The EuroCALL Review <p style="text-align: justify;">The EUROCALL Review is a journal of the <a href="" target="_blank" rel="noopener">European Association for Computer Assisted Language Learning</a> (EUROCALL) that seeks to provide an international focus for the dissemination of high quality innovative research, development and practice in technology-enhanced language learning. It includes foreign or second language learning and development in technology-rich learning environments, theoretical debate and practical applications at developmental stage, evaluative studies of the potential of technological advances in the delivery of language learning materials and enactment of language learning activities, and discussions of policy and strategy at institutional and discipline levels.</p> Universitat Politècnica de València en-US The EuroCALL Review 1695-2618 <p><a href="" rel="license"><img src="" alt="Licencia Creative Commons" /></a></p> <p>This journal is licensed under a <a href="" rel="license">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License</a></p> Faculty and student perceptions of the use of web 2.0 tools to develop communication skills in English <p>As the use of Web 2.0 proves to be beneficial in foreign language learning contexts, this quantitative study focuses on the use of Web 2.0 tools for the development of communication skills in English, specifically in higher education. In order to investigate the participants’ perceptions, 341 undergraduate students and 70 faculty members from Portuguese higher education institutions responded to an online survey. They were asked to associate a list of Web 2.0 tool types to the communication skills they believed that could be developed in English language learning.</p><p>The general results from both groups show that video sharing tools (for listening and speaking) and presentation tools (for reading and writing) are the ones that the respondents consider to be mostly used in class. A deeper analysis allows us to identify other tools that are mostly used in face-to-face and distance learning contexts and we suggest this list can work as a guideline for faculty members in their practice.</p> Laura Chagas Neuza Pedro Copyright (c) 2021 Laura Chagas, Neuza Pedro 2021-11-26 2021-11-26 29 2 2 10 10.4995/eurocall.2021.13120 CHAT framework to study affordances in CALL environments <p>This paper proposes to explore the theory of affordances in the light of cultural historical activity theory (CHAT) to study affordances in complex Computer Assisted Language Learning (CALL) environments. The term ‘affordance’ designates an action possibility that is offered by an environment or an object to an actor in the environment either “for good or ill” (Gibson, 1979). It depends not only on the inherent characteristics of the environment but also on the users’ perception and action capabilities. CALL affordances are said to be a unique combination of social, educational, linguistic, and technological affordances (Blin, 2016a). However, there is limited research to date that looks at affordances from an ecological perspective linking the micro moment-to-moment interaction levels with the macro level within which they are embedded in educational contexts (Blin, 2016a). This paper explores the analytical tools of CHAT (Leontyev, 1978; Engeström, 1987) as particularly suitable to investigate affordances at the macro, meso and micro levels of technology-mediated sociocultural educational contexts in CALL.</p> Aparajita Dey-Plissonneau Copyright (c) 2021 Aparajita Dey-Plissonneau 2021-11-26 2021-11-26 29 2 11 21 10.4995/eurocall.2021.14991 Creating a positive learning environment in the online classroom with Flipgrid <p>The pandemic has made more clear than ever that health issues impact education and that schools play a key role in supporting the wellbeing of learners. As emotion and cognition are interconnected, educators should use educational strategies that generate positive emotions so that learning is associated with pleasure. The aim of this study was to investigate if a warm-up activity with Flipgrid could contribute to creating a positive learning environment in the online classroom in Covid-19 time. Flipgrid is a free platform that allows video-based asynchronous discussion. It fosters educator-student contact, cooperation among learners, active-learning techniques and student engagement. A total of 37 MA students participated in the study. Informants were selected by non-probabilistic sampling. The data collection strategies were observation during the Flipgrid warm-up activity, a Moodle survey, and the institution student satisfaction survey. Students’ engagement was high and participants’ attitude on their responses was mostly positive or neutral. The warmer was highly rated in terms of creating a positive learning environment by the participants, and informants wrote positive remarks about their experience using the platform. The results suggest that a warm-up activity with Flipgrid is an effective educational strategy to generate positive emotions during the pandemic. Finally, the limitations of the study are addressed, and some directions for future research are proposed.</p> Juan-Carlos Casañ-Núñez Copyright (c) 2021 Juan-Carlos Casañ-Núñez 2021-11-26 2021-11-26 29 2 22 32 10.4995/eurocall.2021.15347 The effect of editing techniques on machine translation-informed academic foreing language writing <p>Although the field of machine translation has witnessed huge improvements in recent years, its potentials have not been fully exploited in other interdisciplinary areas such as foreign language teaching. The aim of this paper, therefore, is to report an experiment in which this technology was employed to teach a foreign language to a group of students. This mixed-method study explores the effect of teaching editing techniques in machine translation to a group of Persian EFL university students in an academic writing course. Twenty students took part in a 4-day workshop in which one session was devoted to teaching editing techniques and three remaining sessions to the use of editing techniques, namely, correcting mistakes, removing ambiguities, simplifying structures and combining structures. Each session consisted of a pre-test, a training and a post-test. In addition, in each session, one key writing point, namely, determiners, paraphrasing and collocations were discussed. A questionnaire for candidates’ demographic information and another for learning experiences were administered. The results indicated a statistically significant improvement in the overall gain score. Further analysis showed a significant improvement in the use of determiners in contrast to paraphrasing and collocations. Lack of improvement in data driven learning in paraphrasing and collocation seemed to stem from weakness in vocabulary and grammatical knowledge in both the mother tongue and the target language. Analysis of questionnaire data revealed that the instruction proved to be beneficial since it could be easily implemented in correction and confirmation. On the whole, it can be concluded that providing the correct type of guidance and feedback on how to use machine translation will indeed have a profound effect on foreign language writing skill.</p> Vahid Reza Mirzaeian Copyright (c) 2021 Vahid Reza Mirzaeian 2021-11-26 2021-11-26 29 2 33 43 10.4995/eurocall.2021.12930 Online comments as input enhancement <p>Chapelle (2003) proposed three general types of input enhancement that help L2 learners “acquire features of the linguistic input that they are exposed to during the course reading or listening for meaning” (p. 40): input salience, input modification, and input elaboration. In 2010, Cárdenas-Claros and Gruba argued that Chapelle’s different types of input enhancement “can be and have been operationalized through help options” primarily utilized in the teaching of reading, listening, writing, grammar, and vocabulary such as glossed words, video/audio control features, captions, subtitles, and grammar explanations (p. 79). As understood from Cárdenas-Claros and Gruba’s classification of help options, input enhancement can only be accomplished through one process: salience, modification, or elaboration. In this article, we argue that YouTube comments have the potential to be (1) a help option that facilitate both listening comprehension of the videos and vocabulary learning and that (2) input enhancement accomplished by comments can be achieved by a combination of different types of input enhancement. Put another way, the aural input of a YouTube video can be salient, modified, and elaborated, thanks to the various types of comments YouTube videos often receive.</p> Dukhayel Aldukhayel Copyright (c) 2021 Dukhayel Aldukhayel 2021-11-26 2021-11-26 29 2 44 54 10.4995/eurocall.2021.14212 Review of Teaching ESL and STEM Content Through CALL: A Research-based Interdisciplinary Critical Pedagogical Approach <div data-canvas-width="212.16671527157152">Book review of:</div><div data-canvas-width="212.16671527157152">Teaching ESL and STEM Content Through CALL: A Research-based Interdisciplinary Critical Pedagogical Approach By Abdelilah Salim Sehlaoui Published in 2020 by Rowman &amp; Littlefield Publishing Group, Incorporated 292 pages</div><div data-canvas-width="33.355482834853085">ISBN: 978-1-4985-5565-4</div> Beatriz Martín Marchante Copyright (c) 2021 Beatriz Martín Marchante 2021-11-26 2021-11-26 29 2 55 58 10.4995/eurocall.2021.15348 Review of Business English 3.0: Hands-on Online and Virtual Collaboration Tasks <p>Book review of:</p><p>Business English 3.0: Hands-on Online and Virtual Collaboration Tasks</p><p>By Ana Sevilla-Pavón and Anna Nicolaou</p><div data-canvas-width="88.75950517071071">Editorial Comares 2019</div><div data-canvas-width="52.35518582976637">ISBN: 978-84-9045-795-5</div><div data-canvas-width="52.44604519584194">172 pages</div><p> </p> Maria-Victoria Soulé Copyright (c) 2021 Maria-Victoria Soulé 2021-11-26 2021-11-26 29 2 59 61 10.4995/eurocall.2021.14857