Relevant bibliographies by topics / Computer Assisted Language Learning

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Computer Assisted Language Learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Computer Assisted Language Learning"

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Zanuy, Eva. "Language Learning Generators — From Traditional Language Learning Methodologies to Future Computer Assisted Technologies." International Journal of Computer and Communication Engineering 5, no. 2 (2016): 158–64. http://dx.doi.org/10.17706/ijcce.2016.5.2.158-164.

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Zhytska, Svitlana. "Computer assisted language learning." Collection "Information technology and security" 1, no. 2 (December 30, 2012): 25–34. http://dx.doi.org/10.20535/2411-1031.2012.1.2.54982.

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Kenning, Marie-Madeleine. "Computer-assisted language learning." Language Teaching 23, no. 2 (April 1990): 67–76. http://dx.doi.org/10.1017/s0261444800005632.

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Anderson, Jonathan. "Computer-assisted language learning." Prospects 17, no. 3 (September 1987): 417–29. http://dx.doi.org/10.1007/bf02193618.

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Laurillard, Diana. "Computer assisted language learning." Computers & Education 20, no. 2 (March 1993): 207–8. http://dx.doi.org/10.1016/0360-1315(93)90090-6.

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Carrier, Michael. "Computer-assisted language learning." ELT Journal 39, no. 2 (1985): 131–34. http://dx.doi.org/10.1093/elt/39.2.131.

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Gharawi, Mohammed A., and Azman Bidin. "Computer Assisted Language Learning for Learning Arabic as a Second Language in Malaysia: Teacher Perceptions." International Journal of Information and Education Technology 6, no. 8 (2016): 633–37. http://dx.doi.org/10.7763/ijiet.2016.v6.764.

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Mydlarski, Donna. "Cooperative Computer-Assisted Language Learning." IALLT Journal of Language Learning Technologies 20, no. 1 (February 1, 1987): 26–29. http://dx.doi.org/10.17161/iallt.v20i1.9248.

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Wang, Lijuan, Yao Qian, Matthew Scott, Gang Chen, and Frank Soong. "Computer-Assisted Audiovisual Language Learning." Computer 45, no. 6 (June 2012): 38–47. http://dx.doi.org/10.1109/mc.2012.152.

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Heift, Trude, and Mathias Schulze. "Tutorial computer-assisted language learning." Language Teaching 48, no. 4 (September 8, 2015): 471–90. http://dx.doi.org/10.1017/s0261444815000245.

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‘Sometimes maligned for its allegedly behaviorist connotations but critical for success in many fields from music to sport to mathematics and language learning, practice is undergoing something of a revival in the applied linguistics literature’ (Long & Richards 2007, p. xi). This research timeline provides a systematic overview of the contributions of computer-assisted language learning (CALL) to the role, nature, and development of individual practice in language learning. We focus on written language practice in Tutorial CALL, corrective feedback and language awareness-raising in Intelligent CALL (ICALL), and individualization of the learning process through tailoring of learning sequences and contingent guidance.
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Dissertations / Theses on the topic "Computer Assisted Language Learning"

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Sazonov, Rostislav. "Computer-assisted language learning." Thesis, Молодь у глобалізованому світі: академічні аспекти англомовних фахових досліджень (англ. мовою) / Укл., ред. А.І.Раду: збірник мат. конф. - Львів: ПП "Марусич", 2011. - 147 с, 2011. http://er.nau.edu.ua/handle/NAU/20775.

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McMurry, Benjamin L. "Evaluation in Computer-Assisted Language Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3306.

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Evaluation of Computer-assisted language learning (CALL) needs to be scrutinized according to the same standards of evaluation as other professional materials. Evaluation can be divided into two distinct, yet similar, categories: formal (following a prescribed evaluation model) and informal. The aim of this dissertation is two-fold. The first purpose is to benefit the field of CALL by situating CALL evaluation in the context of frameworks used formal evaluation. The second purpose is to discover informal evaluation practices of CALL practitioners. First, with regard to formal evaluation of CALL materials, practices and insights from the field of evaluation would help CALL researchers and practitioners to conduct systematic evaluations that report findings that other researchers and practitioners find useful. An evaluation framework is proposed that includes common evaluation tasks conducted by evaluators in the field of formal evaluation to produce a workflow model for designing and conducting evaluations in CALL. Second, regarding the informal evaluation of CALL materials, learning about the processes of teachers when evaluating CALL for classroom use will help direct developers of CALL materials, address user concerns, and may indirectly increase the quality of CALL materials. After looking at this two-fold question—formal and informal evaluation of CALL materials—we found that formal evaluation in CALL may benefit from the adoption of evaluation practices from formal evaluation literature. Regarding informal evaluation, we found that teachers consider pedagogy, accessibility, and authenticity when reviewing CALL resources and activities for consideration for use in the classroom. Based on this finding we provide implications for language program administrators, teacher trainers, CALL software developers, and language teachers.
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Manning, Patricia. "Itsicall : Investigating Teaching Strategies in Computer Assisted Language Learning." n.p, 1994. http://ethos.bl.uk/.

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Ward, Robert David. "Natural language, computer-assisted learning and language-impaired children." Thesis, University of Hull, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327817.

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Barr, John Davidson. "An investigation into computer-based language-learning environments for foreign languages." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274111.

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Chan, Kok-chi, and 陳覺慈. "Effectiveness of computer-assisted learning in Chinese language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959969.

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Swann, Philip Howard. "Theory and practice of computer assisted language learning." Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280634.

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Romanov, Yu, T. O. Snigurova, and V. Yu Paramonova. "Distance courses development and computer-assisted language learning." Thesis, НТУ "ХПІ", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/33169.

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Rudzewitz, Björn [Verfasser]. "Learning Analytics in Intelligent Computer-Assisted Language Learning / Björn Rudzewitz." Tübingen : Universitätsbibliothek Tübingen, 2021. http://d-nb.info/1238594751/34.

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Lun, Suen Caesar, and 藺蓀. "An integrated approach to computer-assisted language learning (ICALL)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45014838.

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Books on the topic "Computer Assisted Language Learning"

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Stockwell, Glenn, ed. Computer-Assisted Language Learning. Cambridge: Cambridge University Press, 2012. http://dx.doi.org/10.1017/cbo9781139060981.

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Jeremy, Fox, ed. Computer assisted language learning. Norwich: University of East Anglia, 1986.

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1952-, Hubbard Philip, ed. Computer assisted language learning. New York: Routledge, 2009.

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Cameron, Keith. Computer assisted language learning. Oxford: Intellect, 1991.

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Buendgens-Kosten, Judith, and Daniela Elsner, eds. Multilingual Computer Assisted Language Learning. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788921497.

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Teachers of English to Speakers of Other Languages., ed. Call: Computer-assisted language learning. Washington: TESOL, 1986.

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Schrader, Margaret. Computer applications for language learning. Tucson, Ariz: Communication Skill Builders, 1990.

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Teaching and researching computer-assisted language learning. 2nd ed. Harlow, England: Longman, 2010.

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Ryan, Julie A. Computer assisted language learning: English through multimedia. Manchester: UMIST, 1998.

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Beatty, Ken. Teaching and researching computer-assisted language learning. 2nd ed. Harlow, England: Longman, 2010.

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Book chapters on the topic "Computer Assisted Language Learning"

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Chapelle, Carol A. "Computer Assisted Language Learning." In The Handbook of Educational Linguistics, 585–95. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470694138.ch41.

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Kessler, Greg. "Computer Assisted Language Learning." In Handbook of Practical Second Language Teaching and Learning, 173–83. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003106609-14.

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Jackson, David, and Michael A. Bell. "A graphical CAL author language." In Computer Assisted Learning, 320–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_79.

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Sherwood, Bruce Arne. "The uses of the cT language." In Computer Assisted Learning, 480–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_80.

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Witschital, Peter, Günther Stiege, and Thomas Kühme. "Experiencing programming language constructs with TRAPS." In Computer Assisted Learning, 591–602. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_89.

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Peterson, Mark. "Computer Assisted Language Learning (CALL)." In Linguistic Informatics – State of the Art and the Future, 248–57. Amsterdam: John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/ubli.1.19pet.

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Heift, Trude. "Intelligent Computer Assisted Language Learning." In Research Questions in Language Education and Applied Linguistics, 655–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_114.

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Yazdani, Masoud. "An artificial intelligence approach to second language teaching." In Computer Assisted Learning, 618–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_91.

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Hashim, Raza, and Henry Hamburger. "Discourse style and situation viewpoint for a conversational language tutor." In Computer Assisted Learning, 258–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_74.

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Hanson-Smith, Elizabeth. "Computer-assisted language learning." In The Cambridge Guide to Teaching English to Speakers of Other Languages, 107–13. Cambridge University Press, 2001. http://dx.doi.org/10.1017/cbo9780511667206.016.

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Conference papers on the topic "Computer Assisted Language Learning"

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Wanyi, Liu, Liu Taogang, Liu Fengwen, and Yang Sumin. "Computer Assisted Language Learning." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5881478.

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Ozfidan, Burhan. "Using Technology in Language Learning: Computer-Assisted Language Learning." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1879095.

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"Computer-assisted Language Learning in Georgia." In Sept. 17-19, 2018 Paris (France). Excellence in Research & Innovation, 2018. http://dx.doi.org/10.17758/eirai4.f0918407.

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Yan Sufeng, Song Runjuan, and Sun Liming. "Computer-Assisted Language Learning in higher education." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6130802.

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Li, Si. "Task-based Language Teaching Based on Computer-assisted Language Learning." In 2021 2nd International Conference on Education, Knowledge and Information Management (ICEKIM). IEEE, 2021. http://dx.doi.org/10.1109/icekim52309.2021.00195.

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Kremenska, Anelly. "Investigating student readiness for computer assisted language learning." In the 9th International Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1500879.1500947.

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Liang, Zhao, and Ling Li. "Self-Assessment in Autonomous Computer-Assisted Language Learning." In 2011 International Symposium on Computer Science and Society (ISCCS). IEEE, 2011. http://dx.doi.org/10.1109/isccs.2011.92.

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Kremenska, Anelly. "Measuring student attitudes to computer assisted language learning." In the 2007 international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1330598.1330677.

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Ward, Monica. "Using animated visualisation in Computer Assisted Language Learning." In 2016 9th International Conference on Human System Interactions (HSI). IEEE, 2016. http://dx.doi.org/10.1109/hsi.2016.7529606.

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Karlstrom, P., T. C. Pargman, and R. Ramberg. "Designing for collaboration in intelligent computer assisted language learning." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.110.

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Reports on the topic "Computer Assisted Language Learning"

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Hirayama, Yuji. A PROLOG Lexical Phrase Computer Assisted Language Learning Module. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7173.

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Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.62017.

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Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.
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Fafchamps, Marcel, and Di Mo. Peer Effects in Computer Assisted Learning: Evidence from a Randomized Experiment. Cambridge, MA: National Bureau of Economic Research, February 2017. http://dx.doi.org/10.3386/w23195.

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Bianchi, Nicola, Yi Lu, and Hong Song. The Effect of Computer-Assisted Learning on Students' Long-Term Development. Cambridge, MA: National Bureau of Economic Research, December 2020. http://dx.doi.org/10.3386/w28180.

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Ma, Yue, Robert Fairlie, Prashant Loyalka, and Scott Rozelle. Isolating the “Tech” from EdTech: Experimental Evidence on Computer Assisted Learning in China. Cambridge, MA: National Bureau of Economic Research, April 2020. http://dx.doi.org/10.3386/w26953.

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McFarland, Mary. An Analysis of the Relationship Between Learning Style Perceptual Preferences and Attitudes Toward Computer-Assisted Instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1228.

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Siskind, Jeffrey M. Emergent Intelligent Behavior through Integrated Investigation of Embodied Natural Language, Reasoning, Learning, Computer Vision, and Robotic Manipulation. Fort Belvoir, VA: Defense Technical Information Center, October 2011. http://dx.doi.org/10.21236/ada551162.

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Ustinova, Viktoriia O., Svitlana V. Shokaliuk, Iryna S. Mintii, and Andrey V. Pikilnyak. Modern techniques of organizing computer support for future teachers’ independent work in German language. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3255.

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The purpose of the study is to elucidate the theoretical and methodological aspects of computer support organization for independent work in a foreign (German) language for future teachers of different subjects. The subject of the study is a methodological technique of organizing effective computer support for future teachers to work independently in a foreign (German) language. Objectives of the study: to state the goals of studying foreign languages in its broad and narrow sense, the requirements for the results of future teachers’ training in different subjects; to explore ways of organizing computer support for future teachers’ independent work; to determine the list and purpose of the basic and auxiliary structural elements of a typical e-learning Moodle course in a foreign language; to provide methodological recommendations for the organization of future teachers’ independent work in the content of a separate training module of the Moodle course “Foreign (German) Language”. The article summarizes the experience of organizing computer support for future teachers’ independent work and the substantive and methodological features of its implementation into the process of experimental introduction of the Moodle course “Foreign (German) Language” into the educational process carried out on the basis of Kryvyi Rih State Pedagogical University.
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Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, January 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.
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Markova, Oksana, Serhiy Semerikov, and Maiia Popel. СoCalc as a Learning Tool for Neural Network Simulation in the Special Course “Foundations of Mathematic Informatics”. Sun SITE Central Europe, May 2018. http://dx.doi.org/10.31812/0564/2250.

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The role of neural network modeling in the learning сontent of special course “Foundations of Mathematic Informatics” was discussed. The course was developed for the students of technical universities – future IT-specialists and directed to breaking the gap between theoretic computer science and it’s applied applications: software, system and computing engineering. CoCalc was justified as a learning tool of mathematical informatics in general and neural network modeling in particular. The elements of technique of using CoCalc at studying topic “Neural network and pattern recognition” of the special course “Foundations of Mathematic Informatics” are shown. The program code was presented in a CofeeScript language, which implements the basic components of artificial neural network: neurons, synaptic connections, functions of activations (tangential, sigmoid, stepped) and their derivatives, methods of calculating the network`s weights, etc. The features of the Kolmogorov–Arnold representation theorem application were discussed for determination the architecture of multilayer neural networks. The implementation of the disjunctive logical element and approximation of an arbitrary function using a three-layer neural network were given as an examples. According to the simulation results, a conclusion was made as for the limits of the use of constructed networks, in which they retain their adequacy. The framework topics of individual research of the artificial neural networks is proposed.
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