1. Summary of “Towards technology-mediated TBLT” in Technology-mediated TBLT" by Gonzalez-Lloret & Ortega.
Chapter 1 of book: González-Lloret, Marta, and Lourdes Ortega, eds. Technology-mediated TBLT: researching technology and tasks. Vol. 6. John Benjamins Publishing Company, 2014.
Technological advances engender change in learning and language use and these in turn require curriculum design reflexion, specifically in relation to task based language teaching. The authors detail a new framework for technology-mediated TBLT. The article is an introduction to a book on the latter.
Technology is often perceived as ubiquitous but the digital divide is still a reality both in Europe and the US, however the profile of those affected by it is different in these two places. This reiterates Warschauer (2012) warning that technology can divide people as well as bring them together. This information notwithstanding, there is a generation of young people, known as Generation Z or iGeneration or Net Generation who do not know life without mobile technologies. As such, teachers are eager to integrate these technologies into their curricula with foreign language teaching also following this trend. Current Web 2.0 technologies are welcome in an effort to “harness collective intelligence” (O’Reilly, 2005, p. 2). The authors argue that TBLT is particularly relevant when trying to incorporate these technologies in their teaching as Web 2.0 technologies allow for ample opportunity for students to do things (Gonzalez-Lloret and Ortega, 2014, p. 3).
The fields of CALL and TBLT, whilst sharing numerous synergies, remain parallel. Two obvious shared points of interest would be tasks that relate to synchronous and asynchronous CMC and telecollaboration with the goal of improving intercultural competence (Gonzalez-Lloret and Ortega, 2014, p. 4). The advantages of task and technology being properly integrated into a language curriculum would bear the following advantages for students: “language learning tasks which are mediated by new technologies can help minimize students’ fear of failure, embarrassment, or losing face;, they can raise students’ motivation to take risks and be creative whilst using language to make meaning; and they can enable students to meet other speakers of the language in remote locations, opening up transformative exposure to authentic language environments and cultural enactments, along with tremendous additional sources of input” (Gonzalez-Lloret and Ortega, 2014, p. 4).
The authors suggest that in order for CALL and TBLT to work cohesively in the future, three requirements are necessary: a rethinking of what a task is from a CALL perspective. A five point definition of a task in “the context of technology and task integration” (Gonzalez-Lloret and Ortega, 2014, p. 5) is provided and it encompasses the following points: primary focus on meaning; goal orientation; learner-centeredness; holism; and reflective learning (Gonzalez-Lloret and Ortega, 2014, p.6). The second general requirement is to be cognizant of the impact of introducing new technologies in a curriculum from a learner’s perspective. The third requirement is that “programmatic thinking about both tasks and technologies” (Gonzalez-Lloret and Ortega, 2014, p. 7) be embedded in the curriculum.
A summary of the main chapters is provided in this introduction; the importance of needs analysis in TBLT design; task selection and sequencing using Robinson’s Cognition Hypothesis (2001, 2003); case study of the implementation of an online writing task; another case study of a multi-week writing task from a sociocultural theoretical perspective; second language pragmatics development through a synthetic environment; the promotion of intercultural awareness using task based activities in Second Life and video CMC; the importance of Vygotskian Sociocultural Theory in the development of virtual worlds and telecollaboration curriculum design; cognitive-interactionist theories and fandoms. The latter two chapters deal with the role of grammar and language proficiency levels in TBTL.
All aforementioned chapters attest to the importance of four cornerstones of traditional TBLT: needs analysis; task selection and sequencing; materials development and instructional design; and assessment of student learning processes and outcomes (Gonzalez-Lloret and Ortega, 2014, p. 13). Chapters ten and eleven of the book deal with performance-based formative assessment. The last chapter looks at some of the challenges facing those engaged in TBLT.
The authors acknowledge the lacuna relating to the role of the teacher and teaching training in TBLT.
2. Summary of "Current Trends in Online Language Learning" by R.J. Blake
Blake, R. J. (2011). Current Trends in Online Language Learning. Annual Review of Applied Linguistics, 31, 19–35.
Blake states that online language learning is only now enjoying the same popularity as other disciplines and refers to it as “a Web-facilitated class, a blended or hybrid course, or a fully virtual or online course. These delivery formats, along with the mix of the technological tools employed therein, overlap in many cases with the differences in nomenclature having more to do with the percentage of content that is delivered online” (p. 19).
Educators were wary of the negative effects of online learning on educational quality as face to face interaction was deemed to be the gold-standard in quality (p. 20). A study by the U.S. Department of Education, 2009, showed that “students who took all or part of their classes online performed better than those in traditional face-to-face learning environments (p<.01); furthermore, students involved in blended/hybrid learning environments did better than those in purely online courses (p<.001)” (p. 21).
The inherent value of online learning is that it stimulates students to spend more time engaging with material which leads to better learning. (p. 21). “The U.S. Department of Education report (2009) stated, “one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction” (p. xvii)” (p. 21).
Tutorial CALL is essentially what I am doing for my artefact and Blake explains that one could see this as an alternative nomenclature for the pejorative term “drill and kill” (p. 21). He states that whilst it can lack feedback and interactivity, it has its place in the L2 classroom, especially given the link between “time on task” and success in language learning. (p. 21). Blake quotes a study from Peters, Weinberg, and Sarma (2009) whose findings indicate that students appreciate “the more individually oriented tutorial CALL approach over the social computing activities that involve newer Web 2.0 technologies such as blogs, wikis, and online chatting” (p. 22).
The author mentions CALL programs that seek to improve L2 pronunciation. Whilst the research is somewhat dated, it merits closer inspection. It was by Cucchiarini, Neri, & Strik (2008) and it “examined the effectiveness of using an automatic speech recognition (ASR) system to give feedback on L2 Dutch pronunciation”. (p. 23). The format of their study was the following “thirty immigrants studying Dutch were assigned to three groups that had access to (a) an ASR-based system for pronunciation training with automatic feedback, (b) an ASR-based system without feedback, or (c) no computer-assisted pronunciation training whatsoever” (p.23)”. It is interesting to note that the group that received automatic feedback showed significant improvement in “the segmental quality of the problematic phonemes targeted” (p. 23). I have yet to read this paper but the structure of the study seems replicable and the findings are that which I would ideally like to discover with my own artefact.
Blake proceeds to mention a commercially available language program, Tell Me More from Auralog, that includes a section on pronunciation, one whose languages is French (p. 23). It uses ASR-based feedback. The feedback is based on “waveforms and pitch contours for both words and sentences based on the correct native speaker forms that serve as a basis of comparison for the learner’s own speech production” (p. 23) Waveforms and pitch curves are used to show how to correctly pronounce certain words, also with a 3-D animation of mouth movements. This is most useful as it gives ideas on how to potentially create feedback for students.
ICALL is defined as “use of natural language processing and a modicum of artificial intelligence in order to enhance the type of feedback provided to the student working alone online” (p. 24). It would seem be based on anticipated student errors and appropriate feedback based on extensive data relating to previous students’ interactions and errors.
Blake contextualises the popularity of CMC, specifically social computing, over the last decades as a response to creating a more learner-centred approach to language learning as the student can “direct the conversational flow” (Chapelle, 2008; Kern & Warschauer, 2000) (p. 25). The author points out that many researchers do not see CMC and social computing as being synonymous as the later can also include social networks and a greater communicative depth (p. 25). One unique benefit of CMC and L2 learning is that it “allows instructors and learners to engage in meaningful negotiations with all of the positive benefits associated with scaffolding that have been reported in the literature for face-to-face exchanges (Smith, 2009)” (p. 26). Interactionist researchers or teachers of that school of thought, focus on the benefits that CMC offers in terms of negotiation of meaning and the zone of proximal development (p. 26). Whilst socio-culturalist researchers focus on how CMC offers students the possibilities of creating and belonging to communities of practice (p. 26). Telecollaboration is defined as CMC between students “from different countries who are learning each other’s language and culture” (p. 27).
Gaming
Blakes describes the use of gaming in L2 instruction as marrying “the best of what has been developed over recent years in tutorial CALL programs with the attractive affordances provided by social computing (Thorne, 2008)” (p. 27). The social computing element can be introduced by students being able to work individually but also by sharing “their results by working in teams using chat programs to facilitate textual and/or audio exchanges”. The team element and simple sharing of results is something that I could introduce in the design of my artefact to introduce some initial simple gaming election. The examples provided (World of Warcraft, Active Worlds) are “proper” games whilst I am looking at introducing some competitive hook but it is interesting to note that gaming looks at what games do to “assist students in learning in general and learning language in particular” (p. 28). Blake explains that above all they allow participants to play. However, it is not “unstructured” play and is a “designed experience”. (p. 28) with defined rules and goals to which the learner submits. An interesting element of gaming is what Blake refers to as “failure states” (p. 29): “repetitive practice, with instructive feedback, has to be an integral part of the game design and the learning cycle” and this deserves as much attention as “success states” (p. 29). This reiterates once again the importance of “time on task” and getting students to do so in a playful manner. The author mentions some drawbacks or what he terms “caveats” relating to gaming: firstly, people can merely “dress up and act out” (p. 29) in Second Life and secondly, gamers have high standards regarding graphics so unless they are up to scratch, which involves costly input, learners will not engage with the game.
Blake summarises the advantage of online language learning as being “these learning environments and tools help students maintain their interest in learning a language over a long period of time” (p. 30).
3. Exploring the CALL journals
In reviewing the various CALL journals, I have decided to focus on the following three areas:
1. Gamification
2. Oral proficiency
3. Other interesting topics not related to my artefact
4. Article titles
The three articles I have reviewed are:
ReCALL: https://www.cambridge.org/core/journals/recall
Computer-Assisted Language Learning: http://www.tandfonline.com/loi/ncal20
Language Learning and Technology: http://llt.msu.edu/index.html
3. A
ReCALL journal - (2015 - 2017)
Volume 29 - Issue 1 - January 2017
Gamification:
English language education on-line game and brain connectivity
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/E0BEC693FC6A7208B20191EDA04638E1/S0958344016000173a.pdf/div-class-title-english-language-education-on-line-game-and-brain-connectivity-div.pdf
Oral proficiency:
Developing oral proficiency with VoiceThread: Learners’ strategic uses and views
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/7B806BB8CA36FE6E70A876EAD4D82A09/S0958344016000161a.pdf/div-class-title-developing-oral-proficiency-with-voicethread-learners-strategic-uses-and-views-div.pdf
Improving learners’ oral fluency through computer-mediated emotional intelligence activities
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/43ED33F2F52F1608FF59251FC82672C5/S0958344016000069a.pdf/div-class-title-improving-learners-oral-fluency-through-computer-mediated-emotional-intelligence-activities-div.pdf
Article titles:
Volume 28 - Issue 3 - September 2016
Gamification:
World of Warcraft and CEFR
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/80B0C9C6CF2ECFAC4C3893D781F2ABA3/S0958344016000112a.pdf/div-class-title-recurrent-languaging-activities-in-world-of-warcraft-skilled-linguistic-action-meets-the-common-european-framework-of-reference-div.pdf
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
Special issue on multimodality
Volume 28 - Issue 2 - May 2016
Gamification:
N/A
Oral proficiency:
N/A
Article titles:
Volume 28 - Issue 1 - January 2016
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
Blending technology and face-to-face: Advanced students’ choices
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/EF599BFCE24ADDDABA62ADB85FAA83DE/S0958344015000166a.pdf/div-class-title-blending-technology-and-face-to-face-advanced-students-choices-div.pdf
Article titles:
Volume 27 - Issue 3 - September 2015
Gamification:
N/A
Oral proficiency:
Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/638CE918F42429104E2E582D5AD771B0/S095834401400041Xa.pdf/div-class-title-computer-mediated-communication-cmc-in-l2-oral-proficiency-development-a-meta-analysis-div.pdf
Article titles:
Volume 27 - Issue 2 - May 2015
Gamification:
N/A
Oral proficiency:
N/A
Article titles:
Volume 27 - Issue 1 - January 2015
Gamification:
The story in the mind: the effect of 3D gameplay on the structuring of written L2 narratives
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/72DE762A02CC4FA2486A0A6DA51AE3CC/S0958344014000160a.pdf/div-class-title-the-story-in-the-mind-the-effect-of-3d-gameplay-on-the-structuring-of-written-l2-narratives-div.pdf
Affect and willingness to communicate in digital game-based learning
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/F0CA6CC504B405497B3DC36FFE012FFA/S0958344014000226a.pdf/div-class-title-affect-and-willingness-to-communicate-in-digital-game-based-learning-div.pdf
Oral proficiency:
A statistical method of evaluating the pronunciation proficiency/intelligibility of English presentations by Japanese speakers
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/0875918C9EF52D5BF27617A6E5A1A13F/S0958344014000251a.pdf/div-class-title-a-statistical-method-of-evaluating-the-pronunciation-proficiency-intelligibility-of-english-presentations-by-japanese-speakers-div.pdf
Article titles:
3. B
Computer-Assisted Language Learning journal - (2015-2016)
I will only examine the past two years’ content as there are eight issues per year with up to ten articles per issue.
Volume 29 2016
Issue 8
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
Developing collaborative learning practices in an online language course
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2016.1274331
Article titles:
Volume 29 2016
Issue 7
Gamification:
The use of massively multiplayer online role-playing games in CALL: an analysis of research
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2016.1197949?needAccess=true
Use of a game-like application on a mobile device to improve accuracy in conjugating Spanish verbs
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2016.1197950?needAccess=true
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
Are you able to access this website at all?” – team negotiations and macro-level challenges in telecollaboration
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2016.1167091?needAccess=true
Article titles:
Volume 29 2016
Issue 6
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
Article titles:
Volume 29 2016
Issue 5
Gamification:
N/A
Oral proficiency:
An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2015.1069747?needAccess=true
User-centred design for Chinese-oriented spoken english learning system
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2015.1121877?needAccess=true
CALL theory:
Switching perspectives: from a language teacher to a designer of language learning with new technologies
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2015.1068815?needAccess=true
Other interesting topics not related to my artefact:
Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: opportunities for language learning
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2015.1074589?needAccess=true
Voice blogging and L2 speaking performance
http://www.tandfonline.com/doi/full/10.1080/09588221.2015.1113185
Use of computer technology for English language learning: do learning styles, gender, and age matter?
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2016.1140655?needAccess=true
Article titles:
Volume 29 2016
Issue 4
Gamification:
Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2015.1016438?needAccess=true
Oral proficiency:
Evaluating automatic speech recognition-based language learning systems: a case study
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2016.1167090?needAccess=true
Other interesting topics not related to my artefact:
University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2015.1016441?needAccess=true
Article titles:
Volume 29 2016
Issue 3
Gamification:
N/A
Oral proficiency:
Evaluating a computer-assisted pronunciation training (CAPT) technique for efficient classroom instruction
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.963123?needAccess=true
Other interesting topics not related to my artefact:
Telecollaboration in the secondary language classroom: case study of adolescent interaction and pedagogical integration
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.961481?needAccess=true
Article titles:
Volume 29 2016
Issue 2
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
Effects of storytelling to facilitate EFL speaking using Web-based multimedia system
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.927367?needAccess=true
Promoting cross-cultural understanding and language use in research-oriented Internet-mediated intercultural exchange
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.937441?needAccess=true
Article titles:
Volume 29 2016
Issue 1
Gamification:
N/A
Oral proficiency:
N/A
CALL theory:
Evaluating the motivational impact of CALL systems: current practices and future directions
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.927365?needAccess=true
Other interesting topics not related to my artefact:
Using a teacher support group to develop teacher knowledge of Mandarin teaching via web conferencing technology
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.903978?needAccess=true
Matching linguistic and pedagogical objectives in a telecollaboration project: a case study
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.904360?needAccess=true
Article titles:
Volume 28 2015
Issue 6
Gamification:
N/A
Oral proficiency:
Spoken grammar practice and feedback in an ASR-based CALL system
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.889713?needAccess=true
CALL theory:
Type of instructional delivery and second language teacher candidate performance: online versus face-to-face
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.881389?needAccess=true
Other interesting topics not related to my artefact:
N/A
Article titles:
Volume 28 2015
Issue 5
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
A virtual walk through London: culture learning through a cultural immersion experience
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2013.851703?needAccess=true
Article titles
Volume 28 2015
Issue 4
Gamification:
N/A
Oral proficiency:
Investigating an innovative computer application to improve L2 word recognition from speech
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2013.864315?needAccess=true
Other interesting topics not related to my artefact:
Article titles:
Volume 28 2015
Issue 3
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
N/A
Article titles:
Volume 28 2015
Issue 2
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
N/A
Article titles:
Volume 28 2015
Issue 1
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
N/A
Article titles:
3. C
Language Learning and Technology journal
Volume 21 Number 1 (February 2017)
Gamification:Digital-gaming Trajectories and Second Language Development
http://llt.msu.edu/issues/february2017/scholzschulze.pdf
Oral proficiency:
N/A
CALL theory:
Methodological Innovation in CALL Research and its Role in SLA
http://llt.msu.edu/issues/february2017/commentary.pdf
Other interesting topics not related to my artefact:
N/A
Article titles:
Volume 20 Number 3 (October 2016)
Gamification:
N/A
Oral proficiency:
Oral-performance Language Tasks for CSL Beginners in Second Life
http://llt.msu.edu/issues/october2016/lanetal.pdf
CALL theory:
N/A
Other interesting topics not related to my artefact:
Individual Versus Interactive Task-based Performance Through Voice-based Computer-mediated Communication
http://llt.msu.edu/issues/october2016/granena.pdf
Applying Form-focused Approaches to L2 Vocabulary Instruction Through Podcasts
http://llt.msu.edu/issues/october2016/marefathassanzadeh.pdf
Augmented Reality and Language Learning: From Annotated Vocabulary to Place-based Mobile Games
http://llt.msu.edu/issues/october2016/emerging.pdf
Article titles:
Volume 20 Number 2 (June 2016)
Gamification:
N/A
Oral proficiency:
N/A
CALL theory:
The CALL-SLA Interface: Insights from a Second-order Synthesis
http://llt.msu.edu/issues/june2016/plonskyziegler.pdf
Autonomous Learning through Task-based Instruction in Fully Online Language Courses
http://llt.msu.edu/issues/june2016/lee.pdf
Looking Back and Ahead: 20 Years of Technologies for Language Learning
http://llt.msu.edu/issues/june2016/emerging.pdf
Other interesting topics not related to my artefact:
N/A
Article titles:
Volume 20 Number 1 (February 2016)
Gamification:
N/A
Oral proficiency:N/A
CALL theory:
Type and Amount of Input-Based Practice in CALI: The Revelations of a Triangulated Research Design
http://llt.msu.edu/issues/february2016/cerezo.pdf
Other interesting topics not related to my artefact:
Integrating Technology into Study Abroad
http://llt.msu.edu/issues/february2016/emerging.pdf
Article titles:
Volume 19 Number 3 (October 2015)
Gamification:
N/A
Oral proficiency:
N/A
CALL theory:
N/A
Other interesting topics not related to my artefact:
Commenting to Learn: Evidence of Language and Intercultural Learning in Comments on YouTube Videos
http://llt.msu.edu/issues/october2015/benson.pdf
Article titles:
Volume 19 Number 2 (June 2015)
Gamification:
N/A
Oral proficiency:
N/A
CALL theory:
N/A
Other interesting topics not related to my artefact:
The Accuracy of Computer-Assisted Feedback and Students’ Responses to It
http://llt.msu.edu/issues/june2015/lavolettepoliokahng.pdf
A Meta-Synthesis of Empirical Research on the Effectiveness of Computer-Mediated Communication (CMC) in SLA
http://llt.msu.edu/issues/june2015/lin.pdf
The Practices and Challenges of Telecollaboration in Higher Education in Europehttp://llt.msu.edu/issues/june2015/helm.pdf
Article titles:
Volume 19 Number 1 (February 2015)
Gamification:
N/A
Oral proficiency:
N/A
CALL theory:
N/A
Other interesting topics not related to my artefact:
N/A
Article titles:
Chapter 1 of book: González-Lloret, Marta, and Lourdes Ortega, eds. Technology-mediated TBLT: researching technology and tasks. Vol. 6. John Benjamins Publishing Company, 2014.
Technological advances engender change in learning and language use and these in turn require curriculum design reflexion, specifically in relation to task based language teaching. The authors detail a new framework for technology-mediated TBLT. The article is an introduction to a book on the latter.
Technology is often perceived as ubiquitous but the digital divide is still a reality both in Europe and the US, however the profile of those affected by it is different in these two places. This reiterates Warschauer (2012) warning that technology can divide people as well as bring them together. This information notwithstanding, there is a generation of young people, known as Generation Z or iGeneration or Net Generation who do not know life without mobile technologies. As such, teachers are eager to integrate these technologies into their curricula with foreign language teaching also following this trend. Current Web 2.0 technologies are welcome in an effort to “harness collective intelligence” (O’Reilly, 2005, p. 2). The authors argue that TBLT is particularly relevant when trying to incorporate these technologies in their teaching as Web 2.0 technologies allow for ample opportunity for students to do things (Gonzalez-Lloret and Ortega, 2014, p. 3).
The fields of CALL and TBLT, whilst sharing numerous synergies, remain parallel. Two obvious shared points of interest would be tasks that relate to synchronous and asynchronous CMC and telecollaboration with the goal of improving intercultural competence (Gonzalez-Lloret and Ortega, 2014, p. 4). The advantages of task and technology being properly integrated into a language curriculum would bear the following advantages for students: “language learning tasks which are mediated by new technologies can help minimize students’ fear of failure, embarrassment, or losing face;, they can raise students’ motivation to take risks and be creative whilst using language to make meaning; and they can enable students to meet other speakers of the language in remote locations, opening up transformative exposure to authentic language environments and cultural enactments, along with tremendous additional sources of input” (Gonzalez-Lloret and Ortega, 2014, p. 4).
The authors suggest that in order for CALL and TBLT to work cohesively in the future, three requirements are necessary: a rethinking of what a task is from a CALL perspective. A five point definition of a task in “the context of technology and task integration” (Gonzalez-Lloret and Ortega, 2014, p. 5) is provided and it encompasses the following points: primary focus on meaning; goal orientation; learner-centeredness; holism; and reflective learning (Gonzalez-Lloret and Ortega, 2014, p.6). The second general requirement is to be cognizant of the impact of introducing new technologies in a curriculum from a learner’s perspective. The third requirement is that “programmatic thinking about both tasks and technologies” (Gonzalez-Lloret and Ortega, 2014, p. 7) be embedded in the curriculum.
A summary of the main chapters is provided in this introduction; the importance of needs analysis in TBLT design; task selection and sequencing using Robinson’s Cognition Hypothesis (2001, 2003); case study of the implementation of an online writing task; another case study of a multi-week writing task from a sociocultural theoretical perspective; second language pragmatics development through a synthetic environment; the promotion of intercultural awareness using task based activities in Second Life and video CMC; the importance of Vygotskian Sociocultural Theory in the development of virtual worlds and telecollaboration curriculum design; cognitive-interactionist theories and fandoms. The latter two chapters deal with the role of grammar and language proficiency levels in TBTL.
All aforementioned chapters attest to the importance of four cornerstones of traditional TBLT: needs analysis; task selection and sequencing; materials development and instructional design; and assessment of student learning processes and outcomes (Gonzalez-Lloret and Ortega, 2014, p. 13). Chapters ten and eleven of the book deal with performance-based formative assessment. The last chapter looks at some of the challenges facing those engaged in TBLT.
The authors acknowledge the lacuna relating to the role of the teacher and teaching training in TBLT.
2. Summary of "Current Trends in Online Language Learning" by R.J. Blake
Blake, R. J. (2011). Current Trends in Online Language Learning. Annual Review of Applied Linguistics, 31, 19–35.
Blake states that online language learning is only now enjoying the same popularity as other disciplines and refers to it as “a Web-facilitated class, a blended or hybrid course, or a fully virtual or online course. These delivery formats, along with the mix of the technological tools employed therein, overlap in many cases with the differences in nomenclature having more to do with the percentage of content that is delivered online” (p. 19).
Educators were wary of the negative effects of online learning on educational quality as face to face interaction was deemed to be the gold-standard in quality (p. 20). A study by the U.S. Department of Education, 2009, showed that “students who took all or part of their classes online performed better than those in traditional face-to-face learning environments (p<.01); furthermore, students involved in blended/hybrid learning environments did better than those in purely online courses (p<.001)” (p. 21).
The inherent value of online learning is that it stimulates students to spend more time engaging with material which leads to better learning. (p. 21). “The U.S. Department of Education report (2009) stated, “one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction” (p. xvii)” (p. 21).
Tutorial CALL is essentially what I am doing for my artefact and Blake explains that one could see this as an alternative nomenclature for the pejorative term “drill and kill” (p. 21). He states that whilst it can lack feedback and interactivity, it has its place in the L2 classroom, especially given the link between “time on task” and success in language learning. (p. 21). Blake quotes a study from Peters, Weinberg, and Sarma (2009) whose findings indicate that students appreciate “the more individually oriented tutorial CALL approach over the social computing activities that involve newer Web 2.0 technologies such as blogs, wikis, and online chatting” (p. 22).
The author mentions CALL programs that seek to improve L2 pronunciation. Whilst the research is somewhat dated, it merits closer inspection. It was by Cucchiarini, Neri, & Strik (2008) and it “examined the effectiveness of using an automatic speech recognition (ASR) system to give feedback on L2 Dutch pronunciation”. (p. 23). The format of their study was the following “thirty immigrants studying Dutch were assigned to three groups that had access to (a) an ASR-based system for pronunciation training with automatic feedback, (b) an ASR-based system without feedback, or (c) no computer-assisted pronunciation training whatsoever” (p.23)”. It is interesting to note that the group that received automatic feedback showed significant improvement in “the segmental quality of the problematic phonemes targeted” (p. 23). I have yet to read this paper but the structure of the study seems replicable and the findings are that which I would ideally like to discover with my own artefact.
Blake proceeds to mention a commercially available language program, Tell Me More from Auralog, that includes a section on pronunciation, one whose languages is French (p. 23). It uses ASR-based feedback. The feedback is based on “waveforms and pitch contours for both words and sentences based on the correct native speaker forms that serve as a basis of comparison for the learner’s own speech production” (p. 23) Waveforms and pitch curves are used to show how to correctly pronounce certain words, also with a 3-D animation of mouth movements. This is most useful as it gives ideas on how to potentially create feedback for students.
ICALL is defined as “use of natural language processing and a modicum of artificial intelligence in order to enhance the type of feedback provided to the student working alone online” (p. 24). It would seem be based on anticipated student errors and appropriate feedback based on extensive data relating to previous students’ interactions and errors.
Blake contextualises the popularity of CMC, specifically social computing, over the last decades as a response to creating a more learner-centred approach to language learning as the student can “direct the conversational flow” (Chapelle, 2008; Kern & Warschauer, 2000) (p. 25). The author points out that many researchers do not see CMC and social computing as being synonymous as the later can also include social networks and a greater communicative depth (p. 25). One unique benefit of CMC and L2 learning is that it “allows instructors and learners to engage in meaningful negotiations with all of the positive benefits associated with scaffolding that have been reported in the literature for face-to-face exchanges (Smith, 2009)” (p. 26). Interactionist researchers or teachers of that school of thought, focus on the benefits that CMC offers in terms of negotiation of meaning and the zone of proximal development (p. 26). Whilst socio-culturalist researchers focus on how CMC offers students the possibilities of creating and belonging to communities of practice (p. 26). Telecollaboration is defined as CMC between students “from different countries who are learning each other’s language and culture” (p. 27).
Gaming
Blakes describes the use of gaming in L2 instruction as marrying “the best of what has been developed over recent years in tutorial CALL programs with the attractive affordances provided by social computing (Thorne, 2008)” (p. 27). The social computing element can be introduced by students being able to work individually but also by sharing “their results by working in teams using chat programs to facilitate textual and/or audio exchanges”. The team element and simple sharing of results is something that I could introduce in the design of my artefact to introduce some initial simple gaming election. The examples provided (World of Warcraft, Active Worlds) are “proper” games whilst I am looking at introducing some competitive hook but it is interesting to note that gaming looks at what games do to “assist students in learning in general and learning language in particular” (p. 28). Blake explains that above all they allow participants to play. However, it is not “unstructured” play and is a “designed experience”. (p. 28) with defined rules and goals to which the learner submits. An interesting element of gaming is what Blake refers to as “failure states” (p. 29): “repetitive practice, with instructive feedback, has to be an integral part of the game design and the learning cycle” and this deserves as much attention as “success states” (p. 29). This reiterates once again the importance of “time on task” and getting students to do so in a playful manner. The author mentions some drawbacks or what he terms “caveats” relating to gaming: firstly, people can merely “dress up and act out” (p. 29) in Second Life and secondly, gamers have high standards regarding graphics so unless they are up to scratch, which involves costly input, learners will not engage with the game.
Blake summarises the advantage of online language learning as being “these learning environments and tools help students maintain their interest in learning a language over a long period of time” (p. 30).
3. Exploring the CALL journals
In reviewing the various CALL journals, I have decided to focus on the following three areas:
1. Gamification
2. Oral proficiency
3. Other interesting topics not related to my artefact
4. Article titles
The three articles I have reviewed are:
ReCALL: https://www.cambridge.org/core/journals/recall
Computer-Assisted Language Learning: http://www.tandfonline.com/loi/ncal20
Language Learning and Technology: http://llt.msu.edu/index.html
3. A
ReCALL journal - (2015 - 2017)
Volume 29 - Issue 1 - January 2017
Gamification:
English language education on-line game and brain connectivity
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/E0BEC693FC6A7208B20191EDA04638E1/S0958344016000173a.pdf/div-class-title-english-language-education-on-line-game-and-brain-connectivity-div.pdf
Oral proficiency:
Developing oral proficiency with VoiceThread: Learners’ strategic uses and views
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/7B806BB8CA36FE6E70A876EAD4D82A09/S0958344016000161a.pdf/div-class-title-developing-oral-proficiency-with-voicethread-learners-strategic-uses-and-views-div.pdf
Improving learners’ oral fluency through computer-mediated emotional intelligence activities
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/43ED33F2F52F1608FF59251FC82672C5/S0958344016000069a.pdf/div-class-title-improving-learners-oral-fluency-through-computer-mediated-emotional-intelligence-activities-div.pdf
Article titles:
- The impact of annotations on reading instructions
- Collaborative reverse subtitling to enhance writing skills
- Anxiety and oral interaction in Second Life
- Corpus linguistics and online language teaching
Volume 28 - Issue 3 - September 2016
Gamification:
World of Warcraft and CEFR
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/80B0C9C6CF2ECFAC4C3893D781F2ABA3/S0958344016000112a.pdf/div-class-title-recurrent-languaging-activities-in-world-of-warcraft-skilled-linguistic-action-meets-the-common-european-framework-of-reference-div.pdf
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
Special issue on multimodality
- Multimodality and challenges for CALL
- Desktop video conferencing and meaning making
- Digital storytelling and Spanish writing
- Learning German in a multimodal setting
Volume 28 - Issue 2 - May 2016
Gamification:
N/A
Oral proficiency:
N/A
Article titles:
- Student learning patterns and Web 2.0
- Online journaling and the Year Abroad
- Making sense of data in 21st Century language learning technologies
- Data exploration and learning vocabulary in Vietnam
- Corpus based learning of Cantonese for Mandarin speakers
- data -driven learning for beginners of German
- Development of a scale to measure learners’ preferences for data-driven learning
Volume 28 - Issue 1 - January 2016
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
Blending technology and face-to-face: Advanced students’ choices
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/EF599BFCE24ADDDABA62ADB85FAA83DE/S0958344015000166a.pdf/div-class-title-blending-technology-and-face-to-face-advanced-students-choices-div.pdf
Article titles:
- EFL learners’ use of dictionaries and online corpora
- Lexis based instruction
- Collaborative learning in corpus consultation
- Webconferencing supported language learning and semiotics
Volume 27 - Issue 3 - September 2015
Gamification:
N/A
Oral proficiency:
Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/638CE918F42429104E2E582D5AD771B0/S095834401400041Xa.pdf/div-class-title-computer-mediated-communication-cmc-in-l2-oral-proficiency-development-a-meta-analysis-div.pdf
Article titles:
- Use of mobile technology in the second language classroom
- Using part-of-speech analysis by Taiwanese EFL learners
- Computer-mediated input, output and feedback in the development of L2 word recognition from speech
- Attitudes to online feedback on writing
Volume 27 - Issue 2 - May 2015
Gamification:
N/A
Oral proficiency:
N/A
Article titles:
- Website analysis in the EFL context
- English learning websites in the Chinese context
- Electronic dictionaries
- Research trends in mobile assisted language learning from 2000 to 2012
- The influence of group formation on learner participation, language complexity, and corrective behaviour in synchronous written chat as part of academic German studies
- The impact of mode of instructional delivery on second language teacher self-efficacy
Volume 27 - Issue 1 - January 2015
Gamification:
The story in the mind: the effect of 3D gameplay on the structuring of written L2 narratives
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/72DE762A02CC4FA2486A0A6DA51AE3CC/S0958344014000160a.pdf/div-class-title-the-story-in-the-mind-the-effect-of-3d-gameplay-on-the-structuring-of-written-l2-narratives-div.pdf
Affect and willingness to communicate in digital game-based learning
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/F0CA6CC504B405497B3DC36FFE012FFA/S0958344014000226a.pdf/div-class-title-affect-and-willingness-to-communicate-in-digital-game-based-learning-div.pdf
Oral proficiency:
A statistical method of evaluating the pronunciation proficiency/intelligibility of English presentations by Japanese speakers
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/0875918C9EF52D5BF27617A6E5A1A13F/S0958344014000251a.pdf/div-class-title-a-statistical-method-of-evaluating-the-pronunciation-proficiency-intelligibility-of-english-presentations-by-japanese-speakers-div.pdf
Article titles:
- Twenty years of Mobile Assisted Language Learning: learning outcomes analysis
- Learning motivation and adaptive video caption filtering for EFL learners using handheld devices
- Tracing the reflective practices of student teachers in online modes
3. B
Computer-Assisted Language Learning journal - (2015-2016)
I will only examine the past two years’ content as there are eight issues per year with up to ten articles per issue.
Volume 29 2016
Issue 8
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
Developing collaborative learning practices in an online language course
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2016.1274331
Article titles:
- A comparative study of Facebook vs. paper-and-pencil writing to improve L2 writing skills
- Exploring collaboratively written L2 texts among first-year learners of German in Google Docs
- Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: a partial least square approach
Volume 29 2016
Issue 7
Gamification:
The use of massively multiplayer online role-playing games in CALL: an analysis of research
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2016.1197949?needAccess=true
Use of a game-like application on a mobile device to improve accuracy in conjugating Spanish verbs
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2016.1197950?needAccess=true
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
Are you able to access this website at all?” – team negotiations and macro-level challenges in telecollaboration
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2016.1167091?needAccess=true
Article titles:
- Indigenous language revitalization, promotion, and education: function of digital technology
- Ubiquitous knowledge and experiences to foster EFL learning affordances
- Analysing concordancing: a simple or multifaceted construct?
- Effects of help options in a multimedia listening environment on L2 vocabulary acquisition
- The relationship between the use of spaced repetition software with a TOEIC word list and TOEIC score gains
Volume 29 2016
Issue 6
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
Article titles:
- Special issue of GLoCALL 2013–2014 selected conference papers
- Language learning going global: linking teachers and learners via commercial Skype-based CMC
- Linking adverbials in first-year Korean university EFL learners' writing: a corpus-informed analysis
- Moving a step further from “integrative CALL”. What's to come?
- Exploring the affordances of The Writing Portal (TWP) as an online supplementary writing platform (for the special issue of GLoCALL 2013 and 2014 conference papers)
Volume 29 2016
Issue 5
Gamification:
N/A
Oral proficiency:
An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2015.1069747?needAccess=true
User-centred design for Chinese-oriented spoken english learning system
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2015.1121877?needAccess=true
CALL theory:
Switching perspectives: from a language teacher to a designer of language learning with new technologies
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2015.1068815?needAccess=true
Other interesting topics not related to my artefact:
Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: opportunities for language learning
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2015.1074589?needAccess=true
Voice blogging and L2 speaking performance
http://www.tandfonline.com/doi/full/10.1080/09588221.2015.1113185
Use of computer technology for English language learning: do learning styles, gender, and age matter?
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2016.1140655?needAccess=true
Article titles:
- Language views on social networking sites for language learning: the case of Busuu
- Spelling: computerised feedback for self-correction
- Action research on the development of Chinese communication in a virtual community
- Collaborative tasks in Wiki-based environment in EFL learning
- Multisensory modalities for blending and segmenting among early readers
- The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer-mediated L2 written production: a focus on computer anxiety
Volume 29 2016
Issue 4
Gamification:
Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2015.1016438?needAccess=true
Oral proficiency:
Evaluating automatic speech recognition-based language learning systems: a case study
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2016.1167090?needAccess=true
Other interesting topics not related to my artefact:
University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2015.1016441?needAccess=true
Article titles:
- CALL teacher professional growth through lesson study practice: an investigation into EFL teachers' perceptions
- Transforming and constructing academic knowledge through online peer feedback in summary writing
- Blog-based peer response for L2 writing revision
- Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language
- Perceptions of webcam use by experienced online teachers and learners: a seeming disconnect between research and practice
- Learners' metalinguistic and affective performance in blogging to write
- Moving bravely towards mobile learning: Iranian students' use of mobile devices for learning English as a foreign language
Volume 29 2016
Issue 3
Gamification:
N/A
Oral proficiency:
Evaluating a computer-assisted pronunciation training (CAPT) technique for efficient classroom instruction
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.963123?needAccess=true
Other interesting topics not related to my artefact:
Telecollaboration in the secondary language classroom: case study of adolescent interaction and pedagogical integration
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.961481?needAccess=true
Article titles:
- Effects of cooperative translation on Chinese EFL student levels of interest and self-efficacy in specialized English translation
- Causal discourse analyzer: improving automated feedback on academic ESL writing
- The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: a case study
- Does hearing several speakers reduce foreign word learning?
- Validating a computer-assisted language learning attitude instrument used in Iranian EFL context: an evidence-based approach
- Word-processor or pencil-and-paper? A comparison of students' writing in Chinese as a foreign language
- Technology-assisted sheltered instruction: instructional streaming video in an EFL multi-purpose computer course
Volume 29 2016
Issue 2
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
Effects of storytelling to facilitate EFL speaking using Web-based multimedia system
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.927367?needAccess=true
Promoting cross-cultural understanding and language use in research-oriented Internet-mediated intercultural exchange
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.937441?needAccess=true
Article titles:
- Integrating computer-mediated communication strategy instruction
- Does copying idioms promote their recall?
- Developing an instrument for assessing technological pedagogical content knowledge as perceived by EFL students
- Examining the impact of online labeling on tutoring behavior and its effect on the English learning and motivation of low-achieving university students
- Efficacy of an ICALL tutoring system and process-oriented corrective feedback
- Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis
- An extensive reading strategy to promote online writing for elementary students in the 1:1 digital classroom
- Hypertext glosses for foreign language reading comprehension and vocabulary acquisition: effects of assessment methods
Volume 29 2016
Issue 1
Gamification:
N/A
Oral proficiency:
N/A
CALL theory:
Evaluating the motivational impact of CALL systems: current practices and future directions
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.927365?needAccess=true
Other interesting topics not related to my artefact:
Using a teacher support group to develop teacher knowledge of Mandarin teaching via web conferencing technology
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.903978?needAccess=true
Matching linguistic and pedagogical objectives in a telecollaboration project: a case study
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.904360?needAccess=true
Article titles:
- Reading for the purpose of responding to literature: EFL students’ perceptions of e-books
- Developing and evaluating a Chinese collocation retrieval tool for CFL students and teachers
- Enhancing learners’ self-directed use of technology for language learning: the effectiveness of an online training platform
- Usability of English note-taking applications in a foreign language learning context
- A visual training tool for teaching kanji to children with developmental dyslexia
- Computer assisted English language learning in Costa Rican elementary schools: an experimental study
- Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills
Volume 28 2015
Issue 6
Gamification:
N/A
Oral proficiency:
Spoken grammar practice and feedback in an ASR-based CALL system
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.889713?needAccess=true
CALL theory:
Type of instructional delivery and second language teacher candidate performance: online versus face-to-face
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.881389?needAccess=true
Other interesting topics not related to my artefact:
N/A
Article titles:
- Facilitating metacognitive processes of academic genre-based writing using an online writing system
- Promoting collaborative writing through wikis: a new approach for advancing innovative and active learning in an ESP context
- Symmetrical and asymmetrical scaffolding of L2 collocations in the context of concordancing
Volume 28 2015
Issue 5
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
A virtual walk through London: culture learning through a cultural immersion experience
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2013.851703?needAccess=true
Article titles
- Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: a case study in Taiwan
- Design considerations of help options in computer-based L2 listening materials informed by participatory design
- Technology use and self-perceptions of English language skills among urban adolescents
Volume 28 2015
Issue 4
Gamification:
N/A
Oral proficiency:
Investigating an innovative computer application to improve L2 word recognition from speech
http://www.tandfonline.com/doi/pdf/10.1080/09588221.2013.864315?needAccess=true
Other interesting topics not related to my artefact:
Article titles:
- Task design and its induced learning effects in a cross-institutional blog-mediated telecollaboration
- The influence of Chinese character handwriting diagnosis and remedial instruction system on learners of Chinese as a foreign language
- Computer-based grammar instruction in an EFL context: improving the effectiveness of teaching adverbial clauses
- Dictionaries vs concordancers: actual practice of the two different tools in EFL writing
Volume 28 2015
Issue 3
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
N/A
Article titles:
- Factors affecting the normalization of CALL in Chinese senior high schools
- I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class
- Blogs and the development of plurilingual and intercultural competence: report of a co-actional approach in Portuguese foreign language classroom
- Effect of training Japanese L1 speakers in the production of American English /r/ using spectrographic visual feedback
- Interactions between text chat and audio modalities for L2 communication and feedback in the synthetic world Second Life
Volume 28 2015
Issue 2
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
N/A
Article titles:
- Developing a multimedia instrument for technical vocabulary learning: a case of EFL undergraduate physics education
- Computer-assisted language learning (CALL) in support of (re)-learning native languages: the case of Runyakitara
- Corpus-based versus traditional learning of collocations
- From web-based readers to voice bloggers: EFL learners’ perspectives
- Implementing courseware as the primary mode of task-based ESP instruction: a case study of EFL students
Volume 28 2015
Issue 1
Gamification:
N/A
Oral proficiency:
N/A
Other interesting topics not related to my artefact:
N/A
Article titles:
- Research challenges in CALL
- University teachers’ perceptions of Online Informal Learning of English (OILE)
- Developing a corpus-based paraphrase tool to improve EFL learners' writing skills
- Promoting different reading comprehension levels through online annotations
- EFL writing revision with blind expert and peer review using a CMC open forum
- Flipping the classroom for English language learners to foster active learning
3. C
Language Learning and Technology journal
Volume 21 Number 1 (February 2017)
Gamification:Digital-gaming Trajectories and Second Language Development
http://llt.msu.edu/issues/february2017/scholzschulze.pdf
Oral proficiency:
N/A
CALL theory:
Methodological Innovation in CALL Research and its Role in SLA
http://llt.msu.edu/issues/february2017/commentary.pdf
Other interesting topics not related to my artefact:
N/A
Article titles:
- Sharing a Multimodal Corpus to Study Webcam-mediated Language Teaching
- Methodological Innovation for the Study of Request Production in Telecollaboration
- Examining Focused L2 practice: From in vitro to in vivo
- Web-based Collaborative Writing in L2 Contexts: Methodological Insights from Text Mining
- Challenges in Transcribing Multimodal Data: A Case Study
- Scaling Up and Zooming In: Big Data and Personalization in Language Learning
- The Integration of a Student Response System in Flipped Classrooms
- Mobile-assisted Narrative Writing Practice for Young English Language Learners from a Funds of Knowledge Approach
Volume 20 Number 3 (October 2016)
Gamification:
N/A
Oral proficiency:
Oral-performance Language Tasks for CSL Beginners in Second Life
http://llt.msu.edu/issues/october2016/lanetal.pdf
CALL theory:
N/A
Other interesting topics not related to my artefact:
Individual Versus Interactive Task-based Performance Through Voice-based Computer-mediated Communication
http://llt.msu.edu/issues/october2016/granena.pdf
Applying Form-focused Approaches to L2 Vocabulary Instruction Through Podcasts
http://llt.msu.edu/issues/october2016/marefathassanzadeh.pdf
Augmented Reality and Language Learning: From Annotated Vocabulary to Place-based Mobile Games
http://llt.msu.edu/issues/october2016/emerging.pdf
Article titles:
- Mapping Languaging in Digital Spaces: Literacy Practices at Borderlands
- Mobile English Vocabulary Learning Based on Concept-mapping Strategy
- Positioning Identity in Computer-mediated Discourse among ESOL Learners
- Data-driven Learning of Collocations: Learner Performance, Proficiency, and Perceptions
- Syntactic Enhancement and Second Language Literacy: An Experimental Study
- Does CALL Have an English Problem?
Volume 20 Number 2 (June 2016)
Gamification:
N/A
Oral proficiency:
N/A
CALL theory:
The CALL-SLA Interface: Insights from a Second-order Synthesis
http://llt.msu.edu/issues/june2016/plonskyziegler.pdf
Autonomous Learning through Task-based Instruction in Fully Online Language Courses
http://llt.msu.edu/issues/june2016/lee.pdf
Looking Back and Ahead: 20 Years of Technologies for Language Learning
http://llt.msu.edu/issues/june2016/emerging.pdf
Other interesting topics not related to my artefact:
N/A
Article titles:
- Teaching the Pragmatics of Russian Conversation Using a Corpus-referred Website
- Perception-production Link in L2 Japanese Vowel Duration: Training with Technology
Volume 20 Number 1 (February 2016)
Gamification:
N/A
Oral proficiency:N/A
CALL theory:
Type and Amount of Input-Based Practice in CALI: The Revelations of a Triangulated Research Design
http://llt.msu.edu/issues/february2016/cerezo.pdf
Other interesting topics not related to my artefact:
Integrating Technology into Study Abroad
http://llt.msu.edu/issues/february2016/emerging.pdf
Article titles:
- Becoming Little Scientists: Technologically-Enhanced Project-Based Language Learning
- Effects of Web-Based Collaborative Writing on Individual L2 Writing Development
- Language Learning Through Social Networks: Perceptions and Reality
- The Effects of Item Preview on Video-Based Multiple-Choice Listening Assessments
- Twitter-Based EFL Pronunciation Instruction
- Learning to Express Gratitude in Mandarin Chinese Through Web-Based Instruction
- Concordancers and Dictionaries as Problem-Solving Tools for ESL Academic Writing
- Irish in a 3D World: Engaging Primary School Children
Volume 19 Number 3 (October 2015)
Gamification:
N/A
Oral proficiency:
N/A
CALL theory:
N/A
Other interesting topics not related to my artefact:
Commenting to Learn: Evidence of Language and Intercultural Learning in Comments on YouTube Videos
http://llt.msu.edu/issues/october2015/benson.pdf
Article titles:
- “I Am What I Am”: Multilingual Identity and Digital Translanguaging
- Wikipedia Writing as Praxis: Computer-mediated Socialization of Second-language Writers
- Digital Mindsets: Teachers’ Technology Use in Personal Life and Teaching
- Contributing, Creating, Curating: Digital Literacies for Language Learners
- The Intersection of Multimodality and Critical Perspective: Multimodality as Subversion
- Using Facebook to Promote Korean EFL Learners’ Intercultural Competence
Volume 19 Number 2 (June 2015)
Gamification:
N/A
Oral proficiency:
N/A
CALL theory:
N/A
Other interesting topics not related to my artefact:
The Accuracy of Computer-Assisted Feedback and Students’ Responses to It
http://llt.msu.edu/issues/june2015/lavolettepoliokahng.pdf
A Meta-Synthesis of Empirical Research on the Effectiveness of Computer-Mediated Communication (CMC) in SLA
http://llt.msu.edu/issues/june2015/lin.pdf
The Practices and Challenges of Telecollaboration in Higher Education in Europehttp://llt.msu.edu/issues/june2015/helm.pdf
Article titles:
- Negotiation of Meaning to Comprehend Hypertexts Through Peer Questioning
- Bridging the Communication Divide: CMC and Deaf Individuals’ Literacy Skills
- Computer-Supported Cooperative Prewriting For Enhancing Young EFL Learners’ Writing Performance
- Facilitating Participation: Teacher Roles in a Multiuser Virtual Learning Environment
- L2 Blogging: Who Thrives and Who Does Not?
- A Corpus Approach for Autonomous Teachers and Learners: Implementing an On-line Concordancer on Teachers’ Laptops
- Contextual EFL Learning in a 3D Virtual Environment
Volume 19 Number 1 (February 2015)
Gamification:
N/A
Oral proficiency:
N/A
CALL theory:
N/A
Other interesting topics not related to my artefact:
N/A
Article titles:
- Supporting In-service Language Educatorsmin Learning to Telecollaborate
- ESL Teacher Training in 3D Virtual Worlds
- Rethinking Transfer: Learning from Call Teacher Education as Consequential Transition
- Exploring EFL Teachers’ Knowledge and Competencies: In-service Program Perspectives
- From TPACK-in-Action Workshops to Classrooms: CALL Competency Developed and Integrated
- Learning to Identify and Actualize Affordances in a New Tool
- Teaching Critical, Ethical, and Safe Use of ICT to Teachers
- The Evolving Roles of Language Teachers: Trained Coders, Local Researchers, Global Citizens
- New Software to Help EFL Students Self-Correct their Writing
- Promoting Pre-Service Teachers’ Reflections through a Cross-Cultural Keypal Project