This volume focuses on computer- and digitally-assisted language learning in all of its forms: technology-enhanced language learning, network-based language learning, mobile-assisted language learning and so on, in close relation to the topic of sustainability. How can these technologies and techniques be implemented in a sustainable and repeatable way? The book covers a wide range of areas in terms of this "sustainability". These include: (1) education (teacher/learner training) (2) normalisation (integration) (3) systems (reliability, support, development) (4) mobility (mobile-assisted…mehr
This volume focuses on computer- and digitally-assisted language learning in all of its forms: technology-enhanced language learning, network-based language learning, mobile-assisted language learning and so on, in close relation to the topic of sustainability. How can these technologies and techniques be implemented in a sustainable and repeatable way? The book covers a wide range of areas in terms of this "sustainability". These include: (1) education (teacher/learner training) (2) normalisation (integration) (3) systems (reliability, support, development) (4) mobility (mobile-assisted language leaning) (5) innovation (trends, research) The volume samples research and practice in CALL from around the world, organised into sections. It has an introduction and a conclusion written by the editors (Ana Gimeno, Mike Levy, Françoise Blin and David Barr) which covers the state of the art at the moment and directions it is likely to take in the future.
Ana Gimeno-Sanz is Professor of English Language in the Department of Applied Linguistics at the Universitat Politècnica de València (UPV), Spain. Mike Levy is Honorary Professor of Second Language Studies in the School of Languages and Cultures at the University of Queensland, Brisbane, Australia. Françoise Blin is Senior Lecturer at Dublin City University, Ireland. David Barr is Head of the School of Modern Languages at the University of Ulster, Northern Ireland.
Inhaltsangabe
Foreword Ana Gimeno-Sanz and David Barr Introduction Mike Levy Ana Gimeno-Sanz David Barr and Françoise Blin PART I: TEACHER EDUCATION AND CALL 1. Learning for the long haul: Developing perceptions of learning affordances in CALL teachers Karen Haines Unitec Auckland New Zealand 2. Designing digitally-based didactic proposals for English teacher education programs: an analysis of a Brazilian experience with podcasts Lucas Moreira dos Anjos-Santos Monash University Victoria Australia Vera Lúcia Lopes Cristovão State University of Londrina Paraná Brazil 3. Creating pedagogical knowledge through electronic materials in a distance telecollaboration project for pre-service teacher trainees Marcin Kleblan Jagiellonian University Krakow Poland Mª Camino Bueno-Alastuey Universidad Pública de Navarra Spain 4. Promoting Student Collaborative Reflective Interaction Using Wikis and VoiceThreads Sabrina Priego Université Laval Québec Canada 5. Transformative learning: The developmental processes of L2 teachers as effective users of online resources for language teaching and learning Sandra Morales and Scott Windeatt Newcastle University UK PART II: NORMALISATION OF CALL 6. Factors that determine CALL integration into Modern Languages Courses in Brazil Claudia Beatriz M.J. Martins and Herivelto Moreira Universidade Tecnológica Federal do Paraná Curitiba Brazil 7. Data and elicitation methods in interaction-based research Marie-Josée Hamel University of Ottawa Canada Françoise Blin Dublin City University Ireland Catherine Caws University of Victoria Canada Trude Heift Simon Fraser University Burnaby Canada Mathias Schulze University of Waterloo Canada Bryan Smith Arizona State University USA 8. Factors for sustainable CALL Monica Ward Dublin City University Ireland PART III: CALL SYSTEMS 9. From a vision to reality: paving the way for CALL sustainability by harmonizing theory practice and technology in the creation of an EFL b-learning environment for Chilean learners Emerita Bañados Universidad de Concepción Chile 10. Sustaining and building online communities of practice through language economy Jonathan White Högskolan Dalarna Sweden 11. The development of self-regulated learning behaviour in out-of-class CALL activities in a university EFL blended learning course Yasushige Ishikawa and Craig Smith Kyoto University of Foreign Studies Japan Reiko Akahane-Yamada and Misato Kitamura ATR Intelligent Robotics and Communication Laboratories Japan Yasushi Tsubota and Masatake Dantsuji Academic Center for Computing and Media Studies Kyoto University Japan PART IV: MOBILE-ASSISTED LANGUAGE LEARNING 12. An evidence-based study of Hong Kong university students' mobile-assisted language learning experience Qing Ma The Hong Kong Institute of Education Hong Kong 13. Students' perspectives on the benefits and constraints of using mobile apps for learning languages Caroline Steel The University of Queensland Brisbane Australia 14. What to consider for effective mobile-assisted language learning: design implications from an empirical analysis Heyoung Kim Chung-Ang University South Korea 15. Improving learners' reading skills through instant short messages: a sample study using WhatsApp Mar Gutiérrez-Colon Plana Universitat Rovira i Virgili Tarragona Spain Ana Gimeno Universitat Politècnica de València Spain Christine Appel and Joseph Hopkins Universitat Oberta de Catalunya Spain PART V: INNOVATION IN CALL 16. Eyetracking in CALL - present and future Breffni O'Rourke and Claire Prendergast The University of Dublin Ireland Lijing Shi The London School of Economics and Political Science UK Btyan Smith Arizona State University USA Ursula Stickler Open University UK 17. Using text analysers as an aid to examining the effects of task complexity on academic L2 writing Erifili Roubou Aristotle University of Thessaloniki Greece 18. How to tell digital stories with handcrafted video clips Eva Wilden Ruhr-Universität Bochum Germany Conclusion Françoise Blin David Barr Ana Gimeno and Mike Levy
Foreword Ana Gimeno-Sanz and David Barr Introduction Mike Levy Ana Gimeno-Sanz David Barr and Françoise Blin PART I: TEACHER EDUCATION AND CALL 1. Learning for the long haul: Developing perceptions of learning affordances in CALL teachers Karen Haines Unitec Auckland New Zealand 2. Designing digitally-based didactic proposals for English teacher education programs: an analysis of a Brazilian experience with podcasts Lucas Moreira dos Anjos-Santos Monash University Victoria Australia Vera Lúcia Lopes Cristovão State University of Londrina Paraná Brazil 3. Creating pedagogical knowledge through electronic materials in a distance telecollaboration project for pre-service teacher trainees Marcin Kleblan Jagiellonian University Krakow Poland Mª Camino Bueno-Alastuey Universidad Pública de Navarra Spain 4. Promoting Student Collaborative Reflective Interaction Using Wikis and VoiceThreads Sabrina Priego Université Laval Québec Canada 5. Transformative learning: The developmental processes of L2 teachers as effective users of online resources for language teaching and learning Sandra Morales and Scott Windeatt Newcastle University UK PART II: NORMALISATION OF CALL 6. Factors that determine CALL integration into Modern Languages Courses in Brazil Claudia Beatriz M.J. Martins and Herivelto Moreira Universidade Tecnológica Federal do Paraná Curitiba Brazil 7. Data and elicitation methods in interaction-based research Marie-Josée Hamel University of Ottawa Canada Françoise Blin Dublin City University Ireland Catherine Caws University of Victoria Canada Trude Heift Simon Fraser University Burnaby Canada Mathias Schulze University of Waterloo Canada Bryan Smith Arizona State University USA 8. Factors for sustainable CALL Monica Ward Dublin City University Ireland PART III: CALL SYSTEMS 9. From a vision to reality: paving the way for CALL sustainability by harmonizing theory practice and technology in the creation of an EFL b-learning environment for Chilean learners Emerita Bañados Universidad de Concepción Chile 10. Sustaining and building online communities of practice through language economy Jonathan White Högskolan Dalarna Sweden 11. The development of self-regulated learning behaviour in out-of-class CALL activities in a university EFL blended learning course Yasushige Ishikawa and Craig Smith Kyoto University of Foreign Studies Japan Reiko Akahane-Yamada and Misato Kitamura ATR Intelligent Robotics and Communication Laboratories Japan Yasushi Tsubota and Masatake Dantsuji Academic Center for Computing and Media Studies Kyoto University Japan PART IV: MOBILE-ASSISTED LANGUAGE LEARNING 12. An evidence-based study of Hong Kong university students' mobile-assisted language learning experience Qing Ma The Hong Kong Institute of Education Hong Kong 13. Students' perspectives on the benefits and constraints of using mobile apps for learning languages Caroline Steel The University of Queensland Brisbane Australia 14. What to consider for effective mobile-assisted language learning: design implications from an empirical analysis Heyoung Kim Chung-Ang University South Korea 15. Improving learners' reading skills through instant short messages: a sample study using WhatsApp Mar Gutiérrez-Colon Plana Universitat Rovira i Virgili Tarragona Spain Ana Gimeno Universitat Politècnica de València Spain Christine Appel and Joseph Hopkins Universitat Oberta de Catalunya Spain PART V: INNOVATION IN CALL 16. Eyetracking in CALL - present and future Breffni O'Rourke and Claire Prendergast The University of Dublin Ireland Lijing Shi The London School of Economics and Political Science UK Btyan Smith Arizona State University USA Ursula Stickler Open University UK 17. Using text analysers as an aid to examining the effects of task complexity on academic L2 writing Erifili Roubou Aristotle University of Thessaloniki Greece 18. How to tell digital stories with handcrafted video clips Eva Wilden Ruhr-Universität Bochum Germany Conclusion Françoise Blin David Barr Ana Gimeno and Mike Levy
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