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WorldCALL: Sustainability and Computer-Assisted Language Learning de Senior Lecturer Ana María Gimeno Sanz

WorldCALL: Sustainability and Computer-Assisted Language Learning: Advances in Digital Language Learning and Teaching

Editat de Senior Lecturer Ana María Gimeno Sanz, Mike Levy, Senior Lecturer Françoise Blin, David Barr
en Limba Engleză Paperback – 28 iun 2017
This volume focuses on computer- and digitally-assisted language learning in all of its forms: technology-enhanced language learning, network-based language learning, mobile-assisted language learning and so on, in close relation to the topic of sustainability. How can these technologies and techniques be implemented in a sustainable and repeatable way? The book covers a wide range of areas in terms of this "sustainability". These include:(1) education (teacher/learner training)(2) normalisation (integration)(3) systems (reliability, support, development)(4) mobility (mobile-assisted language leaning)(5) innovation (trends, research)The volume samples research and practice in CALL from around the world, organised into sections. It has an introduction and a conclusion written by the editors (Ana Gimeno, Mike Levy, Françoise Blin and David Barr) which covers the state of the art at the moment and directions it is likely to take in the future.
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Specificații

ISBN-13: 9781350039568
ISBN-10: 135003956X
Pagini: 352
Dimensiuni: 319 x 237 x 21 mm
Greutate: 0.49 kg
Ediția:NIPPOD
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Seria Advances in Digital Language Learning and Teaching

Locul publicării:London, United Kingdom

Caracteristici

Looks at innovative techniques and new platforms such as text analytics, eye-tracking and instant messaging.

Notă biografică

Ana Gimeno-Sanz is Professor of English Language in the Department of Applied Linguistics at the Universitat Politècnica de València (UPV), Spain.Mike Levy is Honorary Professor of Second Language Studies in the School of Languages and Cultures at the University of Queensland, Brisbane, Australia.Françoise Blin is Senior Lecturer at Dublin City University, Ireland.David Barr is Head of the School of Modern Languages at the University of Ulster, Northern Ireland.

Cuprins

Foreword, Ana Gimeno-Sanz and David BarrIntroduction, Mike Levy, Ana Gimeno-Sanz, David Barr and Françoise BlinPART I: TEACHER EDUCATION AND CALL1. Learning for the long haul: Developing perceptions of learning affordances in CALL teachersKaren Haines, Unitec, Auckland, New Zealand2. Designing digitally-based didactic proposals for English teacher education programs: an analysis of a Brazilian experience with podcastsLucas Moreira dos Anjos-Santos, Monash University, Victoria, AustraliaVera Lúcia Lopes Cristovão, State University of Londrina, Paraná, Brazil3. Creating pedagogical knowledge through electronic materials in a distance telecollaboration project for pre-service teacher traineesMarcin Kleblan, Jagiellonian University, Krakow, PolandMª Camino Bueno-Alastuey, Universidad Pública de Navarra, Spain4. Promoting Student Collaborative Reflective Interaction Using Wikis and VoiceThreadsSabrina Priego, Université Laval, Québec, Canada5. Transformative learning: The developmental processes of L2 teachers as effective users of online resources for language teaching and learningSandra Morales and Scott Windeatt, Newcastle University, UKPART II: NORMALISATION OF CALL6. Factors that determine CALL integration into Modern Languages Courses in BrazilClaudia Beatriz M.J. Martins and Herivelto Moreira, Universidade Tecnológica Federal do Paraná, Curitiba, Brazil7. Data and elicitation methods in interaction-based researchMarie-Josée Hamel, University of Ottawa, CanadaFrançoise Blin, Dublin City University, IrelandCatherine Caws, University of Victoria, CanadaTrude Heift, Simon Fraser University, Burnaby, CanadaMathias Schulze, University of Waterloo, CanadaBryan Smith, Arizona State University, USA8. Factors for sustainable CALLMonica Ward, Dublin City University, Ireland PART III: CALL SYSTEMS9. From a vision to reality: paving the way for CALL sustainability by harmonizing theory, practice and technology in the creation of an EFL b-learning environment for Chilean learnersEmerita Bañados, Universidad de Concepción, Chile10. Sustaining and building online communities of practice through language economyJonathan White, Högskolan Dalarna, Sweden11. The development of self-regulated learning behaviour in out-of-class CALL activities in a university EFL blended learning courseYasushige Ishikawa and Craig Smith, Kyoto University of Foreign Studies, JapanReiko Akahane-Yamada and Misato Kitamura, ATR Intelligent Robotics and Communication Laboratories, JapanYasushi Tsubota and Masatake Dantsuji, Academic Center for Computing and Media Studies, Kyoto University, JapanPART IV: MOBILE-ASSISTED LANGUAGE LEARNING12. An evidence-based study of Hong Kong university students' mobile-assisted language learning experienceQing Ma, The Hong Kong Institute of Education, Hong Kong13. Students' perspectives on the benefits and constraints of using mobile apps for learning languagesCaroline Steel, The University of Queensland, Brisbane, Australia14. What to consider for effective mobile-assisted language learning: design implications from an empirical analysisHeyoung Kim, Chung-Ang University, South Korea15. Improving learners' reading skills through instant short messages: a sample study using WhatsAppMar Gutiérrez-Colon Plana, Universitat Rovira i Virgili, Tarragona, SpainAna Gimeno, Universitat Politècnica de València, SpainChristine Appel and Joseph Hopkins, Universitat Oberta de Catalunya, SpainPART V: INNOVATION IN CALL16. Eyetracking in CALL - present and futureBreffni O'Rourke and Claire Prendergast, The University of Dublin, IrelandLijing Shi, The London School of Economics and Political Science, UKBtyan Smith, Arizona State University, USAUrsula Stickler, Open University, UK17. Using text analysers as an aid to examining the effects of task complexity on academic L2 writingErifili Roubou, Aristotle University of Thessaloniki, Greece18. How to tell digital stories with handcrafted video clipsEva Wilden, Ruhr-Universität Bochum, GermanyConclusionFrançoise Blin, David Barr, Ana Gimeno and Mike Levy

Recenzii

[Part 5 in particular] offers several unique insights into innovation in the field of CALL ... This book is a lesson for all educational technologists that we should look past the latest fads and instead concentrate on building sustainable platforms that places students' learning as the chief priority.
The volume is an invaluable resource for CALL practitioners in a number of respects . the research reported in this volume enjoys a wide and colourful array of conceptual and theoretical frameworks, innovative methodological designs and approaches, and contextual diversities and variations in examining the hot topic of sustainability; this make this volume a must-read for CALL practitioners globally.
The book in its breadth offers much for many audiences: CALL specialists, instructional designers and developers, researchers, teacher trainers ... [and] language teachers themselves ... One of its many strengths is building a clear case that ensuring sustainability in CALL is a shared responsibility.
[This] is an edited volume that provides an excellent opportunity for CALL researchers to examine emerging sites of research as well as innovative research instruments ... The book presents some outstanding research that make use of mixed methods and which go beyond more traditional semi-experimental research designs that typically fail to grasp the ecological complexities of micro contexts such as a cohort or a group of learners.
The future of CALL heavily depends on the reusability of content, data structures, software objects, routines, models, concepts and methods. As this new WorldCALL publication shows the many facets of sustainability in CALL, it will inevitably become the bedside book of many CALL scholars.
WorldCALL: Sustainability and Computer-Assisted Language Learning, the product of a world network of innovative research, is a landmark book. It not only shows what we can do with computers and mobile devices in the language learning environment, but also how we can manage the integration of digital technology in a sustainable way.
Every week seems to bring a new device or app for language teachers to explore, yet creating sustainable environments, systems, and practices for technology in language teaching and learning is vital if we are to use that technology consistently, wisely and well. True to the WorldCALL 2013 conference in Glasgow that spawned this volume, it is the first to deal with this crucial notion of sustainability in computer-assisted language learning. Covering a broad range of timely topics in its 19 chapters-teacher education, mobile language learning, and research methodology among them-it is a significant addition to the CALL literature, one that illuminates the current state and potential of sustainable CALL research, development, and practice for both established professionals and those new to the field.
The Fourth WorldCALL conference marks two important aspects of the original inspiration for this truly worldwide, truly humanistic forum. This volume of carefully curated conference papers amply demonstrates CALL's proven Sustainability, after 3 decades of initially somewhat bumpy progress. The sheer range of this valuable book's topics, technologies and practitioners from the technical have-countries to the technically less wealthy, also proves that CALL is a great motivator, for teachers and learners across the planet. I recommend it as a rich resource for specialists and curious beginners alike. There is much to enjoy and enrich in these pages.