Table of Contents
Cover
Title Page
Notes on Contributors
Acknowledgments
1 Introduction to the
Handbook of Technology and Second Language Teaching and Learning
Part I: Language teaching and learning through technology
Part II: Innovation at the Technology‐Pedagogy Interface
Part III: Technology for L2 assessment
Part IV: Research and development of technology for language learning
REFERENCES
2 From Past to Present: A Hundred Years of Technology for L2 Learning
Early 20th century: Progressive eclecticism
Mid‐century: Repetition as the mother of learning
The 1960s to early 1980s: Interactivity and authenticity
The 1980s: Compelling new contexts
The 1990s: Toward new competencies
Early 21st century: The social turn
Conclusion
REFERENCES
3 Technologies for Teaching and Learning L2 Grammar
Introduction
Four technology‐based pedagogies for L2 grammar
Research on the use of technologies for L2 grammar teaching and learning
Conclusion
REFERENCES
4 Technologies for Teaching and Learning L2 Vocabulary
Introduction
A memory‐based strategic model for vocabulary learning: How many essential stages?
A framework for categorizing technology‐mediated L2 vocabulary learning/teaching
Emerging mobile assisted vocabulary learning
Training and self‐regulating the learner for CAVL and MAVL
Conclusion
Acknowledgment
REFERENCES
5 Technologies for Teaching and Learning L2 Reading
Introduction
Theoretical bases for technological applications to L2 reading
Technologies in use for teaching and learning of L2 reading
Challenges
Future directions
REFERENCES
6 Technology and L2 Writing
Introduction
Technologies for L2 writing
Empirical research on L2 writing technologies
Future research and development
Conclusion
REFERENCES
7 Technologies for Teaching and Learning L2 Listening
Background
Digital affordances and new listening contexts
Technologies for listening
Technology, listening, and SLA theory
Technology‐mediated listening: Research and practice
Current trends and future directions
REFERENCES
8 Technologies for Teaching and Learning L2 Speaking
Introduction
Theoretical frameworks
Sociocultural theory
CALL pedagogical frameworks for speaking: Task‐based instruction (TBI)
CALL learning environments
Tutorial CALL and speaking
CMC
Conclusions
REFERENCES
9 Technologies for Teaching and Learning Intercultural Competence and Interlanguage Pragmatics
Introduction
A focus on meaning: Intercultural communicative competence, transnational languaculture, and interlanguage pragmatics
Technology, instructed contexts, and interlanguage pragmatics
Emergent pragmatic behaviors
REFERENCES
10 Distance Language Teaching with Technology
Introduction: Defining the field
Technologies, tools, and learning environments
Enquiry into pedagogical issues
Research trajectories and a future agenda
Conclusion
REFERENCES
11 Blended Language Learning: Research and Practice
Introduction
Blended learning: Definition
The beginnings of blended learning research: 2000–2005
Review of blended learning research: 2006–2014
Blended learning: Important considerations
Conclusion
Appendix 1
Appendix 2
REFERENCES
12 Telecollaboration
Introduction
Definition(s) of Telecollaboration
Historical overview of telecollaboration in language education
Paradigms of telecollaboration in language education
Conclusion
REFERENCES
Further Reading
13 The Continuing Evolution of Virtual Worlds for Language Learning
Introduction
A brief history of VWs
Overview and categorization of virtual worlds today
Research on virtual worlds
The future of VWs
REFERENCES
14 Digital Gaming in L2 Teaching and Learning
Introduction: A rekindled interest
A survey of digital games in CALL
Interpreting research on games in CALL
Implications for future research and practice
REFERENCES
15 Mobile Learning Revolution: Implications for Language Pedagogy
Introduction
Adapting language teaching to mobile learning
Mobile language learning beyond the classroom
A pedagogical framework for mobile assisted language teaching and learning
Conclusions
REFERENCES
16 Technology for Task‐based Language Teaching
Introduction
Task‐based language teaching/learning (TBLT/TBLL)
Technology‐mediated tasks
Research on tasks and technology
Challenges for technology‐mediated TBLT
Research agenda
REFERENCES
17 Language for Specific Purposes and Corpus‐based Pedagogy
LSP corpora for reference
LSP corpora for data‐driven exploration
LSP corpora for interactive computer‐assisted language learning
Future expectations
REFERENCES
18 Technology, New Literacies, and Language Learners
Introduction
Origins and theoretical bases of new literacies
Affordances of new literacies
Contemporary domains of research on new literacies
Challenges of the new literacies landscape
Future directions
REFERENCES
19 Language Teacher Education and Technology
The emergence of CALL in teacher education
Research into CALL teacher education
Evolving technologies and practice
Challenges facing CALL teacher education
Conclusion
REFERENCES
20 Integrating Assessment with Instruction through Technology
Low‐stakes assessment design
Language‐learning programs’ online assessments
Thirty‐six language textbooks’ online assessments
Evaluation and future directions
REFERENCES
21 Technology and High‐stakes Language Testing
Defining technology‐mediated high‐stakes testing
The use of technology across three stages of high‐stakes testing
Key issues for future research
REFERENCES
22 Validation of Technology‐assisted Language Tests
Argument‐based approaches to validation in language testing
Technology and validity arguments
Evaluation inference
Conclusion
REFERENCES
23 Authoring Language‐Learning Courseware
What is language courseware?
Courseware at the core of early CALL
Personal computers and authoring tools
Multimedia courseware
Intelligent language tutors
Commercial courseware and open educational resources (OER)
Web delivered courseware
REFERENCES
24 Design‐based Research
Origins of DBR
The expected outputs of DBR
The potential of DBR in CALL
Some challenges of DBR
Conclusion
REFERENCES
25 Evaluation of Technology and Language Learning
Evaluation as argument
Five types of argument
Improving evaluation
Conclusion
Acknowledgments
REFERENCES
26 Research Methods for Investigating Technology for Language and Culture Learning
Introduction
Brief overview of research methods
Research methods for teaching and learning different aspects of languaculture
Research methodologies for teaching and learning L2 pragmatics and intercultural competence
Summary and conclusions
REFERENCES
27 CALL Meta‐analyses and Transparency Analysis
Introduction
Procedures for conducting a meta‐analysis
A brief survey of established meta‐analysis reporting guidelines
Transparency of CALL meta‐analyses
Results
Discussion
Conclusion
Appendix
REFERENCES
28 Researching Technology‐mediated Multimodal Interaction
Multimodality in online learning
The need to analyze multimodal data in education
Methodology for developing CMILL research
Conclusion
REFERENCES
29 Technology‐Enhanced SLA Research
Defining SLA and SLA research
Defining SLA‐relevant research in computer‐assisted language learning (CALL)
Data in SLA‐relevant CALL research
Conclusion
REFERENCES
30 Toward Langua‐technocultural Competence
Technology has arrived!
Communicative competence is multimodal
To boldly go: L2 teaching and learning issues for the future
Conclusion
REFERENCES
Index
End User License Agreement
List of Tables
Chapter 06
Table 6.1 Example technologies for L2 writing.
Table 6.2 Empirical research on L2 writing technologies.
Chapter 07
Table 7.1 Mediating characteristics of digital devices and networks.
Chapter 09
Table 9.1 Online curricular materials for the teaching and learning of pragmatics.
Table 9.2 Key findings from research on ILP in tellecollaboration.
Chapter 11
Table 11.1 A sample of early blended learning studies in foreign language programs.
Table 11.2 Comparative studies in foreign language programs.
Table 11.3 Classes in comparative studies of blended and non‐blended courses.
Table 11.4 Findings of comparative studies of blended and non‐blended courses.
Table 11.5 Teacher perceptions studies in foreign language programs.
Table 11.6 Learner perceptions studies
Table 11.7 Non‐comparative technology tools studies in foreign language programs.
Table 11.8 Non‐comparative course implementation studies.
Table 11.9 Annotated categories used in the review.
Chapter 15
Table 15.1 Example MALL activities, CEFR descriptors and digital technologies required.
Chapter 17
Table 17.1 Examples of bottom‐up register analysis studies.
Table 17.2 Examples of top‐down genre analysis studies.
Table 17.3 Examples of combined bottom‐up and top‐down corpus studies.
Chapter 19
Table 19.1 Basic and Advanced CALL skills for classroom teachers.
Chapter 20
Table 20.1 Range of languages covered in learning programs.
Table 20.2 Language content coverage in an introductory lesson of online programs.
Table 20.3 Types of assessments in online language programs.
Table 20.4 Content coverage by textbooks for 5 most studied U.S. languages.
Table 20.5 Content coverage by textbooks for most studied U.S. languages after top 5.
Table 20.6 Comprehensive online resources including assessments
Chapter 21
Table 21.1 Opportunities and challenges presented by technology for stages of high‐stakes testing.
Chapter 24
Table 24.1 A synopsis of empirical DBR studies in CALL (in chronological then alphabetical order)
Chapter 27
Table 27.1 Possible sources to locate potential meta‐analysis and their examples.
Table 27.2 Summary of coding categories (items) and coding processes
Table 27.3 Summary of the 13 CALL meta‐analytic reports.
Table 27.4 Transparency scores for each included meta‐analysis (N = 13).
Table 27.5 Percentages of meta‐analysis papers (n = 13) reporting research question and literature searching.
Table 27.6 Percentages of meta‐analysis papers (n = 13) reporting aspects in methods sections.
Table 27.7 Percentages of meta‐analysis papers (n = 13) reporting in result section.
Table 27.8 Percentages of meta‐analysis papers (n = 13) reporting in discussion and conclusion section.
Chapter 28
Table 28.1 Modality as a set of relationships among objectives, tools, and modes in CMILL. Adapted from Lamy (2012b).
Table 28.2 Decision steps with their respective main features and comments for transcription and coding.
List of Illustrations
Chapter 03
Figure 3.1
Figure 3.2
Chapter 04
Figure 4.1 A memory‐based strategic framework for vocabulary learning.
Figure 4.2 A framework for technology‐mediated L2 lexical applications.
Chapter 13
Figure 13.1 Chateau Renoir in Second Life.
Figure 13.2 Opening scene in Colossal Cave Adventure.
Figure 13.3 Avatars communicating via text chat in a Habitat region.
Figure 13.4 Increase in MMORPGs and VWs over four years.
Figure 13.5 Increase in VWs by age group: 2009–2014.
Figure 13.6 Woogi World.
Figure 13.7 Club Penguin illustrating the Ultimate Safe Chat feature.
Figure 13.8 Habbo Spain waiting lounge.
Figure 13.9 Four Second Life venues: Paris, Mont Saint‐Michel, Inevitability of Fate, and Virtlantis.
Figure 13.10 Oculus Rift headset.
Chapter 15
Figure 15.1 Pedagogic skills and competencies implied by mobile assisted language learning and teaching. 2016 (original artwork designed by Helen Lee).
Figure 15.2 Mobile task‐based framework for workplace language learning: an iterative cycle illustrating autonomous ‘on the job’ learning integrated with pedagogical input and opportunities for reflection. 2016 (original artwork designed by Helen Lee).
Figure 15.3 A pedagogical framework for mobile assisted language teaching and learning. 2015.
Chapter 17
Figure 17.1 KWIC concordance output from COCA.
Chapter 20
Figure 20.1 Screen shot of Milestone quiz.
Figure 20.2 Performance report.
Figure 20.3 Fill‐in‐the‐blank reading assessment item.
Figure 20.4 Audio‐recorded, speaking assessment item.
Figure 20.5 Screenshot of delayed feedback on a student’s pronunciation.
Figure 20.6 Screenshot of gradebook with names blacked out.
Chapter 22
Figure 22.1 An argument‐based validation framework.
Chapter 24
Figure 24.1 A schematic view of design‐based research.
Chapter 25
Figure 25.1 Schematic diagram of the logic behind the use of second language acquisition theory to guide research for supporting claims about the success of technology for language learning.
Figure 25.2 Schematic diagram of the logic behind the use of pedagogical principles to guide research for supporting claims about the success of technology for language learning.
Figure 25.3 Schematic diagram of the logic behind the use of second language acquisition theory connected with pedagogical principles to guide research for supporting claims about the success of technology for language learning.
Chapter 28
Figure 28.1 Schematic diagram showing components Mediation in CMILL.
Figure 28.2 Multimodal acts as collected and studied within Mulce corpora repository (2013).
Guide
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