Latest Issue: Vol 34, No 2 (2017) RSS2 logo

CALICO Journal

Mathias Schulze, University of Waterloo
Bryan Smith, Arizona State University
Associate Editor
Ana Oskoz, University of Maryland Baltimore County
Book Review Editor
Theresa Schenker, Yale University
Learning Technology Reviews Editor
Catherine Caws, University of Victoria

The CALICO Journal, founded in 1983, moved to Equinox in 2015. CALICO Journal is the official publication of the Computer Assisted Language Instruction Consortium (CALICO) and is devoted to the dissemination of information concerning the application of technology to language teaching and language learning. The journal is published online-only, is fully refereed and publishes research articles and studies and software and book reviews. Three issues appear annually and normally one of them is a thematic issue on current discourses and developments in Computer-Assisted Language Learning. CALICO's international editorial board and large group of authors and reviewers reflect its global readership.

The first issue in 2016, Issue 33.1, was a special issue on automated writing evaluation, guest-edited by Volker Hegelheimer, Ahmet Dursun, and Zhi Li. The two regular issues of volume 33 contain articles on topics such as the role of text chat during video conferencing lessons, optimal pronunciation training, the effectiveness of spaced repetition in vocabulary learning, and leveraging a large learner corpus for the learning of collocations. Volume 34 in 2017 will again open with a special issue. Guest editors Liss Kerstin Sylvén and Pia Sundqvist are preparing a set of articles on CALL in extracurricular contexts.

Personal membership in The Computer Assisted Language Instruction Consortium (CALICO) includes a subscription to the journal. For more information and to join, please visit the Consortium's website.

To receive updates about the CALICO Journal, like us on Facebook and follow us on Twitter (@calicojournal). Our social media communication is done by Esperanza Roman-Mendoza (George Mason University).
Indexing & Abstracting/Full Text Sources
ESCI/Thomson Reuters
Linguistics Abstracts
Cengage Educational Research Abstracts online (ERA)
European Reference Index for the Humanities (ERIH)
MLA Bibliography
European Reference Index (ERIH Plus)

Publication and Frequency
Three online issues per year - January, May, September
ISSN 2056-9017 (online)

Best Article Award 2015 / volume 32

Mike Levy: The role of qualitative approaches to research in CALL contexts: Closing in on the learner’s experience

Highly-cited and influential articles

Collaborative language learning in co-constructed participatory culture
Greg Kessler 30(3)

Technology and Task-Based Language Teaching: A Critical Review
Chun Lai, Guofang Li 28(2)

Attitude and Self-Efficacy Change: English Language Learning in Virtual Worlds
Dongping Zheng, Michael F. Young, Robert A. Brewer, Manuela Wagner 27(1)

Twenty-Five Years of Theory in the CALICO Journal
Philip Hubbard 25(3)

The Reality of MALL: Still on the Fringes
Jack Burston 31(1)

Seminal articles in CALL

Supporting Listening Comprehension and Vocabulary Acquisition with Multimedia Annotations: The Students' Voice
Linda C. Jones 21(1)

Cognitive Principles and CALL Grammar Instruction: A Mind-Centered, Input Approach
Joseph Collentine 15 (3)

A Theoretical Foundation for the Development of Pedagogical Tasks in Computer Mediated Communication
M. Rafael Salaberry 14(1)

Comparing Face-To-Face and Electronic Discussion in the Second Language Classroom
Mark Warschauer 13(2/3)

Interactional Features of Synchronous Computer-Mediated Communication in the Intermediate L2 Class: A Sociocultural Case Study
Mark Darhower 19(2)

Developing L2 Oral Proficiency through Synchronous CMC: Output, Working Memory, and Interlanguage Development
J. Scott Payne, Paul J. Whitney 20(1)

The Incidental Development of L2 Proficiency in NS-NNS Email Interactions
Glenn Stockwell, Michael Harrington 20(2)

Learner Control and Error Correction in ICALL: Browsers, Peekers, and Adamants
Trude Heift 19(2)

Evolutionary Trajectories, Internet-mediated Expression, and Language Education
Steven L. Thorne, J. Scott Payne 22(3)

Open Access
Published content of this journal converts to Open Access status (read and download only; no re-use without written permission and no commercial re-use) 36 months following the date of original publication.



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