Editorial: Thirty Years of the CALICO Journal—Replicate, Replicate, Replicate

Smith, Bryan; Schulze, Mathias

doi:10.11139/cj.30.1.i-iv

Cited by 16 publications

(7 citation statements)

References 2 publications

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“…edu/»efs/callsurvey/), published in this journal as Hubbard (2003). More and more books (such as Chapelle, 2003;Egbert & Petrie, 2005;Levy & Stockwell, 2006;Beatty, 2010;Leakey, 2011;Stockwell, 2012), articles (such as Kern, 2006;Chun, 2012;Smith & Schulze, 2013), and PhD theses (such as those by C edric Sarr e, Ana Sevilla, Qing Ma, Jos e Macario, Aga Palalas, Joost van Doremalen, Liliana Cuesta, Frederik Cornillie and Ambra Neri) have been discussing the topic in more or less depth ever since.…”

Section: Research Challenges In Callmentioning

confidence: 97%

Research challenges in CALL

Lévy¹,

Hubbard²,

Stockwell³

et al. 2014

Computer Assisted Language Learning

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Section: Research Challenges In Callmentioning

confidence: 97%

Research challenges in CALL

Lévy¹,

Hubbard²,

Stockwell³

et al. 2014

Computer Assisted Language Learning

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“…Thus, this study responds to Smith and Schulze's (2013) call for qualitative replication studies, seeking to "obtain a clearer picture of phenomena observed" (Smith & Schulze, 2013: ii) and "generate 'a richer and deepened' understanding of the phenomena" (TalkadSukumar & Metoyer, 2019: 2). The specific phenomenon under investigation is the phenomenon of students dropping out of BLL classes.…”

Section: Methodology and Methodsmentioning

confidence: 97%

EFL learners dropping out of blended language learning classes: A replication of Stracke (2007)

Stracke¹,

Nguyen²,

Nguyen³

2023

ReCALL

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Studies with an explicit focus on dropouts in blended language learning (BLL) are rare and non-existent in the Asian context. This study replicates the early qualitative interview study by Stracke (2007), who explored why foreign language learners drop out of a BLL class. While the 2007 study was carried out in the German higher education context, we conducted this study at a university in Vietnam, where we conducted semi-structured interviews with five students who had left their blended English course after the first semester of study. Our findings indicate that the successful complementarity and integration of the blend components, the crucial role of teacher support and feedback within a learner-centred environment, interactive learning materials, a high level of interaction, and a good relationship between students and teachers are key for students’ perception of a successful blended class and retention. The lack of complementarity between the components of the blend remains a major reason for students’ dissatisfaction that resulted in them leaving the course in both the 2007 study and this study. Our study allows for a deep understanding of the reasons why Vietnamese EFL students leave a BLL course, thus providing some evidence for pedagogical adjustments for the delivery of current BLL classes in Vietnam and similar contexts. Understanding the reasons why students drop out can help improve the effectiveness of these programs and lead to higher retention rates, a reduction of costs (both financial but also emotional), an increase in student satisfaction, and a better student experience.

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“…The last step of the cycle involves a one-on-one oral with the lecturer in an effort to bring it closer to 'real life' and give learners another opportunity to interact and communicate, which is esteemed to be of particular importance by Smith and Schulze (2013). The goal with this part of the process is in accordance with that of Eisenmann and Summer (2012:418) i.e.…”

Section: Transcription Amentioning

confidence: 97%

Designing a digital pedagogical pattern for improving foreign language learners’ oral proficiency

Grobler

Smits

2016

Literator

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South African undergraduate foreign language students need more opportunity to practise their oral language skills. Not only do appeals to focus more on oral productive skills feature in scholarly literature (Delena-le Roux 2010), it is also one of the main conclusions from a survey among beginner students of French at the Potchefstroom Campus of North-West University (South Africa). It was therefore necessary to design a teaching and learning intervention, specifically aimed at improving beginner students’ oral communication skills in French. Laurillard’s (2012) Conversational Framework inspired the design of a digital pedagogical pattern (DPP), consisting of context and pedagogy descriptors for the development of foreign language learners’ oral communication skills. The Conversational Framework analyses formal learning and challenges the use of new technologies in learning. The implementation process of a DPP for the development of students’ (French) oral skills involved three cycles, each with specific outcomes and three groups of participants: the control group and two experimental groups. Field-testing the proposed DPP provided important insights which should be integrated in the design of subsequent digital pedagogical patterns in the specific context: limiting the participant groups to two; decreasing the number of interventions to be implemented in the limited teaching time of a semester; ensuring that each step adheres to the requirements of the Conversational Framework. Student results from the learning interventions in future studies should reveal which intervention better promotes oral communication skills.

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Editorial: Thirty Years of the CALICO Journal—Replicate, Replicate, Replicate

Cited by 16 publications

References 2 publications

Research challenges in CALL

Research challenges in CALL

EFL learners dropping out of blended language learning classes: A replication of Stracke (2007)

Designing a digital pedagogical pattern for improving foreign language learners’ oral proficiency

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