Comparing Lexical Complexity Using Two Different VE Modes: A Pilot Study [Konferenzbericht] Paper presented at the EUROCALL 2022 Conference (30th, Reykjavik, Iceland, Aug 17-19, 2022).

Autor/in	Shiroyama, Tomotaka
Titel	Comparing Lexical Complexity Using Two Different VE Modes: A Pilot Study [Konferenzbericht] Paper presented at the EUROCALL 2022 Conference (30th, Reykjavik, Iceland, Aug 17-19, 2022).
Quelle	(2022), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Shiroyama, Tomotaka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Pilot Projects; Comparative Analysis; Difficulty Level; Second Language Learning; Second Language Instruction; Japanese; Computer Simulation; Computer Mediated Communication; Exchange Programs; Feedback (Response); Intercultural Communication; Undergraduate Students; Foreign Countries; Task Analysis; Teaching Methods; Language Usage; Vocabulary Development; Educational Benefits; English (Second Language); Native Language; Synchronous Communication; Asynchronous Communication + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Schwierigkeitsgrad; Zweitsprachenerwerb; Fremdsprachenunterricht; Japaner; Japanisch; Computergrafik; Computersimulation; Computerkonferenz; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Interkulturelle Kommunikation; Ausland; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Wortschatzarbeit; Bildungsertrag; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	The aim of this study is to compare how two different Virtual Exchanges (VE) contribute to language learning in a Japanese university context. Task-Based Language Teaching (TBLT) using VE has been a focus in this study. There are huge advantages of using technology in language teaching such as increasing language use opportunities, feedback, and others (Lee, 2016). However, many recent TBLT and VE studies have focused on students' interaction in the classroom (Hagley, 2020). This study investigated whether two different types of VEs have the potential to promote 'real-world communication' in a university context. The findings show that there was no significant difference regarding lexical complexity between both modes. The result suggests that both modes are unlikely to enhance students' vocabularies. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01