Massey Documents by Type

Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294

Browse

Filters

2009 - 200912020 - 20241

Settings

Subject: search.filters.subject.CALL

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation.
    (Cambridge University Press on behalf of EUROCALL, the European Association for Computer-Assisted Language Learning, 2024-01) Ballance O
    The majority of research papers in computer-assisted language learning (CALL) report on primarily quantitative studies measuring the effectiveness of pedagogical interventions in relation to language learning outcomes. These studies are frequently referred to in the literature as experiments, although this designation is often incorrect because of the approach to sampling that has been used. This methodological discussion paper provides a broad overview of the current CALL literature, examining reported trends in the field that relate to experimental research and the recommendations made for improving practice. It finds that little attention is given to sampling, even in review articles. This indicates that sampling problems are widespread and that there may be limited awareness of the role of formal sampling procedures in experimental reasoning. The paper then reviews the roles of two key aspects of sampling in experiments: random selection of participants and random assignation of participants to control and experimental conditions. The corresponding differences between experimental and quasi-experimental studies are discussed, along with the implications for interpreting a study’s results. Acknowledging that genuine experimental sampling procedures will not be possible for many CALL researchers, the final section of the paper presents practical recommendations for improved design, reporting, review, and interpretation of quasi-experimental studies in the field.
  • Thumbnail Image
    Item
    Integrating content-based language learning and intercultural learning online: An international eGrops collaboration
    (2009) Walker, Ute Gerda; vom Brocke, Christina; Brown, A
    Learning language through content in the tertiary context presents a challenge in that language teachers, particularly in EAP/ESP contexts, are not necessarily experts in their students’ speciality subject areas, while subject experts might lack language teaching methodology. Furthermore, intercultural awareness, a key qualification in today’s global work environment, tends to take a back seat in a content-based approach. This paper reports on a didactic concept which integrates subject-based language learning with intercultural experience through online collaboration in an international eGroups set-up. The creation of a collaborative learning space aimed to bring together learners from different cultural contexts (New Zealand and Germany) and with different target languages (German and English) towards shared learning outcomes. Data from student interactions will help illustrate to what extent the eGroups model promoted interactive, communicative and intercultural competence through content-related bilingual collaboration.