This presentation features the study of the effectiveness of a web-based interactive tag cloud tool to promote collaborative learning through the visual manipulation of words. Several conditions of dyadic interaction with tag clouds were microanalyzed and compared to find the optimal conditions for this tool to be effective in promoting collaborative work. The presentation will demonstrate how interactive tag clouds work and will present the results of the study to propose some preliminary findings about the optimal conditions for a tag cloud to effectively promote collaborative work among students, as well as suggest future lines of research.

This presentation will build upon the work of Chapelle (2009) and Hubbard (2008) by mapping the use of non-SLA theories in CALL to explore their purpose, function, and use. It will sample theories such as complexity theory, or activity theory, all of which have been referred to in CALL studies. The goal is to delineate more precisely what these theories offer CALL researchers, designers and developers that SLA theories do not. In this way, the presenter will delineate possible limitations of SLA theory and CALL, consider the value or otherwise of combining theories, and point towards further development.

This panel will explore the practical side of eye tracking research in CALL. Panelists will suggest several areas of CALL and CALL/SLA inquiry that could greatly benefit from the use of eye tracking technology. Using a recent study by one of the panelists, they will then discuss challenges faced in implementing an eye tracking CALL study and will share how these challenges were addressed. Finally, participants will be invited to try out commercial and custom eye tracking equipment in an effort to demystify its use.

The teaching methodology course remains the most commonly available – and sometimes only – opportunity graduate students have to learn about language teaching. This panel from the Teacher Education SIG brings together educators in English, French, and Spanish to talk about their experiences with technology in these teaching methods classes. Presentations will focus on TAs’ and FL administrators’ opinions about CALL in teacher education, practices for incorporating CALL at multiple levels into the methods course, the effects of teacher behavior in CMC, and the creation of effective electronic teaching portfolios.

The affordances of asynchronous online discussion boards align well with the critical thinking goals of university-level English for Academic Purposes (EAP) courses. However, these affordances are moderated by factors such as task design and social presence. To elucidate the relationship between these factors and the development of critical thinking skills, we conducted micro-analyses of discussion board transcripts from two EAP courses: an advanced hybrid listening class and an advanced online reading class. We illustrate the ways in which careful task design and a strong communal identity seemed to support sustained student participation and contributed to the development of critical thinking.

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This presentation examines the impact of Open Educational Resources (OER) for language learning. OER are free, online materials available for everyone to use, e.g., courseware, video lectures, assessment tools, lab activities, games, etc. Created by educators and learners themselves, OER constitute a new generation of dynamic materials that facilitate learning in open Internet environments. In particular, this talk explores OER as a set of collaborative practices made possible by open licenses (e.g., Creative Commons).

Several literature review-based studies have provided critical insights into technology-enhanced learning; however, research pertaining to reviewing the trends of technology-enhanced learning assessment is still an underdeveloped field of study. This article attempts to provide a systematic review of the research literature on technology-enhanced assessment and evaluation of learning in an effort to identify emerging trends out of 86 studies from 2007 to 2012. Seven academic journals were selected from the Social Science Citation Index (SSCI) to seek the research trends. The researchers applied qualitative thematic criteria in selecting and reviewing the available studies that focused on the concept of technology-enhanced learning assessment. The data were then encoded into six categories in terms of research purposes, methodology, author origin, year of publication, subject domain, and learners’ educational context. Major findings indicate that most studies focused on “evaluating computer-based assessment”, followed by “use of platform to evaluate learners’ competence” and that surveys and experiments were the most popular research methods. Additionally, the study finds that higher education students were the most frequent research population. This review of literature could shed light on implications for future researchers within various disciplines.

This presentation describes a study exploring language learners’ and language instructors’ experiences with and attitudes about real-world target tasks within mobile-assisted language learning (MALL) from college-level English classes in both American-based ESL classes and EFL classes in South Korea. The presenters introduce a task typology developed from the study, addressing how this typology provides a sound, authentic resource for the development of MALL tasks, lesson plans, and curricula.

Using classroom synchronous computer-mediated communication (SCMC), I provide a descriptive analysis of how EFL learners relate to their social world through facework. For example, in their online interactions with native speakers learners display an emergent learner identity through evaluative orientations to ongoing chat. Orienting to their learner role in this way allows learners to maintain social solidarity and intersubjectivity with their native-speaker peers. The theoretical approach used in this study broadens the scope of analysis of NNS/NS online facework beyond repair sequences (e.g., Tudini, 2010) and relates it to the study of the language learner identity.

Natural language processing (NLP) holds great potential for the development of intelligent language learning technologies. In particular, NLP techniques have been and continue to be instrumental to the functionality of automated writing evaluation (AWE) applications. In this paper, we describe the approach to building the NLP-based analysis engine for RWT, a genre and discipline-specific writing program that provides discourse-level feedback on all the sections of the research article. We also report system evaluation results focusing on the performance of the analyzer for Methods sections and then conclude with implications for feedback operationalization.

Identifying task characteristics that affect the richness of elicited data as well as task difficulty is a challenging endeavor in developing specifications of pragmatic tests. This study developed a task typology based on different factors related to pragmalinguistics and sociopragmatics factors related to three speech acts of request, refusal and apology. International students performed four interactive role play tasks through e-mail communication in pairs and produced pragmatically rich data. It is concluded that e-mail role plays can be used to have extended communication among language users, which can be used for the assessment of pragmatics.

Rehearsal-oriented input is abundant in language classrooms, though potential CALL applications have not been fully explored. In this study, two conditions were used to examine the role of input in adult learners’ acquisition. The conditions differed in terms of the presentation order of input, which included artificial nouns marking two noun classes. Training involved exposure plus two attention-focusing tasks. Participants were tested using a picture-word matching task. Measures of learners’ awareness of the form-meaning mappings were also taken. Results will be discussed in terms of test scores and awareness. Potential implications for computer-assisted second language training will also be suggested.

Behavioral Profile (BP) studies are corpus-based studies that compare and contrast near-synonymous words and phrases to shed light on subtle differences. After a brief review of the literature on BP studies, the presentation will report on a pedagogical application of a corpus-based BP project undertaken by students in an EFL class at a university in Japan. Students were charged with conducting a BP study that saw them use the Corpus of Contemporary American English as a tool to discover different patterns of usage among near-synonymous words and phrases. Examples of student work will be shared.

Despite the gradual growth in the use of digital technologies by language teachers over the last fifteen years, meaningful integration of technology into language classroom pedagogy still seems to be fairly limited (Guichon & Hauck, 2011) and normalization–the stage wherein technology is so embedded in a teacher’s everyday practices that it is almost invisible– does not seem to have yet occurred (Bax, 2003). The purpose of this study is to identify the factors impacting university-level language teachers’ technology use versus non-use from an ecological perspective.

In CALL, computational learner models in adaptive software assist in tailoring language instruction to individual learners in different contexts and at different stages of their developmental process. This paper discusses the longitudinal development of the interacting, conglomerate variables complexity, accuracy, and fluency as the three dimensions of language proficiency, which we measured in text-production tasks by L2 learners of German over the course of 16 months. The results of our analysis of individual proficiency development provide insight into learner variability and generalizable quantifications of dynamic variables by emphasizing the suitability of a complexity-scientific perspective on individual learner differences in CALL.

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This paper presented results from the design and implementation of online reading comprehension to enhance digital literacies for Thai EFL student teachers. The study described online reading tasks and materials based on the new literacies framework of online reading comprehension, a problem-based inquiry process via CMC. It was a mixed-methods study to investigate how it was implemented, how complex it was to read online in a foreign language and if there was any relationship between students’ online reading comprehension and self-regulated reading. Implications provided online tools to expand new literacies for communication, collaboration and literacy instruction in the digital age.

This study reports on the effects of using eyeVocab, a tutorial CALL program that relies on visual/sound/textual associations to acquire the 2,000 most frequent words in beginning Spanish. Based on Davies’ frequency list (2006) and the Dos Mundos textbook (2010), eyeVocab stimulates students to link Spanish words with illustrations, sounds, and key-word strategies. Formative and summative results will be discussed for three groups: a control group with no access to eyeVocab, an eyeVocab group with pictures + sounds, and an eyeVocab group with pictures + sound + key-word strategies. Learner perceptions regarding the effectiveness of the program will also be presented.

This study investigates how Japanese university students carried out tasks during English as a foreign language classes, by observing networks of students and nonhuman actors (e.g., computers, software, textbook) that involved during task completion. Networks of communication formed by human and nonhuman actors are closely looked at by identifying the influence (power) that nonhumans can have over the learners, to see how class activities were interpreted, modified, and altered by the students due to their learning environment. The results are discussed in relation to task design and quality of various learner outputs.

Corpora provide a promising way of creating language learning materials that accurately depict languages, but corpus search interfaces typically aren’t designed with this goal in mind. The SPinTX Corpus-to-Classroom project is developing a website for educators to search and adapt authentic video for the teaching of Spanish. This presentation will describe the main results to date: (1) a pedagogically friendly interface to search over 300 tagged video clips from the Spanish in Texas Corpus; (2) tools for educators to easily create lessons and activities based on the videos; (3) an open source model for developing video corpora for language learning.

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This research developed a language learning support system which integrates a learning/content management system (also designed by the author) with course-centered ontology to provide visual representation of each grammar point and the relations (similarities, contrasts or grammatical equivalence) between grammar points. This system not only encourages teachers to produce and organize teaching materials, to directly address specific grammar points and even to directly address relations between them, but also supports student comprehension of new knowledge by encouraging the student to distinguish between related grammar points, especially when reviewing and comparing acquired grammar points with new ones.

The first part of this presentation will highlight a Web-based tutorial (WBT) that was developed for instruction on Spanish pragmatics. The WBT was designed to teach learners of Spanish as a foreign language about the speech acts of complaints and requests. The content of the WBT is based on available empirical evidence about these speech acts. The second part of the session will describe a mixed methods research study that examined the efficacy of the WBT for interlanguage pragmatic development among 14 undergraduate students prior to studying abroad in Spain. The WBT is open and available at www.slaitresearch.com

The popularity of podcasting has increased enormously in the last few years and Tunes U has become the main worldwide provider of educational podcasts. Despite its popularity, little is known about the type of user who downloads iTunes U language learning resources, or how those resources are used. This paper presents the results of the first major survey of users of one of the most popular iTunes U content providers. It presents a profile of the iTunes U language learner, their listening habits and their opinion of the resources. Comparisons are drawn between language learners and learners of other subjects.

Miller and Seller (1985) delineate three key educational philosophies of curriculum design: transmission (passing on facts and skills), transaction (dialogical problem-solving) and transformation (personal, and social, change). These educational philosophies may apply not only to curriculum design but also to technology integration. In reality, however, technology selection and implementation are often largely driven by specific circumstances (e.g. time, costs, aptitude etc.) rather than by an overall strategy. Relying on the notion of “systematic eclecticism,” the presentation will introduce a practical, yet theoretically grounded, working model, for effective technology integration in FLED, and then demonstrate its application at the Defense Language Institute.

Research on collaborative L2 writing suggests that it can enhance the final product, but it is unclear if the same holds true for wiki-mediated collaborative writing. This study grew out of two previous research studies where it was observed that not all students contributed equally or engaged in collaboration while working on wikis. For this project, it is examined whether or not collaboration actually led to a better finished product. Data from collaborative, cooperative and mixed groups were analyzed using quantitative (formal accuracy, cohesion) as well as qualitative (holistic) measures. Methods of analysis, findings, and pedagogical implications will be shared.

This study examines the extent to which learners’ discursive practices hinder or facilitate intercultural competence while participating in an online discussion interaction. This study explores the following questions: 1. What discourse practices are utilized to pass judgment and associate emotional/effectual responses towards both the L1 and L2? 2. How do learners position themselves towards different intercultural perspectives? Twenty students from one intact class over three-week periods. Data from the learners’ forum discourses were content-analyzed using a modified version of Appraisal Theory (Martin & White, 2005) to examine discourse markers that facilitated or hindered intercultural communication.

While much of the logistics of online teaching involves course management issues such as the interface between the learners and the providing of feedback, another important issue is the way in which the students receive and interact with examples of the target language. This panel, organized by the Language Teaching and Learning Technologies SIG, will explore optimal ways of providing video and reading input in ways that are pedagogically sound and technologically appropriate.

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Video dubbing projects have been argued to be beneficial for language learners, such as a focus on the actual making of video dubbing (Burston, 2005), the effects of using video dubbing as L1 to L2 translation projects (Danan, 2010) and the effects of facilitating L2 pronunciation acquisition (Author, 2012). Data collected included the results of the questionnaire by means of exploratory factor analysis, written reflections, in-depth interviews, video clips of dubbing performances, and notes from teacher observations. Based on the results, six factors affect EFL learners’ perceptions of second language learning: intonation, awareness-raising, autonomy, motivation, cooperation and a native model.

Wiki-mediated collaborative writing is informed by sociocultural theory. This presentation discusses a multiple-case study which draws on “collective scaffolding” and “activity theory” to explore ESL students’ interactions in wiki writing, and their motives for participating in wiki-based small group writing activity. Wiki “Discussion” and “History” records are collected to examine group members’ writing engagements and text co-construction process. Semi-structured interviews and reflection papers are used to unpack the underlying reasons (i.e., the motives) for students’ observed writing behaviors. The discussion focuses on within-case and cross-case analysis of students’ interactions and motives, as well as connectedness of motives and interaction patterns.

Research has suggested that there is a threshold for EFL learners to make use of corpus tools because the authentic concordance lines might be too difficult for the low beginners to understand. This study investigated two low beginners’ use of corpus tools along with dictionaries during three English writing tasks over a semester. By screen-recording the writing process and having the one-on-one stimulus recall interview afterwards, this study provides rich on-site information on student corpus consultation behavior. Results indicated that learners with limited proficiency still managed to make some use of corpus tool. However, due to their limited grammar and vocabulary knowledge, students encountered some difficulties as well.

This presentation reports on a mixed-methods study about potential learning gains with collaborative writing using web-based word processing software (Google Documents). It seeks to determine whether web-based collaborative writing helps English language learners improve their individual writing scores. Participants were 60 learners in a large Midwestern university in a fundamental writing skills class. The study examines if the experimental group students, after completing four in-class collaborative assignments, achieve better gain scores than the control group, which completed four in-class individual writing assignments. Analysis of qualitative data from interviews and observations reveals teacher and student attitudes towards web-based collaborative writing.

In this mixed-method longitudinal study, we aim to explore two research questions: 1) Can the corrective feedback from AWE help ESL learners improve their grammatical accuracy in English writing? 2) Are there any differences in the effect of the use of AWE on two ESL proficiency groups? ESL learners’ specific error in four categories, namely, Grammar, Mechanics, Usage, and Style, were extracted from Criterion archive for quantitative analyses. Interview transcripts and questionnaire responses about ESL learner perception of and experience with Criterion were collected to explain quantitative findings. The implications for effective use of AWE in ESL classes were made.

Traditional tests of listening and reading comprehension are usually ineffective in revealing the specific difficulties learners encounter and differences among learners with the same scores. We present innovative on-line reading and listening diagnostic tests in Chinese, French and Russian developed based on the principles of Dynamic Assessment. The tests mediate students through a set of implicit and explicit prompts and allow for a more fine-grained diagnosis of individual and whole-class abilities than in unassisted performance typical of traditional tests. Weighted scores and qualitative profiles reflecting grammar, discourse, vocabulary, phonology and culture rubrics have significant implications for designing appropriate teaching strategies.

This study investigated how 22 ESL students used computer-based multimodal composing activities (CBMCAS) to facilitate self-revision as they composed academic papers. Data came from students’ revision history in Google docs, activities in Glogster, and Natural Reader, reflections, stimulated recalls, focused group interviews, and final drafts. Findings indicate that CBMCAS facilitated students’ noticing and revision in terms of ideas, language and organization; and there was statistically significant correlation between total frequency of revisions and the quality of text. In addition, students perceived CBMCAS as helpful for self-revision. Implications of these findings for teaching multimodal composition in the ESL classroom are discussed

Columbia, Yale, and Cornell are currently piloting a shared course model for the less commonly taught foreign languages using videoconferencing and other distance learning technology to create a synchronous, interactive environment. In order to assess the quality of the educational environment, to gain insight into the learning processes, and to evaluate learning outcomes, we are collecting longitudinal data on foreign language learning in these distance courses and will compare these with outcomes in traditional foreign language courses. In this presentation, we discuss the data from the perspective of both student and teacher experiences in a distance learning environment.

Information technology has created new opportunities for teaching culture in the language class, but also particular challenges. This session will examine the key lessons learned from Cultura, a project aimed at developing intercultural learning where students from two different cultures compare and discuss online a variety of materials from both cultures. It will look at what types of tasks and approach can help students make sense of the complexity that is inherent to working on culture. It will discuss what can enable students to interpret and understand the multiple voices and perspectives invited into the classroom and bring them into a coherent whole.

Applying principles expressed in cultural-historical and ecological approaches to development and extended/embodied cognition, this paper describes the design and implementation of a plurilingual augmented reality language learning game that addresses ethical issues related to environmental awareness by placing players in the role of agents from an environmentally devastated future who have come back in time to document the “simultaneous dawn and dusk of green technology.” Following a description of the design process, completed game, and analysis of player actions, pedagogical considerations are discussed, especially the ecology of semiosis-place-experience and the ecology of cognition-action distributed among persons, artifacts, and environments.

This study employs eye-tracking software to follow Chinese beginner learners’ gaze patterns during online learning in two settings: one, a static reading task where the learner interacts with the computer interface; the other, an online tutorial where the learner interacts with a tutor and fellow students. The eye-tracking data itself is played back to learners in a guided stimulated recall session and their comments are analysed. Following the eye-tracking sessions, research participants are asked about their experience throughout the experiment. The underlying hypothesis is that eye-tracking and stimulated re-call interventions help to raise learners’ awareness of their own learning strategies.

This presentation will give a quick overview of lessons designed to increase the second language learner’s environmental literacy. The presenter’s iBook, which is designed to complement and extend the basic curriculum, encourages students and instructors to explore sustainability issues locally and globally. The activities presented are designed for university level students of Spanish, but the concept can be applied to other situations and languages. In addition, the presentation will also provide participants with some resources and advice for creating iBooks and lessons on sustainability.

This study investigates how new English learning context, representing immersion and on-offline blended learning policies, is interrelated with motivation and L2 speaking achievement of the students taking a college English speaking course. In the quantitative and qualitative examination, the students showed higher scores on extrinsic motivation than intrinsic motivation with their scores on amotivation being very low. Among contextual factors, immersion environment, foreign instructor, and peer comparison marked high scores. The results corroborate the roles of contextual factors in the learning process as motivational subscales affect achievement through their interplay with contextual factors.

Emerging empirical research on the use of digital games in L2 teaching and learning shows a diverse field that reflects interdisciplinary origins in applied linguistics, educational gaming, and game design. To provide a comprehensive overview of the young field, and to provide insight into current trends and future needs, a meta-analysis examined several dozen empirical studies according to SLA theory, research method, function, CALL perspective, and game element focus. Results reflect the hybrid nature of the field as well as gaps that may impact its reception by broader audiences of applied linguists and L2 educators.

This study investigates the nature of writing conferences in a hybrid setting using the Google Plus, in terms of the ways expert writers scaffold novice writers combining available tools (i.e., video, voice, text chats and screen sharing) and participantsf reflections on their experiences engaging in conferences. The data will be analyzed from Gumperz (1982)fs interactional sociolinguistic perspectives, focusing on the speakersf use of contextualization cues and the organization of the talk that may shape the speakersf evaluation of texts, questioning, and mitigations, and participants were interviewed after every conference session. The study also discusses potential of CMC for writing conferences.

This presentation reports on the results of a survey completed by 155 foreign language (FL) directors/supervisors during Fall 2012. The survey respondents come from a variety of institutions across the United States and direct a wide range of FLs. Based on the results of the survey, we discuss the primary benefits and challenges of using Open Educational Resources (OERs) in FL courses, determine the implementation and intellectual property issues related to the development and delivery of FL course content via OERs, and highlight what resources and support are critical to establish or expand the use of OERs in FL courses.

This presentation reports on an experiment that involved the teaching of first-year German language courses to branch-campus students via videoconferencing for two quarters. In particular, we‰Ûªll describe a variety of different strategies (e.g., the use of the iPad, note taking apps, different classroom configurations, test taking applications) that allowed us to create a successful learning experience for the students. The presentation concludes with a set of suggestions and guidelines regarding class sizes, classroom configurations, classroom management, technological, and pedagogical strategies that are conducive to teaching language classes via videoconferencing.

The University of Arizona Critical Languages Series Online (CLSONLINE) provides widely available, comprehensive multimedia learning materials for seven less commonly taught languages (LCTLs): Brazilian Portuguese, Cantonese (2 levels), Kazakh (3 levels), Korean, Kurmanji Kurdish, Turkish (3 levels), and Ukrainian (2 levels). These materials were originally published on CD/DVD-ROM and were developed and peer-reviewed by experts in their respective languages. This presentation will show some of the latest features of CLSONLINE such as context-based flashcards with audio. We will also demonstrate our recent efforts to support a wide range of mobile devices.

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This presentation will explain how iPad technology was used in an advanced conversation class to improve listening and speaking skills and to help students gain speaking proficiency in a wider range of topics. A detailed analysis of pre-course and post-course recorded speech samples analyzes language development and gain in terms of fluency, grammatical accuracy and cultural content. Results of tracking of the use of the technology shows how often and how long students engaged in face-time and recording activities. Results from an extensive questionnaire reveals student attitudes towards the technology and self-perceived learning outcomes.

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This study investigated and compared L2 learners’ self-initiated self-repair (SISR) moves during rehearsal planning and the subsequent main task performance in the context of CMC. Thirty-three ESL learners participated in the study. They performed one picture-based narrative task with 10-minute rehearsal planning time, followed by unlimited online planning time for task completion. Instances of SISR were identified and coded for error repairs, appropriateness repairs, and different repairs. Results were used to inform our understanding of what L2 learners were actually doing during task planning time.

This paper reports on MexCo, an intercultural online knowledge-transfer exchange project that involves students and staff from Coventry University, (Department of English and Languages), students and staff at the Universidad Nacional Autónoma de México (Facultad de Estudios Superiores Zaragoza) and staff from the University of Warwick (Language Centre). MexCo is funded by the Higher Education Academy, UK. The paper discusses both the pedagogical and technological choices made and evaluates how they are impacting on the participants’ engagement with multilingual exchanges in a globally networked setting. It finally attempts an analysis of multilingual and intercultural digital discourse and troublesome knowledge.

This presentation is a proposal for an innovative course that will combine extensive reading with corpus-based grammar instruction. Upper-level learners of German will read a contemporary German novel while concurrently engaging in analysis of grammatical structures used in this novel. The entire text of the novel is annotated for linguistic categories and archived in an electronic corpus with built-in corpus search and analysis tools. This digital mediation will allow learners to focus on specific grammatical patterns retrieved from the corpus and to concurrently contextualize these examples by looking at their use in the text as a whole.

This project explores L2 writers’ use of the digitally mediated tool, Google Translate, when completing a writing assignment for a Spanish literature class. Through a close reading of their writing processes followed by interviews, this study demonstrates differing patterns of engagement with Google Translate, problematizing its positioning as an expert. To examine the relationship between the digital resource and vocabulary use, a method of data analysis informed by Complexity Theory sheds light on non-linear interactions of multiple elements in the dynamic space of digital writing.

This study examined second language teacher education (L2TE) from a sociocultural perspective to determine how online engagement with second language (L2) learners can facilitate student teachersf (STs) professional identity development. STs’ autobiographical and reflective data and peer dialogue conducted during the online activities were analyzed using an activity theory framework. The findings indicate that STs’ initial beliefs are challenged when they encounter contradictions in diverse learning contexts during online activities with L2 learners. This study highlights the significance of online activities in L2 teaching, an aspect that has been hitherto neglected in conventional knowledge-based L2TE.

Telecollaboration has been widely integrated in foreign language education for students to reach the target language community with authentic culture and language exposure. Cultura, a unique web-based exchange model, has been used in many languages. The Chinese Online Café adopted a modified model for LSP and Flagship programs with the goal of promoting deep understanding of target culture as well as native culture. Through comparing and contrasting the details in these two Cafés, this study reflects on students’ reflections during the exchanges in terms of learners’ role, learner autonomy, multiliteracy, etc. to investigate enhancement of culture learning with implementation of CALL.

Most language textbooks have some online component, but deeper analysis of the content, approach and capabilities of these supplements is needed. This session will provide an in depth review of the online components that accompany popular ESL intermediate reading/writing books from four different publishers. Components will be evaluated individually and compared to the content and approach of the textbooks they accompany. Additionally, trends in online content and textbook parity will be explored. Participants will leave with an understanding of how the major ESL publishers are designing their textbooks’ online components.

Because your students have been immersed in a digital world all of their lives; to engage them you must integrate digital tools into your curriculum. Unfortunately, most tools increase the complexity of digital integration. Why not use a tool that reduces the complexity of creating and delivering digital content? A tool that allows you to create (or borrow) engaging content for your students. OWL is a proven activity management system that allows you to assess all four modes of communication. Use a wide variety of multimedia content and provide textual and audio feedback, all while maintaining test security as needed.

The interest in blended and hybrid learning continues to grow and more than 70% of faculty and 90% of administrators report excitement about this type of instruction (Allen et al., 2012). To help researchers and teachers better understand blended instruction, this presentation examines recent research in the area. Nineteen empirical studies were analyzed according to the following categories: 1) context, 2) languages studied, 3) number and characteristics of the participants, 4) technologies used for blending, and 5) areas of inquiry. The presentation will discuss these findings to provide an overview of the current state of research on blended language learning.

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Sponsored by the Teacher Education SIG, this panel explores the integration of new and ubiquitous technologies in teacher training for a variety of contexts – from secondary schools to post-secondary writing programs to CALL MA programs. Topics will include Automated Writing Evaluation (AWE), blogging, collaborative storytelling, and gaming.

The cautionary tale of the frog in a gradually heated pot of water vividly evokes the problem of incremental change that imperceptibly reaches a critical point. In a sobering illustration of the limitations of digital artifacts as long-lasting repositories of knowledge, this session presents the story of a scramble to prevent the Computer-Adaptive Test of Reading Chinese, a valuable language testing resource originally developed in HyperCard and Shockwave, from disappearing along with its obsolescing platforms, and describes decisions taken to ensure the test’s future viability. The session addresses changing technology, test validity, and the human context of technology development.

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It is a National study that involves Higher Ed instructors who teach languages online. The exploratory study included a questionnaire that was sent to over 1200 instructors. The sample consists of 171 Foreign Language teachers at a university or college (public or private) in the United States. The 35 item questionnaire included questions about the integration of Web 2.0 tools for teaching oral skills online, synchronous vs. asynchronous oral assignments, proctored testing and frequency of examinations. The study findings are of interest to the academic community since it shows what participants are using for teaching and assessing oral skills when teaching online.

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Increasingly, L2 writing research has focused on the impact of digital literacies. This study explores how language learners accommodate the demands of learning to write in both an L2 and in digital spaces. Semi-formal interviews and screen capture videos self-recorded by participants as they composed course assignments on their computers are analyzed to reveal the innovative series of strategies and literacy practices developed by L2 writers – often independently from the literacy practices addressed in their classrooms. This presentation stresses the value of visual records of L2 writing processes to increase our understanding of digital L2 writing literacy development.

LangBot is an autonomous computer program that runs on instant messenger networks, as a Facebook application, and can be integrated into other applications. Learners can ask LangBot for assistance either in the target language (Spanish, Portuguese or Chinese) or English. We will report findings from three concurrent studies with the Spanish, Portuguese, and Chinese versions of LangBot investigating vocabulary development, the performance of the NLP tools, and user interaction patterns.

The Anderson Language Technology Center (CU Boulder) offers online language refresher courses (http://altec.colorado.edu/refresher_courses.shtml) to bridge instruction between second and third year. To keep students motivated in this non- credit model, these three-week courses must be especially engaging. Thus, we chose a modular course format with distinct units that can be easily replaced by newer units. We use tools that allow for quick development time and frequent edits. In this presentation, we will discuss the pros and cons of the course design model and solicit feedback from the audience on ways to address the challenges we encounter.

The Media Monitoring System (MMS) at Texas A&M University allows satellite broadcasts in Arabic, Chinese, and Spanish to be transcribed in the native script and translated into English. The broadcasts, transcriptions, and translations are stored for at least one year creating a searchable archive. The MMS’s clip editor makes it easy to capture clips of current culturally authentic material. Our Arabic archive extends back almost three years, capturing Al Jazeera’s broadcasts about the Arab Spring. Please join us to see how the MMS could help you with media selection for lessons and some other ideas for language learning.

Collaborative tasks such as jigsaw and dictogloss in fostering focus on form and meaning in L2 learning have been extensively studied (e.g., Pica, Kanagy & Falodun, 1993; Swain & Lapkin, 2001). However, most studies have focused on the effect of these communication tasks in face-to-face communication and there are few studies analyzing the effect of Synchronous Computer Mediated Communication (SCMC) on fostering focus on form and meaning using collaborative tasks. Therefore, this study investigates the effect of SCMC (text-based and oral SCMC) on focus on form and meaning in L2 learning using a dictogloss task.

Polyfocality in oral synchronous environment refers to intense individual and group attention distributed between four major focal points. The study set out to determine what methods and strategies online Russian educators employ during their live conferencing sessions to address the challenges of distributing attention. The broad perspective of current sociocultural theories and the polyfocality – the multiple attentional demands that the new digital contexts create – formed the foundation for our querying seven online Russian language educators about their experiences with teaching with synchronous oral environments. These instructors report instructional strategies particular to real time online environments that are addressed in the context of new media.

In this study, we investigate how feedback from teachers and automated writing evaluation tools complement or differ from each other in terms of their focus (content, organization, grammar) and specificity. We examine how students take advantage of each type of feedback in their revision process. The data were collected from six ESL college writing courses that use Criterion, an online AWE program. Primary data consist of 126 student writing samples (first, second, and final drafts) and feedback given on earlier drafts by both teachers and Criterion. Findings will shed light on the complex role of feedback in the revision process.

To understand the effect of a Computer Mediated Communication (CMC) language-learning classroom activity on the development of pragmatic competence, this study investigates the manner in which Japanese language learners use affectively-laden resources in interaction in CMC. Using the theoretical perspective of indexicality, I show that learners’ messages do not initially make appropriate use of affective resources. However, over time their usage gradually begins to conform to the manner in which native speakers use target language resources to effectively manage activities. In this way, I show that CMC interaction is successful as a method of encouraging the development of pragmatic competence.

This paper addresses the issue of transfer of computer-assisted language learning (CALL) coursework to language teaching practice and teacher professional development. The study reported in this paper specifically looks at and examines a CALL course offered as an optional course for postgraduate students at an Australian university. It employs surveys and follow-up interviews to investigate how language teachers, who had previously completed the CALL course, use CALL in their teaching situations and how they continue their professional development in CALL. Findings enhance our understanding of the impact of CALL coursework on CALL practice in situated contexts and provide practical implications for language teacher education.

This study investigates how differently learners of English respond to questions presented in face-to-face contexts and by a computerized system over the telephone. Spoken responses from 19 Japanese EFL freshman students were collected in both face-to-face and computer-mediated contexts. Qualitative analyses revealed that while students applied more “Japanese-based” styles in face-to-face contexts, they spoke in a more native-like but less energetic way when responding to questions presented by the computer. These behavioral differences may be ascribed to differences in modality (face-to-face vs. telephone), input (non-native vs. native), audience (human vs. computer), and/or environment (classroom activity vs. test).

The purpose of this study is to investigate the students’ experiences using Conjugation Nation, a mobile application, when learning Spanish. The research questions are: 1.To what extent do students improve verb conjugations when using mobile applications? 2. What are the students experiences using mobile applications when learning a language? The findings of this on-going research project will be provided in this session.

Since the advent of computer-based hand-held mobile devices, “anywhere, anytime” learning has been promoted as the pedagogical wave of the future. Notwithstanding, Mobile-Assisted Language Learning remains on the fringes of foreign language pedagogy. Above all, what is most striking about published MALL implementation studies is the virtual lack of follow-up, which is the focus of this presentation. Following a brief summary of the field, the paper reports the results of an online survey of MALL study authors which seeks to elucidate the underlying causes for the lack of subsequent curriculum implementation and corresponding absence of follow-up research publications.

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Schema activation in the ESL classroom can be challenging due to student diversity and their lack of exposure to American culture. This session will showcase how the presenter is using the game Minecraft to create a constructivist style classroom where the schema is derived from student journaling on their adventures in Minecraft. This approach allows for a significant reduction in time spent preparing students for an activity and allows for more time on task. This session will also demonstrate how teachers can begin using Minecraft in their classrooms via the MinecraftEdu set of server tools.

In this 90-minute panel the editors of CALL-related journals give their perspectives on publishing in CALL as they outline the most important issues CALL scholars need to be aware of when submitting their research for publication. In addition to presenting a detailed overview of the entire process, panelists will also share personal anecdotes illustrating their experiences as authors, reviewers and editors. Sufficient time will be allotted to engage questions from the audience. Topics will include but are not limited to: author and article preparation, review process, and editorial response. Statistics on the appearance of CALL articles will also be provided.

With research praising the benefits of massive-multiplayer online games (MMOGs) for second language development (SLD), I present the findings of a research study that empirically investigates the MMOG Star Wars: Knights of the Old Republic and its potential for near syntactic transfer, focusing on how corpora can aid in establishing the game’s empirical validity. I will argue that if corpora from various MMOGs are amalgamated, a language learning repository could be constructed to better scaffold the game’s potential for SLD; near syntactic transfer can be analyzed and incorporated by formulating tasks directly relevant to the syntax typically found in MMOGs.

As Internet use becomes ever more ubiquitous in language classrooms worldwide, media literacy does not seem to be increasing at the same pace. From images to sound bites, the Internet is rampant with misinformation, partial information, and seemingly valid information that needs to be closely assessed by users. Without the knowledge and skills to recognize and evaluate bias, however, students could be mislead or worse. The presenters will discuss media literacy principles, present six tasks, and ask the audience to participate in a sample media literacy activity. Handouts will be included.

This presentation reports on a study of L2 learners of Mandarin Chinese who received sustained, systematic training for pronunciation of words and sentences using speech analysis software (Praat) to view visualizations of their pitch curves. Learners first heard native Mandarin speakers say words and sentences and simultaneously viewed the native speakers’ pitch curves. Learners then recorded themselves saying the same words and sentences and were taught to generate their own pitch curves immediately after recording themselves in order to compare the visualizations of their utterances with the native speakers’. Pre- and post-tests indicated substantial improvement of both tones and intonation.

Although intonation is one of the highly neglected components of pronunciation teaching, inappropriate intonation may lead to unintelligibility of the speaker. Speech analysis technology has enabled learners to see the intonation patterns by means of visualized feedback (pitch line). However, there are relatively few research studies investigating the use of visualized feedback in teaching intonation of interrogative sentences in English. Therefore, this study investigates whether the provision of visualized feedback can help the improvement of learners’ pronunciation. Results indicate that the speech visualization helps the improvement of both perceptive and productive pronunciation skills.

This study investigates students’ score differences on hand-written versus typed essay tests at a large, Midwest-university in the United States. Specifically it looks at the differences in advanced versus intermediate-level students and how level may affect their test scores between the different writing mediums. It takes into account students L1 background, time in university, and computer familiarity. Students were asked to respond to a survey with closed and opened ended questions in order to investigate their views on which test condition they prefer and which they believe is a more accurate measure. Test condition and L2-test-program implications will be discussed.

This study examines the effectiveness of correcting second language (L2) spelling errors by hand and with Microsoft Word’s generic spell checker. French and Spanish students (n=44) chatted via synchronous computer-medicated communication and then corrected the spelling errors that occurred in the chat both by hand and with a spell checker. Results indicated that while spell checkers can be a very valuable tool for spelling error detection, students often implement the spell checkers sub-optimally resulting in erroneous spelling corrections. In light of these results, we will offer practical pedagogical implications for the use of spell checkers in L2 classrooms.

Automated writing evaluation (AWE) in ESL writing classrooms has been investigated in terms of the effectiveness of feedback (Attali, 2004), reliability and validity of essay scoring (Keith, 2003) and its effectiveness on students’ writing development (Elliot & Mikulas, 2004). However, the literature on pedagogical applications of AWE tools is limited (e.g., Chen & Cheng, 2008; Ware, 2012) and few studies have explored teachers’ use of AWE tools in post-secondary ESL writing classrooms. This study aims to address this gap by investigating how ESL writing instructors use one such AWE tool (Criterion) in their classrooms.

A special topics course was designed and taught at a small liberal-arts college in the midwest. The 300-level blended course, entitled “Interactive German Culture” utilized no textbook and relied primarily on student-designed online content. Online tools including WordPress, Voicethread, Livemocha, Google docs, Google hangouts, Skype, CLEAR, Wiki, and Prezi were all used to research and present on cultural topics such as living space, language, music, art, the press, politics and youth. Students also interacted with native speakers through the internet to gain their perspectives on the topics.

ICT teacher education has been discussed in recent years, but the transition from teacher training to classroom teaching has NOT been fully explored yet. An empirical study was conducted to explore how teacher training should be conducted to benefit learners. Data from seven language teachers and 441 Japanese college students were collected and analyzed quantitatively and qualitatively. The study sheds light on the possibility that regular ICT teacher training sessions (several times per semester) might NOT deliver good results to language learners, and on the necessity of intensive ICT training to benefit learners.

Navigating the complexities of language learning in the digital age: Issues in the provision of synchronous support of online language learners. This paper will describe and evaluate the support available to help students practise speaking online and offline. Students’ views and evaluation will be analysed and compared across courses and levels. The findings of this pilot study will be used to adapt the provision of support for students’ independent practice.

In this presentation we will report on a study that compares two forms of one-to-one synchronous computer-mediated communication (SCMC) in a task-based academic language learning environment in terms of facilitating episodes of negotiation of meaning. The study is part of a larger task-based group-to-group digital collaboration project between 20 Dutch and 25 Australian students working together via a variety of digital platforms. The computer-mediated communication (CMC) and collaboration resulted in a 50-minute group-devised digital theatre play that was performed to audiences at both sides of the globe through live interactive videoconferencing media.

The limitations of AWE (Automated Writing Evaluation) feedback necessitate not only technological advancement but also effective pedagogical practices. To better inform the writing teachers what considerations that they need to take when providing feedback with AWE feedback as a complement, this case study will try to answer the two research questions: (1) to what the extent AWE feedback meet the expectations of the specific writing instructor? (2) in what aspects AWE feedback is comparable to the instructor’s feedback providing practice? The teacher’s teaching philosophy, attitudes and reaction to the discrepancy, the expectations of the target class and classroom instruction will also be provided to contextualize the results.

The present study aimed at investigating the impact of collaborative writing with Googledocs on L2 learners’ development of grammatical accuracy and complexity in an academic semester. Results were interpreted as evidence that technology-enhanced writing practice may have allowed learners to notice their mistakes and gaps in written production and to correct them effectively.

Today’s language learners have a wide array of technology options available. Unfortunately it’s not often the case that students enrolled in language classes at U.S. institutions get much help in finding those that make sense for them, given their proficiency level, degree of interest, and reasons for studying a second language. This presentation will focus on strategies for guiding students towards tools and language learning approaches that may be effective in enabling them to move beyond course-based learning, gaining knowledge and tools, that could help with the language they are currently learning, as well as additional languages in the future.

A digital story is a short, often personal and emotional, narrative that is set to music, contains photographs and/or video footage, and is presented to an audience. Using a multiple draft approach, university Spanish-as-a-Foreign Language learners wrote drafts in the target language and showcased the digitally packaged story. In this session we will discuss the product, process and learner reflections on the digital storytelling process. Specifically…

Researchers and educators recognize the benefits of incorporating technology into language curricula, but many of these benefits arise from anecdotal evidence rather than empirical data. To remedy this, students enrolled in a technology course at two large U.S. universities developed a survey of learner characteristics and web 2.0-related information, which was administered to over 300 language learners representing multiple languages, backgrounds, learner styles and experience with technology. Statistical analyses were performed to determine correlations between learner characteristics and technology preferences and use. The presentation will include an idea sharing forum of future directions for the field of computer assisted language instruction.

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This presentation examines the use of Web-based desktop conferencing in foreign language instruction, focusing on the attainment of requisite teacher competences. Using the four domains set forth in O‰ÛªDowd‰Ûªs (2012) model (pedagogical, digital, and organizational competences, as well as beliefs and attitudes), the presentation exemplifies the development of one teacher‰Ûªs competences during two instantiations of a telecollaborative exchange. In this exchange, American learners of German interacted with invited expert guests from Germany and participated in an associated focused instructional module. In discussing both successes and challenges faced, it is argued that teacher competences are best developed through praxis and reflection.

While the use of games in language learning software is nothing new, it usually involves either applying an L2 layer over an existing game, or “gamification” of a traditional learning context, overlaying it with game components such as achievement levels, XPs etc. This presentation will elaborate on features that make an activity a game or game-like, based on Jesse Shell’s “The Art of Game Design” and James Paul Gee’s work on video games in education. Current implementations of language learning games in CALL will be analyzed according to these features and suggestions made for effective implementation of game-like features in CALL.

In this presentation we will discuss the design, implementation, results, and findings of a research project conducted with novice-intermediate level Dari learners as part of their connection with the Language Acquisition Resource Center (LARC) at San Diego State University. Overall purpose is two-fold: 1) to design and implement proficiency-based online sustainment curriculum integrating aspects of ‘gamification’ and ‘personalization,’ and 2) to study the impact, if any, on affective response to curriculum and actual time on task when curriculum is ‘gamified/personalized’ and when it is not.

Synchronous audio-graphic conferencing tools are being used increasingly for language learning. This presentation will focus on how multimodal text analysis (Baldry & Thibauld, 2006) was employed to shed light on the nature of interaction in such an environment, in which learners used audio, text chat, emoticons, and voting buttons to convey meaning. We will present specific examples and discuss how multimodal transcripts have allowed us to explain previously obtained quantitative findings, as well as to identify key factors with respect to their effect on interaction, such as the role of individual participants, group dynamics, and the design of the software.

In 2011 two teams of instructors from the Chinese and Russian Language Flagship programs, in cooperation with the National Foreign Language Resource Center at the University of Hawaii-Manoa, created collaborative-learning communities in the form of online Cafes. These Cafes offer ACTFL-Advanced learners and native speakers of Chinese and Russian opportunities to compare authentic media and print materials through guided discussions in the target language. The chief objective of the Café project was to prepare students for direct enrollment at overseas Flagship institutions by increasing their ability to perceive, understand, tolerate, and appreciate cultural differences in the target language.

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.

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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.

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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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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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.

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.

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.

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.

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.