Funding research at the edge of language and technology

“Teacher support and persistence in app-based language learning out of class: A self-determination theory perspective”

Language learning apps offer great flexibility for learning new languages anytime, anywhere. Research consistently shows that the more people use these apps, the more language they learn. However, one major challenge with app-based learning is the high dropout rate among users. In his dissertation, Hyun-Bin explores what drives users to stick with language learning apps and how we can use these insights to encourage persistence in app usage. Korean adolescents learning English at school use the Mango Languages English for Korean Speakers course out of class to supplement their English classes for four months. While students are allowed to use the app as they wish, their teachers consistently provide various types of support to encourage sustained use. Hyun-Bin predicts that when teacher support meets students' needs in using the app, their app engagement will be enhanced, leading to more persistent usage and, ultimately, better learning outcomes. Pedagogically, the dissertation aims to understand how teachers can support young learners to autonomously use language learning apps beyond the classroom, insights that could help teachers build a learning plan integrating out-of-class app-based learning with in-class instruction.

“Vocabulary learning through out-of-class extensive viewing in an EFL context: A longitudinal study”

Joanne's dissertation focuses on extensive viewing: prolonged and regular engagement with authentic second-language audiovisual materials outside of formal language classrooms. According to Joanne, extensive viewing has recently gained attention as a potential extramural activity for developing second-language vocabulary, particularly because of the growing availability of meaningful input through streaming platforms like Netflix. Joanne's project delves into how Korean learners of English naturally engage in extensive viewing in informal settings, in other words how they watch TV shows on Netflix. By tracking learners' viewing patterns, along with other extramural language learning activities, this project aims to explore how these practices influence vocabulary learning. Joanne predicts that extensive viewing will help learners improve their second-language vocabulary, which would mean that it's a great way for learners to take ownership of their learning in their own time. The implications? Learners are encouraged to watch more TV in their second language, especially if they are learning in a context that might not have enough meaningful input to promote vocabulary development.

“Toward A Theory-based Account of the Vocabulary Processing and Learning Benefits of Reading While Listening”

Jon's dissertation project focuses on how listening while you read in a second language changes the way you read and influences the learning of new words. Learning a new word involves learning information about both how it sounds and how it is written, which suggests that reading while listening may help vocabulary learning. Indeed, previous research has suggested that learners benefit from engaging in multiple modalities (reading, listening, watching videos, viewing images) when learning new words from context. Many language learning apps provide learners with the opportunity to both read and listen to new language, often simultaneously, but little research has examined the way this simultaneous presentation of multiple modalities impacts real-time reading behavior. This study aims to better understand the impacts of reading while listening by examining the eye movements of English language learners while they read a 7,500-word short story in English, determining how closely learners follow the audio while reading, and investigating the relationship between looking at and learning new words.

“MALL Acceptance and Engagement”

The emergence of mobile technology has paved the way for personalized and self-directed language learning beyond the confines of the conventional classroom setting. This study aims to investigate Mobile-Assisted Language Learning (MALL) engagement among Chinese English as a Foreign Language learners in informal learning contexts, and to understand how MALL fits into the landscape of language learning. Through surveys, reflection journals, and interviews, Xinying found that a variety of factors influence MALL engagement among this group of learners, particularly related to device, social, and learner-related variables. In particular, results showed that learners primarily used mobile devices and appreciated the flexibility and convenience of MALL. And while learners preferred personalized, self-regulated learning, they also expected teachers to be more involved in supporting their self-directed learning and creating social communities of learners to facilitate sharing and communication across classes and proficiency levels. Overall, this study demonstrates that MALL influences the informal learning practices of EFL learners, and provides insights into how and why learners use MALL, what works for them, and what would make the MALL experience better.

“The role of technology-mediated feedback in the acquisition of phonology”

Diana's project explores how different types of feedback, speech recognition versus visual feedback, can be used to improve pronunciation in a second language. This study also compares two different groups of learners: second-language learners who primarily learned Spanish in the classroom, and heritage-language learners who were primarily exposed to Spanish at home. In the study, students enrolled in Spanish classes receive pronunciation instruction and practice with either automated speech recognition or visualization tools. Learners' pronunciation abilities are tested, as well as their attitudes toward pronunciation and the training tools that they used. This study has the potential to shed light on how different technologies benefit different learner populations, which has important implications for curriculum development and educational technology for language learning and teaching.

“The Task is in the Text: Texting and L2 Oral Fluency”

Lillian's dissertation project examines whether and how text messaging can help learners become better second-language speakers. In this study, Spanish learners complete weekly interactive tasks with a partner, either via WhatsApp messaging or face-to-face Zoom sessions. Their speaking fluency is measured throughout the study to compare how effective the two types of communication are for second-language learning. Interestingly, previous research has shown that written practice may help with spoken proficiency, known as a positive cross-modality effect, so the text messaging group may be expected to do at least as well as, if not better than, the face-to-face group. This study paves the way for language teachers to incorporate colloquial communication tools, like WhatsApp, into the formal language curriculum in a way that is effective and engaging for learners.

“Real-time Pitch Biofeedback in Second-Language Tone Production: Effectiveness and Predictors”

Tone languages such as Mandarin and Cantonese use variations in vocal pitch to distinguish word meanings, which can be a challenge for people learning these languages. Xi's study investigates the effects of a technology-enhanced training technique, real-time pitch biofeedback, for English speakers learning to produce Mandarin tones. As they practice producing tones, learners can view and compare a visual representation of their own pitch contours with those of a native speaker. This study will compare this innovative real-time pitch biofeedback training to a more traditional imitation approach. Additionally, the study examines how learners with different abilities respond to different training conditions. This research will provide evidence on the effectiveness of a computer-assisted speech training technique in second language pronunciation learning. It also represents a step toward a personalized learning approach that optimizes training conditions for individual learners based on their abilities.

“Comparing L1 and L2 glosses in vocabulary learning from digital reading”

This study explores whether and how providing definitions of words during reading facilitates second language vocabulary development. Learners will read an English novel with some words underlined. When they click on the underlined words, definitions, or “glosses”, will be provided in either the learners' first or second language. Learner engagement, meaning clicks and time spent on each gloss, will be logged. After reading, learners will indicate how and why they used the definitions (for example, to aid in reading comprehension or to learn words), and evaluate how useful they found them. In addition, learners will be tested on the accuracy and speed with which they recognize and recall the meanings of the words. This study can inform the design of materials for teaching vocabulary through reading in computer-mediated environments.

“Implementing and evaluating multiliteracies in college French: A nested case study”

This project evaluates a new undergraduate French curriculum that leverages resources like news articles, films, music, and social media as the central texts. Students design projects, such as satirical articles and animated poetry in French. Preliminary results show that study abroad students in Paris learned French by using multiple modes (photos, videos, music, text, voice) that allowed them to improve their vocabulary, grammar, and pronunciation. Additionally, students in intermediate French courses at their home university felt motivated by opportunities to create critical social justice connections and develop a growth mindset while designing digital projects. This project also includes a program evaluation, which revealed that the new curriculum fostered collaboration and communication within the French program. This dissertation has the potential to inform best practices for incorporating digital projects into language courses, while also establishing guidelines for evaluating and implementing a curriculum during times of crisis, like the pandemic.