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href="https://uci.academia.edu/">University of California, Irvine</a>, <a class="u-tcGrayDarker" href="https://uci.academia.edu/Departments/Spanish_and_Portuguese/Documents">Spanish and Portuguese</a>, <span class="u-tcGrayDarker">Faculty Member</span></div><div><a class="u-tcGrayDarker" href="https://washington.academia.edu/">University of Washington</a>, <a class="u-tcGrayDarker" href="https://washington.academia.edu/Departments/Spanish_and_Portuguese_Studies/Documents">Spanish and Portuguese Studies</a>, <span class="u-tcGrayDarker">Undergraduate</span></div><div><a class="u-tcGrayDarker" href="https://slu.academia.edu/">Saint Louis University</a>, <a class="u-tcGrayDarker" href="https://slu.academia.edu/Departments/Languages_Literatures_and_Cultures/Documents">Languages, Literatures and Cultures</a>, <span class="u-tcGrayDarker">Graduate Student</span></div><div><a class="u-tcGrayDarker" href="https://ucdavis.academia.edu/">University of California, Davis</a>, <a class="u-tcGrayDarker" href="https://ucdavis.academia.edu/Departments/Spanish_and_Portuguese/Documents">Spanish and Portuguese</a>, <span class="u-tcGrayDarker">Graduate Student</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Lillian" data-follow-user-id="155516247" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="155516247"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">5</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">24</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">3</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">I am an Assistant Professor of Teaching and Language Program Director of Spanish in the Department of Spanish and Portuguese at the University of California, Irvine.<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="155516247">View All (8)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="155516247" href="https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language"><div id="js-react-on-rails-context" style="display:none" 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href="#papers" role="tab" title="Papers"><span>5</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Book-Reviews" data-toggle="tab" href="#bookreviews" role="tab" title="Book Reviews"><span>2</span> <span class="ds2-5-body-sm-bold">Book Reviews</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Lillian Jones</h3></div><div class="js-work-strip profile--work_container" data-work-id="124400409"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124400409/TEACHERS_FORUM_AI_in_the_L2_Classroom_Serving_Language_Educators_through_Professional_Development"><img alt="Research paper thumbnail of TEACHERS' FORUM AI in the L2 Classroom: Serving Language Educators through Professional Development" class="work-thumbnail" src="https://attachments.academia-assets.com/118633007/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124400409/TEACHERS_FORUM_AI_in_the_L2_Classroom_Serving_Language_Educators_through_Professional_Development">TEACHERS' FORUM AI in the L2 Classroom: Serving Language Educators through Professional Development</a></div><div class="wp-workCard_item"><span>L2 Journal</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The spread of generative AI has been praised and criticized for engendering new possibilities and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The spread of generative AI has been praised and criticized for engendering new possibilities and limitations for language education. While educators have praised AI's ability to serve as a conversation partner, generate novel ideas for lesson plans, and offer tailored feedback, many instructors and scholars have voiced concerns related to AI's biases and its impact on student learning and academic integrity. Responding to a need for further training and dialogue about AI, members of the Davis Language Center organized a professional development event in which instructors, students, and instructional technologists shared their perspectives and strategies for AImediated language education. The event also included guided practice on using these tools for pedagogical purposes, including writing effective prompts, interacting with AI tools, and engaging in an iterative, reflective process. Through our planning process, we discovered that balancing scheduled asynchronous tasks with focused synchronous check-ins was crucial for ensuring accountability, clear communication, and timely progress, ultimately helping us coordinate and achieve our event planning goals effectively. We report on insights from organizing and participating in the event, highlighting several advantages of using AI in language education, critical issues, and questions for further inquiry. Leveraging lessons learned at this event, we offer suggestions for coordinating trainings about AI-enhanced language education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="130139d0bbd46188e759b7094db142a9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118633007,"asset_id":124400409,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118633007/download_file?st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124400409"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124400409"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124400409; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124400409]").text(description); $(".js-view-count[data-work-id=124400409]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124400409; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124400409']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124400409, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "130139d0bbd46188e759b7094db142a9" } } $('.js-work-strip[data-work-id=124400409]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124400409,"title":"TEACHERS' FORUM AI in the L2 Classroom: Serving Language Educators through Professional Development","translated_title":"","metadata":{"doi":"10.5070/L2.21198","abstract":"The spread of generative AI has been praised and criticized for engendering new possibilities and limitations for language education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121508050"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121508050/Blake_Jones_Osburn_2024_Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida"><img alt="Research paper thumbnail of Blake Jones Osburn 2024 Ensenanza hibrida y en linea entornos de aprendizaje y aula invertida" class="work-thumbnail" src="https://attachments.academia-assets.com/116363814/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121508050/Blake_Jones_Osburn_2024_Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida">Blake Jones Osburn 2024 Ensenanza hibrida y en linea entornos de aprendizaje y aula invertida</a></div><div class="wp-workCard_item"><span>La enseñanza del español mediada por tecnología de la justicia social a la Inteligencia Artificial (IA)</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">En este capítulo se revisan, en primer lugar, las metas principales que deben alcanzar los cursos...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">En este capítulo se revisan, en primer lugar, las metas principales que deben alcanzar los cursos en línea de español como lengua extranjera (LE) o segunda (L2) con el objetivo de que el aprendiente cambie su manera de conceptualizar el mundo para convertirse en un ser multilingüe y participante activo en el mundo real y digital. En segundo lugar, se explica la evolución de la enseñanza en línea desde una visión  interaccionista, ya sea en formato híbrido, como parte del aula invertida o en línea. En tercer lugar, se ofrece una serie de pautas prácticas para diseñar un curso de lengua extranjera en línea que abarque tanto las necesidades léxico-gramaticales como las culturales, siempre tratando de fomentar la capacidad humana de ser homo fabulans y, por lo tanto, un narrador nato. De esa forma, el aprendiente de una L2 podrá narrar sus propias historias —grabadas o de viva voz— en la L2 y orientar su propia ruta de aprendizaje. 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En segundo lugar, se explica la evolución de la enseñanza en línea desde una visión interaccionista, ya sea en formato híbrido, como parte del aula invertida o en línea. En tercer lugar, se ofrece una serie de pautas prácticas para diseñar un curso de lengua extranjera en línea que abarque tanto las necesidades léxico-gramaticales como las culturales, siempre tratando de fomentar la capacidad humana de ser homo fabulans y, por lo tanto, un narrador nato. De esa forma, el aprendiente de una L2 podrá narrar sus propias historias —grabadas o de viva voz— en la L2 y orientar su propia ruta de aprendizaje. En las conclusiones, se comenta cómo este proceso de cultivar el homo fabulans en línea se une a las metas más generales de apoyar un desarrollo activo en el aprendizaje. ","page_numbers":"247-266","publication_date":{"day":null,"month":null,"year":2024,"errors":{}},"publication_name":"La enseñanza del español mediada por tecnología de la justicia social a la Inteligencia Artificial (IA)"},"translated_abstract":"En este capítulo se revisan, en primer lugar, las metas principales que deben alcanzar los cursos en línea de español como lengua extranjera (LE) o segunda (L2) con el objetivo de que el aprendiente cambie su manera de conceptualizar el mundo para convertirse en un ser multilingüe y participante activo en el mundo real y digital. En segundo lugar, se explica la evolución de la enseñanza en línea desde una visión interaccionista, ya sea en formato híbrido, como parte del aula invertida o en línea. En tercer lugar, se ofrece una serie de pautas prácticas para diseñar un curso de lengua extranjera en línea que abarque tanto las necesidades léxico-gramaticales como las culturales, siempre tratando de fomentar la capacidad humana de ser homo fabulans y, por lo tanto, un narrador nato. De esa forma, el aprendiente de una L2 podrá narrar sus propias historias —grabadas o de viva voz— en la L2 y orientar su propia ruta de aprendizaje. En las conclusiones, se comenta cómo este proceso de cultivar el homo fabulans en línea se une a las metas más generales de apoyar un desarrollo activo en el aprendizaje. ","internal_url":"https://www.academia.edu/121508050/Blake_Jones_Osburn_2024_Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida","translated_internal_url":"","created_at":"2024-06-25T14:15:35.075-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":155516247,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":41950111,"work_id":121508050,"tagging_user_id":155516247,"tagged_user_id":24159189,"co_author_invite_id":null,"email":"r***e@ucdavis.edu","affiliation":"University of California, Davis","display_order":-1,"name":"Robert Blake","title":"Blake Jones Osburn 2024 Ensenanza hibrida y en linea entornos de aprendizaje y aula invertida"}],"downloadable_attachments":[{"id":116363814,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116363814/thumbnails/1.jpg","file_name":"Blake_Jones_Osburn._2024_._Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida.pdf","download_url":"https://www.academia.edu/attachments/116363814/download_file?st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Blake_Jones_Osburn_2024_Ensenanza_hibrid.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116363814/Blake_Jones_Osburn._2024_._Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida-libre.pdf?1719352962=\u0026response-content-disposition=attachment%3B+filename%3DBlake_Jones_Osburn_2024_Ensenanza_hibrid.pdf\u0026Expires=1732816541\u0026Signature=dAcP2giHXoIzn6w7e0RHCVqKTsgdOJPal02KgiXsVeSkm~ppsY~btw1kYTnT2KGs~U398PZcAK47qjGESBM50ZZKXssP4cV33N92P2hxOXHmv0~1Y436Vrh9WPNDRHKADVlgcc-vYAynE8eVaWEy03B5wYPh69zfiku6F7MS91ruVmBALvscmaRYbh~qnQOXgyR0RaJ62fkcu8gYIMNYcAma6ntjfD8MNHAlfgl~GKwbmfzZE9Q0iZibH0ikAA4GWBHMaxv4V1IcbAILXfxpxi~GLR-yHMm-gfzSkuMdfAEl1Ro0du06uOzqagpWuaM5v2BAPChtw-n~JL8nKKyXZQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Blake_Jones_Osburn_2024_Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida","translated_slug":"","page_count":20,"language":"es","content_type":"Work","owner":{"id":155516247,"first_name":"Lillian","middle_initials":null,"last_name":"Jones","page_name":"LillianJones","domain_name":"uci","created_at":"2020-04-24T17:49:25.310-07:00","display_name":"Lillian Jones","url":"https://uci.academia.edu/LillianJones"},"attachments":[{"id":116363814,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116363814/thumbnails/1.jpg","file_name":"Blake_Jones_Osburn._2024_._Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida.pdf","download_url":"https://www.academia.edu/attachments/116363814/download_file?st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Blake_Jones_Osburn_2024_Ensenanza_hibrid.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116363814/Blake_Jones_Osburn._2024_._Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida-libre.pdf?1719352962=\u0026response-content-disposition=attachment%3B+filename%3DBlake_Jones_Osburn_2024_Ensenanza_hibrid.pdf\u0026Expires=1732816541\u0026Signature=dAcP2giHXoIzn6w7e0RHCVqKTsgdOJPal02KgiXsVeSkm~ppsY~btw1kYTnT2KGs~U398PZcAK47qjGESBM50ZZKXssP4cV33N92P2hxOXHmv0~1Y436Vrh9WPNDRHKADVlgcc-vYAynE8eVaWEy03B5wYPh69zfiku6F7MS91ruVmBALvscmaRYbh~qnQOXgyR0RaJ62fkcu8gYIMNYcAma6ntjfD8MNHAlfgl~GKwbmfzZE9Q0iZibH0ikAA4GWBHMaxv4V1IcbAILXfxpxi~GLR-yHMm-gfzSkuMdfAEl1Ro0du06uOzqagpWuaM5v2BAPChtw-n~JL8nKKyXZQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":191,"name":"Interactionism","url":"https://www.academia.edu/Documents/in/Interactionism"},{"id":24944,"name":"Teaching Online","url":"https://www.academia.edu/Documents/in/Teaching_Online"},{"id":36557,"name":"Teaching Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_Foreign_Language"},{"id":78573,"name":"Technology-enhanced language learning","url":"https://www.academia.edu/Documents/in/Technology-enhanced_language_learning"},{"id":295014,"name":"Flipped Classroom","url":"https://www.academia.edu/Documents/in/Flipped_Classroom"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104961720"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104961720/Incomplete_Resyllabification_and_Ambisyllabic_Gestural_Coupling_in_Spanish"><img alt="Research paper thumbnail of Incomplete Resyllabification and Ambisyllabic Gestural Coupling in Spanish" class="work-thumbnail" src="https://attachments.academia-assets.com/104547841/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104961720/Incomplete_Resyllabification_and_Ambisyllabic_Gestural_Coupling_in_Spanish">Incomplete Resyllabification and Ambisyllabic Gestural Coupling in Spanish</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucdavis.academia.edu/TravisBradley">Travis G Bradley</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uwlax.academia.edu/KimberlyMorris">Kimberly Morris</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uci.academia.edu/LillianJones">Lillian Jones</a></span></div><div class="wp-workCard_item"><span>Loquens</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the generative literature, the pattern of coronal fricative lenition found in the traditional ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the generative literature, the pattern of coronal fricative lenition found in the traditional Chinato Spanish dialect is commonly cited as a phonological argument that the resyllabification of word-final prevocalic consonants is complete, in the sense that onsets derived by resyllabification are structurally identical to canonical (word-level) onsets. However, recent acoustic studies of Northern-Central Peninsular Spanish have problematized the completeness of resyllabification with experimental evidence that /s̺ / is shorter and more voiced as a derived onset than as a canonical onset. Using a split-gesture, competitive, coupled oscillator model of the syllable in Articulatory Phonology, which divides consonants into a separate constriction and release gesture, we propose a novel representation of ambisyllabicity that predicts the phonetic behavior of derived onset /s̺ / in Northern-Central Peninsular Spanish. We then show that ambisyllabic coupling permits a simpler phonological analysis of coronal fricative lenition in Chinato Spanish as compared to alternative accounts. Our analysis makes typological predictions that are confirmed by patterns from other contemporary Spanish varieties. Lastly, we examine the consequences of ambisyllabicity for the analysis of Spanish rhotic consonants, which have also been argued to support complete resyllabification. We offer an analysis of rhotics that is entirely compatible with an ambisyllabic representation of incomplete resyllabification.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9c57f974eba90750c2e3032987ab6e89" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104547841,"asset_id":104961720,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104547841/download_file?st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104961720"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104961720"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104961720; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104961720]").text(description); $(".js-view-count[data-work-id=104961720]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104961720; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104961720']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104961720, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9c57f974eba90750c2e3032987ab6e89" } } $('.js-work-strip[data-work-id=104961720]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104961720,"title":"Incomplete Resyllabification and Ambisyllabic Gestural Coupling in Spanish","translated_title":"","metadata":{"doi":"10.3989/loquens.2022.e094","abstract":"In the generative literature, the pattern of coronal fricative lenition found in the traditional Chinato Spanish dialect is commonly cited as a phonological argument that the resyllabification of word-final prevocalic consonants is complete, in the sense that onsets derived by resyllabification are structurally identical to canonical (word-level) onsets. However, recent acoustic studies of Northern-Central Peninsular Spanish have problematized the completeness of resyllabification with experimental evidence that /s̺ / is shorter and more voiced as a derived onset than as a canonical onset. Using a split-gesture, competitive, coupled oscillator model of the syllable in Articulatory Phonology, which divides consonants into a separate constriction and release gesture, we propose a novel representation of ambisyllabicity that predicts the phonetic behavior of derived onset /s̺ / in Northern-Central Peninsular Spanish. We then show that ambisyllabic coupling permits a simpler phonological analysis of coronal fricative lenition in Chinato Spanish as compared to alternative accounts. Our analysis makes typological predictions that are confirmed by patterns from other contemporary Spanish varieties. Lastly, we examine the consequences of ambisyllabicity for the analysis of Spanish rhotic consonants, which have also been argued to support complete resyllabification. We offer an analysis of rhotics that is entirely compatible with an ambisyllabic representation of incomplete resyllabification.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Loquens"},"translated_abstract":"In the generative literature, the pattern of coronal fricative lenition found in the traditional Chinato Spanish dialect is commonly cited as a phonological argument that the resyllabification of word-final prevocalic consonants is complete, in the sense that onsets derived by resyllabification are structurally identical to canonical (word-level) onsets. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81018074"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81018074/El_impacto_del_SMS_en_la_literacidad_y_otras_implicaciones"><img alt="Research paper thumbnail of El impacto del SMS en la literacidad y otras implicaciones" class="work-thumbnail" src="https://attachments.academia-assets.com/87206956/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81018074/El_impacto_del_SMS_en_la_literacidad_y_otras_implicaciones">El impacto del SMS en la literacidad y otras implicaciones</a></div><div class="wp-workCard_item"><span>Spanish and Portuguese Review</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El uso ubicuo de textear y de textese (una nueva forma de lengua informal) ha generado preocupaci...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El uso ubicuo de textear y de textese (una nueva forma de lengua informal) ha generado preocupaciones sobre cómo se afecta la literacidad de los jóvenes. Algunos académicos han manifestado que los mensajes de texto (SMS) pueden correlacionarse negativamente con la lectura (Perea, Acha and Carreiras 2009; De Jonge and Kemp 2012) y la gramática y la ortografía (De Jonge and Kemp 2012; Cingel and Sundar 2012). Por otro lado, hay quienes que sugieren que el textear puede correlacionarse positivamente con la conciencia fonológica y el desarrollo fonético, así como la lectura y la ortografía (Plester, Wood and Joshi 2009; Plester, Wood and Bell 2008) y que el aumento de la exposición a la lectura y la escritura puede tener un impacto positivo en la literacidad (McSweeney 2017, 2018; Plester, Wood, Joshi 2009; Crystal 2006, 2008). Esta investigación explora el comportamiento de textear entre un grupo de 139 estudi- antes universitarios para entender cómo la forma en que textean se refleja en las investigaciones previas y cómo abordan las preocupaciones. Se realizó una encuesta que analizó los mensajes de texto de los participantes, como la densidad de palabras y el uso de textismos, así como sus opiniones sobre su propio comportamiento de textear. Generalmente, los resultados recalcaron que este grupo textea con alta frecuencia, que su bajo uso de textismos refleja una conciencia de no comprometer el significado del mensaje y que ellos son conscientes de la importancia del registro lingüístico. Por consiguiente, este estudio no muestra evidencia sólida que sugiera correlaciones completamente negativas entre la frecuencia o el uso del SMS sobre la literacidad.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f571434456f072f5ca2537609233648e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87206956,"asset_id":81018074,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87206956/download_file?st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81018074"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81018074"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81018074; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81018074]").text(description); $(".js-view-count[data-work-id=81018074]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81018074; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81018074']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81018074, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f571434456f072f5ca2537609233648e" } } $('.js-work-strip[data-work-id=81018074]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81018074,"title":"El impacto del SMS en la literacidad y otras implicaciones","translated_title":"","metadata":{"abstract":"El uso ubicuo de textear y de textese (una nueva forma de lengua informal) ha generado preocupaciones sobre cómo se afecta la literacidad de los jóvenes. Algunos académicos han manifestado que los mensajes de texto (SMS) pueden correlacionarse negativamente con la lectura (Perea, Acha and Carreiras 2009; De Jonge and Kemp 2012) y la gramática y la ortografía (De Jonge and Kemp 2012; Cingel and Sundar 2012). Por otro lado, hay quienes que sugieren que el textear puede correlacionarse positivamente con la conciencia fonológica y el desarrollo fonético, así como la lectura y la ortografía (Plester, Wood and Joshi 2009; Plester, Wood and Bell 2008) y que el aumento de la exposición a la lectura y la escritura puede tener un impacto positivo en la literacidad (McSweeney 2017, 2018; Plester, Wood, Joshi 2009; Crystal 2006, 2008). Esta investigación explora el comportamiento de textear entre un grupo de 139 estudi- antes universitarios para entender cómo la forma en que textean se refleja en las investigaciones previas y cómo abordan las preocupaciones. Se realizó una encuesta que analizó los mensajes de texto de los participantes, como la densidad de palabras y el uso de textismos, así como sus opiniones sobre su propio comportamiento de textear. Generalmente, los resultados recalcaron que este grupo textea con alta frecuencia, que su bajo uso de textismos refleja una conciencia de no comprometer el significado del mensaje y que ellos son conscientes de la importancia del registro lingüístico. Por consiguiente, este estudio no muestra evidencia sólida que sugiera correlaciones completamente negativas entre la frecuencia o el uso del SMS sobre la literacidad.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Spanish and Portuguese Review"},"translated_abstract":"El uso ubicuo de textear y de textese (una nueva forma de lengua informal) ha generado preocupaciones sobre cómo se afecta la literacidad de los jóvenes. Algunos académicos han manifestado que los mensajes de texto (SMS) pueden correlacionarse negativamente con la lectura (Perea, Acha and Carreiras 2009; De Jonge and Kemp 2012) y la gramática y la ortografía (De Jonge and Kemp 2012; Cingel and Sundar 2012). Por otro lado, hay quienes que sugieren que el textear puede correlacionarse positivamente con la conciencia fonológica y el desarrollo fonético, así como la lectura y la ortografía (Plester, Wood and Joshi 2009; Plester, Wood and Bell 2008) y que el aumento de la exposición a la lectura y la escritura puede tener un impacto positivo en la literacidad (McSweeney 2017, 2018; Plester, Wood, Joshi 2009; Crystal 2006, 2008). Esta investigación explora el comportamiento de textear entre un grupo de 139 estudi- antes universitarios para entender cómo la forma en que textean se refleja en las investigaciones previas y cómo abordan las preocupaciones. Se realizó una encuesta que analizó los mensajes de texto de los participantes, como la densidad de palabras y el uso de textismos, así como sus opiniones sobre su propio comportamiento de textear. Generalmente, los resultados recalcaron que este grupo textea con alta frecuencia, que su bajo uso de textismos refleja una conciencia de no comprometer el significado del mensaje y que ellos son conscientes de la importancia del registro lingüístico. Por consiguiente, este estudio no muestra evidencia sólida que sugiera correlaciones completamente negativas entre la frecuencia o el uso del SMS sobre la literacidad.","internal_url":"https://www.academia.edu/81018074/El_impacto_del_SMS_en_la_literacidad_y_otras_implicaciones","translated_internal_url":"","created_at":"2022-06-08T08:27:39.574-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":155516247,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":87206956,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87206956/thumbnails/1.jpg","file_name":"Jones_L._2021_El_impacto_del_SMS_en_la_literacidad....pdf","download_url":"https://www.academia.edu/attachments/87206956/download_file?st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"El_impacto_del_SMS_en_la_literacidad_y_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87206956/Jones_L._2021_El_impacto_del_SMS_en_la_literacidad...-libre.pdf?1654704293=\u0026response-content-disposition=attachment%3B+filename%3DEl_impacto_del_SMS_en_la_literacidad_y_o.pdf\u0026Expires=1732816541\u0026Signature=Ffchg-VdD~NjuTPzAKyc70r4i-hqecLZmCqhuyjrGKbg30~GvAV0DcRljt0n3c8pjeuiA56QZju9QXIc5ZY9PuLHD3yBdKPSzu5fPO-8vZ85jhWdbkvcwoFg0rcuqMnA6SDlC4qBAZRilk~LGUXtrG3s7Y~80If26pP24qgq6Ow9yi-hNcP-74NYO6XxbjPeIBA-Q-G1HpYN7~YdKPu2DJNQUU6d2OxbdW74~5n4cRnIBoZWfA4wrpZ3nHXCjucUT6lH6kJCcL0XDZSSRsQii39fqoCY9JPjPFy9V2c7KjRIggx9Ke2RAqvM~Qnbrpss3PMmlivM36jfPLyEXBQFEw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"El_impacto_del_SMS_en_la_literacidad_y_otras_implicaciones","translated_slug":"","page_count":26,"language":"es","content_type":"Work","owner":{"id":155516247,"first_name":"Lillian","middle_initials":null,"last_name":"Jones","page_name":"LillianJones","domain_name":"uci","created_at":"2020-04-24T17:49:25.310-07:00","display_name":"Lillian Jones","url":"https://uci.academia.edu/LillianJones"},"attachments":[{"id":87206956,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87206956/thumbnails/1.jpg","file_name":"Jones_L._2021_El_impacto_del_SMS_en_la_literacidad....pdf","download_url":"https://www.academia.edu/attachments/87206956/download_file?st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"El_impacto_del_SMS_en_la_literacidad_y_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87206956/Jones_L._2021_El_impacto_del_SMS_en_la_literacidad...-libre.pdf?1654704293=\u0026response-content-disposition=attachment%3B+filename%3DEl_impacto_del_SMS_en_la_literacidad_y_o.pdf\u0026Expires=1732816541\u0026Signature=Ffchg-VdD~NjuTPzAKyc70r4i-hqecLZmCqhuyjrGKbg30~GvAV0DcRljt0n3c8pjeuiA56QZju9QXIc5ZY9PuLHD3yBdKPSzu5fPO-8vZ85jhWdbkvcwoFg0rcuqMnA6SDlC4qBAZRilk~LGUXtrG3s7Y~80If26pP24qgq6Ow9yi-hNcP-74NYO6XxbjPeIBA-Q-G1HpYN7~YdKPu2DJNQUU6d2OxbdW74~5n4cRnIBoZWfA4wrpZ3nHXCjucUT6lH6kJCcL0XDZSSRsQii39fqoCY9JPjPFy9V2c7KjRIggx9Ke2RAqvM~Qnbrpss3PMmlivM36jfPLyEXBQFEw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81018073"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81018073/Traditional_Versus_ASR_Based_Pronunciation_Instruction_An_Empirical_Study"><img alt="Research paper thumbnail of Traditional Versus ASR-Based Pronunciation Instruction : An Empirical Study" class="work-thumbnail" src="https://attachments.academia-assets.com/87206955/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81018073/Traditional_Versus_ASR_Based_Pronunciation_Instruction_An_Empirical_Study">Traditional Versus ASR-Based Pronunciation Instruction : An Empirical Study</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uci.academia.edu/LillianJones">Lillian Jones</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/DanNickolai">Dan Nickolai</a></span></div><div class="wp-workCard_item"><span>Calico Journal</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper presents a 15-week classroom study measuring the student outcomes of instructor-led pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper presents a 15-week classroom study measuring the student outcomes of instructor-led pronunciation lessons versus entirely ASR-based pronunciation training. Seventy-six second-semester Spanish language learners were divided into two groups, one experimental (n=44) and one control (n=32). Over the course of six modules, both groups completed a pre-and post-study recording, as well as explicit pronunciation training sessions. These sessions included pre-and post-recordings, with either traditional or ASR pronunciation practice in between, which aimed attention at targeted phonemes. All student recordings were evaluated by native and near-natives for comprehensibility, nativeness, fluency, and perceived confidence. The results show that the effect of explicit and ASR instruction varies depending on the module and characteristic evaluated. ASR seems to outperform traditional instruction when targeting specific phonemes, especially in the short-term, while the explicit instruction group saw longer-term gains in regards to comprehensibility. Holistically, the data suggest that ASR-based instruction shows promise to improve certain aspects of pronunciation, but that using both techniques in tandem would be the most strategic approach to handling the development of this fundamental aspect of learner speech. The data presented here highlight the role and effectiveness of computer-assisted pronunciation training for lower-level Spanish courses.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d1b8b4a666e5d7bb1901b7ef276b304f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87206955,"asset_id":81018073,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87206955/download_file?st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81018073"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81018073"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81018073; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81018073]").text(description); $(".js-view-count[data-work-id=81018073]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81018073; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81018073']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81018073, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d1b8b4a666e5d7bb1901b7ef276b304f" } } $('.js-work-strip[data-work-id=81018073]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81018073,"title":"Traditional Versus ASR-Based Pronunciation Instruction : An Empirical Study","translated_title":"","metadata":{"doi":"10.1558/CJ.40379","abstract":"This paper presents a 15-week classroom study measuring the student outcomes of instructor-led pronunciation lessons versus entirely ASR-based pronunciation training. Seventy-six second-semester Spanish language learners were divided into two groups, one experimental (n=44) and one control (n=32). Over the course of six modules, both groups completed a pre-and post-study recording, as well as explicit pronunciation training sessions. These sessions included pre-and post-recordings, with either traditional or ASR pronunciation practice in between, which aimed attention at targeted phonemes. All student recordings were evaluated by native and near-natives for comprehensibility, nativeness, fluency, and perceived confidence. The results show that the effect of explicit and ASR instruction varies depending on the module and characteristic evaluated. ASR seems to outperform traditional instruction when targeting specific phonemes, especially in the short-term, while the explicit instruction group saw longer-term gains in regards to comprehensibility. Holistically, the data suggest that ASR-based instruction shows promise to improve certain aspects of pronunciation, but that using both techniques in tandem would be the most strategic approach to handling the development of this fundamental aspect of learner speech. The data presented here highlight the role and effectiveness of computer-assisted pronunciation training for lower-level Spanish courses.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Calico Journal"},"translated_abstract":"This paper presents a 15-week classroom study measuring the student outcomes of instructor-led pronunciation lessons versus entirely ASR-based pronunciation training. Seventy-six second-semester Spanish language learners were divided into two groups, one experimental (n=44) and one control (n=32). Over the course of six modules, both groups completed a pre-and post-study recording, as well as explicit pronunciation training sessions. These sessions included pre-and post-recordings, with either traditional or ASR pronunciation practice in between, which aimed attention at targeted phonemes. All student recordings were evaluated by native and near-natives for comprehensibility, nativeness, fluency, and perceived confidence. The results show that the effect of explicit and ASR instruction varies depending on the module and characteristic evaluated. ASR seems to outperform traditional instruction when targeting specific phonemes, especially in the short-term, while the explicit instruction group saw longer-term gains in regards to comprehensibility. Holistically, the data suggest that ASR-based instruction shows promise to improve certain aspects of pronunciation, but that using both techniques in tandem would be the most strategic approach to handling the development of this fundamental aspect of learner speech. The data presented here highlight the role and effectiveness of computer-assisted pronunciation training for lower-level Spanish courses.","internal_url":"https://www.academia.edu/81018073/Traditional_Versus_ASR_Based_Pronunciation_Instruction_An_Empirical_Study","translated_internal_url":"","created_at":"2022-06-08T08:27:39.572-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":155516247,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":42488856,"work_id":81018073,"tagging_user_id":155516247,"tagged_user_id":223310,"co_author_invite_id":null,"email":"g***m@slu.edu","affiliation":"Saint Louis University","display_order":0,"name":"Christina Garcia","title":"Traditional Versus ASR-Based Pronunciation Instruction : An Empirical Study"},{"id":42488858,"work_id":81018073,"tagging_user_id":155516247,"tagged_user_id":327447278,"co_author_invite_id":8255409,"email":"d***1@slu.edu","display_order":1073741824,"name":"Dan Nickolai","title":"Traditional Versus ASR-Based Pronunciation Instruction : An Empirical Study"}],"downloadable_attachments":[{"id":87206955,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87206955/thumbnails/1.jpg","file_name":"Garcia_C._Nickolai_D._Jones_L._2020_._Traditional_vs._ASR.pdf","download_url":"https://www.academia.edu/attachments/87206955/download_file?st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Traditional_Versus_ASR_Based_Pronunciati.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87206955/Garcia_C._Nickolai_D._Jones_L._2020_._Traditional_vs._ASR-libre.pdf?1654704292=\u0026response-content-disposition=attachment%3B+filename%3DTraditional_Versus_ASR_Based_Pronunciati.pdf\u0026Expires=1732816541\u0026Signature=OYt6fR9pr5P78cYQEQDVHEvl9ios~Zwie9hPOH4L76jwHIciODsfXTpJxtbOQZ0y2A0p-Hv1YRfQSj4n70VjB4luSo460jQ78uNQzBuepB6yeHhwxWLdYRdAICx5KYrkxGI7C~~4z4JWnAoZKkHqc0nWQjF4WnOrc~Nq32lYu07-Z3pcNShGyrPMWkyubbayFpCGFXF5RTOrsRdWhE5w7xzxBPCZetEA3deX8HoISTr284YWkPOkwy3qL0geFyR-5RkF3Jr3CxTeGIWuUot50FGXW4w0UFyToPGao03Ve6z1m1YsJo3iI6Mphux9ve0GH0jYtAwu-aZUNpGSVRApCA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Traditional_Versus_ASR_Based_Pronunciation_Instruction_An_Empirical_Study","translated_slug":"","page_count":20,"language":"en","content_type":"Work","owner":{"id":155516247,"first_name":"Lillian","middle_initials":null,"last_name":"Jones","page_name":"LillianJones","domain_name":"uci","created_at":"2020-04-24T17:49:25.310-07:00","display_name":"Lillian Jones","url":"https://uci.academia.edu/LillianJones"},"attachments":[{"id":87206955,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87206955/thumbnails/1.jpg","file_name":"Garcia_C._Nickolai_D._Jones_L._2020_._Traditional_vs._ASR.pdf","download_url":"https://www.academia.edu/attachments/87206955/download_file?st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Traditional_Versus_ASR_Based_Pronunciati.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87206955/Garcia_C._Nickolai_D._Jones_L._2020_._Traditional_vs._ASR-libre.pdf?1654704292=\u0026response-content-disposition=attachment%3B+filename%3DTraditional_Versus_ASR_Based_Pronunciati.pdf\u0026Expires=1732816541\u0026Signature=OYt6fR9pr5P78cYQEQDVHEvl9ios~Zwie9hPOH4L76jwHIciODsfXTpJxtbOQZ0y2A0p-Hv1YRfQSj4n70VjB4luSo460jQ78uNQzBuepB6yeHhwxWLdYRdAICx5KYrkxGI7C~~4z4JWnAoZKkHqc0nWQjF4WnOrc~Nq32lYu07-Z3pcNShGyrPMWkyubbayFpCGFXF5RTOrsRdWhE5w7xzxBPCZetEA3deX8HoISTr284YWkPOkwy3qL0geFyR-5RkF3Jr3CxTeGIWuUot50FGXW4w0UFyToPGao03Ve6z1m1YsJo3iI6Mphux9ve0GH0jYtAwu-aZUNpGSVRApCA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Book Reviews" id="Book Reviews"><h3 class="profile--tab_heading_container">Book Reviews by Lillian Jones</h3></div><div class="js-work-strip profile--work_container" data-work-id="104962222"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104962222/The_Routledge_Handbook_of_Second_Language_Acquisition_and_Technology"><img alt="Research paper thumbnail of The Routledge Handbook of Second Language Acquisition and Technology" class="work-thumbnail" src="https://attachments.academia-assets.com/104548187/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104962222/The_Routledge_Handbook_of_Second_Language_Acquisition_and_Technology">The Routledge Handbook of Second Language Acquisition and Technology</a></div><div class="wp-workCard_item"><span>Book Review The Routledge Handbook of Second Language Acquisition and Technology</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In recent years, the principal line of research regarding second language (L2) acquisition and te...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In recent years, the principal line of research regarding second language (L2) acquisition and technology has shifted from questioning whether language learning benefits from technology integration to determining appropriate theoretical frameworks and the most effective tools and approaches. Furthermore, with the advent of web 2.0 and the move toward social interaction, as well as the exponential advances being made in technology, there are newer and unexplored advantages and disadvantages ripe to be researched and addressed. The Routledge Handbook of Second Language Acquisition and Technology offers a vast collection of studies contributed by expert scholars, each focusing on distinct aspects within these lines of inquiry. To address the complexity of technology-mediated language learning, editors Nicole Ziegler and Marta González-Lloret provide an exemplary volume</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0b4dba93ada4d80cf6b4efddcf9b6060" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104548187,"asset_id":104962222,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104548187/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104962222"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104962222"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104962222; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104962222]").text(description); $(".js-view-count[data-work-id=104962222]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104962222; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104962222']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104962222, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0b4dba93ada4d80cf6b4efddcf9b6060" } } $('.js-work-strip[data-work-id=104962222]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104962222,"title":"The Routledge Handbook of Second Language Acquisition and Technology","translated_title":"","metadata":{"doi":"10.1558/cj.25738","abstract":"In recent years, the principal line of research regarding second language (L2) acquisition and technology has shifted from questioning whether language learning benefits from technology integration to determining appropriate theoretical frameworks and the most effective tools and approaches. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81018075"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81018075/Review_of_Comunicaci%C3%B3n_mediada_por_tecnolog%C3%ADas_Aprendizaje_y_ense%C3%B1anza_de_la_lengua_extranjera"><img alt="Research paper thumbnail of Review of Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera" class="work-thumbnail" src="https://attachments.academia-assets.com/87206957/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81018075/Review_of_Comunicaci%C3%B3n_mediada_por_tecnolog%C3%ADas_Aprendizaje_y_ense%C3%B1anza_de_la_lengua_extranjera">Review of Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera</a></div><div class="wp-workCard_item"><span>Language Learning & Technology</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">With the increasing number of technologies available to enhance language learning experiences, as...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">With the increasing number of technologies available to enhance language learning experiences, as well as the growing number of distance learners and online and hybrid courses, there is a pressing need to effectively integrate technologies in teaching foreign language (Blake, 2013; Golonka, Bowles, Frank, Richardson, & Freynik, 2014). Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera [Technology-mediated communication: Learning and teaching foreign languages] provides a collection of studies carried out by leading language educators who are doing just this. In response to the notion that technology-mediated communication (TMC) is having a profound global impact on education (Luppicini, 2007), editors González-Lloret and Vinagre provide an excellent handbook for foreign language instructors who aspire to learn both the benefits and the challenges of integrating technologies into language classrooms and who accordingly take action within their own instruction practices. The book provides the means for instructors to effectively implement language-learning technologies and understand their utility, thus convincing students and colleagues of the advantage that these tools offer (Son & Windeatt, 2017). The 11 studies in this book originate from Europe and the United States and are written in Spanish, demonstrating the strength of computer-assisted language learning (CALL) scholarship and practice in the Spanish-speaking world. The compilation covers an array of interconnected themes including TMC in language learning, linguistic fluidity and precision, intercultural communication, multimodal digital competency, active participation in a community of practice, negotiation of meaning, student motivation, critical thinking, and analytical skills, and it also touches on learner autonomy. While each is unique in scope and mode, the chapters remain connected through the integration of TMC and a focus not only on linguistic development, but also on other forms of knowledge and competencies, such as digital competence.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c439f52c5c918d0625e1049e1439291d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87206957,"asset_id":81018075,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87206957/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81018075"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81018075"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81018075; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81018075]").text(description); $(".js-view-count[data-work-id=81018075]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81018075; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81018075']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81018075, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c439f52c5c918d0625e1049e1439291d" } } $('.js-work-strip[data-work-id=81018075]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81018075,"title":"Review of Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera","translated_title":"","metadata":{"abstract":"With the increasing number of technologies available to enhance language learning experiences, as well as the growing number of distance learners and online and hybrid courses, there is a pressing need to effectively integrate technologies in teaching foreign language (Blake, 2013; Golonka, Bowles, Frank, Richardson, \u0026 Freynik, 2014). Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera [Technology-mediated communication: Learning and teaching foreign languages] provides a collection of studies carried out by leading language educators who are doing just this. In response to the notion that technology-mediated communication (TMC) is having a profound global impact on education (Luppicini, 2007), editors González-Lloret and Vinagre provide an excellent handbook for foreign language instructors who aspire to learn both the benefits and the challenges of integrating technologies into language classrooms and who accordingly take action within their own instruction practices. The book provides the means for instructors to effectively implement language-learning technologies and understand their utility, thus convincing students and colleagues of the advantage that these tools offer (Son \u0026 Windeatt, 2017). The 11 studies in this book originate from Europe and the United States and are written in Spanish, demonstrating the strength of computer-assisted language learning (CALL) scholarship and practice in the Spanish-speaking world. The compilation covers an array of interconnected themes including TMC in language learning, linguistic fluidity and precision, intercultural communication, multimodal digital competency, active participation in a community of practice, negotiation of meaning, student motivation, critical thinking, and analytical skills, and it also touches on learner autonomy. 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In response to the notion that technology-mediated communication (TMC) is having a profound global impact on education (Luppicini, 2007), editors González-Lloret and Vinagre provide an excellent handbook for foreign language instructors who aspire to learn both the benefits and the challenges of integrating technologies into language classrooms and who accordingly take action within their own instruction practices. The book provides the means for instructors to effectively implement language-learning technologies and understand their utility, thus convincing students and colleagues of the advantage that these tools offer (Son \u0026 Windeatt, 2017). The 11 studies in this book originate from Europe and the United States and are written in Spanish, demonstrating the strength of computer-assisted language learning (CALL) scholarship and practice in the Spanish-speaking world. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="15133018" id="papers"><div class="js-work-strip profile--work_container" data-work-id="124400409"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124400409/TEACHERS_FORUM_AI_in_the_L2_Classroom_Serving_Language_Educators_through_Professional_Development"><img alt="Research paper thumbnail of TEACHERS' FORUM AI in the L2 Classroom: Serving Language Educators through Professional Development" class="work-thumbnail" src="https://attachments.academia-assets.com/118633007/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124400409/TEACHERS_FORUM_AI_in_the_L2_Classroom_Serving_Language_Educators_through_Professional_Development">TEACHERS' FORUM AI in the L2 Classroom: Serving Language Educators through Professional Development</a></div><div class="wp-workCard_item"><span>L2 Journal</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The spread of generative AI has been praised and criticized for engendering new possibilities and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The spread of generative AI has been praised and criticized for engendering new possibilities and limitations for language education. While educators have praised AI's ability to serve as a conversation partner, generate novel ideas for lesson plans, and offer tailored feedback, many instructors and scholars have voiced concerns related to AI's biases and its impact on student learning and academic integrity. Responding to a need for further training and dialogue about AI, members of the Davis Language Center organized a professional development event in which instructors, students, and instructional technologists shared their perspectives and strategies for AImediated language education. The event also included guided practice on using these tools for pedagogical purposes, including writing effective prompts, interacting with AI tools, and engaging in an iterative, reflective process. Through our planning process, we discovered that balancing scheduled asynchronous tasks with focused synchronous check-ins was crucial for ensuring accountability, clear communication, and timely progress, ultimately helping us coordinate and achieve our event planning goals effectively. We report on insights from organizing and participating in the event, highlighting several advantages of using AI in language education, critical issues, and questions for further inquiry. Leveraging lessons learned at this event, we offer suggestions for coordinating trainings about AI-enhanced language education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="130139d0bbd46188e759b7094db142a9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118633007,"asset_id":124400409,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118633007/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124400409"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124400409"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124400409; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124400409]").text(description); $(".js-view-count[data-work-id=124400409]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124400409; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124400409']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124400409, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "130139d0bbd46188e759b7094db142a9" } } $('.js-work-strip[data-work-id=124400409]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124400409,"title":"TEACHERS' FORUM AI in the L2 Classroom: Serving Language Educators through Professional Development","translated_title":"","metadata":{"doi":"10.5070/L2.21198","abstract":"The spread of generative AI has been praised and criticized for engendering new possibilities and limitations for language education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121508050"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121508050/Blake_Jones_Osburn_2024_Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida"><img alt="Research paper thumbnail of Blake Jones Osburn 2024 Ensenanza hibrida y en linea entornos de aprendizaje y aula invertida" class="work-thumbnail" src="https://attachments.academia-assets.com/116363814/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121508050/Blake_Jones_Osburn_2024_Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida">Blake Jones Osburn 2024 Ensenanza hibrida y en linea entornos de aprendizaje y aula invertida</a></div><div class="wp-workCard_item"><span>La enseñanza del español mediada por tecnología de la justicia social a la Inteligencia Artificial (IA)</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">En este capítulo se revisan, en primer lugar, las metas principales que deben alcanzar los cursos...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">En este capítulo se revisan, en primer lugar, las metas principales que deben alcanzar los cursos en línea de español como lengua extranjera (LE) o segunda (L2) con el objetivo de que el aprendiente cambie su manera de conceptualizar el mundo para convertirse en un ser multilingüe y participante activo en el mundo real y digital. En segundo lugar, se explica la evolución de la enseñanza en línea desde una visión  interaccionista, ya sea en formato híbrido, como parte del aula invertida o en línea. En tercer lugar, se ofrece una serie de pautas prácticas para diseñar un curso de lengua extranjera en línea que abarque tanto las necesidades léxico-gramaticales como las culturales, siempre tratando de fomentar la capacidad humana de ser homo fabulans y, por lo tanto, un narrador nato. De esa forma, el aprendiente de una L2 podrá narrar sus propias historias —grabadas o de viva voz— en la L2 y orientar su propia ruta de aprendizaje. En las conclusiones, se comenta cómo este proceso de cultivar el homo fabulans en línea se une a las metas más generales de apoyar un desarrollo activo en el aprendizaje.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8e78de9758a50edad92ce74412f24d13" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116363814,"asset_id":121508050,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116363814/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121508050"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121508050"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121508050; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121508050]").text(description); $(".js-view-count[data-work-id=121508050]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121508050; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121508050']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121508050, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8e78de9758a50edad92ce74412f24d13" } } $('.js-work-strip[data-work-id=121508050]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121508050,"title":"Blake Jones Osburn 2024 Ensenanza hibrida y en linea entornos de aprendizaje y aula invertida","translated_title":"","metadata":{"abstract":"En este capítulo se revisan, en primer lugar, las metas principales que deben alcanzar los cursos en línea de español como lengua extranjera (LE) o segunda (L2) con el objetivo de que el aprendiente cambie su manera de conceptualizar el mundo para convertirse en un ser multilingüe y participante activo en el mundo real y digital. En segundo lugar, se explica la evolución de la enseñanza en línea desde una visión interaccionista, ya sea en formato híbrido, como parte del aula invertida o en línea. En tercer lugar, se ofrece una serie de pautas prácticas para diseñar un curso de lengua extranjera en línea que abarque tanto las necesidades léxico-gramaticales como las culturales, siempre tratando de fomentar la capacidad humana de ser homo fabulans y, por lo tanto, un narrador nato. De esa forma, el aprendiente de una L2 podrá narrar sus propias historias —grabadas o de viva voz— en la L2 y orientar su propia ruta de aprendizaje. En las conclusiones, se comenta cómo este proceso de cultivar el homo fabulans en línea se une a las metas más generales de apoyar un desarrollo activo en el aprendizaje. ","page_numbers":"247-266","publication_date":{"day":null,"month":null,"year":2024,"errors":{}},"publication_name":"La enseñanza del español mediada por tecnología de la justicia social a la Inteligencia Artificial (IA)"},"translated_abstract":"En este capítulo se revisan, en primer lugar, las metas principales que deben alcanzar los cursos en línea de español como lengua extranjera (LE) o segunda (L2) con el objetivo de que el aprendiente cambie su manera de conceptualizar el mundo para convertirse en un ser multilingüe y participante activo en el mundo real y digital. En segundo lugar, se explica la evolución de la enseñanza en línea desde una visión interaccionista, ya sea en formato híbrido, como parte del aula invertida o en línea. En tercer lugar, se ofrece una serie de pautas prácticas para diseñar un curso de lengua extranjera en línea que abarque tanto las necesidades léxico-gramaticales como las culturales, siempre tratando de fomentar la capacidad humana de ser homo fabulans y, por lo tanto, un narrador nato. De esa forma, el aprendiente de una L2 podrá narrar sus propias historias —grabadas o de viva voz— en la L2 y orientar su propia ruta de aprendizaje. En las conclusiones, se comenta cómo este proceso de cultivar el homo fabulans en línea se une a las metas más generales de apoyar un desarrollo activo en el aprendizaje. ","internal_url":"https://www.academia.edu/121508050/Blake_Jones_Osburn_2024_Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida","translated_internal_url":"","created_at":"2024-06-25T14:15:35.075-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":155516247,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":41950111,"work_id":121508050,"tagging_user_id":155516247,"tagged_user_id":24159189,"co_author_invite_id":null,"email":"r***e@ucdavis.edu","affiliation":"University of California, Davis","display_order":-1,"name":"Robert Blake","title":"Blake Jones Osburn 2024 Ensenanza hibrida y en linea entornos de aprendizaje y aula invertida"}],"downloadable_attachments":[{"id":116363814,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116363814/thumbnails/1.jpg","file_name":"Blake_Jones_Osburn._2024_._Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida.pdf","download_url":"https://www.academia.edu/attachments/116363814/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Blake_Jones_Osburn_2024_Ensenanza_hibrid.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116363814/Blake_Jones_Osburn._2024_._Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida-libre.pdf?1719352962=\u0026response-content-disposition=attachment%3B+filename%3DBlake_Jones_Osburn_2024_Ensenanza_hibrid.pdf\u0026Expires=1732816541\u0026Signature=dAcP2giHXoIzn6w7e0RHCVqKTsgdOJPal02KgiXsVeSkm~ppsY~btw1kYTnT2KGs~U398PZcAK47qjGESBM50ZZKXssP4cV33N92P2hxOXHmv0~1Y436Vrh9WPNDRHKADVlgcc-vYAynE8eVaWEy03B5wYPh69zfiku6F7MS91ruVmBALvscmaRYbh~qnQOXgyR0RaJ62fkcu8gYIMNYcAma6ntjfD8MNHAlfgl~GKwbmfzZE9Q0iZibH0ikAA4GWBHMaxv4V1IcbAILXfxpxi~GLR-yHMm-gfzSkuMdfAEl1Ro0du06uOzqagpWuaM5v2BAPChtw-n~JL8nKKyXZQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Blake_Jones_Osburn_2024_Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida","translated_slug":"","page_count":20,"language":"es","content_type":"Work","owner":{"id":155516247,"first_name":"Lillian","middle_initials":null,"last_name":"Jones","page_name":"LillianJones","domain_name":"uci","created_at":"2020-04-24T17:49:25.310-07:00","display_name":"Lillian Jones","url":"https://uci.academia.edu/LillianJones"},"attachments":[{"id":116363814,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116363814/thumbnails/1.jpg","file_name":"Blake_Jones_Osburn._2024_._Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida.pdf","download_url":"https://www.academia.edu/attachments/116363814/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Blake_Jones_Osburn_2024_Ensenanza_hibrid.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116363814/Blake_Jones_Osburn._2024_._Ensenanza_hibrida_y_en_linea_entornos_de_aprendizaje_y_aula_invertida-libre.pdf?1719352962=\u0026response-content-disposition=attachment%3B+filename%3DBlake_Jones_Osburn_2024_Ensenanza_hibrid.pdf\u0026Expires=1732816541\u0026Signature=dAcP2giHXoIzn6w7e0RHCVqKTsgdOJPal02KgiXsVeSkm~ppsY~btw1kYTnT2KGs~U398PZcAK47qjGESBM50ZZKXssP4cV33N92P2hxOXHmv0~1Y436Vrh9WPNDRHKADVlgcc-vYAynE8eVaWEy03B5wYPh69zfiku6F7MS91ruVmBALvscmaRYbh~qnQOXgyR0RaJ62fkcu8gYIMNYcAma6ntjfD8MNHAlfgl~GKwbmfzZE9Q0iZibH0ikAA4GWBHMaxv4V1IcbAILXfxpxi~GLR-yHMm-gfzSkuMdfAEl1Ro0du06uOzqagpWuaM5v2BAPChtw-n~JL8nKKyXZQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":191,"name":"Interactionism","url":"https://www.academia.edu/Documents/in/Interactionism"},{"id":24944,"name":"Teaching Online","url":"https://www.academia.edu/Documents/in/Teaching_Online"},{"id":36557,"name":"Teaching Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_Foreign_Language"},{"id":78573,"name":"Technology-enhanced language learning","url":"https://www.academia.edu/Documents/in/Technology-enhanced_language_learning"},{"id":295014,"name":"Flipped Classroom","url":"https://www.academia.edu/Documents/in/Flipped_Classroom"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104961720"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104961720/Incomplete_Resyllabification_and_Ambisyllabic_Gestural_Coupling_in_Spanish"><img alt="Research paper thumbnail of Incomplete Resyllabification and Ambisyllabic Gestural Coupling in Spanish" class="work-thumbnail" src="https://attachments.academia-assets.com/104547841/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104961720/Incomplete_Resyllabification_and_Ambisyllabic_Gestural_Coupling_in_Spanish">Incomplete Resyllabification and Ambisyllabic Gestural Coupling in Spanish</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucdavis.academia.edu/TravisBradley">Travis G Bradley</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uwlax.academia.edu/KimberlyMorris">Kimberly Morris</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uci.academia.edu/LillianJones">Lillian Jones</a></span></div><div class="wp-workCard_item"><span>Loquens</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the generative literature, the pattern of coronal fricative lenition found in the traditional ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the generative literature, the pattern of coronal fricative lenition found in the traditional Chinato Spanish dialect is commonly cited as a phonological argument that the resyllabification of word-final prevocalic consonants is complete, in the sense that onsets derived by resyllabification are structurally identical to canonical (word-level) onsets. However, recent acoustic studies of Northern-Central Peninsular Spanish have problematized the completeness of resyllabification with experimental evidence that /s̺ / is shorter and more voiced as a derived onset than as a canonical onset. Using a split-gesture, competitive, coupled oscillator model of the syllable in Articulatory Phonology, which divides consonants into a separate constriction and release gesture, we propose a novel representation of ambisyllabicity that predicts the phonetic behavior of derived onset /s̺ / in Northern-Central Peninsular Spanish. We then show that ambisyllabic coupling permits a simpler phonological analysis of coronal fricative lenition in Chinato Spanish as compared to alternative accounts. Our analysis makes typological predictions that are confirmed by patterns from other contemporary Spanish varieties. Lastly, we examine the consequences of ambisyllabicity for the analysis of Spanish rhotic consonants, which have also been argued to support complete resyllabification. We offer an analysis of rhotics that is entirely compatible with an ambisyllabic representation of incomplete resyllabification.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9c57f974eba90750c2e3032987ab6e89" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104547841,"asset_id":104961720,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104547841/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104961720"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104961720"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104961720; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104961720]").text(description); $(".js-view-count[data-work-id=104961720]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104961720; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104961720']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104961720, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9c57f974eba90750c2e3032987ab6e89" } } $('.js-work-strip[data-work-id=104961720]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104961720,"title":"Incomplete Resyllabification and Ambisyllabic Gestural Coupling in Spanish","translated_title":"","metadata":{"doi":"10.3989/loquens.2022.e094","abstract":"In the generative literature, the pattern of coronal fricative lenition found in the traditional Chinato Spanish dialect is commonly cited as a phonological argument that the resyllabification of word-final prevocalic consonants is complete, in the sense that onsets derived by resyllabification are structurally identical to canonical (word-level) onsets. However, recent acoustic studies of Northern-Central Peninsular Spanish have problematized the completeness of resyllabification with experimental evidence that /s̺ / is shorter and more voiced as a derived onset than as a canonical onset. Using a split-gesture, competitive, coupled oscillator model of the syllable in Articulatory Phonology, which divides consonants into a separate constriction and release gesture, we propose a novel representation of ambisyllabicity that predicts the phonetic behavior of derived onset /s̺ / in Northern-Central Peninsular Spanish. We then show that ambisyllabic coupling permits a simpler phonological analysis of coronal fricative lenition in Chinato Spanish as compared to alternative accounts. Our analysis makes typological predictions that are confirmed by patterns from other contemporary Spanish varieties. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81018074"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81018074/El_impacto_del_SMS_en_la_literacidad_y_otras_implicaciones"><img alt="Research paper thumbnail of El impacto del SMS en la literacidad y otras implicaciones" class="work-thumbnail" src="https://attachments.academia-assets.com/87206956/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81018074/El_impacto_del_SMS_en_la_literacidad_y_otras_implicaciones">El impacto del SMS en la literacidad y otras implicaciones</a></div><div class="wp-workCard_item"><span>Spanish and Portuguese Review</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El uso ubicuo de textear y de textese (una nueva forma de lengua informal) ha generado preocupaci...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El uso ubicuo de textear y de textese (una nueva forma de lengua informal) ha generado preocupaciones sobre cómo se afecta la literacidad de los jóvenes. Algunos académicos han manifestado que los mensajes de texto (SMS) pueden correlacionarse negativamente con la lectura (Perea, Acha and Carreiras 2009; De Jonge and Kemp 2012) y la gramática y la ortografía (De Jonge and Kemp 2012; Cingel and Sundar 2012). Por otro lado, hay quienes que sugieren que el textear puede correlacionarse positivamente con la conciencia fonológica y el desarrollo fonético, así como la lectura y la ortografía (Plester, Wood and Joshi 2009; Plester, Wood and Bell 2008) y que el aumento de la exposición a la lectura y la escritura puede tener un impacto positivo en la literacidad (McSweeney 2017, 2018; Plester, Wood, Joshi 2009; Crystal 2006, 2008). Esta investigación explora el comportamiento de textear entre un grupo de 139 estudi- antes universitarios para entender cómo la forma en que textean se refleja en las investigaciones previas y cómo abordan las preocupaciones. Se realizó una encuesta que analizó los mensajes de texto de los participantes, como la densidad de palabras y el uso de textismos, así como sus opiniones sobre su propio comportamiento de textear. Generalmente, los resultados recalcaron que este grupo textea con alta frecuencia, que su bajo uso de textismos refleja una conciencia de no comprometer el significado del mensaje y que ellos son conscientes de la importancia del registro lingüístico. Por consiguiente, este estudio no muestra evidencia sólida que sugiera correlaciones completamente negativas entre la frecuencia o el uso del SMS sobre la literacidad.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f571434456f072f5ca2537609233648e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87206956,"asset_id":81018074,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87206956/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81018074"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81018074"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81018074; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81018074]").text(description); $(".js-view-count[data-work-id=81018074]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81018074; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81018074']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81018074, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f571434456f072f5ca2537609233648e" } } $('.js-work-strip[data-work-id=81018074]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81018074,"title":"El impacto del SMS en la literacidad y otras implicaciones","translated_title":"","metadata":{"abstract":"El uso ubicuo de textear y de textese (una nueva forma de lengua informal) ha generado preocupaciones sobre cómo se afecta la literacidad de los jóvenes. Algunos académicos han manifestado que los mensajes de texto (SMS) pueden correlacionarse negativamente con la lectura (Perea, Acha and Carreiras 2009; De Jonge and Kemp 2012) y la gramática y la ortografía (De Jonge and Kemp 2012; Cingel and Sundar 2012). Por otro lado, hay quienes que sugieren que el textear puede correlacionarse positivamente con la conciencia fonológica y el desarrollo fonético, así como la lectura y la ortografía (Plester, Wood and Joshi 2009; Plester, Wood and Bell 2008) y que el aumento de la exposición a la lectura y la escritura puede tener un impacto positivo en la literacidad (McSweeney 2017, 2018; Plester, Wood, Joshi 2009; Crystal 2006, 2008). Esta investigación explora el comportamiento de textear entre un grupo de 139 estudi- antes universitarios para entender cómo la forma en que textean se refleja en las investigaciones previas y cómo abordan las preocupaciones. Se realizó una encuesta que analizó los mensajes de texto de los participantes, como la densidad de palabras y el uso de textismos, así como sus opiniones sobre su propio comportamiento de textear. Generalmente, los resultados recalcaron que este grupo textea con alta frecuencia, que su bajo uso de textismos refleja una conciencia de no comprometer el significado del mensaje y que ellos son conscientes de la importancia del registro lingüístico. Por consiguiente, este estudio no muestra evidencia sólida que sugiera correlaciones completamente negativas entre la frecuencia o el uso del SMS sobre la literacidad.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Spanish and Portuguese Review"},"translated_abstract":"El uso ubicuo de textear y de textese (una nueva forma de lengua informal) ha generado preocupaciones sobre cómo se afecta la literacidad de los jóvenes. Algunos académicos han manifestado que los mensajes de texto (SMS) pueden correlacionarse negativamente con la lectura (Perea, Acha and Carreiras 2009; De Jonge and Kemp 2012) y la gramática y la ortografía (De Jonge and Kemp 2012; Cingel and Sundar 2012). Por otro lado, hay quienes que sugieren que el textear puede correlacionarse positivamente con la conciencia fonológica y el desarrollo fonético, así como la lectura y la ortografía (Plester, Wood and Joshi 2009; Plester, Wood and Bell 2008) y que el aumento de la exposición a la lectura y la escritura puede tener un impacto positivo en la literacidad (McSweeney 2017, 2018; Plester, Wood, Joshi 2009; Crystal 2006, 2008). Esta investigación explora el comportamiento de textear entre un grupo de 139 estudi- antes universitarios para entender cómo la forma en que textean se refleja en las investigaciones previas y cómo abordan las preocupaciones. Se realizó una encuesta que analizó los mensajes de texto de los participantes, como la densidad de palabras y el uso de textismos, así como sus opiniones sobre su propio comportamiento de textear. Generalmente, los resultados recalcaron que este grupo textea con alta frecuencia, que su bajo uso de textismos refleja una conciencia de no comprometer el significado del mensaje y que ellos son conscientes de la importancia del registro lingüístico. Por consiguiente, este estudio no muestra evidencia sólida que sugiera correlaciones completamente negativas entre la frecuencia o el uso del SMS sobre la literacidad.","internal_url":"https://www.academia.edu/81018074/El_impacto_del_SMS_en_la_literacidad_y_otras_implicaciones","translated_internal_url":"","created_at":"2022-06-08T08:27:39.574-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":155516247,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":87206956,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87206956/thumbnails/1.jpg","file_name":"Jones_L._2021_El_impacto_del_SMS_en_la_literacidad....pdf","download_url":"https://www.academia.edu/attachments/87206956/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"El_impacto_del_SMS_en_la_literacidad_y_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87206956/Jones_L._2021_El_impacto_del_SMS_en_la_literacidad...-libre.pdf?1654704293=\u0026response-content-disposition=attachment%3B+filename%3DEl_impacto_del_SMS_en_la_literacidad_y_o.pdf\u0026Expires=1732816541\u0026Signature=Ffchg-VdD~NjuTPzAKyc70r4i-hqecLZmCqhuyjrGKbg30~GvAV0DcRljt0n3c8pjeuiA56QZju9QXIc5ZY9PuLHD3yBdKPSzu5fPO-8vZ85jhWdbkvcwoFg0rcuqMnA6SDlC4qBAZRilk~LGUXtrG3s7Y~80If26pP24qgq6Ow9yi-hNcP-74NYO6XxbjPeIBA-Q-G1HpYN7~YdKPu2DJNQUU6d2OxbdW74~5n4cRnIBoZWfA4wrpZ3nHXCjucUT6lH6kJCcL0XDZSSRsQii39fqoCY9JPjPFy9V2c7KjRIggx9Ke2RAqvM~Qnbrpss3PMmlivM36jfPLyEXBQFEw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"El_impacto_del_SMS_en_la_literacidad_y_otras_implicaciones","translated_slug":"","page_count":26,"language":"es","content_type":"Work","owner":{"id":155516247,"first_name":"Lillian","middle_initials":null,"last_name":"Jones","page_name":"LillianJones","domain_name":"uci","created_at":"2020-04-24T17:49:25.310-07:00","display_name":"Lillian Jones","url":"https://uci.academia.edu/LillianJones"},"attachments":[{"id":87206956,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87206956/thumbnails/1.jpg","file_name":"Jones_L._2021_El_impacto_del_SMS_en_la_literacidad....pdf","download_url":"https://www.academia.edu/attachments/87206956/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"El_impacto_del_SMS_en_la_literacidad_y_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87206956/Jones_L._2021_El_impacto_del_SMS_en_la_literacidad...-libre.pdf?1654704293=\u0026response-content-disposition=attachment%3B+filename%3DEl_impacto_del_SMS_en_la_literacidad_y_o.pdf\u0026Expires=1732816541\u0026Signature=Ffchg-VdD~NjuTPzAKyc70r4i-hqecLZmCqhuyjrGKbg30~GvAV0DcRljt0n3c8pjeuiA56QZju9QXIc5ZY9PuLHD3yBdKPSzu5fPO-8vZ85jhWdbkvcwoFg0rcuqMnA6SDlC4qBAZRilk~LGUXtrG3s7Y~80If26pP24qgq6Ow9yi-hNcP-74NYO6XxbjPeIBA-Q-G1HpYN7~YdKPu2DJNQUU6d2OxbdW74~5n4cRnIBoZWfA4wrpZ3nHXCjucUT6lH6kJCcL0XDZSSRsQii39fqoCY9JPjPFy9V2c7KjRIggx9Ke2RAqvM~Qnbrpss3PMmlivM36jfPLyEXBQFEw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81018073"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81018073/Traditional_Versus_ASR_Based_Pronunciation_Instruction_An_Empirical_Study"><img alt="Research paper thumbnail of Traditional Versus ASR-Based Pronunciation Instruction : An Empirical Study" class="work-thumbnail" src="https://attachments.academia-assets.com/87206955/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81018073/Traditional_Versus_ASR_Based_Pronunciation_Instruction_An_Empirical_Study">Traditional Versus ASR-Based Pronunciation Instruction : An Empirical Study</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uci.academia.edu/LillianJones">Lillian Jones</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/DanNickolai">Dan Nickolai</a></span></div><div class="wp-workCard_item"><span>Calico Journal</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper presents a 15-week classroom study measuring the student outcomes of instructor-led pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper presents a 15-week classroom study measuring the student outcomes of instructor-led pronunciation lessons versus entirely ASR-based pronunciation training. Seventy-six second-semester Spanish language learners were divided into two groups, one experimental (n=44) and one control (n=32). Over the course of six modules, both groups completed a pre-and post-study recording, as well as explicit pronunciation training sessions. These sessions included pre-and post-recordings, with either traditional or ASR pronunciation practice in between, which aimed attention at targeted phonemes. All student recordings were evaluated by native and near-natives for comprehensibility, nativeness, fluency, and perceived confidence. The results show that the effect of explicit and ASR instruction varies depending on the module and characteristic evaluated. ASR seems to outperform traditional instruction when targeting specific phonemes, especially in the short-term, while the explicit instruction group saw longer-term gains in regards to comprehensibility. Holistically, the data suggest that ASR-based instruction shows promise to improve certain aspects of pronunciation, but that using both techniques in tandem would be the most strategic approach to handling the development of this fundamental aspect of learner speech. The data presented here highlight the role and effectiveness of computer-assisted pronunciation training for lower-level Spanish courses.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d1b8b4a666e5d7bb1901b7ef276b304f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87206955,"asset_id":81018073,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87206955/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81018073"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81018073"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81018073; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81018073]").text(description); $(".js-view-count[data-work-id=81018073]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81018073; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81018073']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81018073, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d1b8b4a666e5d7bb1901b7ef276b304f" } } $('.js-work-strip[data-work-id=81018073]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81018073,"title":"Traditional Versus ASR-Based Pronunciation Instruction : An Empirical Study","translated_title":"","metadata":{"doi":"10.1558/CJ.40379","abstract":"This paper presents a 15-week classroom study measuring the student outcomes of instructor-led pronunciation lessons versus entirely ASR-based pronunciation training. Seventy-six second-semester Spanish language learners were divided into two groups, one experimental (n=44) and one control (n=32). Over the course of six modules, both groups completed a pre-and post-study recording, as well as explicit pronunciation training sessions. These sessions included pre-and post-recordings, with either traditional or ASR pronunciation practice in between, which aimed attention at targeted phonemes. All student recordings were evaluated by native and near-natives for comprehensibility, nativeness, fluency, and perceived confidence. The results show that the effect of explicit and ASR instruction varies depending on the module and characteristic evaluated. ASR seems to outperform traditional instruction when targeting specific phonemes, especially in the short-term, while the explicit instruction group saw longer-term gains in regards to comprehensibility. Holistically, the data suggest that ASR-based instruction shows promise to improve certain aspects of pronunciation, but that using both techniques in tandem would be the most strategic approach to handling the development of this fundamental aspect of learner speech. The data presented here highlight the role and effectiveness of computer-assisted pronunciation training for lower-level Spanish courses.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Calico Journal"},"translated_abstract":"This paper presents a 15-week classroom study measuring the student outcomes of instructor-led pronunciation lessons versus entirely ASR-based pronunciation training. Seventy-six second-semester Spanish language learners were divided into two groups, one experimental (n=44) and one control (n=32). Over the course of six modules, both groups completed a pre-and post-study recording, as well as explicit pronunciation training sessions. These sessions included pre-and post-recordings, with either traditional or ASR pronunciation practice in between, which aimed attention at targeted phonemes. All student recordings were evaluated by native and near-natives for comprehensibility, nativeness, fluency, and perceived confidence. The results show that the effect of explicit and ASR instruction varies depending on the module and characteristic evaluated. ASR seems to outperform traditional instruction when targeting specific phonemes, especially in the short-term, while the explicit instruction group saw longer-term gains in regards to comprehensibility. Holistically, the data suggest that ASR-based instruction shows promise to improve certain aspects of pronunciation, but that using both techniques in tandem would be the most strategic approach to handling the development of this fundamental aspect of learner speech. The data presented here highlight the role and effectiveness of computer-assisted pronunciation training for lower-level Spanish courses.","internal_url":"https://www.academia.edu/81018073/Traditional_Versus_ASR_Based_Pronunciation_Instruction_An_Empirical_Study","translated_internal_url":"","created_at":"2022-06-08T08:27:39.572-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":155516247,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":42488856,"work_id":81018073,"tagging_user_id":155516247,"tagged_user_id":223310,"co_author_invite_id":null,"email":"g***m@slu.edu","affiliation":"Saint Louis University","display_order":0,"name":"Christina Garcia","title":"Traditional Versus ASR-Based Pronunciation Instruction : An Empirical Study"},{"id":42488858,"work_id":81018073,"tagging_user_id":155516247,"tagged_user_id":327447278,"co_author_invite_id":8255409,"email":"d***1@slu.edu","display_order":1073741824,"name":"Dan Nickolai","title":"Traditional Versus ASR-Based Pronunciation Instruction : An Empirical Study"}],"downloadable_attachments":[{"id":87206955,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87206955/thumbnails/1.jpg","file_name":"Garcia_C._Nickolai_D._Jones_L._2020_._Traditional_vs._ASR.pdf","download_url":"https://www.academia.edu/attachments/87206955/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Traditional_Versus_ASR_Based_Pronunciati.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87206955/Garcia_C._Nickolai_D._Jones_L._2020_._Traditional_vs._ASR-libre.pdf?1654704292=\u0026response-content-disposition=attachment%3B+filename%3DTraditional_Versus_ASR_Based_Pronunciati.pdf\u0026Expires=1732816541\u0026Signature=OYt6fR9pr5P78cYQEQDVHEvl9ios~Zwie9hPOH4L76jwHIciODsfXTpJxtbOQZ0y2A0p-Hv1YRfQSj4n70VjB4luSo460jQ78uNQzBuepB6yeHhwxWLdYRdAICx5KYrkxGI7C~~4z4JWnAoZKkHqc0nWQjF4WnOrc~Nq32lYu07-Z3pcNShGyrPMWkyubbayFpCGFXF5RTOrsRdWhE5w7xzxBPCZetEA3deX8HoISTr284YWkPOkwy3qL0geFyR-5RkF3Jr3CxTeGIWuUot50FGXW4w0UFyToPGao03Ve6z1m1YsJo3iI6Mphux9ve0GH0jYtAwu-aZUNpGSVRApCA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Traditional_Versus_ASR_Based_Pronunciation_Instruction_An_Empirical_Study","translated_slug":"","page_count":20,"language":"en","content_type":"Work","owner":{"id":155516247,"first_name":"Lillian","middle_initials":null,"last_name":"Jones","page_name":"LillianJones","domain_name":"uci","created_at":"2020-04-24T17:49:25.310-07:00","display_name":"Lillian Jones","url":"https://uci.academia.edu/LillianJones"},"attachments":[{"id":87206955,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87206955/thumbnails/1.jpg","file_name":"Garcia_C._Nickolai_D._Jones_L._2020_._Traditional_vs._ASR.pdf","download_url":"https://www.academia.edu/attachments/87206955/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxMjk0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Traditional_Versus_ASR_Based_Pronunciati.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87206955/Garcia_C._Nickolai_D._Jones_L._2020_._Traditional_vs._ASR-libre.pdf?1654704292=\u0026response-content-disposition=attachment%3B+filename%3DTraditional_Versus_ASR_Based_Pronunciati.pdf\u0026Expires=1732816541\u0026Signature=OYt6fR9pr5P78cYQEQDVHEvl9ios~Zwie9hPOH4L76jwHIciODsfXTpJxtbOQZ0y2A0p-Hv1YRfQSj4n70VjB4luSo460jQ78uNQzBuepB6yeHhwxWLdYRdAICx5KYrkxGI7C~~4z4JWnAoZKkHqc0nWQjF4WnOrc~Nq32lYu07-Z3pcNShGyrPMWkyubbayFpCGFXF5RTOrsRdWhE5w7xzxBPCZetEA3deX8HoISTr284YWkPOkwy3qL0geFyR-5RkF3Jr3CxTeGIWuUot50FGXW4w0UFyToPGao03Ve6z1m1YsJo3iI6Mphux9ve0GH0jYtAwu-aZUNpGSVRApCA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="15133049" id="bookreviews"><div class="js-work-strip profile--work_container" data-work-id="104962222"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104962222/The_Routledge_Handbook_of_Second_Language_Acquisition_and_Technology"><img alt="Research paper thumbnail of The Routledge Handbook of Second Language Acquisition and Technology" class="work-thumbnail" src="https://attachments.academia-assets.com/104548187/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104962222/The_Routledge_Handbook_of_Second_Language_Acquisition_and_Technology">The Routledge Handbook of Second Language Acquisition and Technology</a></div><div class="wp-workCard_item"><span>Book Review The Routledge Handbook of Second Language Acquisition and Technology</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In recent years, the principal line of research regarding second language (L2) acquisition and te...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In recent years, the principal line of research regarding second language (L2) acquisition and technology has shifted from questioning whether language learning benefits from technology integration to determining appropriate theoretical frameworks and the most effective tools and approaches. Furthermore, with the advent of web 2.0 and the move toward social interaction, as well as the exponential advances being made in technology, there are newer and unexplored advantages and disadvantages ripe to be researched and addressed. The Routledge Handbook of Second Language Acquisition and Technology offers a vast collection of studies contributed by expert scholars, each focusing on distinct aspects within these lines of inquiry. To address the complexity of technology-mediated language learning, editors Nicole Ziegler and Marta González-Lloret provide an exemplary volume</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0b4dba93ada4d80cf6b4efddcf9b6060" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104548187,"asset_id":104962222,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104548187/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104962222"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104962222"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104962222; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104962222]").text(description); $(".js-view-count[data-work-id=104962222]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104962222; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104962222']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104962222, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0b4dba93ada4d80cf6b4efddcf9b6060" } } $('.js-work-strip[data-work-id=104962222]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104962222,"title":"The Routledge Handbook of Second Language Acquisition and Technology","translated_title":"","metadata":{"doi":"10.1558/cj.25738","abstract":"In recent years, the principal line of research regarding second language (L2) acquisition and technology has shifted from questioning whether language learning benefits from technology integration to determining appropriate theoretical frameworks and the most effective tools and approaches. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81018075"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81018075/Review_of_Comunicaci%C3%B3n_mediada_por_tecnolog%C3%ADas_Aprendizaje_y_ense%C3%B1anza_de_la_lengua_extranjera"><img alt="Research paper thumbnail of Review of Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera" class="work-thumbnail" src="https://attachments.academia-assets.com/87206957/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81018075/Review_of_Comunicaci%C3%B3n_mediada_por_tecnolog%C3%ADas_Aprendizaje_y_ense%C3%B1anza_de_la_lengua_extranjera">Review of Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera</a></div><div class="wp-workCard_item"><span>Language Learning & Technology</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">With the increasing number of technologies available to enhance language learning experiences, as...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">With the increasing number of technologies available to enhance language learning experiences, as well as the growing number of distance learners and online and hybrid courses, there is a pressing need to effectively integrate technologies in teaching foreign language (Blake, 2013; Golonka, Bowles, Frank, Richardson, & Freynik, 2014). Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera [Technology-mediated communication: Learning and teaching foreign languages] provides a collection of studies carried out by leading language educators who are doing just this. In response to the notion that technology-mediated communication (TMC) is having a profound global impact on education (Luppicini, 2007), editors González-Lloret and Vinagre provide an excellent handbook for foreign language instructors who aspire to learn both the benefits and the challenges of integrating technologies into language classrooms and who accordingly take action within their own instruction practices. The book provides the means for instructors to effectively implement language-learning technologies and understand their utility, thus convincing students and colleagues of the advantage that these tools offer (Son & Windeatt, 2017). The 11 studies in this book originate from Europe and the United States and are written in Spanish, demonstrating the strength of computer-assisted language learning (CALL) scholarship and practice in the Spanish-speaking world. The compilation covers an array of interconnected themes including TMC in language learning, linguistic fluidity and precision, intercultural communication, multimodal digital competency, active participation in a community of practice, negotiation of meaning, student motivation, critical thinking, and analytical skills, and it also touches on learner autonomy. While each is unique in scope and mode, the chapters remain connected through the integration of TMC and a focus not only on linguistic development, but also on other forms of knowledge and competencies, such as digital competence.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c439f52c5c918d0625e1049e1439291d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87206957,"asset_id":81018075,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87206957/download_file?st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxMjk0Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81018075"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81018075"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81018075; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81018075]").text(description); $(".js-view-count[data-work-id=81018075]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81018075; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81018075']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81018075, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c439f52c5c918d0625e1049e1439291d" } } $('.js-work-strip[data-work-id=81018075]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81018075,"title":"Review of Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera","translated_title":"","metadata":{"abstract":"With the increasing number of technologies available to enhance language learning experiences, as well as the growing number of distance learners and online and hybrid courses, there is a pressing need to effectively integrate technologies in teaching foreign language (Blake, 2013; Golonka, Bowles, Frank, Richardson, \u0026 Freynik, 2014). Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera [Technology-mediated communication: Learning and teaching foreign languages] provides a collection of studies carried out by leading language educators who are doing just this. In response to the notion that technology-mediated communication (TMC) is having a profound global impact on education (Luppicini, 2007), editors González-Lloret and Vinagre provide an excellent handbook for foreign language instructors who aspire to learn both the benefits and the challenges of integrating technologies into language classrooms and who accordingly take action within their own instruction practices. The book provides the means for instructors to effectively implement language-learning technologies and understand their utility, thus convincing students and colleagues of the advantage that these tools offer (Son \u0026 Windeatt, 2017). 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