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Journal articles on the topic 'Computer Assisted Language Learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Pavón, Ana Sevilla. "Evaluating Computer-Assisted Language Learning." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 4 (October 2012): 64–67. http://dx.doi.org/10.4018/ijcallt.2012100105.

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12

Mertzani, Maria. "Computer-Assisted Language Learning in British Sign Language Learning." Sign Language Studies 12, no. 1 (2011): 119–54. http://dx.doi.org/10.1353/sls.2011.0017.

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13

Ataman, Esra. "The Investigation of English Teachers’ Views on Computer Assisted Language Learning." Universal Academic Research Journal 2, no. 1 (January 1, 2020): 46–57. http://dx.doi.org/10.17220/tuara.2020.01.5.

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14

Tafazoli, Dara, Cristina Aránzazu Huertas Abril, and María Elena Gómez Parra. "Technology-Based Review on Computer-Assisted Language Learning: A Chronological Perspective." Pixel-Bit, Revista de Medios y Educación, no. 54 (2019): 29–44. http://dx.doi.org/10.12795/pixelbit.2019.i54.02.

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15

Moslemi Nezhad Arani, Saieed. "Teaching and Researching Computer-Assisted Language Learning." GiST Education and Learning Research Journal, no. 17 (December 17, 2018): 260–67. http://dx.doi.org/10.26817/16925777.421.

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The prominence of technology has always been booming since computers generated new lanes for human to make use of high-tech for many different purposes. Utilizing computers for learning goals, among many, is one of the main concerns followed by educational issues in teaching and learning, especially, of a new language. Computer-assisted language learning (CALL) is known as a branch of language studies which focuses on teaching and learning of a new language through applications of computers in language learning contexts. Many books, articles, reviews, and etc. being published regularly consider one or some issues related to the CALL. To this, researchers have tried to introduce or evaluate particular application of CALL in the mentioned field. Cameron (1988, p. 15) reasons that “The fact that there are so many different types of CALL programs in existence illustrates the futility of attempting to define a single set of program principles or structures to fit all situations.” Other subordinate technologies interconnected to the computerized exemplar have arrived the inclined in practice. For example, information communication technology (ICT) “has been integrated within the overall design of the methodology used in the language learning process is a key factor.” (Zhang, 2012, p. 8). Other similar well-intentioned works can be referred to as (Holland & Fisher, 2008; Donaldson & Haggstrom, 2006; Thomas, Reinders, & Warschauer, 2013) which consider discussions of series of actions taken as regards the CALL subject. Beatty’s “teaching and research in computer-assisted language learning” (2010) is considered as one of the most comprehensive books on defining and reorganizing concept of CALL into the language education. The following is a review based on Beatty’s book which is also highly recommended as for reading by the reviewer.

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16

Tomalin, Barry. "Multilingual computer assisted language learning (Review)." Training Language and Culture 2, no. 4 (December 30, 2018): 106–9. http://dx.doi.org/10.29366/2018tlc.2.4.10.

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17

Papadima-Sophocleous, Salomi. "CALL (computer assisted language learning) wiki." Procedia - Social and Behavioral Sciences 34 (2012): 174–80. http://dx.doi.org/10.1016/j.sbspro.2012.02.035.

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18

OTTO, SUE E. K., and JAMES P. PUSACK. "Computer-Assisted Language Learning Authoring Issues." Modern Language Journal 93 (December 2009): 784–801. http://dx.doi.org/10.1111/j.1540-4781.2009.00973.x.

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19

Cook, Walter A. "On Call: Computer-Assisted Language Learning." Studies in Second Language Acquisition 8, no. 1 (February 1986): 88–91. http://dx.doi.org/10.1017/s0272263100005866.

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20

Kohn, Kurt. "Perspectives on computer assisted language learning." ReCALL 7, no. 2 (December 1995): 5–19. http://dx.doi.org/10.1017/s095834400000389x.

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Computer Assisted Language Learning (CALL) addresses the specific needs of second language learners and tutors in computer-based learning and training environments. While traditional CALL applications were mainly focused on narrowly defined and isolated solutions for vocabulary training, text manipulation, dialogue practice and grammar exercises, recent developments in multimedia telematics, involving the integration of multimedia processing and distance communication, have significantly increased the potential of computer technologies for the purposes of language learning and training.

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21

Carrier, M. "Survey review: Computer-assisted language learning." ELT Journal 41, no. 1 (January 1, 1987): 51–56. http://dx.doi.org/10.1093/elt/41.1.51.

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22

Dhaif, Husain A. "Computer Assisted Language Learning: A Client's View." CALICO Journal 7, no. 4 (January 14, 2013): 67–81. http://dx.doi.org/10.1558/cj.v7i4.67-81.

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Perhaps one of the significant milestones in English Language Training (ELT) in the last decade was the introduction of personal computers as an aid in the ELT classroom. Although this was mainly associated with the more affluent societies, the fact remains that major publishers were quick to jump on the bandwagon to produce a sizeable body of teaching material for CALL (Computer-Assisted Language Learning). Papers have also been published which deal with the topic in one way or another. The views range between hailing the computer as the best answer to the otherwise monotonous task of practicing language items in the classroom setting, and considering it as yet another classroom novelty analogous to the rise of the language laboratories in the sixties. Whatever the view might be, it is perhaps surprising that the clients, and I mean here the learners and not the institutions, have not properly been consulted to find out what they like or dislike about CALL; nor have any serious attempts been made to measure the effectiveness of CALL based programs. This paper attempts, through a questionnaire, to shed some light on the first issue, i.e., the view of the learners and their reactions to using the computer in learning a foreign language. It also tries to identify the strategies used by these learners in dealing with CALL exercises, and discusses some general issues related to the uses of CALL.

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23

Olaniran, Bolanle A. "Culture and Language Learning in Computer-Enhanced or Assisted Language Learning." International Journal of Information Communication Technologies and Human Development 1, no. 3 (July 2009): 49–67. http://dx.doi.org/10.4018/jicthd.2009070103.

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24

Peng, Ying-Ju Jenny. "Answer Markup On Computer-Assisted Language Learning." CALICO Journal 10, no. 3 (January 14, 2013): 31–40. http://dx.doi.org/10.1558/cj.v10i3.31-40.

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25

Schenker, Theresa. "Book Review: Contemporary Computer-Assisted Language Learning." CALICO Journal 30, no. 3 (September 30, 2013): 449–51. http://dx.doi.org/10.11139/cj.30.3.449-451.

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26

Hubbard, Philip, and Jozef Colpaert. "Toward Transdisciplinarity in Computer-Assisted Language Learning." CALICO Journal 36, no. 2 (December 18, 2018): 81–99. http://dx.doi.org/10.1558/cj.37499.

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27

González-Lloret, Marta. "Conversation analysis in Computer-assisted Language Learning." CALICO Journal 32, no. 3 (June 15, 2015): 569–94. http://dx.doi.org/10.1558/cj.v32i3.27568.

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28

Yamaguchi, Takane, and Michael Levy. "Computer-Assisted Language Learning: Context and Conceptualization." Language 75, no. 1 (March 1999): 191. http://dx.doi.org/10.2307/417519.

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29

Crookall, David. "Editorial: Simulation and Computer-Assisted Language Learning." Simulation & Gaming 33, no. 2 (June 2002): 137–38. http://dx.doi.org/10.1177/1046878102332001.

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30

Vismans, Roel. "Teaching and Researching Computer-assisted Language Learning." System 32, no. 1 (March 2004): 128–31. http://dx.doi.org/10.1016/j.system.2003.11.005.

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31

Nerbonne, John, Duco Dokter, and Petra Smit. "Morphological Processing and Computer-Assisted Language Learning." Computer Assisted Language Learning 11, no. 5 (December 1998): 543–59. http://dx.doi.org/10.1076/call.11.5.543.5660.

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32

Afshari, Mojgan, Simin Ghavifekr, Saedah Siraj, and Duan Jing. "Students’ Attitudes towards Computer-assisted Language Learning." Procedia - Social and Behavioral Sciences 103 (November 2013): 852–59. http://dx.doi.org/10.1016/j.sbspro.2013.10.407.

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33

Bailin, Alan. "Intelligent computer-assisted language learning: A bibliography." Computers and the Humanities 29, no. 5 (October 1995): 375–87. http://dx.doi.org/10.1007/bf02279528.

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34

Higgins, John. "New developments in computer-assisted language learning." System 16, no. 1 (January 1988): 96–99. http://dx.doi.org/10.1016/0346-251x(88)90017-6.

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35

Storer, Graeme. "Computer assisted language learning: Reply or rebuttal?" System 17, no. 3 (January 1989): 385–87. http://dx.doi.org/10.1016/0346-251x(89)90011-0.

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36

Nyns, Roland R. "Is intelligent computer-assisted language learning possible?" System 17, no. 1 (January 1989): 35–47. http://dx.doi.org/10.1016/0346-251x(89)90058-4.

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37

van der Linden, Elisabeth. "Does feedback enhance computer-assisted language learning?" Computers & Education 21, no. 1-2 (July 1993): 61–65. http://dx.doi.org/10.1016/0360-1315(93)90048-n.

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38

Chapelle, Carol A. "The spread of computer-assisted language learning." Language Teaching 43, no. 1 (May 18, 2009): 66–74. http://dx.doi.org/10.1017/s0261444809005850.

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This paper argues that the vertical spread of computer-assisted language learning (CALL), i.e., a spread throughout language materials and curricula, makes it difficult to draw a clear distinction between CALL and other language materials. In view of the emphasis that teachers, researchers, and administrators have placed on evaluating CALL, I argue that some valuable lessons about materials evaluation can be drawn from reflection on issues in CALL evaluation. In particular, I discuss the opportunities for professionals to reconsider assumptions held about comparative research, draw upon research perspectives and methods from applied linguistics in materials evaluation, and include critical perspectives which examine the opportunities that materials offer language learners to engage in language and culture learning.

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39

Son, Jeong-Bae, and Klaus-Dieter Rossade. "Finding Gems in Computer-Assisted Language Learning." International Journal of Computer-Assisted Language Learning and Teaching 3, no. 4 (October 2013): 1–8. http://dx.doi.org/10.4018/ijcallt.2013100101.

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A large number of papers on computer-assisted language learning (CALL) are presented at international conferences such as the Globalization and Localization in Computer-Assisted Language Learning (GLoCALL) conference every year. Considering that diverse and innovative ways of using CALL technologies and techniques are reported through the papers, it should be meaningful to have a close look at them in order to see the flow of the development of CALL. This article attempts to explore some emerging trends, issues and topics discussed in the field of CALL by looking at papers presented at the GLoCALL 2011 and GLoCALL 2012 conferences and describing three papers selected for this Special Issue from the two conferences. It serves as an introduction to the Special Issue and an invitation to CALL researchers and practitioners to participate in finding real gems in CALL.

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40

Emy, Saleh Rosana. "DESIGNING COMPUTER ASSISTED LANGUAGE LEARNING SOFTWARE EVALUATION." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 3, no. 2 (May 30, 2018): 159–66. http://dx.doi.org/10.30957/ijoltl.v3i2.454.

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The use of computer to assist learning has increased significantly through more than three decades. However, the use of the instrument is still becoming a problem among teachers and educators. This paper discusses the evaluation criteria in selecting Computer Assisted Language Learning (CALL) software in language and skill development for ESL/EFL. The CALL evaluation criteria proposed in this paper is aimed to assist English language teachers to determine good quality CALL software used in classroom activity. CALL has proven its benefits for three aspects: programming consideration, educational design, and easy for use. A checklist describing evaluation aspects of the CALL is provided in this paper.

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41

POWELL, B. "THE USE OF COMPUTER ASSISTED LANGUAGE LEARNING." Forum for Modern Language Studies XXXIV, no. 2 (April 1, 1998): 184–94. http://dx.doi.org/10.1093/fmls/xxxiv.2.184.

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42

Dimulescu, Cristina, and Andreea Nechifor. "Accommodating English for Specific Purposes to Computer Assisted Language Learning." Bulletin of the Transilvania University of Brasov. Series IV: Philology and Cultural Studies 14 (63), no. 2 (January 2022): 5–18. http://dx.doi.org/10.31926/but.pcs.2021.63.14.2.1.

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Based on a descriptive approach regarding the content of the LanGuide project, but in perfect accordance with the literature review on CALL, the present article researches into the technicalities of developing a mobile application for foreign language learning and assessing, in four different specialised fields (academic, mobility, administrative and IT) offered for six different languages (English, Romanian, Slovene, Italian, Croatian and Spanish) at 3 different levels of knowledge (beginner, intermediate and advanced) and for 3 different learning personae (student, teacher, and administrative staff member). Placing the users in the appropriate contexts by the task environment created for each exercise and including cultural elements from each of the foreign languages targeted, LanGuide manages to distinguish itself among other language learning mobile applications, by not only harmonizing ESP to CALL but also by combining the pedagogy of the communicative approach to teaching a foreign language to that of the digital era.

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43

Nymm, Voldemar R., and Xenia R. Piotrowskaya. "The development of language skills in computer-assisted language learning." Izvestia: Herzen University Journal of Humanities & Sciences, no. 199 (2021): 115–24. http://dx.doi.org/10.33910/1992-6464-2021-199-115-124.

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44

Swann, Philip. "Computer assisted language learning for english as a foreign language." Computers & Education 19, no. 3 (October 1992): 251–66. http://dx.doi.org/10.1016/0360-1315(92)90119-p.

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45

Berardo, Marcellino. "On Computer-Assisted Language Learning and the AEC." Issues in Language Instruction 3 (January 10, 2018): 15. http://dx.doi.org/10.17161/ili.v3i0.6985.

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In this essay I add to the discussion on CALL, LEO, and technology use at the AEC. I begin with a brief discussion of CALL and LEO and then survey issues and challenges relevant to the broader field of computer-assisted language learning. Before I conclude with some additional uses of CALL-related technology at the AEC, I offer the beginnings of a pedagogical agenda for the AEC that incorporates CALL.

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46

Berardo, Marcellino. "On Computer-Assisted Language Learning and the AEC." Issues in Language Instruction 3, no. 1 (January 10, 2018): 15–17. http://dx.doi.org/10.17161/ili.v3i1.6985.

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In this essay I add to the discussion on CALL, LEO, and technology use at the AEC. I begin with a brief discussion of CALL and LEO and then survey issues and challenges relevant to the broader field of computer-assisted language learning. Before I conclude with some additional uses of CALL-related technology at the AEC, I offer the beginnings of a pedagogical agenda for the AEC that incorporates CALL.

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47

Underwood, John, Keith Cameron, Theo Bongaerts, Pieter de Haan, Sylvia Lobbe, and Herman Wekker. "Computer Assisted Language Learning: Program Structure and Principles." Modern Language Journal 74, no. 4 (1990): 511. http://dx.doi.org/10.2307/328534.

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48

Young, Richard. "Computer-Assisted Language Learning Conversations: Negotiating an Outcome." CALICO Journal 5, no. 3 (January 14, 2013): 65–83. http://dx.doi.org/10.1558/cj.v5i3.65-83.

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This paper proposes a model for CALL software design based on interactionist theories of first and second language acquisition. According to this model CALL software may be classified into two types: those programs which allow the learner to negotiate the outcome of the activity and those in which the outcome is fixed. An experiment was conducted in order to compare the conversational discourse generated by two different groups of students working on negotiable-outcome and non-negotiable- outcome programs. It was found that the negotiable-outcome programs generated discourse which was closer to ordinary conversation and entailed the kind of interaction which a number of researchers have claimed is beneficial to language acquisition.

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49

Byrd, P. "Review: Teaching and Researching Computer-assisted Language Learning." Applied Linguistics 25, no. 4 (December 1, 2004): 549–52. http://dx.doi.org/10.1093/applin/25.4.549.

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50

Kaburise, P. "Practicalities of a Computer-assisted Language Learning Project." International Journal of Educational Sciences 7, no. 3 (November 2014): 747–54. http://dx.doi.org/10.1080/09751122.2014.11890237.

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