1. 2 Hot Topics in OLL Research:
OLLReN Webinar
2 Hot Topics in OLL Research:
Corpus Linguistics &
Telecollaboration
Presented by Anthony Schmidt
Thursday, March 8 10:00AM ET

2. Self-Introduction EDUCATION
MSEd in Language Education and TESOL – Indiana University
EXPERIENCE
6 years in South Korea – middle school, university
< 1 year in Japan – middle school
4 years in USA – university intensive English program
TEACHING INTERESTS
Academic reading and writing
Language learning technology
International student success
TOOLS
Corpus tools (VocabKitchen, JTW) , Kahoot, Quizlet, Newsela, Canvas, Movie Maker, EdPuzzle
BLOGS

3. Outline Brief Overview of OLLReN Research Report Corpus Linguistics
Corpus tool demonstration
Summary of practice-oriented articles
Summary of a teacher training-oriented article
Takeaway
Telecollaboration
What is it?
Summary of research
Conclusion and Final Thoughts
Q&A

4. OLLReN Research Report
108 articles from relevant journals
ELT Journal; TESOL Journal; System; ReCALL; CALICO; Language, Learning & Technology; Innovation in Language Learning and Teaching
trends included:
Corpus linguistics (DDL: data-driven learning)
Telecollaboration
Writing
Blogging – improved traditional writing
Multimodal composing – improved revision
Mobile Apps
Substitutions – SMS, Twitter
Modification – online recording and feedback
Redefinition – FB groups and intercultural communication

5. Corpus Tools Corpus Linguistics Learner Error “make a research”
BYU-BNC
MICASE
AntConc
BNCWeb
Google
just-the-word
StringNet
TED Corpus
MICUSP
Each image above is clickable!
Learner Error
“make a research”

6. Classroom Research Corpus Linguistics
Lee, H., Warschauer, M., & Lee, J. H. (2017). The Effects of Concordance-Based Electronic Glosses on L2 Vocabulary Learning. Language Learning & Technology, 21(2),
Participants: 138 B1-B2 Korean undergrads
Corpus Tool: BNC to make e-glosses
Conditions: Electronic reading with no gloss, concordance line glosses (3), or concordance and dictionary glosses.
Results: control < concordance lines < concordance and dictionary
Finding: “the combination of definition and example sentences resulted in the highest comprehension gains”

7. Classroom Research Corpus Linguistics
Li, S. (2017). Using corpora to develop learners’ collocational competence. Language Learning & Technology, 21(3), 153– 171.
Participants: linguistics class in China
Corpus: BYU-BNC, BYU-COCA
Focus: Verb-preposition collocations
Groups: 15-week corpus (exp.) or rule-based (control)
Measure: Pre-, post-, and delayed essay writing
Findings: both groups increased in the use, decrease in misuse,
experimental > control

8. Classroom Research Corpus Linguistics
Bardovi-Harlig, K., Mossman, S., & Su, Y. (2017). The effect of corpus-based instruction on pragmatic routines. Language Learning & Technology, 21(3), 76–103. Participants: Chinese linguistics class
Participants: ESL at US university
Corpus: MICASE
Focus: oral agreement, disagreement, self-correction
Groups: control, corpus materials (CM), corpus search (CS)
Measure: speaking tasks
Corpus Materials Example
Corpus Search Example

9. Classroom Research Corpus Linguistics
Bardovi-Harlig, K., Mossman, S., & Su, Y. (2017). The effect of corpus-based instruction on pragmatic routines. Language Learning & Technology, 21(3), 76–103. Participants: Chinese linguistics class
Findings:
CM/CS had more speech acts than control
CM > CS on speech act scores
Some differences in type of speech act
CM format considered superior because they were more focused and had less “noise”
Corpus Materials Example
Corpus Search Example

10. Classroom Research Corpus Linguistics
Hadley, G., & Charles, M. (2017). Enhancing extensive reading with data-driven learning. Language Learning & Technology, 21(3), 131–152
Participants: international students at a Japanese university
Corpus: Oxford Bookworms
Procedure: expansion activities, mins of silent reading, vocabulary log, MReader
Expansion: discussion activities (control) or discussion and DDL activities (experimental)
Findings: DDL students were less enthusiastic, less involved in vocabulary logs, control students did better on cloze test and Vocabulary Levels Test

11. Corpus Issues Corpus Linguistics
What challenges do students face?
Lack of context
Lack of proficiency
Lack of technical skills
Lack of research skills
Lack of motivation
What challenges do teachers face?
Awareness
Technical skills
Linguistic skills
Pedagogical skills
Training
“Corpora remain underused in much teacher education but are arguably an untapped resource with true pedagogical potential.”
(Naismith, 2017)

12. Teacher Training Corpus Linguistics
Naismith, B. (2016). Integrating corpus tools on intensive CELTA courses. ELT Journal, 71(3),
Rationale: Students and teacher trainees both need to improve lexical knowledge, need to learn to use a powerful pedagogical tool
Corpus: multiple; JTW, Google Ngram Viewer
Method: 75-minute training session – observed throughout the program, questionnaire
Findings:
High interest in benefits and understanding language usage
Low usage - 17% increase in usage, (maybe due to lack of assessment during course)
Corpus use used to plan lessons rather than during lessons as materials
JTW and Ngram Viewer most common

13. Teacher Training Corpus Linguistics
Naismith, B. (2016). Integrating corpus tools on intensive CELTA courses. ELT Journal, 71(3),
Recommendations:
Introduce corpus use in a computer lab
Amend CELTA syllabus to promote corpus usage:
include frequency as a key feature of lexis
Look at vocabulary and grammar together (lexicogrammar) rather than separately
include “appropriacy” as a measure of context

14. Teacher Training Corpus Linguistics
Leńko-Szymańska, A. (2017). Training teachers in data-driven learning: Tackling the challenge. Language Learning & Technology, 21(3), 217–241.
Rationale: need to train teachers to obtain technical, linguistic, and pedagogical skills related to corpus use.
Course: “Corpora in Foreign Language Teaching, University of Warsaw” (6x, 98 students) spent a semester addressing those skills
Procedure: analyzed student-made corpora and lesson plans
Findings
Technical – basic level skills but shied away from advanced searches
Linguistic – stuck to vocabulary and collocations
Pedagogy – used to inform materials, but not as classroom activities
Recommendation: expose to corpora as learners and teachers throughout their courses

15. Takeaways “DDL is not an ‘all-or-nothing’ process” Corpus Linguistics
(Boulton, 2010, p. 28)
Gradients of usage – from materials support to learner investigations, web-based tools to corpus creation
DDL can be effective given motivated students who have both the need and proficiency
DDL can be effective given motivated and well-trained teachers
Clear need for teacher training: technical, linguistic, and pedagogical

16. Telecollaboration OLLReN Webinar
The engagement of groups of students in online intercultural interaction and collaboration with partner classes from other cultural contexts or geographical locations. (O’Dowd, 2015)
Language learning
Teacher training
Intercultural communication
Synchronous videoconferencing
Asynchronous discussion

17. Telecollaboration & TBLT
Guo, S., & Möllering, M. (2016). The implementation of task-based teaching in an online Chinese class through web conferencing. System, 62,
Method: Blackboard Collaborate webconferencing software
Participants: Students in a Chinese FL classroom
Task Sequence
Pre-task: warm-up activities, use of interactive whiteboard to rehearse parts of the task they would later use in breakout rooms
Task: family tree info-gap (session 1), doctor roleplay/jigsaw (session 2)
Post-task: in main room, presented their work

18. Telecollaboration & TBLT
Guo, S., & Möllering, M. (2016). The implementation of task-based teaching in an online Chinese class through web conferencing. System, 62,
Findings:
Teacher-talk time was high
Lack of use of webcam by students
Text chat used for teacher feedback, technical problems – seen as the teacher’s area
After familiarity, a mix of audio, text, emoticons
Strategic use: main room – webcam; breakout rooms – audio, whiteboard to focus on task
Teacher’s presence changed use of modalities
Facilitates interaction when language breakdown takes place in conversation

19. Telecollaboration & CF
Akiyama, Y. (2017). Learner beliefs and corrective feedback in telecollaboration: A longitudinal investigation. System, 64,
Method: eTandem, a language-exchange system with a focus on error correction, and Skype
Purpose: understand corrective feedback (CF) beliefs and behavior
Participants: 12 Japanese, 12 Americans
Procedure: training workshop in CF, 50/50 language exchange (task-based)
Findings
Beliefs: majority want CF, over time most preferred recasts, decreased in want of explicit correction (though some see recasts as explicit)
Reason: easier, model

20. Telecollaboration & ID
Liaw, M. L., & English, K. (2017). Identity and addressivity in the “Beyond These Walls” program. System, 64,
Beyond These Walls: French and Taiwanese students learning English, cultural exchange
Rationale: “the belief that the keys to successful learning in telecollaboration are participants' sense of intimacy and social presence in the community”
Focus: identify, social presence
Method: “About Me Bag” Project via website
Findings:
French: hobbies and interests connected to talent and background with confidence
Taiwanese: hobbies, family, school friends but candid with feelings

21. Telecollaboration & ID
Liaw, M. L., & English, K. (2017). Identity and addressivity in the “Beyond These Walls” program. System, 64,
Findings (con’t):
Commenting: similarity, further interaction, We/us/ours use high and shows closeness
Survey results indicated it was seen as a positive medium for collaboration, though lacking some interaction/dialog
“…an effective learning activity should provide an environment with a sound social climate and therefore foster intimacy and mutual support among the participants. AMBs, to a large degree, fulfilled this goal.”
See also:
English, K. & Liaw, M.L. (2013) Dialogic Learning via Telecollaboration in France and Taiwan: From Virtual to Real in Beyond these Walls.

22. Telecollaboration & TT
Kurek, M., & Mueller-Hartmann, A. (2017). Task design for telecollaborative exchanges: In search of new criteria. System, 64, 7-20.
Participants: MA TESOL students in Poland and Germany (via telecollaboration)
Rationale: exposure to ICT, teaching via telecollaboration, task design
Method: created telecollborative tasks to promote intercultural communication (via Weebly) (2 cycles)
Peer-evaluated on: language, fit, meaning, authenticity, positive impact

23. Telecollaboration & TT
Kurek, M., & Mueller-Hartmann, A. (2017). Task design for telecollaborative exchanges: In search of new criteria. System, 64, 7-20.
Findings:
Hands-on practice developed a structured approach to task design
Relationship between tools, tasks, and learning
Need for balance between task support, task demand, clarity of instructions and design
Telecollaborative tasks require more evaluation criteria
Pedagogical framework more useful than a CALL framework for task design

24. Takeaways Telecollaboration
Telecollaboration is an effective way to foster meaningful intercultural exchanges
Telecollaboration is an effective tool that can simulate the social and pedagogical context of learning.
Useful in both synchronous and asynchronous formats
Like DDL, it requires teacher training and the learning of both technical and pedagogical skills

25. 2 Hot Topics in OLL Research:
OLLReN Webinar
2 Hot Topics in OLL Research:
Corpus Linguistics &
Telecollaboration
Questions? Comments?