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Welcome to the Team, New Book Series Editor

My pleasure to announce that Steph Link is our new Book Series Editor.  A huge thank you to Greg Kessler, our previous book series editor, for all of his work these years!  Welcome to Steph who has been a CALICOer now for quite a while and familiar to most of you.  We look forward to working more with you.

See also our call for proposals for the next book series book.

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Call for proposals: Spring 2024 Book Series Volume

CALICO is now soliciting proposals for the next volume in the Advances in CALL Research and Practice book series to be published with Equinox Publishing in spring 2024! 

The volume may be a single-authored monograph or edited volume and may treat any topic related to the field of CALL. Proposals are due July 15. You can find the full call at this link

You can also email series editor, Steph Link (, with questions or meet her at the CALICO conference in Seattle to talk through some ideas. 

Looking forward to seeing your proposals!

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New Issue of the Journal

VOL 39, NO 1 (2022)

Special Issue: Emergency Remote Language Teaching and Learning in Disruptive Times

Guest Edited by Li Jin, Elizabeth Deifell, and Katie Angus

Table of Contents


Emergency Remote Language Teaching and Learning in Disruptive Times 
Li Jin , Elizabeth Deifell , Katie Angus


When “Blended” Becomes “Online” : A Data-Driven Study on the Change of Self- Directed Engagement During COVID-19
Dennis Foung , Julia Chen , Linda Lin
Connecting Through Flipgrid : Examining Social Presence of English Language Learners in an Online Course During the Pandemic
Ellen Yeh , Grace Y. Choi , Yonty Friesem
Pivoting, Partnering, and Sensemaking : How Teachers Navigate the Transition to Remote Teaching Together
Jillian M. Conry , Ann M. Wernick , Paige Ware
“Siempre Adistanciados” : Ideology, Equity, and Access in Peruvian Emergency Distance Education for Spanish as a Second Language
Michele Back , Virginia Zavala , Raiza Franco

Book Reviews

Academic Writing with Corpora: A Resource Book for Data-Driven Learning by Tatyana Karpenko-Seccombe
J. Elliott Casal
Creating Effective Blended Language Learning Courses: A Research-Based Guide from Planning to Evaluation by Daria Mizza and Fernando Rubio
Kathryn Murphy-Judy
Open Education and Second Language Learning and Teaching: The Rise of a New Knowledge Ecology edited by Carl S. Blyth and Joshua J. Thoms
Ananda Astrini Muhammad

Learning Technology Reviews

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Gaming SIG Newsletter

 Issue 40

Aug 27, 2021

Jeremy A. Robinson (Chair)

Jakob Johnson (Associate Chair)

Jeff Maloney (Outgoing Chair)




It was great to see many of you this summer at our conference, and we hope we can make this SIG something useful for you this coming year. If you have comments, questions, or ideas, if you would like to be removed from the monthly newsletter, or you think someone else would be interested in receiving it, please email Today in the newsletter:

  • SIG Project Spotlight

  • Conferenes

  • Game Jams

  • Articles


– SIG PROJECT SPOTLIGHT – Innspekter Moris

Jeremy A. Robinson

In the upcoming months and years, it is the hope that each week we can highlight some kind of game related project that someone in the CALICO Gaming SIG is working on. Please contact us if you have something you can share!


A project that I am working on at Gustavus Adolphus College with two of my student workers is a game called Innspekter Moris.In this game, set in the island nation of Mauritius, you play as an inspector who travels to numerous locations throughout the country, interviewing people on the street with the hope that you will be able to save the country from the threat of an ecological disaster. The pedagogical goal of the game is to help the player learn about Mauritius’s unique culture and history, and also help the learner develop linguistic skills in French, English, or Mauritian Kreol. 


This scene’s background image is modeled from Marie Reine de la Paix: GPS My City (size reduction apparent from original).
Original image from Marie Reine de la Paix by Carrotmadman6. July 11, 2006. (CC-BY 2.0)


D. Melanie Kistnasamy is my student worker from Mauritius, and has the primary responsibility for writing scripts and dealing with cultural matters. Sanjeeda Shutrishna is my student artist, and my role is design and development. We are modeling background art from images we have taken ourselves, received permission to use, or which fall under some other licencing. We are also working with some musicians in Mauritius to create background audio tracks matching each of the different locations. 


This has been an interesting project so far, and it has been fun to learn a bit more about Mauritius. We have also completed a couple of smaller projects related to Mauritius, if you are interested in playing them. Les villes cachées de L’île Maurice is a short game aimed at beginning French learners, which teaches geography and location words. Journée d’un travailleur engagé (French) and Lazourne enn travayer angaze (Kreol) are authorized translations of Journey of an Indentured Laborer an interesting project “designed to give players a snapshot of what life might have been like for an South Asian indentured laborers during the nineteenth century.”



Upcoming 2021 Conferences


Sep 2-24, 2021

European Conference on Games Based Learning


Oct 7-8, 2021

Joint Conference on Serious Games

Stoke-on-Trent, UK & Virtual

Nov 19-21, 2021

ACTFL Convention


Dec 1-3, 2021

Games and Learning Alliance Conference 

La Spezia, Italy & Virtual?

Dec 16-18, 2021

GLoCALL Conference

Globalization & Localization in Computer-Assisted Language Learning


2022 Conferences


~Feb 2022

MWALLT Conference

MidWest Association for Language Learning Technology

Likely Hybrid

Mar 21-25, 2022

Game Developers Conference

San Francisco

Mar 22-25, 2022

TESOL Convention 

Pittsburg & Virtual

~May 2022



May 30-Jun 4, 2022



~June 2022



June 26-29, 2022

ISTE Edtech Conference

International Society for Technology in Education

New Orleans

~July 2022

Connected Learning Summit


~July 2022

Games for Change Festival


~July 2022


International Conference on Gamification & Serious Game


~Aug 2022

EUROCALL Conference

European Association of Computer Assisted Language Learning


~Aug 2022

Play Make Learn 

Madison, Wisconsin

Oct 13-15, 2022

International Conference on Meaningful Play

East Lansing, Michigan




Game Jams are short, friendly contests to develop a game within a given amount of time, often requiring participants to adhere to certain themes or limitations. Consider participating in a Game Jam to practice your development skills, or often you can also take part in these by playing submitted games and judging, even if you don’t create a game yourself (also a great task for language learning students!). There are a wealth of ongoing game jams which are primarily in English (See, but there are also jams focusing on other languages. Below are some which are upcoming. If you are aware of others (especially in additional languages), please let us know!




Oct 21-Oct 24

PlayBern Utopian Game Jam



Aug 27- Sep 6

Una Jam Diversa | ITA



Aug 18- Sep 1

Tu juego a juicio Jam 2021

Sep 1- Sep 4

Ikimiuki GameJam 2021

Aug 1-Sep 11

Mejorando Ando – Agosto 2021

Sep 20- Sep 27

Spain Game Devs Jam III

Oct 1- Oct 3

TODO Game Jam #3



Aug 15-Sep 11

Games de Paradigmas de Program

Sep 18- Oct 31

GaraJam Caneta & Papel



Here are some recent articles which you might be interested in reading:


Dixon, D. H., & Christison, M. (2021). L2 Gamers’ Use of Learning and Communication Strategies in Massively Multiplayer Online Games (MMOs): An Analysis of L2 Interaction in Virtual Online Environments. In CALL Theory Applications for Online TESOL Education (pp. 296-321). IGI Global.


Hemminki, A. (2021). Finnish upper-secondary school students’ perspectives on the benefits of gaming for their English proficiency.


Johnson, E., & Vitanova, G. (2021, May). Agency and Gaming in Language Learning. In Work and Labor in World Languages, Literatures, and Film: Selected Proceedings of the 24th Southeast Conference on Languages, Literatures, and Film (p. 71). BrownWalker Press.


Li, K., Peterson, M., & Wang, Q. (2021). Using Community of Inquiry to Scaffold Language Learning in Out-of-School Gaming: A Case Study. International Journal of Game-Based Learning (IJGBL), 11(1), 31-52.


Lin, C. Y., & Guo, Y. H. (2021). Enhancing EFL Adolescent Learners’ Vocabulary Acquisition via Online Single Player Role-Play Games. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 5(1), 10-22.


Peterson, M., Yamazaki, K., & Thomas, M. (Eds.). (2021). Digital Games and Language Learning: Theory, Development and Implementation. Bloomsbury Publishing.


Reinhardt, J. (2021). Not all MMOGs are created equal: A design-informed approach to the study of L2 learning in multiplayer online games. Digital Games and Language Learning: Theory, Development and Implementation, 69.


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Graduate Student SIG Newsletter Spring 2021

Our graduate student special interest group chair has been hard at work putting together events for our graduate students, like the panel in January on alternate career paths for PhDs.  She’s also produced this very informative newsletter that should be of interest to all CALICO members.


Grad Student SIG – Newletter – Issue 6 – February, 2021

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Call for Papers, Journal Special Issue

Call for Papers: Special Issue of CALICO Journal
Title: Emergency Remote Language Teaching and Learning: Computer-Assisted Language Teaching and Learning in Disruptive Times

Co-editors: Li Jin (DePaul University), Elizabeth Deifell (University of Dubuque), and Katie Angus (University of Southern Mississippi)

This special issue of the CALICO Journal is intended to explore various aspects of emergency remote language teaching and learning, which refers to temporary alternatives to face-to-face and hybrid courses during times of crisis (Hodges et al., 2020). Such crises include pandemics, natural disasters, sociopolitical turbulence, and other states of chronic and extended distress. Contributions will expand theoretical horizons, report on targeted empirical research, and explore innovative approaches to emergency remote language teaching and learning. The editors seek contributions from researchers and educators that examine and reflect on the processes and outcomes of computer-assisted language teaching and learning during disruptive times as well as the short- and long-term impact on language education after a crisis.

Content areas for contributions include – but are not limited to – the following:

  1. Theoretical considerations exploring the unique contexts of language teaching and learning in times of crisis;

  2. Technology-related empirical research examining L2 development and (inter)cultural learning; instructor and student perspectives and experiences; and the effectiveness of faculty training;

  3. Critical reflections on curriculum and pedagogical innovations as well as implications for language teacher education and professional development with regards to computer-assisted language learning;

This special issue will strive to maintain the format of past CALICO Journal Special Issues while also supporting diverse contribution formats. We encourage full-length (approximately 6,000–8,000 words, all inclusive) conceptual/theoretical contributions and empirical studies (e.g., mixed methods, case studies, action research). Authors are strongly encouraged to contextualize their contribution within appropriate theoretical and developmental frameworks.

Empirical studies are particularly encouraged and critical review pieces are also welcome. However, please note that manuscripts that are purely descriptive as well as those which rely primarily on surveys without providing systematic and compelling empirical data and analysis will not be considered.

Any questions about the volume should be addressed to volume co-editors: Li Jin (, Elizabeth Deifell (, and Katie Angus ( Please write “CALICO Journal Special Issue” in the subject line.

Submission deadline for abstracts is October 1, 2020.

●  Submit an abstract of no more than 400 words to the volume editors at,, and

●  In your abstract, please state clearly if your proposal should be reviewed as (A) theoretical, (B) empirical, or (C) pedagogical.

●  Full-length manuscript invitations will be sent out by October 15, 2020.

●  Full-length manuscripts will be due February 15, 2021, and must comply with CALICO’s authoring guidelines (found here).

●  Full-length final draft of manuscripts will be due August 1, 2021.

Special Issue to be published in February 2022 (39.1). Please note that abstract acceptance does not guarantee publication of the submitted manuscript. All manuscripts will be subject to a double-blind peer review process.