Language-Learner Computer Interactions

Theory, methodology and CALL applications

Editors

Catherine Caws | University of Victoria

Marie-Josée Hamel | University of Ottawa

Hardbound – Available

ISBN 9789027257512 | EUR 95.00 | USD 143.00

e-Book – Open Access Download from our e-platform

ISBN 9789027266989

This book focuses on learner-computer interactions (LCI) in second language learning environments drawing largely on sociocultural theories of language development. It brings together a rich and varied range of theoretical discussions and applications in order to illustrate the way in which LCI can enrich our comprehension of technology-mediated communication, hence enhancing learners’ digital literacy skills. The book is based on the premise that, in order to fully understand the nature of language and literacy development in digital spaces, researchers and practitioners in linguistics, sciences and engineering need to borrow from each others’ theoretical and practical toolkits. In light of this premise, themes include such aspects as educational ergonomics, affordances, complex systems learning, learner personas and corpora, while also describing such data collecting tools as video screen capture devices, eye-tracking or intelligent learning tutoring systems. The book should be of interest to applied linguists working in CALL, language educators and professionals working in education, as well as computer scientists and engineers wanting to expand their work into the analysis of human/learner interactions with technology communication devices with a view to improving or (re)developing learning and communication instruments.

As of January 2019, this e-book is freely available, thanks to the support of libraries working with Knowledge Unlatched.

[Language Studies, Science and Engineering, 2] 2016. xv, 257 pp.

Publishing status:

Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.

For any use beyond this license, please contact the publisher at [email protected].

https://doi.org/10.1075/lsse.2

Table of Contents

List of figures / List of tables | p. vii

Book series preface: Language Studies, Science and Engineering | p. ix

Acknowledgments | p. xi

Contributor biographies | pp. xiii–xv

Cutting-edge theories and techniques for LCI in the context of CALL

Catherine Caws and Marie-Josée Hamel | pp. 1–13

Part I: Frameworks guiding the research

CALL ergonomics revisited

Catherine Caws and Marie-Josée Hamel | pp. 17–40

The theory of affordances

Françoise Blin | pp. 41–64

CALL theory: Complex adaptive systems

Mathias Schulze and Kyle Scholz | pp. 65–87

CALL design and research: Taking a micro and macro view

Mike Levy and Catherine Caws | pp. 89–113

Part II: Data and elicitation technologies and techniques

Learner personas and the effects of instructional scaffolding on working behaviour and linguistic performance

Trude Heift | pp. 117–136

Video screen capture to document and scaffold the L2 writing process

Marie-Josée Hamel and Jérémie Séror | pp. 137–162

Using eye-tracking technology to explore online learner interactions

Ursula Stickler, Bryan Smith and Lijing Shi | pp. 163–186

Analysing multimodal resources in pedagogical online exchanges: Methodological issues and challenges

Cathy Cohen and Nicolas Guichon | pp. 187–213

A scientific methodology for researching CALL interaction data: Multimodal LEarning and TEaching Corpora

Thierry Chanier and Ciara R. Wigham | pp. 215–240

Afterword

Engineering conditions of possibility in technology-enhanced language learning

Steven L. Thorne | pp. 241–246

Author index | p. 247

Subject index | pp. 249–257

“ Language-Learner Computer Interactions presupposes knowledge base and expertise in CALL research and language education. It is addressed to novice and established members of the CALL discourse community who want to professionally develop themselves regarding the state of the art research, discussions, and future avenues of inquiry in the area of LCI [Learner-computer interaction]. The volume is an invaluable resource for those practitioners in a number of respects. It is the result of the collaborative work of high-caliber CALL editors and researchers such as Catherine Caws, Marie-Josee Hamel, Mathias Schulze, and Mike Levy to name a few whose pioneering perspectives and invaluable contributions have always furthered and enriched CALL scholarship. The focus on key disciplinary discussions including CALL ergonomics, CALL normalization (Bax, 2003), sustainability, and affordances, the selection of cutting-edge theories and methodologies, as well as thematic organization of the volume are all indicative of the comprehensive knowledge of the editors of the current conversations and concerns in this domain. These informed decisions and quality editing are the factors that distinguishes this volume from similar publications. Moreover, this interesting volume projects a multi-faceted picture of LCI research and pedagogy drawing on a nice patchwork of theoretical and methodological scholarship from various disciplines and areas including computer studies, engineering, TESOL, and applied linguistics. Furthermore, the research reported in this volume enjoys a wide and colourful array of conceptual frameworks, innovative methodological designs and approaches, and contextual diversities and variations which make the book a must-read for target practitioners globally. It also provides invaluable implications and suggestions for further inquiry in the area of LCI. Overall, the book is a very timely and welcome contribution and has done excellent justice to current discussions in this domain.”

Pejman Habibie, The University of Western Ontario, on Linguist List 28.3790 (2017)

Cited by (4)

Cited by four other publications

Order by:

Séror, Jérémie & Guillaume Gentil

2023. Chapter 7. Direct observation of writing activity. In Research Methods in the Study of L2 Writing Processes [Research Methods in Applied Linguistics, 5], ► pp. 141 ff.

Révauger, Guilène

2022. Continuité et rupture dans les modalités d’évaluation : une activité d’évaluation par les pairs associée à une auto-évaluation au sein d’un cours de didactique des langues. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT :Vol. 41 N°2

Meurice, Alice & Fanny Meunier

2020. Designing In-Service Teacher Training for Computer- and Mobile-Assisted Foreign Language Learning. In Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 289 ff.

Barcomb, Mike, Jennica Grimshaw & Walcir Cardoso

2017. I Can’t Program! Customizable Mobile Language-Learning Resources for Researchers and Practitioners. Languages 2:3 ► pp. 8 ff.

This list is based on CrossRef data as of 19 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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