Chantal M. Dion
Marie-Josee Hamel University of Ottawa
Jeremie Seror Official Languages and Bilingualism Institute, University of Ottawa

This presentation reports on an ongoing research project seeking to measure the educational value of video screen capture (VSC) technology in the context of university second language writing courses. VSC is used to document and foster learners’ reflections about writing processes and to offer multimodal scaffolding (Silva, 2012) and support in the design of writing tasks (Hampel, 2006). We will describe an intervention which took place in two Canadian universities and involved four L2 classrooms. We will report on the uses of VSC technology in these classrooms by focusing on the teachers: the extent to which the technology was integrated in their practices and their perceptions of their experiences with VSC.

Handout

Gillian Lord University of Florida

As colleges and universities are asked to cut costs and simultaneously embrace digital technologies, digital language learning programs such as Rosetta Stone (RS) are gaining popularity as a potential solution to both issues. After all, RS claims that they can teach languages as effectively as a traditional classroom learning environment. The goal of this study is to test that claim by examining the learning outcomes of students using RS compared to those engaged in traditional classroom-based learning, as well as those using RS as a supplement to classroom-based learning.

PowerPoint

Michael Jones Swarthmore College
Natalia Shevchenko WITS Willamette University

This presentation will showcase two projects that reflect the new national trend of the rebirth of the Language Centers: the re-design of the Language Resource Center at Swarthmore College as well as the relocation of Language Learning Center at Willamette University to a new space. The planning, design and the execution that was involved in these two projects will be covered. Special attention will be given to the life of the two centers after the construction: staffing the new spaces, engaging faculty and students as well as the discussion of the director’s role in bringing and sustaining change in the new spaces.

Paul Gordon Renigar Jr

This research explores the pedagogical affordances of Facebook for the co-creation of communities of practice where students are free to expand their own sociocultural, sociopragmatic, ontological, and academic interests to better interact and collaborate with others. Kern’s 1995 demonstration that students communicate more – and with greater sophistication – within SCMC environments than in large classrooms, was tested with intermediate L2 learners of Italian interacting within academic Facebook spaces. The incorporation of Facebook resulted in progressive levels of semiotic critical awareness in the language classroom (Thorne & Reinhardt, 2008), complex languaging, and a greater enjoyment of the L2 acquisition process.

Angelika Kraemer Michigan State University
Senta Goertler Michigan State University
Jeff Bale Michigan State University

Since 2008, Michigan’s Department of Education has required all prospective world languages teachers to reach Advanced Low or Intermediate High on the ACTFL scale (depending on the language) in order to earn certification. To support our students in meeting this standard, the Center for Language Teaching Advancement, the Teacher Education Program in the College of Education, and the German Program at Michigan State University have collaborated to develop a number of interventions. This presentation introduces these interventions, many of which are driven by technology, and summarizes research on the outcomes of these interventions.

Joe Terantino Kennesaw State University

In an attempt to move beyond discussions regarding the theoretical potential of using iPads towards more substantiated empirical evidence, which demonstrates the viability and effectiveness of using such tools, this research-based presentation examines the use of free Spanish apps by preschool-aged children and the subsequent impact on their vocabulary recall and listening comprehension. From a broader perspective this research presentation investigates the validity of two commonly-held perceptions: the digital natives are able to utilize cutting edge technologies for educational purposes and the use of mobile devices expands potentialities for language pedagogy and learning.

Debra Hoven Centre for Distance Education, Athabasca University
Michael Bush Brigham Young University
Julio C Rodriguez University of Hawai’i at Mänoa
Cristina Pardo-Ballester Iowa State University
Agnieszka (Aga) Palalas George Brown College
Mike Levy The University of Queensland
Patricia Martinez-Alvarez Teachers College, Columbia University

This panel will introduce the 2013 CALICO Monograph Series, which focuses on Design-based Research (DBR) in CALL. A number of papers by contributors from Australia, Japan, New Zealand, Taiwan and the U.S. will be presented and discussed. The panel will follow the same organization as the book: 1) theoretical frameworks (papers on the intersection of theory and DBR); 2) synergies between DBR and CALL (papers on DBR in diverse CALL research contexts); and 3) perspectives on DBR. Participants will have the opportunity to ask questions, contribute to the discussion and network with colleagues interested in this topic.

Katie Angus University of Arizona

The 2007 MLA Report made only two recommendations for foreign language (FL) graduate student education: training in language teaching and technology, and rewards for professional development. What is the role of technology in the most common form of teacher training: the teaching methods course? Using data from the syllabi of teaching methods courses for FL TAs, this study considers the role of technology as it relates to course format, objectives, assignments, and readings. Recommendations will be given about how to incorporate technology into the teaching methods course in a way that supports the MLA’s vision of a unified curriculum.

Claire Ikumi Hitosugi University of Hawai‘i
Matthew Schmidt University of Hawai‘i

The purpose of this study was to explore the impact of Food Force, a UN-sponsored, no-cost video game, on learner affect and vocabulary acquisition in an advanced Japanese language class. Using pre-post and attitudinal survey methodology, researchers investigated learner preferences, motivation, vocabulary acquisition, and retention. Results indicate high motivation in game-mediated activities and a preference for this mode of instruction over traditional textbook exercises. Results also show 1) learners acquired new vocabulary in the game-mediated activity, 2) learners retained this vocabulary over time, and 3) the game-mediated activity was as effective as conventional teaching in learners’ acquisition of new words.

Claire Parrish
Min Liu
Jeong-bin Hannah Park Univ. of Texas at Austin
Kana Abe Univ. of Texas at Austin
Mengwen Cao Univ. of Texas at Austin
Sa Liu Univ. of Texas at Austin
Duygu Uslu Univ. of Texas at Austin

Although educators are excited about the affordances of language learning websites with social network features, there is a lack of understanding of how they can be used to facilitate teaching and learning from the perspectives of ESL instructors and students. In the present study, four carefully selected language learning websites with social network features will be analyzed from the perspectives of the language learner and instructor to determine how these sites can be used to meet pedagogical goals and to offer insight to web designers on how best to facilitate second language acquisition through social networking affordances.

Ruslan Suvorov Iowa State University

The present study employs eye tracking technology to explore participants’ viewing behavior during video-enhanced L2 listening assessment tasks developed in Moodle. Eye tracking data and task performance data were collected from three L1 and three L2 speakers of English. The results of data analysis indicated that the amount of time spent for watching the videos during the listening tasks did not have any effect on the task performance of L1 speakers, but it had an effect on L2 speakers’ performance. Implications of these findings and the potential of eye tracking for CALL research will be discussed.

Jingyu Huo UCSB

Most research on Chinese character teaching stresses the importance of stroke order. But there is little explanation of why this should be so important. From calligraphy brush to touch screen, technology has evolved and trivialized the things which used to be important. In this digital age, should we insist on the tradition unquestioningly or adjust our teaching to the times? Through interviews and experiments, this research tests the necessity of stroke order instruction and hopes to suggest more broadly the possible attitudes or strategies foreign language (FL) teachers might employ in consideration of technology.

Chyi Chung Northwestern University

Mandarin Chinese is one of the most difficult languages to learn for English-speaking students. To earn first-year Chinese credit in an intensive, nine-week university level course presents immense challenges for both the students and the instructor. How were iPads successfully integrated into the learning process? How did students utilize the technology effectively for language acquisition? How did this mobile learning device enhance an intensive Chinese course? The presenter will share her experiences and research on the usage of iPads with curriculum design, teaching methods, and classroom activities.

Solene Inceoglu
Le Anne Spino Michigan State University

Over the past decade, language departments have increasingly begun to assign textbook affiliated online activities to provide students with more target language practice. This study aims to gain a better understanding of students’ perceptions of these websites and how they interact with the courseware (i.e., how much time is spent on task, when exercises are completed, what exercises are skipped and repeated, and how these affect scores). Quantitative performance data and qualitative survey responses were collected and analyzed from approximately 450 students learning French and Spanish at a large Midwestern university. Implications for language learning and teaching will be discussed.

Gene Dalton

This study explores the potential of virtual world technology to address the demand for focus-on-form within a communicative learning framework for the Irish language. Building on existing research in task-based language teaching, form-focused instruction and the use of narratives for language learning, key insights will be adapted to a virtual world environment. It is envisaged that the virtual world may enhance motivation and create a positive learning environment. This paper presents preliminary findings of a pilot study examining children’s engagement with the virtual world, looking particularly at their motivation and task participation. The Irish Research Council is funding this project.

Kelly Arispe

Advanced L2 learners are often expected to learn less frequent, academic words on their own. This study examines lexical development for advanced Spanish L2 learners (N= 25) who had unlimited access to an intelligent lexical tutor, Langbot, both in and out of the classroom via their iPads. Little research has targeted advanced vocabulary development and the benefit of ICALL at this level. This presentation highlights students’ lexical needs based on transcriptions that tracked every interaction with Langbot. Furthermore, survey data reveals advanced learner preferences and attitudes towards language learning with Langbot and iPads.

Stella K. Hadjistassou Arizona State University

Euroversity is a Pan-European level project which aims to expand the collaborative trajectories among 18 European partners (and an Israeli academic institution) to build a network of practitioners who have gained or are eager to gain expertise on the implementation of 2D/3D virtual environments in multiple educational and teaching contexts.

PowerPoint

Greg Kessler Ohio University
Paige Ware

This paper examines how a telecollaborative project was integrated into the language arts curriculum for adolescent students in the southwestern United States (n=48) and in southern Spain (n=51) across a 14-week period. The research questions explored a) qualitatively, how intercultural communicative competence was perceived and enacted by the participants in the study, and b) quantitatively, whether students who participated in the project displayed stronger intercultural communication and technology skills as compared with peers in a control group. Findings indicate that participating students performed higher on both the technology skills test and the discourse questionnaire than did the comparison group.

Nike Arnold Portland State University

Since many future language teachers are first exposed to CALL in their methods course, how CALL is presented in the methods textbook can greatly affect their views and attitudes. This study analyzed the CALL discussion of 11 popular methods textbooks. Content analysis focused on several criteria based on the literature on CALL and CALL teacher education. Unfortunately, most of the textbooks included in this analysis do not present CALL as the versatile, unique and research-based field that it is. The findings from this presentation will aid teacher trainers in successfully selecting and adapting a methods textbook for their particular context.

Theresa Schenker Yale University

A follow-up to my 2011 presentation, this talk will discuss a 12-week telecollaborative project between a third-year German course at a US university and an advanced English course at a high school in Germany. The project explored the effects of the telecollaboration on the development of students’ syntactic complexity, intercultural competence, and their interest in learning about culture. The telecollaboration included a 12-week e-mail exchange, two videoconferences, and student blogs. The results showed that while students’ improvement of syntactic complexity was significant, their change in interest in cultural learning was not. The project also revealed that students developed their intercultural competence in different ways.

Debra Hoven Centre for Distance Education, Athabasca University
Agnieszka (Aga) Palalas George Brown College

This presentation discusses a design-based research (DBR) study into effective design for teaching listening in the real world using mobile devices. An emergent theory of learning, ecological constructivism (EC), was chosen as the theory that best fit the learner interactions, as well as the affordances and constraints presented by the real-world learning environment. This DBR project was an ideal vehicle to iteratively test and refine the EC theory and its various constituent principles. EC is discussed as a theory that both accommodates and explains context-embedded language learning. A brief overview of the study and its results is also presented.

Sabine Siekmann University of Alaska
Steve Thorne Portland State University; University of Groningen
Joan Parker Webster University of Alaska
Patrick Marlow University of Alaska
Theresa John University of Alaska
Walkie Charles University of Alaska
Kathy Sikorski University of Alaska

Reporting on a grant to improve Alaska Native education through Computer Assisted Language Learning, this presentation will provide a rationale for using technology in Indigenous language immersion settings, where little technology and culturally and linguistically appropriate applications are available. As a result of this project 4 Alaska Native Ph.D.s and 20 M.A. students will be supported to work and research in CALL and an Alaska Native Language Computer Assistant Language Teaching and Learning Center will be established and participating classroom will receive a SmartBoard and i-pads. Presenters are seeking feedback on course sequencing, course content and the evaluation plan for the project.