Corpus consultation with concordancers has been recognized as a promising way for learners to study and explore language features such as collocations at their own pace and in their own time. This study examined 1.5 million search queries sent to a collocation consultation tool called FlaxCLS (Flexible Language Acquisition Collocation Learning System; http://flax.nzdl.org) over a period of two years to identify learners’ collocation look-up patterns. This paper examines and characterizes learners’ look-up patterns as they entered search queries, clicked on the query formation aids provided by the system, and navigated through the different levels of collocation information returned by the system to support collocation learning. We looked at how learners formulated query terms, and we analyzed the characteristics of query words learners entered, the characteristics of collocations they preferred, and the sample sentences they checked. Our collocation look-up pattern analyses, similar to traditional user query analyses of the web, provide interesting and revealing insights that are hard to obtain from small-scale user studies. The findings provide valuable information and pedagogical implications for data-driven learning (DDL) researchers and language teachers in designing tailored collocation consultation systems and activities. This paper also presents multidimensional analyses of learner query data, which, to the best of our knowledge, have not been explored in DDL research.

A complete classification of the complexity of the local and global satisfiability problems for graded modal language over traditional classes of frames has already been established. By “traditional” classes of frames, we mean those characterized by any positive combination of reflexivity, seriality, symmetry, transitivity, and the Euclidean property. In this paper, we fill the gaps remaining in an analogous classification of the graded modal language with graded converse modalities. In particular, we show its NExpTime-completeness over the class of Euclidean frames, demonstrating this way that over this class the considered language is harder than the language without graded modalities or without converse modalities. We also consider its variation disallowing graded converse modalities, but still admitting basic converse modalities. Our most important result for this variation is confirming an earlier conjecture that it is decidable over transitive frames. This contrasts with the undecidability of the language with graded converse modalities.

Online language teaching is gaining momentum worldwide and an expanding body of research analyses online pedagogical interactions. However, few studies have explored experienced online teachers’ practices in videoconferencing particularly while giving instructions, which are key to success in task-based language teaching (Markee, 2015). Adopting multimodal (inter)action analysis (Norris, 2004, 2019) to investigate the multimodal construction of instructions in a single case study, we examine instruction-giving as a social practice demonstrated in a specific site of engagement (a synchronous online lesson recorded for research purposes). Drawing on the higher-level actions (instruction-giving fragments) we have identified elsewhere (Satar & Wigham, 2020), in this paper we analyse the lower-level actions (modes) that comprise these higher-level actions, specifically focusing on the print mode (task resource sheets, URLs, text chat, and online collaborative writing spaces) wherein certain higher-level actions become frozen. Our findings are unique in depicting the modal complexity of sharing task resources in synchronous online teaching due to semiotic misalignment and semiotic lag that precludes the establishment of a completely shared interactional space. We observe gaze shifts as the sole indicator for learners that the teacher is multitasking between different higher-level actions. Further research is needed to fully understand the interactional features of online language teaching via videoconferencing to inform teacher training policy and practice.

This paper examines the role of motivation, anxiety, and self-efficacy beliefs and their interplay with regard to speaking on beginners’ Spanish LMOOCs. It answers three research questions: (1) what are learners’ motivations and goals for joining these LMOOCs and how do these relate to foreign language speaking anxiety; (2) how do learners’ self-efficacy beliefs and anxiety levels change as a result of course completion; and (3) is there a correlation between motivation, foreign language speaking anxiety, and self-efficacy beliefs in this context? A mixed-methods research design used quantitative and qualitative data gathered from self-reflective questionnaires and forum discussions. The results reveal that learners with intrinsic motivation are more likely to complete the courses than those who sign up to manage a personal situation or advance in their career or studies. No direct correlation was, however, found between motivation and the other variables under scrutiny. Learners present higher self-efficacy beliefs at the end of the courses than at the beginning, while anxiety levels are affected to a much smaller degree by course completion. Although spoken interactions in this learning environment are not synchronous, apprehension and anxiety prevent many learners from fully participating in the speaking activities.

Here, I combine the semantics of Mares and Goldblatt [20] and Seki [29, 30] to develop a semantics for quantified modal relevant logics extending ${\bf B}$. The combination requires demonstrating that the Mares–Goldblatt approach is apt for quantified extensions of ${\bf B}$ and other relevant logics, but no significant bridging principles are needed. The result is a single semantic approach for quantified modal relevant logics. Within this framework, I discuss the requirements a quantified modal relevant logic must satisfy to be “sufficiently classical” in its modal fragment, where frame conditions are given that work for positive fragments of logics. The roles of the Barcan formula and its converse are also investigated.

Effective motion planning and localization are necessary tasks for swarm robotic systems to maintain a desired formation while maneuvering. Herein, we present an inchworm-inspired strategy that addresses both these tasks concurrently using anchor robots. The proposed strategy is novel as, by dynamically and optimally selecting the anchor robots, it allows the swarm to maximize its localization performance while also considering secondary objectives, such as the swarm’s speed. A complementary novel method for swarm localization, that fuses inter-robot proximity measurements and motion commands, is also presented. Numerous simulated and physical experiments are included to illustrate our contributions.

Language massive open online courses (LMOOCs) represent an exciting prospect for language teachers and instructors around the globe (Bárcena & Martín-Monje, 2014). In this paper, we report on the dynamics of participation and learner behaviour in an ab initio Irish language course. The course, Irish 101, ran during March 2019, and we used a mixed-methods approach to analyse both typical patterns of behaviour among course participants and learner reflections upon their reasons for doing so. Findings suggest that most learners use the course resources in an assessing and exploratory manner and are far less likely to produce, or to examine, second language (L2) output, either written or spoken. Learners were found to be selective and to demonstrate significant metacognitive awareness (Wenden, 1998) in their interactions and learning methods, displaying agency and exploiting affordances beyond the design of the course itself. Implications for LMOOC design, including the need to question whether courses should emphasise L2 production or resource provision, are considered, in addition to a general need for more granular, dynamic research, so as to better understand the types of learners who engage in LMOOCs and to better cater to diverse learning needs.

Additive manufacturing offers a high degree of design freedom. When Design for Additive Manufacturing is conducted properly, lightweight potential can be exploited. This contribution introduces a novel design approach for the widespread fused layer modelling (FLM) technology when using orthotropic Fibre Reinforced Polymer filament. Its objective is to obtain stiff and strong load-path optimized FLM structures in a structured and algorithmic way. The approach therefore encompasses (1) build orientation optimization to consider weaker bonding between layers than intralayer; (2) topology optimization with orthotropic material properties to obtain favourable overall geometry and inner structure; (3) direct build path generation from optimized material orientation and alternatives to the direct generation and (4) simulation. The approach is demonstrated using a lift arm under multiple load cases and further demonstrator parts to show its general applicability. Lightweight potential of individual optimization steps and the influence of modifications contrasting general non-FLM-specific optimization are studied and discussed.