Posts Tagged ‘call’
Thursday, February 2nd, 2012
From Jozef Colpaert and Glenn Stockwell:
We would like to invite language teachers worldwide to fill in this Two-Minute Survey on Open Language Learning: http://www.surveymonkey.com/s/DPJ689W.
This survey is part of a research project by Jozef Colpaert, University of Antwerp, and Glenn Stockwell, Waseda University, Tokyo, aiming at identifying factors which might impact on the use of Open Educational Resources in the Language Learning and Teaching Community worldwide.
Open Educational Resources (OER) can be defined as “digital materials that can be re-used for teaching, learning, research and more, made available for free through open licenses, which allow uses of the materials that would not be easily permitted under copyright alone” (www.wikipedia.org).
The results of this survey will be sent to all participants who provide their email address. They will also be presented at the EuroCall SIG meeting on Open Educational Resources in Bologna (29-30 March 2012), the XVth International CALL Research Conference in Taiwan (25-27 May 2012), the CALICO 2012 conference at Notre Dame University, and will be published in Computer Assisted Language Learning. The data will also be made available as Open Research Data for researchers worldwide.
Tags: call, oer, surveys
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Thursday, January 19th, 2012
Call for Papers: Mobile Language Learning
Special Issue Editors: Glenn Stockwell & Susana Sotillo
There has been increased interest in portable technologies which allow learners
to access tools for learning languages in virtually any time or place that
suits them. The quickly developing functionalities of mobile phones, MP3
players, laptop and tablet computers, and other hand-held devices with touch
screen technology mean that the range of possibilities for language learning
has greatly diversified. Godwin-Jones (2011), for example, points out that
iPhone and Android phones have ushered in a phenomenal expansion in the
development of Apps for just about every topic under the sun, and educators
have been exploring the value of Apps for learning specific skills (e.g., math,
geometry) and language since 2009. The interest in such mobile technologies for
learning languages has also been reflected in recent literature, with the
appearance of studies using mobile technologies, such as podcasts (e.g.,
Rosell-Aguilar, 2006), short message service (SMS) (e.g., Levy & Kennedy, 2008;
Sotillo, 2010; Thurlow, 2003, 2009), and mobile phones (Stockwell, 2010), to
name a few. This special issue of Language Learning & Technology seeks to
provide a variety of perspectives on learning through mobile technologies, with
a particular focus on corpus-based or empirical studies investigating how the
use of these technologies affect and are affected by the language learning
environment, or discussions of theoretical issues associated with learning
through mobile technologies.
Please consult the LLT Website for general guidelines on submission
(http://llt.msu.edu/contrib.html) and research
(http://llt.msu.edu/resguide.html) and note that articles containing only
descriptions of software or pedagogical procedures without presenting in-depth
empirical data and analysis on language learning processes or outcomes will not
be considered.
Possible topics include, but are not limited to:
* Practical issues of mobile language learning
* Theories applicable to mobile language learning
* Autonomy and/or self-directed learning through mobile technologies
* Teacher education for mobile language learning
* Development of Apps and software for mobile language learning
* Using mobile technologies for specialized language learning
* Teaching second language pragmatics through mobile technologies
Please send letter of intent and 250-word abstract by February 1, 2012 to
llted@hawaii.edu.
Publication timeline:
* February 1, 2012: Submission deadline for abstracts
* February 15, 2011: Invitation to authors to submit a manuscript
* July 1, 2012: Submission deadline for manuscripts
* October 1, 2013: Publication of special issue
Tags: call, call for papers, language learning & technology, mall, mobile learning
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Saturday, January 14th, 2012
Not really earth-shattering news, but still chuffed to see that Continuum has decided to publish our Task-Based Language Learning and Teaching with Technology book as a paperback, at a much more reasonable price than the original hardcover.
More information here.
Tags: call, tblt
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Friday, December 2nd, 2011
Special Issue of the CALICO Journal
Issue 30.3 published in May 2013
Learner Preparation
in Technology-Enhanced Language Learning Environments
Guest editors: Chun Lai (University of Hong Kong) and Bruce Morrison (Hong Kong Polytechnic University)
This special issue of the CALICO Journal will address key issues concerning learner preparation in constructing optimal
technology-enhanced language learning experiences. The increasing use of open technological platforms, such as
CMC, blogging, wiki, social networking sites, and online gaming and simulation environments, supports context-based
acquisition and multilingual and cross-cultural interactions. However, such learning environments pose great demands
on learners in terms of their ability to maximize online language and culture learning potential. At the same time, the
availability of digital resources and platforms challenges learners to construct personal technology-enhanced language
learning experiences. How to help learners develop and sharpen such capacities then becomes a crucial issue.
For this special issue of the CALICO Journal, we solicit reports of research that examine key issues around learner
preparation in utilizing and constructing technology-enhanced learning experiences.
Topics relevant to the special issue may include, but are not limited to:
• Theoretical conceptualization of learner preparation in and for technology-enhanced language learning;
• Empirical studies on the effectiveness of learner preparation in technology-enhanced language learning;
• Approaches to learner preparation in technology-enhanced language learning environments and activities;
• Learner preparation in different socio-cultural and instructional contexts;
• Learner preparation in various self-regulated, technology-enhanced language learning contexts
Please send inquiries and suggestions for contributions to both Chun Lai (laichun@hku.hk) and Bruce Morrison
(ecbruce@inet.polyu.edu.hk). Please list CALICO Journal Special Issue in the subject line.
Feb 15th, 2012: submission deadline for abstracts
(approx. 500 words outlining the purposes and content of the paper)
March 9th, 2012: invitation to authors to submit a manuscript
Oct 31st, 2012: full papers due
(author guidelines available at https://calico.org/page.php?id=514)
Jan 15th, 2013: revised papers due
May, 2013: publication of the special issue
Tags: call, call for papers, learner preparation
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Sunday, October 9th, 2011
We are very proud to share with you the special issue of Language Learning & Technology journal on ‘Learner Autonomy and New Learning Environments’. You can find the special issue here.
Tags: autonomy, call, new learning environments, technology
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Wednesday, October 5th, 2011
I always very much enjoy reading Robert Godwin-Jones’s articles in Language Learning & Technology on ‘emerging technologies’. Godwin-Jones does an excellent job of summarising the latest technological developments in a very accessible manner. The latest instalment, in the special issue Cynthia White and I edited on ‘Autonomy and CALL’ is on emerging technologies for autonomous language learning. Very much a recommended read!
You can find the article here.
Tags: autonomy, call
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Wednesday, August 31st, 2011
Last week in Beijing the AILA Research Network on CALL and the Learner convened its symposium with the following presentations
Martine Peters, Nandini Sarma, Mary Frankoff, Alysse Weinberg, Carlton, Canada.
From the mouths of Canadian university students: Web-based information seeking activities for language learning
Hayo Reinders, Middlesex University, UK.
Focus on the individual: encouraging willingness to communicate through computer games
Bin Zou, Xi’an Jiaotong-Liverpool University, China.
Learners’ perceptions of using wikis in an online language exchange program
Hiroyuki Obari, Aoyama Gakuin University, Japan.
Integrating emerging technologies.
Mirjam Hauck, Open University, UK.
Promoting teachers’ and learners’ e-literacy skills development through cross-institutional exchanges
Followed by a lively and interesting discussion. The Powerpoint presentations are now available from Slideshare and I have also included them below. A video recording of the entire event will be uploaded later this month.
Below are a few pictures of the symposium!
Tags: call, digital games, emerging technologies, motivation, multimodality, teacher training, wikis
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Wednesday, August 10th, 2011
Call for Papers for Special Issue of IJCALLT
International Journal of Computer Assisted Language Learning and Teaching
Theme: Selected papers from AILA 2011
Guest Editors: Hsien-Chin Liou, National Tsing Hua University, Hsinchu, Taiwan
Yu-Chih Sun, National Chiao-Tung University, Hsinchu, Taiwan
This special issue of International Journal of Computer Assisted Language Learning and Teaching will solicit papers presented at the 16th world Congress of Applied Linguistics (Beijing, August 2011) concerning the topic of Educational Technology and Language Learning.
Please consult the IJCALLT Website for general guidelines on submission http://www.igi-global.com/ijcallt. Possible topics include, but are not limited to:
empirical studies of the impact of CALL-based materials on the acquisition of speaking, listening, reading, writing, vocabulary, or grammar skills at various levels of proficiency
integration of Web 2.0 or social networking technologies into language learning
uses of CMC to promote interactive speaking and writing
studies of the effectiveness of various technological tools in improving pronunciation or listening
studies of the uses of technology in the acquisition of reading
uses of various types of media in teacher education
uses of CMC to promote online intercultural exchanges
evaluation of uses of technology in self-directed study
uses of videoconferencing either for distance learning or for adding remote classes to live language classes
Please send letter of intent and 250-word abstract by September 15, 2011 to hcliu@mx.nthu.edu.tw, or sunyc@mail.nctu.edu.tw.
Publication timeline:
October 1, 2011: Submission deadline for manuscripts
January 1, 2012: Review completed
February 15, 2012: Revision due
March 1, 2012: Submission deadline to publisher
July 2012: Publication of special issue
Tags: call, call for papers
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Saturday, July 30th, 2011
If you are attending AILA in Beijing this year, you are welcome to visit our symposium on Friday morning at 09:00 in Symposium Para Room 3 (please check again closer to the conference as this is still preliminary). Below you can see the outline of the symposium as well as some background.
Do stop by!
Symposium abstract
This symposium discusses the role of the learner in computer-assisted language learning. Mobile learning, social networking, and increased opportunities for informal learning are some examples of recent developments that offer both considerable opportunities but also challenges to learners and teachers and those investigating language acquisition processes. In this symposium we discuss different aspects of the contribution that these developments make and how this affects the role of the learner in the learning process.
Symposium outline
Recently, attempts have been made to make learning more flexible for the learner. With developments in mobile technologies, learners have freedom that was previously unavailable to them, and researchers have started capitalising upon this, through provision of lessons that learners can access whenever and wherever they wish (e.g., Stockwell, 2007, 2008), or through encouraging them to access audio and/or video resources of their choosing (e.g., Gromik, 2008). Other researchers have chosen to use these mobile technologies as a supplement to class activities (Levy & Kennedy, 2008; Reinders, 2008) and to make increasing links between formal and informal learning, for example by capitalising on the potential of computer games (e.g. Ranalli, 2008).
Social networking sites such as Active Worlds and Second Life have also empowered learners to make decisions about who they wish to converse with, by what mode (i.e., text chat or oral communication), and freely engage in discussion with a real audience who shares similar interests (e.g., Dudeney, 2008). This is a growth area, where researchers examine the way technology facilitates interaction between teachers and learners, between native speakers and learners, and between learners themselves and the unique characteristics of this type of communication. Another related strand of research looks at the identities learners create online and the ways they develop and build on communities of learners for their language development (e.g., Lam, 2004).
These recent developments in the area of social networking and mobile-assisted language learning are of particular interest to researchers interested in understanding in changes in the way learners approach the learning of a second language. In saying this, however, a crucial question that remains is how best to support learning in these environments. We are only starting to develop methodologies for investigating these forms of language learning, where the teacher’s role is less dominant in controlling learners’ actions, but rather one where the learners must be guided to use the existing resources in a way that has the potential to lead to personal development and to language acquisition. Furthermore, in such an environment where a good deal of the learning may occur outside of a classroom situation, methods of ensuring maintenance of learner motivation also become paramount.
Although research is carried out in the above areas in many parts of the world, the research is not connected and studies done in one field may not be informed by research done in another. It is the aim of this Symposium to bring together people working in the different areas related to the role of the language learner in CALL.
Themes of the symposium include:
- Learner motivation
- Computer-mediated communication (with a focus on the role of the learner)
- Learners’ beliefs in CALL
- (Materials development for) individualising instruction
- Social networking and computer games and second language acquisition
- Mobile-assisted language learning
- Supporting out-of-class language learning
- Teacher education for CALL (this follows on from the AILA Symposium in Essen).
Tags: autonomy, call, computer games, conferences, motivation
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Thursday, June 2nd, 2011
The Editor-in-Chief of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) would like to invite you to consider submitting a manuscript for inclusion in this scholarly journal. This is a peer-reviewed journal and published quarterly by IGI Global, USA (ISSN: 2155-7098；EISSN: 2155-7101). Submission deadline for Vol. 2. Issue 2 will be due on 1 September 2011.
Mission
The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research that addresses the impact of information communication technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, design, and implementation of computer-assisted language learning programs. In addition to original research papers, this journal welcomes CALL-related book reviews and case studies.
Possible topics include (but are not limited to) the following:
• CALL and second language acquisition
• Computer games in language learning and teaching
• Corpora
• Courseware design
• Distance language education
• Evaluation of CALL program
• Intelligence in CALL
• Language testing in CALL environments
• Mobile learning and teaching
• Monitoring and assessment in online collaborative learning
• Multimedia language learning and teaching
• Research methodology in CALL
• Social networking in language learning and teaching
• Software programs for language learning and teaching
• Teacher education
Submission
Prospective authors should note that only original and previously unpublished articles will be considered. Interested authors must consult the journal’s guidelines for manuscript submissions at http://www.igi-global.com/ijcallt prior to submission. All article submissions will be forwarded to 3 members of the Editorial Review Board of the journal for double-blind, peer review. Final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers. All submissions must be forwarded electronically.
All submissions and inquiries should be directed to the attention of:
Dr. Bin Zou (Editor-in-Chief)
International Journal of Computer-Assisted Language Learning and Teaching
E-mail: bin.zou@xjtlu.edu.cn
Tags: call, call for papers
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