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