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1. A Case Study of Corpus-Informed Online Academic Writing for EFL Graduate Students (EJ809359)
Author(s):
Hsieh, Wen-Ming; Liou, Hsien-Chin
Source:
CALICO Journal, v26 n1 p28-47 Sep 2008
Pub Date:
2008-09-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Academic Discourse; Discourse Communities; Computational Linguistics; Graduate Students; Formative Evaluation; Applied Linguistics; Online Courses; Course Content; English (Second Language); Second Language Learning; Computer Assisted Instruction; Second Language Instruction; Writing Instruction; Writing (Composition)
Abstract: Research articles (RAs) have been recognized as a distinct genre in the English-using discourse community because of their unique writing conventions. Despite the great number of studies on the analysis of the textual or phrasal aspects of abstracts of RAs, few have been transformed into actual teaching materials for EFL graduate students. The purpose of this study is to extend the results of abstract analysis to the development of online course content for the explicit teaching of abstract writing in Applied Linguistics. Results of the comparison of patterns found in the corpora of 50 abstracts of RAs published in journals and 50 abstracts of papers given at conferences--written by novice, nonnative writers--to patterns in a learner corpus formed the core of the online course content, along with principles of L2 writing and CALL task design. An academic concordancer and a synchronous peer review tool were incorporated into the Moodle-based course. Formative evaluation of the unit on abstract writing was conducted with 35 students. The abstract-writing unit was then incorporated into an academic writing course in which the analysis of students' writing samples demonstrated some improvement in their writing. The study suggests that corpus-informed online instruction that includes learner corpus insights can facilitate EFL academic writing. (Contains 7 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. An Automatic Collocation Writing Assistant for Taiwanese EFL Learners: A Case of Corpus-Based NLP Technology (EJ799255)
Chang, Yu-Chia; Chang, Jason S.; Chen, Hao-Jan; Liou, Hsien-Chin
Computer Assisted Language Learning, v21 n3 p283-299 Jul 2008
2008-07-00
Journal Articles; Reports - Descriptive
No
Descriptors: Sentence Structure; Verbs; Nouns; Foreign Countries; Interference (Language); Natural Language Processing; English (Second Language); Second Language Learning; Computational Linguistics; Writing (Composition); Computer Assisted Instruction; Second Language Instruction; Error Correction; Chinese; Translation; Transfer of Training; Teaching Methods
Abstract: Previous work in the literature reveals that EFL learners were deficient in collocations that are a hallmark of near native fluency in learner's writing. Among different types of collocations, the verb-noun (V-N) one was found to be particularly difficult to master, and learners' first language was also found to heavily influence their collocation production. In this paper, we develop an online collocation aid for EFL writers in Taiwan, aiming at detecting and correcting of learners' miscollocations attributable to L1 interference. Relevant correct collocation as feedback messages is suggested according to the translation equivalents between learner's L1 and L2. The system utilizes natural language processing (NLP) techniques to segment sentences in order to extract V-N collocations in given texts, and to derive a list of candidate English verbs that share the same Chinese translations via consulting electronic bilingual dictionaries. After combining nouns with these derived candidate verbs as V-N pairs, the system makes use of a reference corpus to exclude the inappropriate V-N pairs and single out the proper collocations. The system can effectively pinpoint the miscollocations and provide the learner with adequate collocations that the learner intends to write but misuses. It is hoped that this online assistant can facilitate EFL learner-writers' collocation use and help them transfer this essential knowledge to their future writing. (Contains 10 tables, 2 figures and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Vocabulary Learning in an Automated Graded Reading Program (EJ805427)
Huang, Hung-Tzu; Liou, Hsien-Chin
Language Learning & Technology, v11 n3 p64-82 Oct 2007
2007-10-00
Descriptors: Reading Programs; Word Lists; Vocabulary Development; Word Frequency; English (Second Language); Language Proficiency; Second Language Learning; Computational Linguistics; Chinese; College Students; Pretests Posttests; Periodicals; Questionnaires; Computer Software
Abstract: Adult L2 learners are often encouraged to acquire new words through reading in order to promote language proficiency. Yet preparing suitable reading texts is often a challenge for teachers because the chosen texts must have a high percentage of words familiar to specific groups of learners in order to allow the inference of word meanings from context. With the help of word lists research and advances in quantitative corpus analyses using word frequency computer programs, this study selected sixteen articles from the computer corpus of a local Chinese-English magazine and used them to construct an online English extensive reading program. A preliminary assessment of the reading program was conducted with 38 college students over twelve weeks based upon vocabulary gains from a pretest to a posttest. The results showed that learners improved their vocabulary scores after using the reading program. The online extensive reading syllabus demonstrated that such a design for a reading program is technically feasible and pedagogically beneficial and provides value in both vocabulary gains and learner satisfaction. (Contains 11 tables, 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. A Study of Web-Based Oral Activities Enhanced by Automatic Speech Recognition for EFL College Learning (EJ774663)
Chiu, Tsuo-Lin; Liou, Hsien-Chin; Yeh, Yuli
Computer Assisted Language Learning, v20 n3 p209-233 Jul 2007
2007-07-00
Descriptors: Internet; Educational Technology; College Freshmen; Speech Acts; English (Second Language); Second Language Learning; Oral Language; Computer Assisted Instruction; Assistive Technology; Language Proficiency; Language Tests; Questionnaires; Second Language Instruction
Abstract: Recently, a promising topic in computer-assisted language learning is the application of Automatic Speech Recognition (ASR) technology for assisting learners to engage in meaningful speech interactions. Simulated real-life conversation supported by the application of ASR has been suggested as helpful for speaking. In this study, a web-based conversation environment called "CandleTalk", which allows learners to seemingly talk with the computer, was developed to help EFL learners receive explicit speech acts training that leads to better oral competence. "CandleTalk" is equipped with an ASR engine that judges whether learners provide appropriate input. Six speech acts are presented as the foci of the materials with local cultural information incorporated as the content of the dialogues to enhance student motivation. The materials were put to use on 29 English major and 20 non-English major students in order to investigate their learning outcome and perception in an EFL context. Oral proficiency assessment using the format of the Discourse Completion Test (DCT) given before and after the use of "CandleTalk" and an evaluation questionnaire were two instruments used for data collection. The results of the study showed that the application of ASR was helpful for the college freshmen in the teaching of speech acts, particularly for the non-English major students. Most learners perceived positively toward the instruction supported with speech recognition. (Contains 11 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Online Synonym Materials and Concordancing for EFL College Writing (EJ764906)
Yeh, Yuli; Liou, Hsien-Chin; Li, Yi-Hsin
Computer Assisted Language Learning, v20 n2 p131-152 Apr 2007
2007-04-00
Descriptors: Majors (Students); Student Attitudes; English (Second Language); Second Language Learning; Writing (Composition); Indexes; Form Classes (Languages); Units of Study; Computer Assisted Instruction; Task Analysis; College Freshmen; Questionnaires; Writing Tests; Writing Improvement; Second Language Instruction
Abstract: The phenomenon of overused adjectives by non-native speaking learners (NNS) has been pinpointed by recent research. This study designed five online units for increasing students' awareness of underused specific adjectives for EFL college writing. Five units were developed for five identified overused adjectives: "important", "beautiful", "hard", "deep", and "big". In each unit, data-driven learning materials, incorporating a bilingual collocation concordancer "TANGO", first had learners engaged in distinguishing synonymous adjectives from concordance lines as their first task. Then three exercises for practise followed as a second task. Nineteen English majors in a college freshman writing class participated in the study. The assessment measures included three tests, two in-class writing tasks, and questionnaires. The findings indicate that, in addition to improvement in the immediate posttest, students' word knowledge for synonym use was still retained as measured two months later in the delayed posttest. Moreover, in the post-instruction writing task, students avoided using general adjectives, tried to apply more specific items, and thus improved their overall writing quality. As for students' attitude toward the learning units, over half reported that inductive learning was beneficial although they still found it difficult to verbalize differences among semantically similar words. "TANGO" was also considered a useful tool for learning synonyms and their collocates. (Contains 7 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Effects of Online Conjunction Materials on College EFL Students' Writing (EJ800642)
Tseng, Yen-Chu; Liou, Hsien-Chin
System: An International Journal of Educational Technology and Applied Linguistics, v34 n2 p270-283 Jun 2006
2006-06-00
Information Analyses; Journal Articles; Reports - Research
Descriptors: Instructional Design; Student Attitudes; Semantics; Form Classes (Languages); Interference (Language); English (Second Language); Second Language Learning; Writing (Composition); Error Patterns; Computational Linguistics; Interlanguage; Language Patterns; College Students; Case Studies; Questionnaires; Computer Assisted Instruction; Task Analysis; Second Language Instruction
Abstract: Misuse of English conjunction related to incoherent writing, according to the literature, comes from learners' first language interference, improper mechanical exercises, and misleading lists of connectors in textbooks demonstrated as if mutually interchangeable without contextual constraints. Form-focused instruction with explicit semantic, stylistic and syntactic properties can help learning of connectors. Additionally, computer learner corpus analysis which identifies systematic interlanguage patterns in Chinese learner data offers pedagogical insights for the current study. Four Web-based online conjunction units based on principles from related literature and learner corpus analyses were designed for 19 EFL college students to use for a month with sentence-beyond contexts concerning stylistic properties and overuse situations. Before and after the project, a gap-filling test on conjunctors and a writing task were used, followed by an evaluation questionnaire on students' perception. Results indicated that students generally held a positive attitude toward the online units and demonstrated statistically significant improvements in the use of connectors in both the test and free production contexts. The case study argues that pedagogically sound instructional design for online conjunction materials can help college EFL learners write more accurate and coherent essays. (Contains 4 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Effects of Web-Based Concordancing Instruction on EFL Students' Learning of Verb-Noun Collocations (EJ717894)
Chan, Tun-pei; Liou, Hsien-Chin
Computer Assisted Language Learning, v18 n3 p231-251 Jul 2005
2005-07-00
Journal Articles; Reports - Evaluative
Descriptors: Measures (Individuals); Internet; English (Second Language); Indexes; Verbs; Nouns; Chinese; College Students; Pretests Posttests; Prior Learning; Foreign Countries; Second Language Learning
Abstract: This study investigates the influence of using five web-based practice units on English verb-noun collocations with the design of a web-based Chinese-English bilingual concordancer (keyword retrieval program) on collocation learning. Thirty-two college EFL students participated by taking a pre-test and two post-tests, and responding to a background questionnaire and an evaluation questionnaire. Results indicated that learners made significant collocation improvement immediately after the online practice but regressed later. Yet, the final performance was still better than students' entry level. Different verb-noun collocation types and learners with different prior collocation knowledge were found to be not equally receptive to the practice effects. Both the online instructional units and the concordancer were acceptable to most participants. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Assessing Learner Strategies Using Computers: New Insights and Limitations. (EJ603490)
Liou, Hsien-Chin
Computer Assisted Language Learning, v13 n1 p65-78 Feb 2000
2000-00-00
Journal Articles; Opinion Papers
N/A
Descriptors: Computer Assisted Instruction; Evaluation Methods; Language Research; Learning Strategies; Metacognition; Second Language Instruction; Second Language Learning
Abstract: Discusses the assessment of learner strategies in the computer assisted language learning context, and the pros and cons. Reviews empirical studies that have used the computer to record the interactive process where second language learners demonstrate different on-line language learning behavior, operationalized as types of learner strategies. (Author/VWL)
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9. The Impact of WWW Texts on EFL Learning. (EJ561185)
Computer Assisted Language Learning, v10 n5 p455-78 Nov 1997
1997-00-00
Descriptors: Computer Assisted Instruction; English (Second Language); Ethnography; Higher Education; Instructional Materials; Reading Comprehension; Second Language Instruction; Skill Development; World Wide Web; Writing Instruction; Writing Skills
Abstract: A study investigated effectiveness of use of World Wide Web texts in a college English-as-a-foreign-language (EFL) writing class, finding that the reading comprehension and writing skills of 15 students using the Web-based materials improved more than those of students not using the materials. Ethnographic observation also focused on four students. (Author/MSE)
10. Research of On-Line Help as Learner Strategies for Multimedia CALL Evaluation. (EJ561162)
CALICO Journal, v14 n2-4 p81-96 1997
Descriptors: Chinese; Computer Assisted Instruction; English (Second Language); Foreign Countries; Higher Education; Information Retrieval; Interactive Video; Learning Strategies; Multimedia Instruction; Online Searching; Problem Solving; Second Language Instruction; Second Language Learning; Student Attitudes; User Needs (Information)
Abstract: Reviews learner strategy research, strategy instruction, and on-line help in multimedia instructional materials, and reports on a study investigating 20 native Chinese-speaking English language learners' use of computer resource facilities (e.g., scripts, glossaries, background information) in an interactive videodisc program and their reactions to them. The study was conducted at a Chinese university. (Author/MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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