the programme, an introduction to English linguistics There were eight sessions in total, including core linguistic topics like phonetics and also sociolinguistic discussions about the link between language and politics, for example For the three sociolinguistic sessions plus the one on morphology, students arranged their own pre-seminars in four groups without the teachers being present The resulting chatlogs were sent to the teachers, and helped guide the seminar discussions The other sessions had only seminars All discussions took place through the Skype textchat function The chatlogs came to a total of roughly 160,000 words The students had limited Internet experience generally even in their native languages, Bangla and Vietnamese, and none had taken a distance course before this one Thus, they would have had very little access to English native speaker norms in computer-mediated communication As a result, the processes of them setting norms for the discourse community are of interest We turn finally to the analysis of the data, and hope to demonstrate that norms can be identified even in small sets of data like ours Norms in a CALL Community In the data, we see the process of norms being set Consider the following table which shows the different reduced forms for thanks over the course (Author 2014: 13-14) Pre refers to pre-seminars, and sem to seminars: LINGUAPOLIS www.antwerpcall.be -3572014 CALL Conference Media pre Media sem Politics pre Politics sem Gender pre Gender sem Phonetics Phonology Morph pre Morph sem Syntax Total (/107) tks (S1-3, S3-2) (S1-4, S3-5) (S3-1) (S1-5, S3-3) (S1-1, S201) 14 (S1-7, S36, S25-1) (S1-3, S3-3, S4-2) 11 (S1-6, S35) (S1-3, S3-2) 12 (S1-7, S35) 11 (S1-8, S31, S4-1, S141) 86 (80.37%) thx thks (S5-1) (S1-1) thnk(s) (S25-2) (S1-3) (S6-4) (S5-4) (S3-1) (S25-2) (S5-1) (S3-1) (S25-1) (8.41%) (6.54%) (4.67%) Table 1: Reduced forms for thanks Even though we see alternatives still appearing by the end of the course, we can conclude that tks is being set as the norm for the community Thus, it is clear, we hope, that the result of a norm-setting process can be seen even in this small data set Students generally support each other in setting norms In the first example below, Student uses lang as the reduced form for language, which Student supports twice in the next contribution: [8:37:06 PM] Student 10 says: so we should call the art of use languge […five contributions missing…] [8:38:13 PM] Student says: danger become safe throughout her lang [8:38:29 PM] Student says: also he indicated that politicians are so wise in using lang., they knew how to take advatage of the strong points of lang [Language and the media pre-seminar, Summer group] However, we also find examples of students persisting in their own norms: [10:39:52 PM] Student says: I think that we have a very interesting discussion today hope some could satisfy your need but for some that we have't found out the answers, plz leave themm for the next seminar [10:40:01 PM] Student says: It's too late now [10:40:26 PM] Student says: when is our next seminar?? [10:40:39 PM] Student says: Student set up the next seminar plse [10:41:17 PM] Student says: How can I find the text to read Student Tell me plz [Language and the media pre-seminar, Spring group] Student and use plz which appears to be the norm for the community (White 2014) Still, Student persists in using plse As noted in discussions of Complexity Theory mentioned above, this persistence is using individual forms is a feature of systems undergoing change Thus, such variation is in itself evidence that norms are being negotiated Let us now move onto the teachers, who are native speakers of English As they are both native speakers and teachers, we might expect the norms they follow would be adopted by the students, and we find examples of this type: LINGUAPOLIS www.antwerpcall.be -3582014 CALL Conference [13:36:16] Teacher says: Student 26's example is not applicable to comp dist [… 13 contributions missing…] [13:38:12] Student says: So they are in com.dist […37 contributions missing…] [13:49:40] Student 20 says: does this mean all allophone of a phoneme is comp.dist, Teacher 1? [Phonology seminar] The teacher uses the reduced form comp dist for complementary distribution Student 20 follows this directly, with Student using a variation on that form However, this is a rare example, and mostly students not adopt teachers’ norms at all The following is a representative example: [13:19:55] Teacher says: that's the tricky thing about presupp: it's such obvious information that we tend to miss it [13:19:56] Student 25 says: right [13:20:06] Student says: I see [13:20:08] Student 22 says: sometimes we confuse between these two definitions? [13:20:23] Student says: I see [13:20:26] Teacher says: two definitions? you mean implic too? [13:20:34] Student 22 says: yes [13:20:36] Student 27 says: Now I got the point [13:20:37] Student 20 says: which definition? [13:20:47] Student 20 says: well, got it [13:20:48] Student 25 says: pressup and impli [Language and politics seminar] The teacher’s reductions of implicature and presupposition are clearly not adopted by Student 25 Conclusions We have seen evidence in this article that non-native speakers not regularly adopt native speaker norms regarding reduced forms in computer-mediated communication In fact, they actively seem to choose not to adopt such norms This very much supports the contention that members of communities of practice decide their own norms We have also seen that methodologically it is not such a problem to study norms using small datasets The process can be seen across the data, with variations being evidence that norms are being negotiated References Colpaert, Josef 2013 Sustainability and research challenges in CALL Plenary lecture to WorldCALL 2013 conference 10-13 July, Glasgow, UK Jiang, Yajun Chinglish and China English English Today 11 (1): 51-53 Kachru, Braj 1985 Standards, codification and sociolinguistic realism: The English language in the outer circle In Randolph Quirk and Henry Widdowson (eds.) 11-30 English in the World: Teaching and Learning the Language and Literatures Cambridge: Cambridge University Press LINGUAPOLIS www.antwerpcall.be -3592014 CALL Conference Larsen-Freeman, Diane 2012 Complexity theory In Susan M Gass and Alison Mackey (eds.) 73-87 The Routledge Handbook of Second Language Acquisition Oxford: Routledge Larsen-Freeman, Diane and Lynne Cameron 2008 Complex Systems and Applied Linguistics Oxford: Oxford University Press Lave, Jean and Etienne Wenger 1991 Situated Learning: Legitimate Peripheral Participation Cambridge, UK: Cambridge University Press Pit Corder, S 1967/1981 The significance of learner errors Reprinted in S Pit Corder (ed.) 5-13 Error Analysis and Interlanguage Oxford: Oxford University Press Stanlaw, James 2004 Japanese English: Language and Culture Contact Hong Kong: Hong Kong University Press Wenger, Etienne 1998 Communities of Practice: Learning, Meaning and Identity Cambridge, UK: Cambridge University Press White, Jonathan R 2014 Standardisation of reduced forms in English in an academic community of practice To appear in Pragmatics and Society 5(1) LINGUAPOLIS www.antwerpcall.be -3602014 CALL Conference Ciara R Wigham*, Thierry Chanier** *Université Lumière Lyon 2, Lyon, France **Clermont Université, Clermont-Ferrand, France ciara.wigham@univ-lyon2.fr, thierry.chanier@univ-bpclermont.fr Pedagogical Corpora as a Means to Reuse Research Data and Analyses in Teacher-Training Bio data Ciara R Wigham is Senior Lecturer in English and Applied Linguistics at Université Lumière Lyon 2, France, and member of the research laboratory Interactions, Corpus, Apprentissages, Répresentations (ICAR) Her research focuses on multimodal pedagogical communication in online language learning contexts Thierry Chanier is Professor of Applied Linguistics at Université Blaise Pascal, France His main research interest over the past 20 years has been CALL and, since 1999, online learning in telecollaborative situations He coordinated the Mulce project which developed an open-access repository of Learning & Teaching Corpora Abstract One methodological challenge faced by CALL research is how to reuse data and analyses in ways that bridge the researcher-teacher gap (Colpaert, 2013) Building on LEarning and TEaching Corpora (LETEC) methodology for structuring data from online learning situations (Reffay et al., 2012; Wigham & Chanier, 2013), this paper presents the notion of pedagogical corpora as a means to foster pre-service teachers' professional development through reflective practice Guichon and Hauck (2011) identified four different approaches to CALL-based teacher education, including 'confrontation with research findings' and 'action research' In the first approach, when trainers want students to gain skills in developing online learning situations based on interactive, multimodal environments, they have recourse to the reading of CALL literature disconnected from actual data In the second approach, preservice teachers participate in experiments and adopt either the role of learners or tutors In the latter case, attempts to use the same methodology for both data collection and training purposes are often difficult to manage: trainers face the issue that student materials are often heterogeneous and quickly extracted from the on-going experiment and pre-service teachers may only considering their individual practice Carefully documented and selected materials from online courses studied in their original context would be very helpful Pedagogical corpora offer possibilities to observe, examine and explore selected parts of a LETEC with reference to a lead identified within the research analyses performed These pedagogical leads pertain to areas for enhancing either online L2 communication or interaction management This paper presents the methodology developed for defining their structure (i.e ways of extracting interaction data from LETEC and linking them to training tasks) We report on ways in which a pedagogical corpus can be used in teachertraining classrooms LINGUAPOLIS www.antwerpcall.be -3612014 CALL Conference The corpus discussed (Wigham & Chanier, 2013b) focuses on differences in tutor and student perceptions of collaboration in an online ESP course and compares and contrasts reflections from a teaching journal (Lewis, 2006) with interaction tracks from the LETEC corpus (Chanier et al., 2009) Short paper One methodological challenge faced by CALL research is how to reuse data and analyses in ways that bridge the researcher-teacher gap (Colpaert, 2013) and, indeed the researcher-trainee-teacher gap Building on LEarning and TEaching Corpora (LETEC) methodology for structuring data from online learning situations (Reffay et al., 2012; Wigham & Chanier, 2013), this paper presents the notion of pedagogical corpora as a means to foster pre-service teachers' professional development through reflective practice using research data from online CALL situations Approaches to teacher-training Training pre-service teachers out of authentic situations, built upon multimodal materials is not simply a concern of the language-learning field There is extensive experience of the use of classroom video footage in teacher preparation and professional development in face-to-face contexts coming from teacher-training in physical education (Roche & GalPetitfaux, 2012), educational sciences (Miller, 2009) as well as mathematics (Santagata, 2009; Star & Stirkland, 2008) Several classroom footage video libraries have been produced, including ViSA (Veillard & Tiberghien, 2012), Inside Teaching (Lieberman & Pointer Mace, nd) and NeoP@ss (Ria & Leblanc, 2011) When used with pre-service teachers or for professional development, classroom video footage may be accompanied by other ‘records of practice’ (Hatch & Grossman, 2009) These consist of raw materials used in the classroom (curricular, student work, course planning, instruction and assessment resources) as well as research interviews, notes and commentaries that relate to the in-class practice but that were not used within the pedagogical context The aim is to give video viewers a sense of what the video footage may fail to capture or details that may have been obscured Hatch and Grossman underline the importance of this latter data for shedding light on the wider context in which a lesson or learning sequence is situated, including its “overarching purposes, histories, and long-term relationships invisible in daily interactions” (2009:70) Within CALL, however, CALL-based teacher education is most often delivered through 'confrontation with research findings' and 'action research' (Guichon & Hauck, 2011) In the first approach, when trainers want students to gain skills in developing online learning situations based on interactive, multimodal environments, they have recourse to the reading of CALL literature disconnected from actual data Pre-service teachers will not necessarily take the time to question the findings, taking research conclusions as a given Indeed, for the development of an analytic approach to the reading of research literature takes time and during training courses we not necessarily have enough time for this process to mature In the second approach, pre-service teachers participate in experiments and adopt either the role of learners or tutors Here, there is either the assumption that trainees will naturally understand what they need to or, if greater guidance is given, reflective feedback sessions are often conducted with the trainees In the latter case, attempts to use the same methodology for both data collection and training purposes are often difficult to manage: trainers face the issue that student materials are often heterogeneous and quickly extracted from the on-going experiment and pre-service teachers may only consider their individual practice LINGUAPOLIS www.antwerpcall.be -3622014 CALL Conference For the CALL field, training pre-service teachers out of in-world situations, built upon multimodal materials (carefully analysed with respect to theoretical viewpoints) alongside other records of practice/ research data and findings would be very helpful Following on from our work into developing the LEarning and TEaching corpus methodology to systematically structure data from interactions that occur during a course that is partially or entirely online, alongside the course’s learning design and research protocol (Reffay et al., 2012; Wigham & Chanier, 2013), we are currently developing pedagogical corpora Available online in the Mulce repository (Mulce-Repository, 2013), pedagogical corpora offer a series of structured training tasks, designed around selected parts of a LETEC, which encourage pre-service teachers to observe, examine and explore LETEC resources with reference to a lead identified within the research analyses performed Example of pedagogical corpus: Reflective teaching journals It is a well-known recommendation, when training pre-service teachers, to foster the writing of teaching journals during their practice It is a prerequisite for developing reflective practice but it is not a sufficient condition It only offers a one-sided view of the course situation A more objective standpoint may come from confronting the journal with other perspectives (reflections coming from other participants or observation of data collected during the course) (Chanier & Cartier, 2006) In order to make pre-services teachers aware of this situation, we developed the pedagogical corpus ‘Reflective teaching journals’ (Wigham & Chanier, 2013b) It focuses on tutors’ and students’ differing views of successful or unsuccessful collaboration and different perceptions of an online course The objectives of the corpus are for trainee-teachers to:     identify language tutors' and students' differing views of successful online collaboration; summarise the characteristics of successful collaboration and produce a list of implications for practice; appraise the advantages of keeping teaching journals; compare and contrast reflections from a teaching journal with naturally occurring data (interaction tracks) and researcher-provoked data (student feedback) to analyse whether teachers should base reflections about teaching practice solely on journal entries and personal reactions The learning outcomes, when trainee-teachers have worked through the reflective tasks, are for them to:     use materials taken from in-world learning situations to compare and contrast students' impressions of the course with those of the language tutor; be aware that your take on a course, as a language teacher, may not be representative of the classroom action; you will have built your own list of implications for practice for successful collaboration; appreciate that the level of collaboration is judged not only through your teacher's perception of a course but by basing your judgement on students' perceptions and understandings In the pedagogical corpus, selected parts of the Copéas LETEC (Chanier et al., 2009) are utilised in association with a research article on the online ESP course (Lewis, 2006) The corpus users are guided through a series of reflective activities based on personal experience, extracts of interaction data (audio and video-based) from the LETEC but also learner questionnaires and learner and tutor post-course interviews LINGUAPOLIS www.antwerpcall.be -3632014 CALL Conference Figure shows a sample task from the pedagogical corpus in which users identify characteristics of successful collaboration through the tutor’s discourse, using extracts of the reflective journal the tutor kept throughout the Copéas course and an extract of the audio post-course tutor interview Activity 3.1 First of all, consult the following resources (rtjounrals-int-TutT-ext1-mp4, rtjounrals-intTutT-ext2-mp4) that present the tutor's impressions of whether the activities he proposed were collaborative or not In your notebook, take notes about the characteristics of successful collaboration the tutor gives Remember that any points he gives about unsuccessful collaboration can be turned on their head to provide pointers for successful collaboration What reasons does the tutor give for them? Note down any examples he gives to illustrate the characteristics you have identified Do any of the characteristics match those you listed in activity 2? Resources:  rtjournals-diary-TutT-pdf This is the tutor's journal that he kept throughout the Copéas  course and in which he reflects about tutoring the course online The journal is in English rtjournals-int-TutT-ext1-mp4 This is a mp4 video of an extract of the audio post-course tutor interview with slides to guide the viewer The audio interview was conducted by a researcher in French The slides are in English The video lasts 10 minutes 30 seconds Figure 1: Sample task from a pedagogical corpus A second pedagogical corpus ‘Textchat in multimodal contexts’ (Wigham & Chanier, 2013c) that we have designed examines the different discursive functions for which textchat may be used, in association with voicechat, and focuses on patterns of use of the textchat for feedback and types of corrective feedback The corpus was designed in order to help trainee-teachers become aware that textchat use is influenced by the importance a tutor accords to this modality and that, in multimodal environments, voicechat and textchat modalities can be combined to offer students different possibilities for interaction and to give the tutor different ways to support them in their verbal productions The activities in the pedagogical corpus require users to simultaneously work with research papers published on the subject of feedback in textchat, interaction data from a Content and Language Integrated Learning course and classifications of discursive functions of textchat from a methodological manual of coding procedures elaborated as part of a research study Perspectives: confronting expert and novice viewpoints Such pedagogical corpora offer a kind of expert viewpoint (but an expert viewpoint based on research analysis, i.e coming from a scientific research cycle) Practice in teachertraining coming from the aforementioned fields show that it is not enough Students need to bring their own data (extracts of live sessions and reflective writing) in order to confront these with expert views and other views’ from classmates as well; the whole process being integrated into a discussion framework, whether online (Barab, Klig & Gray, 2004) or face-to-face Furthermore, it cannot be a one-shot process but must be a progressive one Becoming a teacher implies moving from a peripheral participation to a more centred one and this process becoming legitimate by the community, (cf Lave and Wenger (1991) Legitimate Peripheral Participation approach) Of course, the teachertraining period will not suffice, but the idea is to involve students in a rich process during which they confront expert and novice viewpoints Our pedagogical corpora offer a good starting point by providing authentic multiperspective data embedded into sets of collaborative activities, which can be completed either online or face-to-face (all corpora from Mulce-repository (ibid) are open access) LINGUAPOLIS www.antwerpcall.be -3642014 CALL Conference We now need to integrate these activities into a more general process where students will bring their own data to the discussion and reflective process This work flow is represented in Figure Figure 2: Teacher-training work flow process with integration of pedagogical corpora and trainees’ data coming from their current practice The next step in our action research is to develop an online experiment with pre-service language teachers belonging to two different institutions based on a learning scenario which will integrate the pedagogical corpora and trainees' data around a collaborative process This is planned for the first semester of 2014-15 It is our hope that the reuse of research data in pedagogical teacher-training contexts will help to widen CALL research’s applicability and bridge the researcher-teacher gap References Barab, S.A., Kling, R & Gray, J.H (2004) (Eds) Designing for virtual communities in the service of learning Cambridge: Cambridge University Press Chanier, T., Reffay, C., Betbeder, M-L., Ciekanski, M & Lamy, M-N (2009) LETEC (LEarning and TEaching Corpus) Copéas Mulce.org: Clermont Université [oai : mulce.org:mce-copeas-letec-all ; http://repository.mulce.org] Chanier, T & Cartier, J (2006) Communauté d'apprentissage et communauté de pratique en ligne : le processus réflexif dans la formation des formateurs, Revue internationale des technologies en pédagogie universitaire (RITPU), vol.3, pp 64-82 [http://www.profetic.org/revue/IMG/pdf/RITPU-Vol_3_3.pdf] Chanier, T & Ciekanski, M (2010) Utilité du partage des corpus pour l'analyse des interactions en ligne en situation d'apprentissage : un exemple d'approche méthodologique autour d'une base de corpus d'apprentissage ALSIC, 13, [doi: 10.4000/alsic.1666] Colpaert, J (2013) Sustainability and research challenges in CALL, WorldCALL 2013, 1013 July 2013, Glasgow, United Kingdom Gaudin, C (2014) Vidéoformation au plan international : quelles nouvelles voies ? Quelles recommandations, quelles zones d’ombre et perspectives? In Gaudin, C & S Flandin, Présentation croisée d’un état de l’art, Conférence de consensus Chaire UNESCO : La vidéoformation dans tous ses états, 23 January 2014, Lyon, France [http://www.ens-lyon.fr/chaire-unesco-formation/manifestations-scientifiques/videoformation/etat-de-l-art-s-flandin-et-c-gaudin/view] Guichon, N & Hauck, M (2011) Teacher education research in CALL and CMC: more in demand than ever ReCALL Journal, 23(3) pp 187-199 Hatch, T & Grossman, P (2009) Learning to Look Beyond the Boundaries of Representation, Journal of Teacher Education, 60(1) pp.70-85 LINGUAPOLIS www.antwerpcall.be -3652014 CALL Conference [http://www.tc.columbia.edu/ncrest/exhibitions/learningfrompractice/materials/overview pdf] Lave, J., & Wenger, E (1991) Situated Learning: Legitimate Peripheral Participation Cambridge: Cambridge University Press Lieberman, A & Pointer Mace, D (nd) Inside Teaching (A collection of multimedia records of teaching practice) [http://insideteaching.org/index.html] Lewis, T (2006) When Teaching is Learning: A personal account of learning to teach online, Calico Journal, 23(3) pp.581-600 [http://calico.org/html/article_110.pdf] Miller, M.J (2009) Talking about our troubles: using video-based dialogue to build preservice teachers’ professional knowledge, The Teacher Educator, 44(3) pp.143-163 Mulce-Repository (2013) Open Access Repository where LETEC Corpora may be downloaded Mulce.org: Clermont Université [http://repository.Mulce.org] Reffay, C., Betbeder, M-L & Chanier, T (2012) Multimodal learning and teaching corpora exchange: lessons learned in five years by the Mulce project International Journal of Technology Enhanced Learning, 4(1) pp.11-30 Ria, L & Leblanc, S (2011) Designing the Néopass@ction training platform by observing trainee teachers at work: challenges and procedures @ctivities, 8(2), pp.112-134 Roche, L & Gal-Petitfaux, N (2013) La médiation audio-visuelle pour former l’expérience de l’enseignant d’EPS en situation de classe STAPS (98), 95-111 Santagata, R (2009) Designing video-based professional development for mathematics teachers in low-performing schools, Journal of Teacher Education, 60(1), pp.38-51 Star, K & Stirkland, S (2009) Learning to observe: using video to improve preservice mathematics teachers’ ability to notice, Journal of Mathematics Teacher Education, 11(2), pp.107-125 Veillard, L., & Tiberghien, A (2012) Instrumentation de la recherche en Education Le cas du développement d’une base de vidéos de situation d’enseignement et d’apprentissage ViSA Paris: Maison des Sciences de l'Homme Wigham, C.R & Chanier, T (2013) LEarning and TEaching corpora (LETEC) : datasharing and repository for research on multimodal interactions WorldCALL 2013, 10-13 July 2013, Glasgow, United Kingdom [http://edutice.archives-ouvertes.fr/edutice00778274] Wigham, C.R & Chanier, T (2013b) Pedagogical corpus: Reflective Teaching Journals Mulce.org : Clermont Université [oai :mulce.org:mce-peda-rtjournals ; http://repository.mulce.org] Wigham, C.R & Chanier, T (2013c) Pedagogical corpus: Textchat in multimodal contexts Mulce.org : Clermont Université [oai :mulce.org:mce-peda-textchat ; http://repository.mulce.org] LINGUAPOLIS www.antwerpcall.be ... in the participants’ written performance in legal English and that using the English for Lawyers Intensive blog motivated Lebanese lawyers to write using legal English In conclusion, blog posts... University, Beirut, Lebanon ghadawada@gmail.com, abirabdallah@gmail.com English for Lawyers Weblog: Using Weblogs to Promote Legal English in the Classroom Bio data Ghada Awada : I hold Ph.D in International... professional presentation when speaking as a professional using English as a second or third language English for Lawyers Intensive course is intended for lawyers and those interested in international business