Barry Kavanagh
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Presentation Optimizing Collocation Acquisition: The Impact of CALL Tools and Digital Flashcards more
Sun, Jul 20, 11:40-12:05 Asia/Tokyo
Awareness of collocations is essential for vocabulary learning, as they form a fundamental part of natural spoken and written English. This study examined the impact of original CALL tools on collocation acquisition. Over seven weeks, 136 Japanese EFL university students used an online tool to read short passages, each containing 10 collocations, while their reading speed was tracked. The tool evaluated collocation knowledge through multiple-choice quizzes (recognition) and blank-fill exercises (production) based on the passages. To reinforce learning, students practiced these collocations using online flashcards for homework and were tested on them the following week. Pre- and post-tests evaluated overall collocation knowledge and learning gains. Results showed that students’ reading speed increased over the seven weeks and their collocation quiz scores improved, culminating in significantly higher post-test scores. More frequent flashcard use was also positively correlated with better weekly test performance. The findings indicate that digital tools and flashcards can effectively enhance collocation learning, improving both recognition and production skills. This study highlights the potential of CALL-based interventions to optimize vocabulary acquisition and offers some insights for designing more effective digital learning strategies.
Poster Session Connecting Students Through a Tohoku-Taipei COIL Exchange more
Sat, Jul 19, 10:35-11:35 Asia/Tokyo
Collaborative online international learning (COIL) exchanges have become increasingly prevalent in tertiary educational settings. These exchanges aim to promote intercultural understanding and awareness through offering opportunities for students from different countries to engage in authentic collaborative interactions while also practicing communicative language skills. Our poster focuses on the second year of an annual short-term synchronous COIL exchange between university students in Japan and Taiwan. We describe the process of implementing this exchange at our universities, including the student demographics, the activities they engaged in, and the technologies used to facilitate the collaboration. The poster also explores the outcomes of the exchange, examining how students from different cultural and language backgrounds interacted, challenges faced, and benefits gained. Additionally, we discuss the logistical aspects encountered as exchange organizers and provide suggestions for refining and sustaining future exchanges. Finally, we offer a general outline for university educators interested in creating short-term synchronous COIL exchanges incorporating meaningful international and intercultural learning experiences for their students.
Presentation Are L2 Writers Losing Their Voices? The Influence of Generative AI on Personal Writing Style more
Sun, Jul 20, 09:35-10:00 Asia/Tokyo
Second language (L2) instructors face a challenge when incorporating AI tools into their writing lessons concerning the preservation of the writer’s voice. This presentation briefly explains the meaning and development of voice before covering two contrasting scenarios that potentially play out in L2 writing classrooms. In the first, L2 writers may become over reliant on AI-generated assistance, leading to a dilution of their personal style and expression. In this instance, algorithms and templates provided by AI may homogenize writing, with authentic language being replaced by standardized, computationally optimized phrases, resulting in a loss of individuality and originality. In the second, responsible use of AI can support L2 writers by offering assistance without reducing their original style. In this case, with guidance, AI can assist grammar correction and offer stylistic suggestions while allowing writers to retain control over their narratives and individuality as L2 writers. Teachers can play a central role in helping students preserve their authenticity, individuality, and voice by providing guidance on the responsible use of AI tools, along with directed instruction and constructive feedback.