This paper summarizes the research described in a PhD thesis (Pujolă, 2000) which presents a description of how learners use the help facilities of a web-based multimedia CALL program, called ImPRESSions, designed to foster second language learners’ reading and listening skills and language learning strategies. The study investigates the variation of strategy use in a CALL environment: Twenty two Spanish adult students of English worked with the program in four sessions and their computer movements were digital-video screen recorded. Together with direct observation and retrospective questions a detailed picture of learners’ deployment of strategies was drawn. As the emphasis was on the process rather than the product, the description and analysis of the data focus on the observation of the language learning strategies learners deployed when using the help facilities provided: Dictionary, Cultural Notes, Transcript, Subtitles and Play Controls, Feedback and an Experts module specifically designed to provide the language learner training component of the program. The qualitative analysis of the data indicates that many variables have an influence on the amount and quality of the use of the help provided by the program, from the learners’ individual differences to the fact that the CALL environment may prompt learners to behave or work in a different way from a more conventional type of learning. The results of the study provide information for future CALL material design and the type of research offers new possibilities for CALL research methods.

This paper reports on one specific aspect of a study which investigated the learners’ use of the help facilities available within a program called ImPRESSions. Among those facilities, feedback was central to the design of the program and an important aspect of the research study. Little is known about how learners interact with feedback in CALL. This paper explains the design and implementation of the feedback features of the program, and tries to portray insights into how learners used these in four different sessions using ImPRESSions. Learners’ screen movements, observation and retrospection questions about the use of help facilities were recorded for later description and analysis. The results about the use of the feedback facility are presented and discussed from a qualitative perspective.

Promoting speaking interaction remains a challenge for language massive open online courses (LMOOCs), both from a pedagogical and technological standpoint. This paper describes the design process of the tandemMOOC, which exploits the massive, open and online features of MOOCs in order to offer language learners online speaking interaction practice with native speakers of their target language. The course is based on eTandem language learning principles and equips learners with the necessary competences to be able to cope with online second language (L2) speaking opportunities. Following a design-based research approach, this paper presents an analysis and discussion of seven components of the design: learning environment, facilitation dynamics, dyad configuration, task types, task topics, feedback provision, and gamification components. The analysis of the implementation of these elements results in a set of key features for the integration of L2 speaking interaction activities in LMOOCs.

Nos intercâmbios virtuais, o primeiro contato entre os estudantes é um momento chave, já que determina a forma como os estudantes se relacionarão entre si durante todo o processo de aprendizagem. O aplicativo Flipgrid pode ser uma ferramenta útil para desenvolver um primeiro contato tanto em projetos de telecolaboração como em contextos educativos digitais. O objetivo desse artigo é explorar as estratégias técnicas, comunicativas e afetivas que os estudantes que participaram em o projeto de telecolaboração HI-UB durante o semestre de primavera de 2019 utilizaram em suas primeiras interações para alcançar a proximidade. Os dados foram obtidos tanto das gravações em vídeo realizadas em Flipgrid por 22 alunos do programa de Máster da Universidade de Barcelona e 11 estudantes de espanhol como língua estrangeira da Universidade de Islândia, como de suas reflexões. Os resultados mostram que este primeiro encontro assíncrono em vídeo lhes foi útil, já que os ajudou a reduzir a ansiedade, proporcionou uma boa atmosfera emocional e fomentou sua motivação às tarefas posteriores do projeto de telecolaboração.

This chapter explores gamification as an innovative pedagogical strategy in language learning with the use of technology. The authors examine the construct of gamification, arguing for the need of a clear definition as many authors use various terms interchangeably. The dynamics, mechanics, and components to conform a gamified learning experience are presented. The chapter describes current research and teaching experiences on gamification and technology-enhanced teaching and learning. Two approaches are identified: the use or design of gamified apps and gamified learning experiences designed entirely by teachers and implemented with the help of different technologies. Some tools and platforms for gamification are discussed and recommendations on how to implement a successful gamified teaching intervention are provided. Two approaches to researching gamification are also proposed.