scholarly journals ICT in varied language learning environments: Selected papers from EUROCALL 1999

ReCALL ◽  
2000 ◽  
Vol 12 (1) ◽  
pp. 1-4
Author(s):  
THIERRY CHANIER
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
European Association ◽  
Large Scale ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Special Issue ◽  
French Speaking ◽  
Selection Of

This special issue offers a selection of papers presented at the 1999 annual EUROCALL conference, held last September in Besançon, France. Although CALL has a deep rooted tradition in France, EUROCALL’99 was the first large scale international CALL conference to take place in this country. Initiated by the European Association for Computer Assisted Language Learning and the French speaking CALL journal ALSIC (2000), the conference attracted more than 370 full participants coming from 30 countries.

Exploring teachers’ professional development through participation in virtual exchange

ReCALL ◽  
2021 ◽  
pp. 1-16
Author(s):  
Robert O’Dowd ◽  
Melinda Dooly
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Large Scale ◽  
Teaching Practice ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Methodological Innovation ◽  
Teachers Professional Development ◽  
The Impact

Abstract Virtual exchange (VE) is an umbrella term used to refer to the engagement of groups of students in sustained online intercultural interaction and collaboration with international partners under the guidance of their teachers. In the computer-assisted language learning literature, telecollaboration and eTandem approaches to VE have been researched extensively. However, this research has principally focused to date on learner gains and the impact on teachers has been much less explored. This paper identifies the impact of VE on foreign language teachers’ practices and their professional development by examining the results of a qualitative study of 31 teacher trainers who engaged their classes in VE projects as part of a large-scale European project. The findings of the study suggest that participation in VE projects provides teachers with valuable experience in continued professional development and methodological innovation. In particular, VE was seen to open up opportunities for teachers to develop new professional partnerships, collaborative academic initiatives, to develop their own online collaboration skills, and also to introduce more innovative approaches in their current teaching practice.

Resistance, reluctance and radicalism: A study of staff reaction to the adoption of CALL/C&IT in modern languages departments

ReCALL ◽  
2002 ◽  
Vol 14 (1) ◽  
pp. 120-132 ◽  
Author(s):  
JOHN H. GILLESPIE ◽  
J. DAVID BARR
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Computer Technology ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching ◽  
Common Learning ◽  
The Uk

This paper examines staff reaction towards the use of Computer Assisted Language Learning (CALL) and Communications and Information Technology (C&IT) in language learning and teaching. It considers the attitudes of colleagues in three different universities, two in the UK and one in Canada. Our findings suggest that staff in these three locations are not resistant to the use of computer technology in learning and teaching but rather that any hesitations they have are due to a range of different factors of a practical kind, ranging from time pressures to course relevance. We found that staff in one institution are clearly more enthusiastic about using CALL and C&IT than colleagues in the other two, but that they were also widely welcomed in the latter. One of the main reasons for this has been the creation of common learning environments on the Web. In addition, findings show that staff already convinced of the benefits that CALL and C&IT bring to the teaching and learning experience (radicals) have a role in encouraging their less enthusiastic colleagues to begin using this form of technology. However, we found that the majority of colleagues are not radicals, but pragmatists, and are willing to make use of CALL and C&IT provided that the benefits are clearly guaranteed. There remains a small minority of conservatives. No suggestions are made as to how to deal with them.

The History of CALL

2012 ◽  
pp. 16-34 ◽  
Author(s):  
Mary Ellen Butler-Pascoe
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
New Technologies ◽  
Language Teaching ◽  
Early Years ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Paradigm Shifts ◽  
Current State ◽  
History Of

It has been over 50 years since the emergence of computer-assisted language learning (CALL) that would forever change how second/foreign languages are taught. This article presents a historical overview of the evolution of CALL from the early years of the mainframe computer to the integrative technologies of the 21st century. It examines the evolution of the dual fields of educational technology and second/foreign language teaching as they intertwined over the last half of the 20th century into present day CALL. The paper describes the paradigm shifts experienced along this journey and the current state of CALL as new technologies rapidly advance language teaching capabilities and challenge practitioners to provide optimum learning environments for the future.

Finding Gems in Computer-Assisted Language Learning

2013 ◽  
Vol 3 (4) ◽  
pp. 1-8 ◽  
Author(s):  
Jeong-Bae Son ◽  
Klaus-Dieter Rossade
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Special Issue ◽  
Emerging Trends

A large number of papers on computer-assisted language learning (CALL) are presented at international conferences such as the Globalization and Localization in Computer-Assisted Language Learning (GLoCALL) conference every year. Considering that diverse and innovative ways of using CALL technologies and techniques are reported through the papers, it should be meaningful to have a close look at them in order to see the flow of the development of CALL. This article attempts to explore some emerging trends, issues and topics discussed in the field of CALL by looking at papers presented at the GLoCALL 2011 and GLoCALL 2012 conferences and describing three papers selected for this Special Issue from the two conferences. It serves as an introduction to the Special Issue and an invitation to CALL researchers and practitioners to participate in finding real gems in CALL.

Selected papers from EUROCALL 2000

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 1-2
Author(s):  
PHILIPPE DELCLOQUE
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The World ◽  
Large Panel ◽  
History Of ◽  
Year 2000 ◽  
Selection Of

This volume brings together a selection of articles presented at the EUROCALL 2000 Conference which took place in Dundee from 31 August 2000 for three days. What distinguished the millennium conference from all previous successful gatherings was that it was the venue for the first ever showing of ‘An Illustrated History of Computer Assisted Language Learning’, a Year 2000 initiative which had been supported not just by EUROCALL but also by CALICO and the rest of the world CALL community which was represented on the large panel of experts responsible for vetting my efforts as editor.

scholarly journals Editorial

2018 ◽  
Vol 8 (2) ◽  
pp. 187-191
Author(s):  
Rebecca L. Oxford ◽  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Special Issue ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
Assessment Research

We welcome you to our special issue of Studies in Second Language Learning and Teaching (SSLLT). Our focus is language learning strategies, or LLS. We have been discussing the need for this special issue for years. Over coffee, sodas, or Chardonnet at many conferences and via emails and Skype, we discussed urgent issues in LLS assessment, research, and instruction.SSLLT, like many journals, has published numerous articles involving LLS, and other journals have had special issues on LLS. However, the time is ripe for a special issue that systematically includes LLS for all language skill areas, all major cross-cutting language subsystems such as grammar, and some important yet often ignored topics, such as strategies for learning culture and for technology-enhanced language learning (TELL), which greatly advances decades of research on computer-assisted language learning (CALL). We have gathered articles from a talented team of researchers, most of them well-known and the others rising stars. The articles in this special issue directly involve LLS research in several world regions and allude to such research in many more regions.

INTELLIGENT LANGUAGE TUTORS: THEORY SHAPING TECHNOLOGY.V. Melissa Holland, Jonathan D. Kaplan, & Michelle R. Sams (Eds.). Mahwah, NJ: Erlbaum, 1995. Pp. xviii + 384. $79.95 cloth, $39.95 paper.

1998 ◽  
Vol 20 (3) ◽  
pp. 445-446
Author(s):  
Mark Warschauer
Keyword(s):  
Artificial Intelligence ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Environments ◽  
Language Processing ◽  
Language Games ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Second Language Acquisition Theory ◽  
Intelligent Computer

This book presents and discusses efforts to develop Intelligent Computer Assisted Language Learning (ICALL) programs based on advances in artificial intelligence (AI) and natural language processing (NLP). Sixteen of the book's 20 chapters provide descriptions of particular ICALL programs, divided into three categories: text-based language tutors and learning environments, dialogue-based language games, and graphics-based language tutors and learning environments. Four chapters at the end offer general commentary on ICALL from the perspectives of experimental psychology (by Brian MacWhinney), linguistics and AI (by Alan Bailin), second language acquisition theory (by Nina Garret), and educational theory (by Rebecca Oxford).

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