Login | Register

Teachers as Customizers of CALL Resources: An approach to teacher developed digital L2 learning materials

Title:

Teachers as Customizers of CALL Resources: An approach to teacher developed digital L2 learning materials

Barcomb, Michael (2021) Teachers as Customizers of CALL Resources: An approach to teacher developed digital L2 learning materials. PhD thesis, Concordia University.

[thumbnail of Barcomb_PhD_S2021.pdf]
Preview
Text (application/pdf)
Barcomb_PhD_S2021.pdf - Accepted Version
Available under License Spectrum Terms of Access.
5MB

Abstract

In second language (L2) teaching, instructors suddenly find themselves in an unprecedented situation where they need to quickly learn to teach with digital resources (Oskoz & Smith, 2020), regardless of their prior experiences with technology. Though COVID-19 has accelerated this process, it had already been well documented that language teachers were struggling with overcoming the anxiety associated with teaching with technology (e.g., Kessler, 2010; Son, 2018). Given the immediate need for L2 teachers to develop computer assisted language learning (CALL) resources for their students to use, they are likely to remain anxious or confused about how to achieve this without an approach to guide them. Therefore, an approach to CALL customization is needed in order to: (1) enable L2 teachers to conceptualize and develop their own technology-enhanced materials, based on their time, resources, and comfort with technology; and (2) afford these teachers’ students a variety of ways to use the target language in interactions with and through technology, in digitally-facilitated exchanges. To this end, the three interconnected manuscripts in this dissertation aim to: (1) propose an approach that recognizes teachers as customizers of CALL resources directed at stimulating L2 use, based on their expertise and comfort with technology (manuscript A); (2) investigate the effect that materials made according to this approach have on the development of L2 pronunciation (manuscript B); and (3) assess the implementation of the proposed approach from a pre-service teacher’s perspective (manuscript C). The data from manuscript B support that the customization of CALL resources can contribute to L2 learning, while the data from manuscript C show that teachers can use the proposed approach to become aware of their abilities in CALL, in addition to customizing a wide range of CALL resources.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (PhD)
Authors:Barcomb, Michael
Institution:Concordia University
Degree Name:Ph. D.
Program:Education
Date:2 March 2021
Thesis Supervisor(s):Cardoso, Dr. Walcir
Keywords:Computer Assisted Language Learning, L2 teaching, gamification
ID Code:988173
Deposited By: MICHAEL BARCOMB
Deposited On:29 Jun 2021 22:32
Last Modified:29 Jun 2021 22:32

References:

Aldrich, C. (2005). Learning by doing: A comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences. John Wiley & Sons.

Bai, B., & Yuan, R. (2019). EFL teachers’ beliefs and practices about pronunciation teaching. ELT Journal, 73(2), 134–143.

Baker, W., & Trofimovich, P. (2001). Does perception precede production? Evidence from Korean-English bilinguals. In R. Brend & A. Lommel (Eds.), Lacus forum XXVII: Speaking and comprehending (pp. 273-284). Linguistic Association of Canada and the United States.

Baran-Łucarz, M. (2014). The link between pronunciation anxiety and willingness to communicate in the foreign-language classroom: The Polish EFL context. Canadian Modern Language Review, 70(4), 445–473.

Barcomb, M., & Cardoso, W. (2020). Rock or Lock? Gamifying an online course management system for pronunciation instruction: Focus on English /r/ and /l. CALICO Journal, 37(2), 127–147.

Barcomb, M., & Sheepy, E. (2017, May 29). Don’t quit now! Monitoring learner volatility and willingness to communicate in a gamified course [Paper presentation]. Congrès Annuel de l'Association Canadienne de Linguistique Appliquée/Canadian Association of Applied Linguistics Annual Conference, Toronto, ON.

Barcomb, M., Grimshaw J., & Cardoso, W. (2018). Foreign language teachers as instructional designers: Customizing mobile assisted language learning technology. In Y. Zhang & D. Cristol (Eds.), Handbook of mobile teaching and learning (2nd ed., pp. 1–16). Springer.

Barcomb, M., Grimshaw, J., & Cardoso, W. (2017). I can’t program! Customizable mobile language-learning resources for researchers and practitioners. Languages, 2(3), (1–15).

Bell, K. (2018). Game on! Johns Hopkins University Press.

Bernard, R., Abrami, P., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379–439.

Best, C., & Tyler, M. (2007). Nonnative and second-language speech perception: Commonalities and complementarities. In O. Bohn & M. Munro (Eds.), Second language speech learning: The role of language experience in speech perception and production (pp. 13–34). John Benjamins.

Bione, T., & Cardoso, W. (2020). Synthetic voices in the foreign language context. Language Learning & Technology, 24(1), 169–186.

Blake, R. (2013). Brave new digital classroom: Technology and foreign language learning. Georgetown University Press.

Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals, 51(1), 225–232.

Bogost, I. (2011). How to do things with videogames. University of Minnesota Press.

Bradlow, A., Pisoni, D., Akahane-Yamada, R., & Tohkura, Y. (1997). Training Japanese listeners to identify English /r/ and /l/: IV. Some effects of perceptual learning on speech production. The Journal of the Acoustical Society of America, 101(4), 2299–2310.

Brandl, K. (2002). The integration of internet-based reading materials into the foreign language curriculum: From teacher- to student-centered approaches. Language Learning and Technology, 6(3), 87–107.

Brown, A. (1988). Functional load and the teaching of pronunciation. TESOL Quarterly, 22(4), 593–606.

Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4–20.

Cardoso, W. (in press). Technology for speaking development. In T.

Derwing, M. Munro, & R. Thomson (Eds.), Routledge handbook on second language acquisition and speaking. Routledge, Taylor & Francis Group.

Carliner, S. (2015). Training design basics. ATD Press.

Carliner, S., & Driscoll., M. (2019). An overview of training and development: Why training matters. Excelsior Publishing.

Carrio-Pastor, M. (Ed.) (2019). Teaching language and teaching literature in virtual environments. Springer.

Caws, C., & Hamel, M-J. (2016). Cutting-edge theories and techniques for LCI in the context of CALL. In C. Caws & M-J. Hamel (Eds.), Language-learner computer interactions: Theory, methodology and CALL applications (pp. 1-16). John Benjamins.

Celce-Murcia, M., Brinton, D., & Goodwin, J. (2010). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge University Press.

Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning, 2(1), 22–34.

Chapelle, C. (2001). Computer applications in second language acquisition. Cambridge University Press.

Chapelle, C. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. John Benjamins.

Chapelle, C. (2004). Technology and second language learning: Expanding methods and agendas. System,32(4), 593–601.

Chapelle, C., & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to computer-assisted language learning. Pearson Education.

Chen, Y., Carger, C., & Smith, T. (2017). Mobile assisted narrative writing practice for young English language learners from a funds of knowledge approach. Language Learning and Technology, 21(1), 28–41.

Chevalier, J., & Buckles, D. (2019). Handbook for participatory action research, planning and evaluation. Routledge.

Chik, A. (2020). Motivation and informal language learning. In M.

Dressman & R. Sadler (Eds.), The handbook of informal language learning (pp. 15-26). John Wiley & Sons.

Clément, R., Baker, S., & MacIntyre, P. (2003). Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of Language and Social Psychology, 22(2), 190–209.

Collins, L., & Muñoz, C. (2016). The foreign language classroom: Current perspectives and future considerations. The Modern Language Journal, 100(1), 133–147.

Cong-Lem, N. (2018). Web-based language learning (WBLL) for enhancing L2 speaking performance: A review. Advances in Language and Literary Studies, 9(4), 143-152.

Creswell, J., & Poth, C. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage.

deHaan, J., Reed, W., & Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning and Technology, 14(2), 74–94.

DeKeyser, R. (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press.

Deng, F., Chai, C., Tsai, C., & Lee, M. (2014). The relationships among Chinese practicing teachers' epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT. Journal of Educational Technology & Society, 17(2), 245–256.

Derwing, T., & Munro, M. (2005). Second language accent and pronunciation teaching: A research‐based approach. TESOL Quarterly, 39(3), 379–397.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. In A. Lugmayr (Ed.), Proceedings of the 15th international academic MindTrek conference (pp. 9-15). ACM.

Dick, W. & Carey, L. (1978). The systematic design of instruction. 1st ed. Harper Collins.

Dick, W., Carey, L., & Carey, J. (2014). The systematic design of instruction. 8th ed. Pearson.

Dizon, G. (2016). Quizlet in the EFL classroom: Enhancing academic vocabulary acquisition of Japanese university students. Teaching English with Technology, 16(2), 40–56.

Dougiamas, M., & Taylor, P. (2003). Moodle: Using learning communicates to create an open source course management system. In D. Lassner & C McNaught (Eds.), Proceedings of the EDMEDIA 2003 conference (pp. 171-178). AACE.

Dressman, M. (2020). Introduction. In M. Dressman & R. Sadler (Eds.), The handbook of informal language learning (pp. 1-12). John Wiley & Sons.

Driscoll, M. & Carliner, S. (2005). Advanced web-based training strategies: Unlocking instructionally sound online learning. John Wiley & Sons.

Eberle, S. (2014). The elements of play: Toward a philosophy and definition of play. American Journal of Play, 6(2), 214–233.

Egbert, J., & Shahrokni, S. (2018). CALL principles and practices. Open educational resources (OER). https://opentext.wsu.edu/call.

Ellis, N. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 143–188.

Ene, E., & Upton, T. (2018). Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition. Journal of Second Language Writing, 41, 1–13.

Ertmer, P., & Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance improvement quarterly, 6(4), 50–72.

Figueroa Flores, J. (2015). Using gamification to enhance second language learning. Digital Education Review, 27, 32–54.

Flege, J. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233-276). York Press.

Flege, J., Munro, M., & MacKay, I. (1995). Factors affecting strength of perceived foreign language accent in second language. Journal of the Acoustical Society of America, 97(5), 3125–3134.

Fogg, B. (2002). Persuasive technology: Using computers to change what we think and do. Morgan Kaufman.

Fouz-González, J. (2015). Trends and directions in computer-assisted pronunciation training. In J. Mompean & J. Fouz-González (Eds.), Investigating English pronunciation (pp. 314-342). Palgrave Macmillan.

Fouz-Gonzalez, J. (2018). Podcast-based pronunciation training: Enhancing FL learners’ perception and production of fossilized segmental features. ReCALL, 31(2), 150–169.

Gass, S. (1997). Input, interaction, and the second language learner. Lawrence Erlbaum.

Gass, S. (2003). Input and interaction. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 209-229). Cambridge University Press.

Gee, J. (2007). Good video games + good learning: Collected essays on video games, learning, and literacy. Peter Lang.

Godwin-Jones, R. (2014). Games in language learning: Opportunities and challenges. Language Learning & Technology. 18(2), 9–19.

Godwin-Jones, R. (2015). The evolving roles of language teachers: Trained coders, local researchers, global citizens. Language Learning & Technology, 19(1), 10–22.

Godwin-Jones, R. (2018). Chasing the butterfly effect: Informal language learning online as a complex system. Language Learning and Technology, 22(2), 8–27.

Godwin-Jones, R. (2020a). Future directions in informal language learning. In M. Dressman & R. Sadler (Eds.), The handbook of informal language learning (pp. 457-470). John Wiley & Sons.

Godwin-Jones, R. (2020b). Building the porous classroom: An expanded model for blended language learning. Language Learning & Technology, 24(3), (pp. 1-18).

Grimshaw, J., & Cardoso, W. (2018). Activate space rats! Fluency development in a mobile game-assisted environment. Language Learning & Technology, 22(3), 15–9175.

Grimshaw, J., Bione, T., & Cardoso, W. (2018). Who’s got talent? Comparing TTS systems for comprehensibility, naturalness, and intelligibility. In P. Taalas, J. Jalkanen, L. Bradley & S. Thouesny (Eds.), Short Papers from EuroCALL 2018 (pp. 83-88). Research-Publishing.net.

Gruba, P. (2017). Blended approaches to teaching languages with computers. In J. Son & S. Windeatt (Eds.), Language Teacher Education and Technology: Approaches and Practices. Bloomsbury Publishing.

Guba, E. (Ed.). (1990). The paradigm dialog. Sage Publications.

Guillén, G., & Blake, R. (2017). Can you repeat, please? L2 complexity, awareness, and fluency development in the hybrid “classroom”. In I. Sanz-Sánchez, S. Rivera-Mills & R. Morin (Eds.), Online language teaching research: Pedagogical, academic and institutional issues (pp. 55-77). Trysting Tree Books.

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In R. Sprague (Ed.), Proceedings 47th Hawaii International Conference on System Sciences (pp. 3025-3034). IEEE.

Handley, Z. (2009). Is text-to-speech synthesis ready for use in computer-assisted language learning? Speech Communication, 51(10), 906–919.

Hardison, D. (2004). Generalization of computer-assisted prosody training: Quantitative and qualitative findings. Language Learning & Technology, 8(1), 34–52.

Hatch, E. (1978). Second language acquisition: A book of readings. Newbury House.

Hattori, K., & Iverson, P. (2009). English/r/-/l/ category assimilation by Japanese adults: Individual differences and the link to identification accuracy. The Journal of the Acoustical Society of America, 125(1), 469–479.

Heift, T., & Hegelheimer, V. (2017). Computer-assisted corrective feedback and language learning. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning (pp. 51-65). Routledge.

Hitosugi, C., Schmidt, M., & Hayashi, K. (2014). Digital game-based learning in the L2 classroom: The impact of the UN's off-the-shelf videogame, food force, on learner affect and vocabulary retention. CALICO Journal, 31(1), 19–39.

Horwitz, E. , Horwitz, M. & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.

Horwitz, E. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20(3), 559–562.

Horwitz, E. K. (2016). Reflections on Horwitz (1986). Preliminary evidence for the validity and reliability of a foreign language anxiety scale. TESOL Quarterly, 50(4), 932-935.

Huensch, A. (2019). The pronunciation teaching practices of university-level graduate teaching assistant of French and Spanish introductory language courses. Foreign Language Annals, 52(1), 13–31.

Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.

Jensen, H. (2017). Gaming as an English language learning resource among young children in Denmark. CALICO Journal, 34(1), 1–19.

Jensen, H. (2019). Language learning in the wild: A young user perspective. Language Learning and Technology, 23(1), 72–86.

Kessler, G. (2010). When they talk about CALL: Discourse in a required CALL class. CALICO Journal, 27(2), 376–392.

Kessler, G., & Bikowski, D. (2011). The influence of SLA training in curricular design among teachers in preparation. CALICO Journal, 28(2), 522–545.

Knight, S., Marean, L., & Sykes, J. (2020). Gaming and informal language learning. In M. Dressman & R. Sadler (Eds.), The handbook of informal language learning (pp. 75-84). John Wiley & Sons.

Krashen, S. (1980). The input hypothesis. In J. Alatis (Ed.), Current issues in bilingual education (pp. 168-180). Georgetown University Press.

Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.

Krashen, S. (2003). Explorations in language acquisition and use. Heinemann.

Kuure, L., Molin-Juustila, T., Keisanen, M., Riekki, N., Iivari, R., &
Kinnula, M. (2016). Switching perspectives: From a language teacher to a designer of language learning with new technologies. Computer Assisted Language Learning, 29(5), 925–941.

Labov, W. (1972). Sociolinguistic patterns. University of Pennsylvania Press.

Lai, C., Yeung, Y., & Hu, J. (2016). University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom. Computer Assisted Language Learning, 29(4), 703–723.

Lantolf, J., & Thorne, S. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.

Larson-Hall, J. (2006). What does more time buy you? Another look at the effects of long-term residence on production accuracy of English /inverted r/ and /l/ by Japanese speakers. Language and Speech, 49(4), 521–548.

Lee, B., Plonsky, L., & Saito, K. (2020). The effects of perception- vs. production-based pronunciation instruction. System, 88, 1–13.

Levy, M., & Hubbard, P. (2005) Why call call “CALL”?. Computer Assisted Language Learning, 18(3), 143–149.

Levis, J. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–377.

Li, M., & DeKeyser, R. (2017). Perception practice, production practice, and musical ability in L2 Mandarin tone-word learning. Studies in Second Language Acquisition, 39(4), 593–620.

Liakin, D., Cardoso, W., & Liakina, N. (2015). Learning L2 pronunciation with a mobile speech recognizer: French /y/. CALICO Journal, 32(1), 1–25.

Liakin, D., Cardoso, W., & Liakina, N. (2017). The pedagogical use of mobile speech synthesis (TTS): Focus on French liaison. Computer Assisted Language Learning, 30(3-4), 348–365.

Lincoln, Y., Lynham, S., & Guba, E. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. In
K. Denzin & S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 97-128). Sage.

Lively, S., Logan, J., & Pisoni, D. (1993). Training Japanese listeners to identify English /r/ and /l/. II: The role of phonetic environment and talker variability in learning new perceptual categories. The Journal of the Acoustical Society of America, 94(3), 1242–1255.

Long, M. (1980). Input and interaction in second language acquisition [Unpublished doctoral dissertation]. Department of Linguistics, University of California at Los Angeles.

Long, M. (1983). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5(2), 177–193.

Long, M. (1996). The role of linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language learning (pp. 413-468). Academic Press.

Lord, G. (2019). Incorporating technology into the teaching of Spanish pronunciation. In R. Rao (Ed.), Key issues in the teaching of Spanish pronunciation: From description to pedagogy (pp. 218-236). Routledge.

Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. John Benjamins.

Machida, T. (2016). Japanese elementary school teachers and English language anxiety. TESOL Journal, 7(1), 40–66.

Mackey, A. (2007). Introduction: The role of conversational interaction in second language acquisition. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 1-26). Oxford University Press.

Mathieu, L., Murphy-Judy, K., Godwin-Jones, R., Middlebrooks, L., &
Boykova, N. (2019). Learning in the open: Integrating language and culture through student curation, virtual exchange, and OER. In A. Comas-Quinn, A. Beaven, & B. Sawhill (Eds.), New case studies of openness in and beyond the language classroom (pp. 65–82). Research-Publishing.net.

McKenney, S., & Reeves, T. (2012). Conducting educational design research. Routledge.

MEXT. (2014). English education reform plan corresponding to globalization. https://www.mext.go.jp/en/news/topics/detail/__icsFiles/afieldfile/2014/01/23/1343591_1.pdf

Miangah, T., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3(1), 309–319.

Mompean, J., & Fouz-Gonzalez, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning & Technology, 20(1), 166–190.

Munro, M., & Derwing, T. (1999). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 49(1), 285–310.

Munro, M., & Derwing, T. (2006). The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34(4), 520–531.

Newgarden, K., & Zheng, D. (2016). Recurrent languaging activities in World of Warcraft: Skilled linguistic action meets the Common European Framework of Reference. ReCALL, 28(3), 274–304.

Ní Chiaráin, N. & Ní Chasaide, A. (2020). The potential of text-to-speech synthesis in computer-assisted language learning: A minority language perspective. In A. Andujar (Ed.), Recent tools for computer- and mobile-assisted foreign language learning (pp. 149–169). IGI Global.

Nusbaum, H., Francis, A., & Henly, A. (1995). Measuring the naturalness of synthetic speech. International Journal of Speech Technology, 2(1), 7–19.

Organisation for Economic Co-operation and Development. (2007). Giving knowledge for free: The emergence of open educational resources. https://www.oecd.org/education/ceri/38654317.pdf.

Oskoz, A., & Smith, B. (2020). Unprecedented times. CALICO Journal, 37(2), i–vii.

Pardoel, B. (2018). Gamification and its potential for foreign language learning-lessons from a six-week gamified Moodle course for German as a foreign language at secondary school level [Unpublished master’s dissertation]. Cyprus University of Technology.

Park, C., & Son, J. (2009). Implementing computer-assisted language learning in the EFL classroom: Teacher’s perceptions and perspectives. International Journal of Pedagogy and Learning, 5(2), 80–101.

Pastor-Pina, H., Satorre-Cuerda, R., Molina-Carmona, R., Gallego-Durán, F., & Llorens-Largo, F. (2015). Can Moodle be used for structural gamification? In L. Chova, A. Martinez & I. Torres (Eds.), Proceedings of INTED 2015 (pp. 1014-1022). IATED.

Philp, J., & Gurzynski-Weiss, L. (2020). On the role of the interlocutor in second language development. In L. Gurzynski-Weiss (Ed.), Cross-theoretical explorations of interlocutors and their individual differences (pp. 20-50). John Benjamins.

Rachels, J., & Rockinson-Szapkiw, A. (2018). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1-2), 72–89.

Rahimi, M., & Soleymani, E. (2015). The impact of mobile learning on listening anxiety and listening comprehension. English Language Learning, 8(10), 152–161.

Reeves, B., & Read, J. (2009). Total engagement: Using games and virtual worlds to change the way people work and businesses compete. Harvard Business Press.

Reigeluth, C. (1983). Instructional design: What is it and why is it?. In C. Reigeluth (Ed.), Instructional design theories and models: An overview of their current status (pp. 3–36). Lawrence Erlbaum Associates, Publishers.

Reinders, H., & Wattana, S. (2014). Can I say something? The effects of digital game play on willingness to communicate. Language Learning & Technology, 18(2), 101–123.

Reinhardt, J. (2019). Gameful second and foreign language teaching and learning: Theory, research, and practice. Palgrave-Macmillan.

Reinhardt, J., & Sykes, J. (2012). Conceptualizing digital game-mediated L2 learning and pedagogy: Game-enhanced and game-based research and practice. In H. Reinders (Ed.), Digital games in language learning and teaching (pp. 32-49). Palgrave Macmillan.

Reinhardt, J., & Sykes, J. (2014). Digital game and play activity in L2 teaching and learning. Language Learning and Technology, 18(2), 2–8.

Reiser, R. (2001). A history of instructional design and technology, Part 1: A history of instructional media. Educational Technology Research and Development, 49(1), 53–64.

Richards, J., & Farrell, T. (2005). Professional development for language teachers. Cambridge University Press.

Robinson, R., Molenda, M., & Rezabek, L. (2008). Facilitating learning. In A. Januszewski & M. Molenda (Eds.), Educational technology: A definition with commentary (pp. 15-48). Lawrence Erlbaum Associates.

Roblyer, M. (2003). Integrating educational technology into teaching (3rd ed.). Prentice Hall.

Saito, K. (2013). Reexamining effects of form-focused instruction on L2 pronunciation development. Studies in Second Language Acquisition, 35(1), 1–29.

Saito, K., & Lyster, R. (2012). Effects of form‐focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning, 62(2), 595–633.

Saldaña, J. (2009). The coding manual for qualitative researchers. Sage.

Sato, M. (2015). Density and complexity of oral production in interaction: The interactionist approach and an alternative. International Review of Applied Linguistics in Language Teaching, 53(3), 307–329.

Sauro, S. (2016). Does CALL have an English problem? CALICO Journal, 20(3), 1–8.

Sauro, S. (2017). Online fan practices and CALL. CALICO Journal, 34(2), 131–146.

Sauro, S., & Zourou, K. (2019). What are the digital wilds? Language Learning & Technology, 23(1), 1–7.

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.

Segalowitz, N. (2010). Cognitive bases of second language fluency. Routledge.

Shintani, N., Li, S., & Ellis, R. (2013). Comprehension-based versus production-based grammar instruction. A meta-analysis of comparative studies. Language Learning, 63(2), 296–329.

Son, J. (2000). Computer-assisted language learning: Study book. University of Southern Queensland.

Son, J. (2018). Teacher development in technology-enhanced language teaching. Palgrave Macmillan.

Sottilo, S. (2000). Discourse functions and syntactic complexity it synchronous and asynchronous communication. Language Learning, 4(1), 82–119.

Spada, N. (1997). Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 30(2), 73–87.

Spada, N., & Lightbown, P. (2008). Form‐focused instruction: Isolated or integrated? TESOL Quarterly, 42(2), 181–207.

Stockwell, G. (2009). Teacher education in CALL: Teaching teachers to educate themselves. Innovation in Language Learning and Teaching, 3(1), 99–112.

Stockwell, G. (2009). Technology and motivation in English-language teaching and learning. In E. Ushioda (Ed.), International perspectives on motivation (pp. 156-175). Palgrave Macmillan.

Sundqvist, P. (2019). Commercial-off-the-shelf-games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1), 87–113.

Sundqvist, P. (2020). Sweden and informal language learning. In M. Dressman & R. Sadler (Eds.), The handbook of informal language learning (pp. 319-332). John Wiley & Sons.

Sundqvist, P., & Sylvén, L. (2016). Extramural English in teaching and learning. Palgrave Macmillan.

Sunqvist, P. (2009). Extramural English matters: Out-of-school English and its impact on Swedish ninth graders’ oral proficiency and vocabulary [Unpublished doctoral dissertation]. Department of English, Karlstad University.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Newbury House.

Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.) Principle and practice in applied linguistics: Studies in honour of Henry G. Widdowson (pp. 125-144). Oxford University Press.

Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford University Press.

Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471-483). Lawrence Erlbaum Associates.

Sykes, J. (2013). ‘Just’ playing games? A look at the use of digital games for language learning. The Language Educator, 8(5), 32–35.

Szyszka, M. (2017). Pronunciation learning strategies and language anxiety: In search of an interplay. Springer.

Tan, K., & Shojamanesh, V. (2019). Usage-based and universal grammar-based approaches to second language acquisition. In. Psycholinguistics: Psychology of language use, learning and social interaction. doi: http://dx.doi.org/10.5772/intechopen.89737.

Thomson, R. (2011). Computer assisted pronunciation training: Targeting second language vowel perception improves pronunciation. CALICO Journal, 28(3), 744–765.

Thomson, R. (2012). Improving L2 listeners’ perception of English vowels: A computer-mediated approach. Language Learning, 62(4), 1231–1258.

Thomson, R., & Derwing, T. (2014). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326–344.

Tomita, Y., & Spada, N. (2013). Form-focused instruction and learner investment in L2 communication. The Modern Language Journal, 97(3), 591–610.

Tondeur, J., Van Braak, J., Ertmer, P., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575.

Traxler, J. (2007). Defining, discussing and evaluating mobile learning: The moving finger writes. The International Review of Research in Open and Distributed Learning, 8(2), 1–12.

Tsubota, Y., Dantsuji, M., & Kawahara, T. (2004). Practical use of autonomous English pronunciation learning system for Japanese Students. In R. Dillon & L. Ming Tan (Eds.), Proceedings of the Symposium on Computer Assisted Learning (pp. 1-4). INSTiL04.

Tuncay, H. (2020). App attrition in computer-assisted language learning: Focus on Duolingo [Unpublished master’s dissertation]. Department of Integrated Studies in Education, McGill University.

Van Lieshout, B., & Cardoso, W. (in press). Learning Dutch in a self-directed environment using Google Translate. Language Learning & Technology.

Vygotsky, L. (1978). Mind in society. Harvard University Press.

Wagner, E. (1998). Interaction strategies for online training designs. In C. Olgren (Ed.), Proceedings of the 14th annual conference on distance teaching and learning (pp. 417–421). University of Wisconsin-Madison.

Wouters, P., & Van Oostendorp, H. (2017). Overview of instructional techniques to facilitate learning and motivation of serious games. In P. Wouters & H. Van Oostendorp (Eds.), Instructional techniques to facilitate learning and motivation of serious games (pp. 1-16). Springer.

Yanguas, I. (2010). Oral computer-mediated interaction between L2 learners: It’s about time! Language Learning & Technology, 14(3), 72–93. 

Yu, D., & Deng, L. (2016). Automatic speech recognition. Springer.
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Research related to the current document (at the CORE website)
- Research related to the current document (at the CORE website)
Back to top Back to top