Language teachers’ perceptions on the use of OER language processing technologies in MALL

References

• Abeywardena, I. S., Dhanarajan, G., & Chan, C. S. (2012, September). Searching and locating OE R : Barriers to the wider adoption of OER for teaching in Asia. Proceedings of the regional symposium on open educational resources: An Asian perspective on policies and practice, Penang, Malaysia: Regional Symposium on Open Educational Resources: An Asian Perspective on Policies and practice.
   Google Scholar
• Adams, A., Liyanagunawardena, T., Rassool, N., & Williams, S. (2013). Use of open educational resources in higher education. British Journal of Educational Technology, 44, 149–150. doi:https://doi.org/10.1111/bjet.12014
   Web of Science ®Google Scholar
• Allan, R. (2006). Data-driven learning and vocabulary: Investigating the use of concordan ces with advanced learners of English (Centre for language and communication studies occasional paper No. 66). Dublin: Trinity College Dublin.
   Google Scholar
• Ballance, O. (2017). Pedagogical models of concordance use: Correlations between concordance user preferences. Computer Assisted Language Learning, 30, 259–283.
   Web of Science ®Google Scholar
• Banzato, M. (2012, September). Barriers to teacher educators seeking, creating and sharing open educational resources: An empirical study of the use of OER in education in Italy. Proceedings of the 2012 15th international conference on interactive collaborative learning (ICL). Villach, Austria: IEEE. doi:https://doi.org/10.1109/icl.2012.6402105
   Google Scholar
• Beaven, T. (2013). Use and reuse of OER: Professional conversations with language teachers. Journal of e-Learning and Knowledge Society, 9, 59–71.
   Google Scholar
• Bliss, T., Robinson, T., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of open educational resources. Journal of Interactive Media in Education, 1, 1–25.
   Google Scholar
• Boulton, A. (2010). Data-driven learning: Taking the computer out of the equation. Language Learning, 60, 534–572.
   Web of Science ®Google Scholar
• Bradshaw, P., Younie, S., & Jones, S. (2013). Open education resources and higher education academic practice. Campus-Wide Info Systems, 30, 186–193. doi:https://doi.org/10.1108/10650741311330366
   Google Scholar
• Charles, M. (2012). Proper vocabulary and juicy collocations: EAP students evaluate do-it-yourself corpus-building. English for Specific Purposes, 31, 93–102.
   Web of Science ®Google Scholar
• Charles, M. (2014). Getting the corpus habit: EAP students’ long-term use of personal corpora. English for Specific Purposes, 35, 30–40.
   Web of Science ®Google Scholar
• Chen, B., & Denoyelles, A. (2013). Exploring students' mobile learning practices in higher education. Educause Review. Retrieved fromhttp://www.educause.edu/ero/article/exploring-students-mobile-learning-practices-higher-education
   Google Scholar
• Chen, J., Yen, D., & Chen, K. (2009). The acceptance and diffusion of the innovative smart phone use: A case study of a delivery service company in logistics. Information & Management, 46, 241–248. doi:https://doi.org/10.1016/j.im.2009.03.001
   Web of Science ®Google Scholar
• Chujo, K., & Oghighian, K. (2012). DDL for EFL beginners: A report on student gains and views on paper-based concordancing and the role of L1. In J. Thomas & A. Boulton (Eds.), Input, process and product: Developments in teaching and language corpora (pp. 170–183). Brno: Masaryk University Press.
   Google Scholar
• Cobb, T. (1997). Is there any measurable learning from hands-on concordancing ? System, 25, 301–315.
   Google Scholar
• Cobb, T. (1999). Applying constructivism: A test for the learner-as-scientist. Educational Technology Research & Development, 47, 15–33.
   Web of Science ®Google Scholar
• Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in higher education. Retrieved 30 December, 2016, fromhttps://core.ac.uk/download/pdf/5162.pdf
   Google Scholar
• Conroy, M. A. (2010). Internet tools for language learning: University students taking control of their writing. Australasian Journal of Educational Technology, 26, 861–882.
   Web of Science ®Google Scholar
• de Leeuw, E. D., Hox, J. J., & Dillman, D. A. (2008). The cornerstones of survey research. In E. D. de Leeuw, J. J. Hox, & D. A. Dillman (Eds.), International handbook of survey methodology, (pp. 1–17). Abingdon: Routledge. doi:https://doi.org/10.4324/9780203843123.ch1.
   Google Scholar
• Edmunds, R., Thorpe, M., & Conole, G. (2010). Student attitudes towards and use of ICT in course study, work and social activity: A technology acceptance model approach. British Journal of Educational Technology, 43, 71–84. doi:https://doi.org/10.1111/j.1467-8535.2010.01142.x
   Web of Science ®Google Scholar
• Farrow, R., Pitt, R., de los Arcos, B., Perryman, L., Weller, M., & McAndrew, P. (2015). Impact of OER use on teaching and learning: Data from OER Research Hub (2013–2014). British Journal of Educational Technology, 46, 972–976. doi:https://doi.org/10.1111/bjet.12310
   Web of Science ®Google Scholar
• Geluso, J. (2013). Phraseology and frequency of occurrence on the web: Native speakers’ perceptions of Google-informed second language writing. Computer Assisted Language Learning, 26, 144–157.
   Web of Science ®Google Scholar
• Georgiev, T., Georgieva, E., & Smrikarov, A. (2004, June). m-learning: a new stage of m-learning. Proceedings of the 5th international conference on computer systems and technologies – CompSysTech '04, doi: 10.1145/1050330.1050437. Rousse, Bulgaria.
   Google Scholar
• Godwin-Jones, R. (2008). Emerging technologies. Web-writing 2.0: Enabling, documenting, and assessing writing online. Language Learning & Technology, 12, 8–13.
   Web of Science ®Google Scholar
• Granger, S., Kraif, O., Ponton, C., Antoniadis, G., & Zampa, V. (2007). Integrating learner corpora and natural language processing: A crucial step towards reconciling technological sophistication and pedagogical effectiveness. ReCALL, 19, 252–268. doi:10.1017/S0958344007000237
   Google Scholar
• Harbusch, K., Itsova, G., Koch, U., & Kühner, C. (2013). Computing accurate grammatical feedback in a virtual writing conference for German-speaking elementary-school children: An approach based on natural language generation. CALICO Journal, 26, 626–643. Retrieved 3 June, 2017, fromhttps://journals.equinoxpub.com/index.php/CALICO/article/view/23064
   Google Scholar
• Harkness, J. A., 2008, Comparative survey research : goal and challenges. In E. D. de Leeuw, J. J. Hox, & D. A. Dillman (Eds.), International handbook of survey methodology, (pp. 56–77), Abingdon: Routledge. doi:https://doi.org/10.4324/9780203843123.ch4.
   Google Scholar
• Harley, D., Henke, J., Lawrence, S., Miller, I., Perciali, I., & Nasatir, D. (2006). Use and users of digital resources: A focus on undergraduate education in the humanities and social sciences. Berkeley, CA: Center for Studies in Higher Education, UC Berkeley. Retrieved fromhttp://cshe.berkeley.edu/research/digitalresourcestudy/report/digitalresourcestudy_final_report_text.pdf
   Google Scholar
• Heather, J., & Helt, M. (2012). Evaluating corpus literacy training for pre-service language teachers: Six case studies. Journal of Technology and Teacher Education, 20, 415–440.
   Google Scholar
• Hylén, J. (2006). Open educational resources: Opportunities and challenges. Paris, France: OECD's Centre for Educational Research and Innovation. Retrieved from http://www.oecd.org/dataoecd/5/47/37351085.pdf
   Google Scholar
• Johns, T. (1986). Micro-concord: A language learner's research tool. System, 14, 151–162.
   Web of Science ®Google Scholar
• Johns, T. (1990). From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. CALL Austria, 10, 14–34.
   Google Scholar
• Johns, T. (1991). Should you be persuaded. Two samples of data-driven learning materials. Classroom Concordancing: ELR Journal, 4, 1–16.
   Google Scholar
• Karras, J. (2016). The effects of data-driven learning upon vocabulary acquisition for secondary international school students in Vietnam. ReCALL, 28, 166–186. doi:10.1017/S0958344015000154
   Web of Science ®Google Scholar
• Kaur, J., & Hegelheimer, V. (2005). ESL students’ use of concordance in the transfer of academic word knowledge: An exploratory study. Computer Assisted Language Learning, 18, 287–310.
   Google Scholar
• Kukulska-Hulme, A. (2009). Will mobile learning change language learning ? ReCALL, 21, 157–165. doi:https://doi.org/10.1017/s0958344009000202
   Web of Science ®Google Scholar
• Kukulska-Hulme, A. (2016). Personalization of language learning through mobile technologies. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I., & Vavoula, G. (2009). Innovation in mobile learning: A European perspective. International Journal of Mobile and Blended Learning, 1, 13–35.
   Google Scholar
• Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20, 271–289. doi:https://doi.org/10.1017/s0958344008000335
   Google Scholar
• Kukulska-Hulme, A., Traxler, J., & Pettit, J. (2007). Designed and user-generated activity in the mobile age. Journal of Learning Design, 2(1), 52–65. Retrieved June 30, 2008, fromhttp://www.jld.qut.edu.au/
   Google Scholar
• Lee, C.-Y., & Liou, H.-C. (2003). A study of using web concordancing for English vocabulary learning in a Taiwanese high school context. English Teaching and Learning, 27, 35–56.
   Google Scholar
• Lee, D., Moon, J., Kim, Y., & Yi, M. (2015). Antecedents and consequences of mobile phone usability: Linking simplicity and interactivity to satisfaction, trust, and brand loyalty. Information & Management, 52, 295–304. doi:https://doi.org/10.1016/j.im.2014.12.001
   Web of Science ®Google Scholar
• Leńko-Szymańska, A. (2014). Is this enough? A qualitative evaluation of the effectiveness of a teacher-training course on the use of corpora in language education. ReCALL, 26(2), 260–278. doi:10.1017/S095834401400010X
   Web of Science ®Google Scholar
• Leńko-Szymańska, A., & Boulton, A. (2015). Multiple affordances of language corpora for data-driven learning (1st ed.). Amsterdam: John Benjamins Publishing Company.
   Google Scholar
• Littlejohn, A., & Hood, N. (2017). How educators build knowledge and expand their practice: The case of open education resources. British Journal of Educational Technology, 48, 2, 499–510. doi: https://doi.org/10.1111/bjet.12438
   Web of Science ®Google Scholar
• Ma, Q. (2016). An evidence-based study of Hong-Kong university students’ mobile-assisted language learning (MALL) experience. In A. Gimeno, M. Levy, F. Blin, & D. Barr (Eds.), Sustainability and computer-assisted language learning. London: Bloomsbury.
   Google Scholar
• Manfreda, K. L., & Vehovar, V. (2008). Internet Surveys. In E. D. de Leeuw, J. J. Hox, & D. A. Dillman (Eds.), International handbook of survey methodology, (pp. 264–284), Abingdon: Routledge. doi: https://doi.org/10.4324/9780203843123.ch14
   Google Scholar
• Masterman, L., Wild, J., White, D., & Manton, M. (2011, December). The impact of OER on teaching and learning in UK universities: Implications for learning design. In L. Cameron & J. Dalziel (Eds.), Proceedings of the 6th international LAMS & learning design conference 2011: Learning design for a changing world (pp. 135–144). Sydney: LAMS Foundation. doi:http://lamsfoundation.org/lams2011sydney/papers.htm
   Google Scholar
• McAndrew, P., Santos, A., Lane, A., Godwin, S., Okada, A., Wilson, T., Connolly, T., Ferreira, G., Buckingham Shum, S., Bretts, J., & Webb, R. (2009). Open learn research report 2006–2008. Milton Keynes: The Open University. Retrieved from http://oro.open.ac.uk/17513/1/Researchfinal_low.pdf
   Google Scholar
• Meurers, D. (2015). Learner corpora and natural language processing. In S. Granger, G. Gilquin, & F. Meunier (Eds.), The Cambridge handbook of learner corpus research (pp. 535–536). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139649414.024
   Google Scholar
• Mishra, S., Sharma, M., Sharma, R., Singh, A., & Thakur, A. (2016). Development of a scale to measure faculty attitude towards open educational resources. Open Praxis, 8, 1, 55–69. doi:https://doi.org/10.5944/openpraxis.8.1.236
   Web of Science ®Google Scholar
• Massachussets Institute of Technology. (2006). 2005 Program evaluation findings report. Retrieved from http://ocw.mit.edu/NR/rdonlyres/FA49E066‐B838‐4985‐B548‐F85C40B538B8/0/05_Prog_Eval_Report_Final.pdf
   Google Scholar
• Massachussets Institute of Technology. (2009). 2009 Program evaluation findings report. Retrieved from www.ocw.mit.edu/ans7870/global/09_Eval_Summary.pdf
   Google Scholar
• Murphy, P., & Wolfenden, F. (2013). Developing a pedagogy of mutuality in a capability approach: Teachers’ experiences of using the Open Educational Resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme. International Journal of Educational Development, 33, 263–271. doi:https://doi.org/10.1016/j.ijedudev.2012.09.010
   Web of Science ®Google Scholar
• Nagata, N. (2013). An effective application of natural language processing in second language instruction. CALICO Journal, 13, 1, 47–67. Retrieved 3 June, 2017, fromhttps://journals.equinoxpub.com/index.php/CALICO/article/view/23405
   Google Scholar
• Naismith, L. (2004). Literature review in mobile technologies and learning. Bristol: NESTA Futurelab.
   Google Scholar
• Nilsson, N. (2009). Natural language processing. In N. Nilsson (Ed.) The quest for artificial intelligence (pp. 103–113). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511819346.009
   Google Scholar
• Owen, C. (2017). Surveys. In J. Swain (Ed.), Designing research in education (1st ed.) (pp. 123–147). London: Sage.
   Google Scholar
• Page, T. (2014). Application-based mobile devices in design education. IJMLO, 8, 2, 96–111. doi:https://doi.org/10.1504/ijmlo.2014.062347
   Google Scholar
• Pegrum, M. (2016). Language and literacies for digital lives. In E. Martín-Monje, I. Elorza, & B. García Riaza (Eds.), Technology-enhanced language learning for specialized domains: Practical applications and mobility, (pp. 9–22), Abingdon: Routledge.
   Google Scholar
• Pérez-Paredes, P. (2010). Corpus linguistics and language education in perspective: Appropriation and the possibilities scenario, T. Harris, & M. Moreno Jaén. In Corpus linguistics in language teaching (pp. 53–73). Bern: Peter Lang.
   Google Scholar
• Pérez-Paredes, P., Sánchez-Tornel, M., & Calero, J.M. A. (2012). Learners’ search patterns during corpus-based focus-on-form activities: A study on hands-on concordancing. International Journal of Corpus Linguistics, 17, 482–515.
   Web of Science ®Google Scholar
• Petrides, L., Jimes, C., Middleton-Detzner, C., & Howell, H. (2010, September). OER as a model for enhanced teaching and learning. Open ED 2010 proceedings. Barcelona: UOC, OU, BYU. Retrieved 17 March, 2016, fromhttp://hdl.handle.net/10609/4995
   Google Scholar
• Petrides, L., Nguyen, L., Jimes, C., & Karaglani, A. (2008). Open Educational Resources: Inquiring into author use and reuse. International Journal of Enhanced Learning, 1(1/2), 98–117.
   Google Scholar
• Quan, Z. (2016). Introducing “mobile DDL (data-driven learning)” for vocabulary learning: An experiment for academic English. Journal of Computers in Education, 3, 273–287.
   Web of Science ®Google Scholar
• Rödel, B. (2013), BIBB/Open Educational Resources. Retrieved 29 February, 2016, fromhttps://www.bibb.de/en/22627.php
   Google Scholar
• Rolfe, V. (2012). Open educational resources: Staff attitudes and awareness. Research in Learning Technology, 20, 1–13. doi:https://doi.org/10.3402/rlt.v20i0/14395
   Google Scholar
• Romero, M., Pérez-Mateo, M., Cabrera, N., Guitert, M., & Maina, M.. (2015). Regional analysis report open university of Catalo nia, Spain. Open University of Catalonia (UOC). Retrieved from https://www.oerup.eu/fileadmin/_oerup/dokumente/need_analysis_report_UOC_Spain.doc
   Google Scholar
• Sabadie, J., Muñoz, J., Punie, Y., Redecker, C., & Vuorikari, R. (2014). OER: A European policy perspective. Journal of Interactive Media in Education, 2014, 1–12. doi:https://doi.org/10.5334/2014-05
   Google Scholar
• Sato, T., Matsunuma, M., & Suzuki, A. (2013). Enhancement of automatization through vocabulary learning using CALL: Can prompt language processing lead to better comprehension in L2 reading ? ReCALL, 25, 143–158. doi:10.1017/S0958344012000328
   Web of Science ®Google Scholar
• Shin, D., Shin, Y., Choo, H., & Beom, K. (2011). Smartphones as smart pedagogical tools: Implications for smartphones as u-learning devices. Computers in Human Behavior, 27, 2207–2214. doi:https://doi.org/10.1016/j.chb.2011.06.017
   Web of Science ®Google Scholar
• Steel, C. (2016). Students' perspectives on the affordances and constraints of using mobile devices and applications for learning languages. In A. Gimeno, M. Levy, F. Blin, & D. Barr (Eds.), Sustainability and computer-assisted language learning. London: Bloomsbury.
   Google Scholar
• Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect on the platform. Language Learning & Technology, 14, 95–110.
   Web of Science ®Google Scholar
• Sun, Y.-C., & Wang, L.-Y. (2003). Concordancers in the EFL classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16, 83–94.
   Google Scholar
• Talai, T., & Fotovatnia, Z. (2012). Data-driven learning: A student-centered technique for language learning. Theory and Practice in Language Studies, 2, 1526–1531. Retrieved fromhttps://search.proquest.com/docview/1346760757?accountid=9851
   Google Scholar
• Thomas, M., & Evans, M. (2014). Guest editorial. Computer Assisted Language Learning, 27, 107–108. doi:https://doi.org/10.1080/09588221.2014.874101
   Web of Science ®Google Scholar
• Traxler, J. (2005, June). Defining mobile learning. Proceedings of the IADIS international conference on mobile learning.IADIS, Qawra, Malta.
   Google Scholar
• Traxler, J., & Kukulska-Hulme, A. ( Eds.). (2016). Mobile learning: The next generation. London: Routledge.
   Google Scholar
• United Nations Educational, Scientific and Cultural Organization. (2012). What are open educational resources (OERs)?, Paris: Unesco.org. Retrieved 28 March, 2016, from http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers/
   Google Scholar
• Wenk, B. (2010, April). Open educational resources (OER) inspire teaching and learning.Proceedings of the IEEE EDUCON education engineering 2010 – the future of global learning engineering education (pp. 435–442). Madrid: IEEE.
   Google Scholar
• Wild, J. (2012). OER engagement study: Promoting OER reuse among academics (SCORE Fellowship Final Report). Oxford: University of Oxford and The Open University. Retrieved from http://www.open.ac.uk/score/files/score/file/Joanna%20Wild%20SCORE%20Fellowship%20Final%20Report%20-%20web%20version.pdf,
   Google Scholar
• Wiley, D., & Henson, H. (2006, June). An initial characterization of engagement in informal social learning around MIT OCW.Proceedings of the 7th international conference on learning sciences (pp. 832–837). Bloomington, Indiana: ICLS. ISBN: 0-8058-6174-2.
   Google Scholar
• Wiley, D., Hilton, J., Ellington, S., & Hall, T. (2012). A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes. International Review of Research in Open and Distance Learning,, 13, 3, 262–276.
   Google Scholar
• Yeung, A., Taylor, P., Hui, C., Lam-Chiang, A., & Low, E. (2011). Mandatory use of technology in teaching: Who cares and so what ? British Journal of Educational Technology, 43, 859–870. doi:https://doi.org/10.1111/j.1467-8535.2011.01253.x
   Web of Science ®Google Scholar
• Yoon, H., & Jo, J. W. (2014). Direct and indirect access to corpora: An exploratory case study comparing students’ error correction and learning strategy use in L2 writing. Language Learning & Technology, 18, 96–117.
   Web of Science ®Google Scholar