Lingue e Linguaggi

Neurosciences inform second language acquisition. Upgrading EFL educational settings with social modeling and observational

Abstract

Adams K. 2004, Modelling success: enhancing international postgraduate research students' self‐efficacy for research seminar presentations, in “Higher Education research & development” 23 [2], pp. 115-130.

Aiello J. and Mongibello A. (2019), Supporting EFL learners with a Virtual Environment: A Focus on L2 Pronunciation, in “Journal of e-Learning and Knowledge Society” 15 [1], pp. 95-108.

Alexander R.D. 1962, Evolutionary change in cricket acoustical communication, in “Evolution” 16 [4], pp. 443-467.

Baddeley A. 2000, The episodic buffer: a new component of working memory?, in “Trends in cognitive sciences” 4 [11], pp. 417-423.

Bandura A. 1994. Self-efficacy, in Ramachandran V.S. (ed.), Encyclopedia of human behaviour, Academic Press, New York, pp. 71-81.

Bandura A. 2005, The evolution of social cognitive theory, in Smith K. and Hitt M. (eds.), Great minds in management, OUP, Oxford, pp. 9-35.

Barry S. 2012, A video recording and viewing protocol for student group presentations: Assisting self-assessment through a Wiki environment, in “Computers & Education” 59 [3], pp. 855-860.

Bjerrum A.S., Hilberg O., Van Gog T., Charles P. and Eika, B. 2013, Effects of modelling examples in complex procedural skills training: a randomised study, in “Medical education” 47 [9], pp. 888-898.

Bloch, J. (2007). Abdullah's blogging: a generation 1.5 student enters the blogosphere. Language Learning & Technology, 11 [2], 128-141.

Braaksma M.A., Rijlaarsdam G. and Van den Bergh H. 2002, Observational learning and the effects of model-observer similarity, in “Journal of Educational Psychology” 94 [2], pp. 405-415.

Braaksma M.A., Rijlaarsdam G. and Van den Bergh H. 2018, Effects of hypertext writing and observational learning on content knowledge acquisition, self-efficacy, and text quality: Two experimental studies exploring aptitude treatment interactions, in “Journal of Writing Research” 9 [3], pp. 259-300.

Braaksma M.A., Rijlaarsdam G., Van den Bergh H. and Van Hout-Wolters B.H.M. 2004, Observational learning and its effects on the orchestration of writing processes, in “Cognition and Instruction” 22 [1], pp. 1-36.

Charlop-Christy M.H. and Daneshvar S. 2003, Using video modeling to teach perspective taking to children with autism, in “Journal of Positive Behavior Interventions” 5 [1], pp. 12-21.

Charlop-Christy M.H., Le L. and Freeman K.A. 2000, A comparison of video modeling with in vivo modeling for teaching children with autism, in “Journal of autism and developmental disorders” 30 [6], pp. 537-552.

Chuang H.H. and Rosenbusch M.H. 2005, Use of digital video technology in an elementary school foreign language methods course, in “British Journal of Educational Technology” 36 [5], pp. 869-880.

Council of Europe. 2011, Common European Framework of Reference for languages: Learning, teaching, assessment, Cambridge University Press, Cambridge.

Couzijn M. 1999, Learning to write by observation of writing and reading processes: Effects on learning and transfer, in “Learning and Instruction” 9 [2], pp. 109-142.

De Grez L., Valcke M. and Roozen I. 2009, The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education, in “Computers & Education” 53 [1], pp. 112-120.

De Grez L., Valcke M. and Roozen I. 2014, The differential impact of observational learning and practice-based learning on the development of oral presentation skills in higher education, in “Higher Education Research & Development” 33 [2], pp. 256-271.

Delen E., Liew J. and Willson V. 2014, Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments, in “Computers & Education” 78, pp. 312-320.

Derwing T.M. and Munro M.J. (2005), Second language accent and pronunciation teaching: A research-based approach, in “TESOL Quarterly” 39, pp. 379-397.

Diehl R., Lotto A. and Holt L. 2004, Speech perception, in “Annual Review of Psychology” 55 [1], pp. 149-179.

Doucerain M.M., Varnaamkhaasti R.S., Segalowitz N. and Ryder A.G. 2015, Second language social networks and communication-related acculturative stress: the role of interconnectedness, in “Frontiers in Psychology” 6 [1111], pp. 1-12.

Ducate L.C. and Lomicka L.L. 2008, Adventures in the blogosphere: From blog readers to blog writers, in “Computer Assisted Language Learning” 21 [1], pp. 9-28.

Dumas F., Huguet P., Monteil J.M., Rastoul C. and Nezlek J.B. 2005, Social comparison in the classroom: Is there a tendency to compare upward in elementary school, in “Current Research in Social Psychology” 10 [12], pp. 166-187.

Edelman G. and Tononi G. 2013, Consciousness: How matter becomes imagination, Penguin, London.

Fadiga L., Craighero L., Buccino G. and Rizzolatti G. 2002, Speech listening specifically modulates the excitability of tongue muscles: a TMS study, in “European journal of Neuroscience” 15 [2], pp. 399-402.

Fadiga L., Fogassi L., Pavesi G. and Rizzolatti G. 1995, Motor facilitation during action observation: a magnetic stimulation study, in “Journal of neurophysiology” 73 [6], pp. 2608-2611.

Fogassi L. and Ferrari P.F. 2007, Mirror neurons and the evolution of embodied language, in “Current directions in psychological science” 16 [3], pp. 136-141.

Fowler C.A. 1986, An event approach to the study of speech perception from a direct-realist perspective, in “Journal of Phonetics” 14 [1], pp. 3-28.

Fowler C.A. and Dekle D.J. 1991, Listening with eye and hand: Cross-modal contributions to speech perception, in “Journal of Experimental Psychology: Human Perception and Performance” 17 [3], pp. 816-828.

Fowler C.A., Brown J.M., Sabadini L. and Weihing. J. 2003, Rapid access to speech gestures in perception: Evidence from choice and simple response time tasks, in “Journal of Memory & Language” 49 [3], pp.396-413.

Galantucci B., Fowler C.A. and Turvey M.T. 2006, The motor theory of speech perception reviewed, in “Psychonomic bulletin & review” 13 [3], pp. 361-377.

Gallese V. and Goldman A. 1998, Mirror neurons and the simulation theory of mind-reading, in “Trends in cognitive sciences” 2 [12], pp. 493-501.

Gallese V., Fadiga L., Fogassi L. and Rizzolatti G. 1996, Action recognition in the premotor cortex, in “Brain” 119 [2], pp. 593-609.

Gilmour M.F. 2015, Comparing the Teaching Efficacy of Two Video Modeling Programs Delivered in a Group Format in Special Education Classrooms to Improve Expressive Language, in “Journal of Special Education Technology” 30 [2], pp. 112-121.

Goldsmith T.R. and LeBlanc L.A. 2004, Use of technology in interventions for children with autism, in “Journal of Early and Intensive Behavior Intervention” 1 [2], pp. 166-178.

Goo J. and Mackey A. 2013, The case against the case against recasts, in “Studies in Second Language Acquisition” 35 [1], pp. 127-165.

Groenendijk T., Janssen T., Rijlaarsdam G. and Van den Bergh H. 2013, Learning to be creative. The effects of observational learning on students' design products and processes, in “Learning and Instruction” 28, pp. 35-47.

Guo R.X. 2013, The use of video recordings as an effective tool to improve presentation skills, in “Polyglossia” 24, pp. 92-101.

Harmer J. (2001), The Practice of English Language Teaching, Longman, London.

Hincks R. 2010, Speaking rate and information content in English lingua franca oral presentations, in “English for specific purposes” 29 [1], pp. 4-18.

Hitchcock C.H., Dowrick P.W. and Prater M.A. 2003, Video self-modeling intervention in school-based settings: A review, in “Remedial and Special Education” 24 [1], pp. 36-45.

Hommel B., Müsseler J., Aschersleben G. and Prinz W. 2001, The theory of event coding (TEC): A framework for perception and action planning, in “Behavioral and Brain Sciences” 24 [5], pp. 849-878.

Hoogerheide V., Loyens S.M. and Van Gog T. 2016, Learning from video modeling examples: Does gender matter?, in “Instructional Science” 44 [1], pp. 69-86.

Hsu H.Y., Wang S.K. and Comac L. 2008, Using audioblogs to assist English-language learning: An investigation into student perception, in “Computer Assisted Language Learning” 21 [2], pp. 181-198.

Hung S.T.A. and Huang H.T.D. 2015, Video blogging and English presentation performance: A pilot study, in “Psychological reports” 117 [2], pp. 614-630.

Iacoboni M., Molnar-Szakacs I., Gallese V., Buccino G., Mazziotta J.C. and Rizzolatti G. 2005, Grasping the intentions of others with one's own mirror neuron system, in “PLoS biology” 3 [3], p. e79.

Iacoboni M., Woods R.P., Brass M., Bekkering H., Mazziotta J.C. and Rizzolatti G. 1999, Cortical mechanisms of human imitation, in “Science” 286 [5449], pp. 2526-2528.

Johnson C.S. and Lammers J. 2012, The powerful disregard social comparison information, in “Journal of Experimental Social Psychology” 48 [1], pp. 329-334.

Jones R.G. 2003, Emerging technologies blogs and Wikis: Environments for On-line Collaboration Language, in “Learning & Technology” 7 [2], pp. 12-16.

Kashima Y., Wilson S., Lusher D., Pearson L.J. and Pearson C. 2013, The acquisition of perceived descriptive norms as social category learning in social networks, in “Social Networks” 35 [4], pp. 711-719.

Kibler A.K., Salerno A.S. and Palacios N. 2014, “But before I go to my next step”: A longitudinal study of adolescent English language learners' transitional devices in oral presentations, in “TESOL Quarterly” 48 [2], pp. 222-251.

Koedinger K.R. and Aleven V. 2007, Exploring the assistance dilemma in experiments with cognitive tutors, in “Educational Psychology Review” 19 [3], pp. 239-264.

Kohler E., Keysers C., Umiltà M.A., Fogassi L., Gallese V. and Rizzolatti G. 2002, Hearing sounds, understanding actions: action representation in mirror neurons, in “Science” 297 [5582], pp. 846-848.

Lachner A. and Nückles M. 2015, Bothered by abstractness or engaged by cohesion? Experts’ explanations enhance novices’ deep-learning, in “Journal of Experimental Psychology: Applied” 21 [1], pp. 101-115.

Latorraca R. 2018, Think aloud as a tool for implementing observational learning in the translation class, in “Perspectives” 26 [5], pp. 708-724.

Liberman A.M. 1996, Speech: A special code, MIT press, Cambridge.

Liberman A.M., Cooper F.S., Shankweiler D.P. and Studdert-Kennedy M. 1967, Perception of the speech code, in “Psychological review” 74 [6], pp. 431-461.

Lingnau A., Gesierich B. and Caramazza A. 2009, Asymmetric fMRI adaptation reveals no evidence for mirror neurons in humans, in “Proceedings of the National Academy of Sciences of the United States of America” 106 [24], pp. 9925-9930.

Mayer R.E. 2005, Principles of multimedia learning based on social cues: personalization, voice, and image principles, in Mayer R.E. (ed.), The Cambridge handbook of multimedia learning, Cambridge University Press, New York, pp. 201-212.

McGurk H. and MacDonald J. 1976, Hearing lips and seeing voices, in “Nature” 264 [5588], pp. 746-748.

McNeil L. 2014, Ecological affordance and anxiety in an oral asynchronous computer-mediated environment, in “Language Learning & Technology” 18 [1], pp. 142-159.

Merkt M., Weigand S., Heier A. and Schwan S. 2011, Learning with videos vs. learning with print: The role of interactive features, in “Learning and Instruction” 21 [6], pp. 687-704.

Miceli T., Murray S.V. and Kennedy C. 2010, Using an L2 blog to enhance learners' participation and sense of community, in “Computer Assisted Language Learning” 23 [4], pp. 321-341.

Molenberghs P., Cunnington R. and Mattingley J.B. 2012, Brain regions with mirror properties: a meta-analysis of 125 human fMRI studies, in “Neuroscience & Biobehavioral Reviews” 36 [1], pp. 341-349.

Mukamel R., Ekstrom A.D., Kaplan J., Iacoboni M. and Fried, I. 2010, Single-neuron responses in humans during execution and observation of actions, in “Current biology” 20 [8], pp. 750-756.

Murphy J.M. 2014, Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching, in “System” 42, pp. 258-269.

Ninio A. and Bruner J. 1978, The achievement and antecedents of labelling, in “Journal of child language” 5 [1], pp. 1-15.

Okada Y., Sawaumi T. and Ito T. 2014, Different effects of sample performance observation between high and low level English learners, in “The 6th Centre for Language Studies International Conference Proceedings”, pp. 394-413.

Okada Y., Sawaumi T. and Ito T. 2017, Effects of Observing Model Video Presentations on Japanese EFL Learners' Oral Performance, in “Electronic Journal of Foreign Language Teaching” 14 [2], pp. 129-144.

Okada Y., Sawaumi T. and Ito T. 2018, How do speech model proficiency and viewing order affect Japanese EFL learners’ speaking performances?, in “Call-EJ” 19 [1], pp. 61-81.

Olofsson A.D., Ola Lindberg J. and Stödberg U. 2011, Shared video media and blogging online: Educational technologies for enhancing formative e-assessment?, in “Campus-Wide Information Systems” 28 [1], pp. 41-55.

Özerk M. and Özerk K. 2017, A bilingual child learns social communication skills through video modeling-a single case study in a Norwegian school setting, in “International Electronic Journal of Elementary Education” 8 [1], pp. 83-98.

Pineda J.A. 2005, The functional significance of mu rhythms: translating “seeing” and “hearing” into “doing”, in “Brain Research Reviews” 50 [1], pp. 57-68.

Poza M.I.C. 2011, The effects of asynchronous computer voice conferencing on L2 learners' speaking anxiety, in “IALLT Journal of Language Learning Technologies” 41 [1], pp. 33-63.

Pulvermüller F., Huss M., Kherif F., Del Prado Martin F.M., Hauk O. and Shtyrov Y. 2006, Motor cortex maps articulatory features of speech sounds, in “Proceedings of the National Academy of Sciences” 103 [20], pp. 7865-7870.

Raedts M., Rijlaarsdam G. and Van Waes L. 2008, Observational learning through video-based models: impact on students’ accuracy of self-efficacy beliefs, task knowledge and writing performances, in Boscolo P. and Hidi S. (eds.), Writing and motivation, BRILL, Leiden, pp. 219-238.

Retnowati E., Ayres P. and Sweller J. 2017, Can collaborative learning improve the effectiveness of worked examples in learning mathematics?, in “Journal of educational psychology” 109 [5], pp. 666-679.

Rijlaarsdam G., Braaksma M., Couzijn M., Janssen T., Raedts M., Van Steendam E., Toorenaar A. and Van den Bergh H. 2008, Observation of peers in learning to write: Practice and research, in “Journal of writing research” 1 [1], pp. 53-83.

Rizzolatti G. 2005, The mirror neuron system and its function in humans, in “Anatomy and embryology” 210 [5-6], pp. 419-421.

Rizzolatti G. and Craighero L. 2004, The mirror-neuron system, in “Annual Review of Neuroscience” 27, pp. 169-192.

Rizzolatti G., Fadiga L., Gallese V. and Fogassi L. 1996, Premotor cortex and the recognition of motor actions, in “Cognitive brain research” 3 [2], pp. 131-141.

Saito K. and Akiyama Y. 2017, Video‐based interaction, negotiation for comprehensibility, and second language speech learning: A longitudinal study, in “Language Learning” 67 [1], pp. 43-74.

Samsudin Z., Shamsudin Z., Arif M. and Faisal M. 2017, The application of Bandura's social learning theory in the teaching of academic writing, in “Global Journal of Business and Social Science Review” 5 [2], pp. 1-9.

Sariscsany M.J. and Pettigrew F. 1997, Effectiveness of interactive video instruction on teacher’s classroom management declarative knowledge, in “Journal of Teaching in physical Education” 16 [2], pp. 229-240.

Sawyer R.K. (ed.), 2005, The Cambridge handbook of the learning sciences, Cambridge University Press, New York.

Schunk D.H. 2003, Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation, in “Reading &Writing Quarterly” 19 [2], pp. 159-172.

Schunk D.H. and Zimmerman B.J. 2007, Influencing children's self-efficacy and self-regulation of reading and writing through modeling, in “Reading & writing quarterly” 23 [1], pp. 7-25.

Shrosbree M. 2008, Digital video in the language classroom, in “The JALT Call Journal” 4 [1], pp. 75-84.

Song J.W. 2009, An Investigation into the Effects of an Oral English Diary a Using Voice Bulletin Board on English Spoken Performance, in “Multimedia Assisted Language Learning” 12 [1], pp. 125-150.

Sun Y.C. 2009, Voice Blog: An Exploratory Study of Language Learning, in “Language Learning & Technology” 13 [2], pp. 88-103.

Sweller J. 2006, The worked example effect and human cognition, in “Learning and Instruction” 16 [2], pp. 165-169.

Tettamanti M., Buccino G., Saccuman M.C., Gallese V., Danna M., Scifo P., Fazio. F., Rizzolatti G., Cappa S. and Perani D. 2005, Listening to action-related sentences activates fronto-parietal motor circuits, in “Journal of cognitive neuroscience” 17 [2], pp. 273-281.

Tye-Murray N., Spehar B.P., Myerson J., Hale S. and Sommers M.S. 2013, Reading your own lips: Common-coding theory and visual speech perception, in “Psychonomic Bulletin & Review” 20 [1], pp. 115-119.

Turella L., Pierno A.C., Tubaldi F. and Casteillo U. 2009, Mirror neurons in humans: consisting or confounding evidence?, in “Brain and Language” 108 [1], pp. 10-21.

Van Gog T., Paas F. and Van Merriënboer J.J. 2006, Effects of process-oriented worked examples on troubleshooting transfer performance, in “Learning and Instruction” 16 [2], pp. 154-164.

Van Gog T., Verveer I. and Verveer L. 2014, Learning from video modeling examples: Effects of seeing the human model's face, in “Computers & Education” 72, pp. 323-327.

Van Steendam E., Rijlaarsdam G.C.W., Van den Bergh H.H. and Sercu L. 2014, The mediating effect of instruction on pair composition in L2 revision and writing, in “Instructional Science” 42 [6], pp. 905-927.

Van Steendam E., Rijlaarsdam G., Sercu L. and Van den Bergh H. 2010, The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL, in “Learning and Instruction” 20 [4], pp. 316-327.

Vygotsky L.S. 1986, Thought and Language, MIT press, Cambridge.

Watkins K.E., Strafella A.P. and Paus T. 2003, Seeing and hearing speech excites the motor system involved in speech production, in “Neuropsychologia” 41 [8], pp. 989-994.

Wilson S.M., Saygin A.P., Sereno M.I. and Iacoboni M. 2004, Listening to speech activates motor areas involved in speech production, in “Nature neuroscience” 7 [7], pp. 701-702.

Zhang D., Zhou L., Briggs R.O. and Nunamaker Jr J.F. 2006, Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness, in “Information & management” 43 [1], pp. 15-27.

Zimmerman B.J. and Kitsantas A. 2002, Acquiring writing revision and self-regulatory skill through observation and emulation, in “Journal of Educational Psychology” 94 [4], pp. 660-668.