WorldCALL: Sustainability and Computer-Assisted Language Learning (Advances in Digital Language Learning and Teaching)

Description

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. Half-Title Series Title Contents Foreword Introduction Mike Levy, Ana Gimeno, David Barr and Françoise Blin References Part 1 Teacher Education and CALL 1 Learning for the Long Haul: Developing Perceptions of Learning Affordances in CALL Teachers Karen Haines 1 Introduction 2 Method 3 Discussion 4 Conclusions References Appendix A Sue: Affordance chart Appendix B Similarities between learning affordances perceived by Sue and Lizette in blogs 2 Challenges and Opportunities for Developing Sustainable Digitally Based Language Pedagogies in English Teacher Education Programs Lucas Moreira dos Anjos-Santos and Vera Lúcia Lopes Cristovão 1 Introduction 2 Uses of digital technology in language teacher education 3 A theoretical framework for developing digitally based didactic sequences around practices of podcasting 4 Methodological design of the study 5 Data analysis and discussion 6 Final remarks Notes References 3 Creating Pedagogical Knowledge Through Electronic Materials in a Telecollaboration Project for Pre-Service Teacher Trainees Marcin Kleban and Mª Camino Bueno-Alastuey 1 Introduction 2 Literature review 3 The project 4 Results and discussion 5 Conclusions References 4 Promoting Student Collaborative Reflective Interaction Using Wikis and VoiceThreads Sabrina Priego 1 Introduction 2 Literature review 3 Research questions 4 Methodology 5 Data collection and analysis 6 Results 7 Discussion 8 Conclusion and future work References Appendix: Representative examples of forms of student interaction on the VoiceThread 5 How Language Teachers Become Effective Users of CALL for Online Teaching and Learning: A Case Study of Their Developmental Processes in a Transformative e-Training Course Sandra Morales and Scott Windeatt 1 Introduction 2 Literature review 3 Research context and research methodology 4 Data collection and analysis 5 Findings 6 Conclusions and further work References Part 2 Normalization of CALL 6 Factors that Determine CALL Integration into Modern Languages Courses in Brazil Claudia Beatriz M. J. Martins and Herivelto Moreira 1 Introduction 2 Bax’s (2003) concept of normalization 3 The Spherical Model of L2 Teachers’ Integration of CALL Technology into the Classroom (Hong 2009) 4 Method 5 Results and discussion 6 Conclusions Notes References 7 Sustainable Interaction-Based Research in CALL Françoise Blin, Catherine Caws, Marie-Josée Hamel, Trude Heift, Mathias Schulze and Bryan Smith 1 Introduction 2 Language learning as a complex system 3 Theory of affordances 4 CALL ergonomics 5 Eye tracking 6 Usability tests 7 Learner personas 8 Conclusion References 8 Factors in Sustainable CALL Monica Ward 1 Introduction 2 Background 3 Sustainability 4 Lessons from the past 5 Factors that hinder CALL sustainability 6 Possible solutions to sustainability issues 7 A hybrid approach 8 Conclusions References Part 3 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 1 Introduction 2 Background 3 UdeC English Online 4 The UdeC English Online b-learning environment 5 What elements do we combine in our EFL b-learning environment? 6 The interactive multimedia environment overall framework 7 Interactional activity 8 Face-to-face and computer-mediated interaction 9 Learner–Computer interaction 10 Opportunities for obtaining enhanced L2 input 11 L2 Input modification 12 Input elaboration 13 Intrapersonal interaction 14 Interaction between person and computer with opportunities for focusing on L2 oral output 15 Opportunities for immediate corrective feedback 16 Paving the way for sustainability 17 Results 18 Conclusions Notes References 10 Building and Sustaining Online Communities of Practice Through Language Economy Jonathan White 1 Introduction 2 Background 3 Method 4 Results 5 Conclusions Acknowledgements References 11 A Student Self-Evaluation System: Sustaining Outside-of-Class CALL Activities in a University EFL Blended Learning Course Yasushige Ishikawa, Reiko Akahane-Yamada, Misato Kitamura, Craig Smith, Yasushi Tsubota and Masatake Dantsuji 1 Introduction: Sustaining e-learning 2 Research questions 3 Background 4 The research project: A student self-evaluation system and sustained self-regulated learning 5 Answers to the research questions 6 Further directions 7 Conclusion Acknowledgements References Part 4 Mobile-Assisted Language Learning 12 An Evidence-Based Study of Hong Kong University Students’ Mobile-Assisted Language Learning (MALL) Experience Qing Ma 1 Introduction 2 Literature review 3 The study 4 Results 5 Discussion 6 Conclusion Acknowledgements Note References Appendix 1: Survey on Mobile-Assisted Language Learning (Questionnaire 1) 13 Students’ Perspectives on the Affordances and Constraints of Using Mobile Devices and Applications for Learning Languages Caroline Steel 1 Introduction 2 Research aims and method 3 Findings 4 Discussion and conclusions References 14 Mobile App Design for Individual and Sustainable MALL: Implications from an Empirical Analysis Heyoung Kim 1 Introduction 2 Background of this study 3 Method 4 Findings and discussion 5 Conclusions Note References Appendix 15 Improving Learners’ Reading Skills Through Instant Short Messages: A Sample Study Using WhatsApp Mar Gutiérrez-Colón Plana, Ana Gimeno, Christine Appel and Joseph Hopkins 1 Introduction 2 Rationale and research questions 3 Method 4 Findings 5 Conclusions 6 Limitations 7 Future research 8 Considerations regarding sustainability Acknowledgements Notes References Part 5 Innovation in CALL 16 Eyetracking in CALL – Present and Future Breffni O’Rourke, Claire Prendergast, Lijing Shi, Bryan Smith and Ursula Stickler 1 Introduction 2 Methodological advantages and disadvantages of eye tracking 3 Domains of eye tracking research: SCMC 4 Findings from SCMC research using eye tracking 5 Factors to consider when planning and setting up an eye tracking CALL study 6 Data collection and analysis 7 Stimulated recall as supplementary data 8 Current work on eye tracking in SCMC 9 Outlook Notes References 17 Using Text Analysers as an Aid to Examining the Effects of Task Complexity on Academic L2 Writing Erifili Roubou 1 Introduction 2 Theoretical background 3 Method 4 Results 5 Discussion 6 Contribution and limitations of the study 7 Conclusion and pedagogical implications References 18 How to Tell Digital Stories with Handcrafted Video Clips: A (Multi-)Literacies Approach to Foreign Language Teaching Eva Wilden and Frauke Matz 1 Introduction 2 The handcrafting video clips method for digital storytelling 3 Handcrafting video clips and the pedagogy of (multi-)literacies 4 Multiliterate produsers and their digital stories: Process and product samples 5 Conclusion: Practical suggestions for adapting the method in diverse classrooms across the world Notes References Conclusion Françoise Blin, David Barr, Ana Gimeno and Mike Levy References Index Copyright