Context-Specific Computer-Assisted Language Learning: Research, Development and Practice

Description

This book is an examination of contemporary topics of computer-assisted language learning (CALL) research, development and practice. It explores several different dimensions of CALL while looking at the ever-changing faces of CALL in different contexts. Topics covered in the book include teacher capacity building, learner training, massive open online courses, mobile learning, grammar instruction, process writing and peer evaluation. The book draws on context-specific studies and activities conducted by CALL researchers and practitioners and provides a valuable resource for postgraduate students, language teachers, teacher educators and researchers. The book includes seven chapters anonymously peer-reviewed by independent reviewers and divided into three sections: research (Chapters 1-5), development (Chapter 6) and practice (Chapter 7). Chapter 1 examines the use of a learning management system (LMS) in a teacher capacity building initiative for blended learning sustainability. Chapter 2 looks into the implementation of learner training in CALL for a special target group. Chapter 3 explores connectivist massive open online courses (cMOOCs), flipped classrooms and conventional classrooms. Chapter 4 investigates English as a foreign language (EFL) learners’ engagement, interaction and autonomy on a social networking site. Chapter 5 deals with different types of signalling in online grammar instruction. Chapter 6 discusses the instructional design of technology-enhanced process writing with sample activities. Finally, Chapter 7 presents a mobile peer evaluation system for in-class presentations. Each chapter finishes with four questions for further discussion and investigation. As the fourth volume of the Asia-Pacific Association for Computer-Assisted Language Learning (APACALL) Book Series, the book presents the findings and outcomes of recent work in the field of CALL and offers opportunities for readers to engage in meaningful discussions on the use of technology for language learning and teaching in the digital age. A collaborative effort has been made again in publishing this refereed volume. I would like to thank all authors whose work appears in the book and all reviewers of submitted manuscripts. My thanks also go to my family for their love and support. Jeong-Bae Son July 2019 Preface [Research] Chapter 1 Teacher Capacity Building as a Means to Promote Blended Learning Sustainability: Lessons Learned Cynthia Nicholas Palikat Chapter 2 Learner Training in Digital Language Learning for Pre-Service Translators and Interpreters Jeong-Bae Son Chapter 3 MOOC-Based Learning Environments: A Comparison of Conventional, Synchronous and Flipped Classrooms Morteza Mellati and Marzieh Khademi Chapter 4 Promoting Student Autonomy, Engagement and Interaction through MobileAssisted Language Learning Bradley Joseph Perks and Daniel Warchulski Chapter 5 Using Different Types of Computer-Supported Signaling in Explicit Online Grammar Instruction Ferit Kilickaya [Development] Chapter 6 Instructional Design of Technology-Enhanced Process Writing for Secondary EFL Learners in Hong Kong Moonyoung Park and Lu Wang [Practice] Chapter 7 Implementing a Mobile Peer-Evaluation System for In-Class Student Presentations Peter Gobel and Makimi Kano Contributors