Current Realities and Future Challenges for CALL Teacher Preparation

Ai, H. (2017). Providing graduated corrective feedback in an intelligent computer-assisted language learning environment. ReCALL, 29(3), 313–334. https://doi.org/10.1017/S095834401700012X

Anwaruddin, S. M. (2019). Teaching language, promoting social justice: A dialogic approach to using social media. CALICO Journal, 36(1), 1–18. https://doi.org/10.1558/cj.35208

Arnold, N., & Paulus, T. (2010). Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building. The Internet and Higher Education, 13(4), 188–196. https://doi.org/10.1016/j.iheduc.2010.04.002

Bailey, D. R., & Lee, A. R. (2020). Learning from experience in the midst of covid-19: Benefits, challenges, and strategies in online teaching. Computer-Assisted Language Learning Electronic Journal, 21(2), 178–198.

Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(1), 21–40. https://doi.org/10.1017/S0261444806003958

Benson, P. (2009). Making sense of autonomy in language learning. In R. Pemberton (Ed.), Maintaining control: Autonomy and language learning (pp. 13–26). Hong Kong: Hong Kong University Press. https://doi.org/10.5790/hongkong/9789622099234.003.0002

Blodgett, S. L., Barocas, S., Daumé III, H., & Wallach, H. (2020). Language (technology) is power: A critical survey of “bias” in NLP. arXiv preprint arXiv:2005.14050.

Blyth, C. (2017). Open educational resources (OERs) for language learning. In S. Thorne & S. May (Eds.), Encyclopedia of language and education. Language and technology. Cham: Springer Publishing. https://doi.org/10.1007/978-3-319-02237-6_14

Blyth, C., & Thomas, J. (Eds.) (2021). Open education and second language learning and teaching: The rise of a new knowledge ecology. Bristol, UK, and Blue Ridge Summit, PA: Multilingual Matters. https://doi.org/10.21832/BLYTH0992

Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 348–393. https://doi.org/10.1111/lang.12224

Budianto, L., & Yudhi, A. (2021). Utilizing WhatsApp-driven learning during covid-19 outbreak: EFL users’ perceptions and practices. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 264–281.

Cervantes, I. M. (2013). The role of risk-taking behavior in the development of speaking skills in ESL classrooms. Revista de Lenguas Modernas, 19.

Coleman, D. W., & Yamazaki, K. (2017). Making effective use of the reality in virtual reality. In P. Hubbard & S. Ioannou-Georgiou (Eds.), Teaching English reflectively with technology (pp. 55–61). Canterbury: IATEFL.

Collins, S., Park, T., & Vance, A. (2018, September 13). FBI highlights security risks for student data: What parents, schools, and policymakers need to know. Student Privacy Compass, September 13. https://studentprivacycompass.org/fbipsa/

Cotos, E. (2012). Towards effective integration and positive impact of automated writing evaluation in L2 writing. In G. Kessler, A. Oskoz, & I. Elola (Eds.), Technology across writing contexts and tasks, CALICO Monograph Series (Vol. 10, pp. 81–112). San Marcos, TX: CALICO.

Crawford, K., Whittaker, M., Elish, M. C., Barocas, S., Plasek, A., & Ferryman, K. (2016). The AI Now report. The social and economic implications of artificial intelligence technologies in the near-term. Summary of AI Now public symposium, July 7, New York.

Crookall, D., & Oxford, R. L. (1990). Linking language learning and simulation/gaming. In D. Crookall & R. L. Oxford (Eds.), Simulation, gaming, and language learning (pp. 2–24). Boston: Heinle.

Dubreil, S. (2020). Using games for language learning in the age of social distancing. Foreign Language Annals, 53(2), 250–259. https://doi.org/10.1111/flan.12465

Dubreil, S., & Lord, G. (2021). Make it so: Leveraging Maker culture in CALL. CALICO Journal, 38(1), i–xii. https://doi.org/10.1558/cj.42531

Dubreil, S., & Thorne, S. L. (Eds.) (2017). Engaging the world: Social pedagogies and language learning. Boston: Cengage.

Elola, I., & Oskoz, A. (2016). Supporting second language writing using multimodal feedback. Foreign Language Annals, 49(1), 58–74. https://doi.org/10.1111/flan.12183

Fatemipour, H., & Jafari, F. (2015). The effect of dynamic-assessment on the development of passive vocabulary of intermediate EFL learners. Journal of Education Management Studies, 5(1), 41–51.

Garrido-Muñoz, I., Montejo-Ráez, A., Martínez-Santiago, F., & Ureña-López, L. A. (2021). A survey on bias in deep NLP. Applied Sciences, 11(7), 3184. https://doi.org/10.3390/app11073184

Gleason, J., & Suvorov, R. (2019). Promoting social justice with CALL. CALICO Journal, 36(1), i–vii. https://doi.org/10.1558/cj.37162

Hadley, G., & Charles, M. (2017). Enhancing extensive reading with data-driven learning. Language Learning & Technology, 21(3), 131–152. http://llt.msu.edu/issues/ october2017/hadleycharles.pdf

Hanson-Smith, E. (2006). Communities of practice for pre-and in-service teacher education. Teacher Education in CALL, 14, 301–315. https://doi.org/10.1075/lllt.14.25han

Hellmich, E. A. (2019). A critical look at the bigger picture: Macro-level discourses of language and technology in the United States. CALICO Journal, 36(1), 39–58. https://doi.org/10.1558/cj.35022

Helm, F., Guth, S., & Farrah, M. (2012). Promoting dialogue or hegemonic practice? Power issues in telecollaboration. Language Learning & Technology, 16(2), 103–127. http://llt.msu.edu/issues/june2012/helmguthfarrah.pdf

Holden, C., & Sykes, J. (2013). Place-based mobile games for pragmatics learning. In N. Taguchi & J. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp. 1–15). Philadelphia: John Benjamins.

Huang, H. T., & Liou, H. C. (2007). Vocabulary learning in an automated graded reading program. Language Learning & Technology, 11(3), 64–82.

Hubbard, P. (2021). Revisiting the TESOL Technology Standards for Teachers: Integration and adaptation. CALICO Journal, 38(3).

Hundsberger, S. (2009). Foreign language learning in Second Life and the implications for resource provision in academic libraries. http://www.dspace.cam.ac.uk/handle/1810/221921

Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century (p. 145). Cambridge: MIT Press. https://doi.org/10.7551/mitpress/8435.001.0001

Karatay, Y., & Hegelheimer, V. (2021). CALL teacher training—Considerations for low-resource environments: Overview of CALL teacher training. CALICO Journal, 38(3).

Kern, R. (2014). Technology as pharmakon: The promise and perils of the internet for foreign language education. Modern Language Journal, 98(1), 340–357. https://doi.org/10.1111/j.1540-4781.2014.12065.x

Kessler, G. (2006). Assessing CALL teacher training: What are we doing and what could we do better? In P. Hubbard & M. Levy (Eds.,) Teacher education in CALL (pp. 22–42). Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.14.05kes

Kessler, G. (2013). Collaborative language learning in co-constructed participatory culture. CALICO Journal, 30(3), 307–322. https://doi.org/10.11139/cj.30.3.307-322

Kessler, G. (2018a). Introduction. In G. Kessler (Ed.), Voices from the TESOL classroom: Participant inquiries in online and hybrid classes (pp. 1–6). Alexandria: TESOL Publications. https://doi.org/10.1002/9781118784235.eeltv06b

Kessler, G. (2018b). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318

Kessler, G. (2019). Promoting engagement through participatory social practices in next generation social media contexts. In S. Adesope & A.G. Rud (Eds.), Contemporary technologies in education: Maximizing student engagement, motivation, and learning. Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-89680-9_4

Kessler, G. (2022). Computer assisted language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (vol. 4). New York: Routledge.

Kessler, G., & Hubbard, P. (2017). Language teacher education and technology. In C. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning. Oxford: Wiley-Blackwell. https://doi.org/10.1007/978-3-319-02237-6_19

Lai, C. (2019). Technology and learner autonomy: An argument in favor of the nexus of formal and informal language learning. Annual Review of Applied Linguistics, 39, 52–58. https://doi.org/10.1017/S0267190519000035

Lan, Y. J. (2020). Immersion, interaction and experience-oriented learning: Bringing virtual reality into FL learning. Language Learning & Technology, 24(1), 1–15. http://hdl.handle.net/10125/44704

Lee, H., Warschauer, M., & Lee, J. H. (2019) The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. Applied Linguistics, 40(5), 721–753. https://doi.org/10.1093/applin/amy012

Lenko-Szymanska, A. (2017). Training teachers in data-driven learning: Tackling the challenge. Language Learning & Technology, 21(3), 217–241. http://llt.msu.edu/issues/october2017/lenko-szymanska.pdf

Levet, S., & Tschudi, S. (2021). 2 Open by design: The Cultura project. In C. Blyth & J. Thoms (Eds.), Open education and second language learning and teaching (pp. 47–68). Bristol, UK, and Blue Ridge Summit, PA: Multilingual Matters. https://doi.org/10.21832/9781800411005-004

Li, S. (2017). Using corpora to develop learners’ collocational competence. Language Learning & Technology, 21(3), 153–171. http://llt.msu.edu/issues/october2017/li.pdf

Liaw, M.-L., & Wu, S. (2021). Exploring L2 teacher identities in an intercultural telecollaborative mixed-reality teaching environment. CALICO Journal, 38(3).

Link, S., Mehrzad, M., & Rahimi, M. (2020). Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement. Computer Assisted Language Learning, 1–30. https://doi.org/10.1080/09588221.2020.1743323

Lomicka, L., & Lord, G. (2019). Reframing technology’s role in language teaching: A retrospective report. Annual Review of Applied Linguistics, 39, 8–23. https://doi.org/10.1017/S0267190519000011

McEnery, T., Brezina, V., Gablasova, D., & Banerjee, J. (2019). Corpus linguistics, learner corpora, and SLA: Employing technology to analyze language use. Annual Review of Applied Linguistics, 39, 74–92. https://doi.org/10.1017/S0267190519000096

Moser, K. M., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97, 102431. https://doi.org/10.1016/j.system.2020.102431

O’Dowd, R. (2003). Understanding the “other side”: Intercultural learning in a Spanish–English e-mail exchange. Language Learning & Technology, 7(2), 118–144.

Ortega, L. (2014). Ways forward for a bi/multilingual turn in SLA. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL, and bilingual education (pp. 32–53). New York: Routledge.

Ortega, L. (2017). New CALL–SLA research interfaces for the 21st century: Towards equitable multilingualism. CALICO Journal, 34(3), 285–316. https://doi.org/10.1558/cj.33855

Ortega, L. (2019). The study of heritage language development from a bilingualism and social justice perspective. Language Learning, 70(S1), 15–53. https://doi.org/10.1111/lang.12347

Pérez-Paredes, P., Ordoñana Guillamón, C., & Aguado Jiménez, P. (2018). Language teachers’ perceptions on the use of OER language processing technologies in MALL. Computer Assisted Language Learning, 31(5–6), 522–545. https://doi.org/10.1080/09588221.2017.1418754

Piller, I. (2016). Linguistic diversity and social justice: An introduction to applied sociolinguistics. New York: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199937240.001.0001

Quinones, G., & Adams, M. (2021). Children’s virtual worlds and friendships during the COVID-19 pandemic: Visual technologies as a panacea for social isolation. Video Journal of Education and Pedagogy, 5(1), 1–18. https://doi.org/10.1163/23644583-bja10015

Reinders, H. (2010). Towards a classroom pedagogy for learner autonomy: A framework of independent language learning skills. Australian Journal of Teacher Education (Online), 35(5), 40–55. https://doi.org/10.14221/ajte.2010v35n5.4

Reinders, H., & Lan, Y. J. (2021). Big data in language education and research. Language Learning & Technology, 25(1), 1–3. http://hdl.handle.net/10125/44746

Ryder, L., & Yamagata-Lynch, L. (2014). Understanding tensions: Activity systems analysis of transpacific collaboration. CALICO Journal, 31(2), 201–220. https://doi.org/10.11139/cj.31.2.201-220

Sauro, S., & Thorne, S. L. (2021). Pedagogically mediating engagement in the wild: Trajectories of fandom-based curricular innovation. In V. Werner & F. Tegge (Eds.), Pop culture in language education: Theory, research, practice (pp. 226–238). London: Routledge. https://doi.org/10.4324/9780367808334-17

Schulze, M., & Smith, B. (2015). In theory—we could be better. CALICO Journal, 32(1), i–vi. https://doi.org/10.1558/calico.v32i1.26142

Shermis, M. D., & Burstein, J. (Eds.) (2013). Handbook of automated essay evaluation. New York: Routledge. https://doi.org/10.4324/9780203122761

Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.

Stevens, V. (2021). Virtual worlds at virtual conferences. Electronic Journal for English as a Second Language, 25(1).

Stockwell, G., & Reinders, H. (2019). Technology, motivation and autonomy, and teacher psychology in language learning: Exploring the myths and possibilities. Annual Review of Applied Linguistics, 39, 40–51. https://doi.org/10.1017/S0267190519000084

Sykes, J. (2019). Emergent digital discourses: What can we learn from hashtags and digital games to expand learners’ second language repertoire? Annual Review of Applied Linguistics, 39, 128–145. https://doi.org/10.1017/S0267190519000138

Sykes, J. M., & Dubreil, S. (2019). Pragmatics learning in digital games and virtual environments. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 387–399). London and New York: Routledge. https://doi.org/10.4324/9781351164085-25

Sykes, J. M., Oskoz, A., & Thorne, S. L. (2008). Web 2.0, synthetic immersive environments, and mobile resources for language education. CALICO Journal, 25(3), 528. https://doi.org/10.1558/cj.v25i3.528-546

Ware, P. (2011). Computer-generated feedback on student writing. TESOL Quarterly, 45(4), 769–774. https://doi.org/10.5054/tq.2011.272525

Ware, P., & Kessler, G. (2013). CALL and digital feedback. In M. Thomas (Ed.), Contemporary Computer-Assisted Language Learning (pp. 323–341). London: Bloomsbury.

Ware, P. D., & Warschauer, M. (2006). Electronic feedback and second language writing. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 105–122). Cambridge: Cambridge University Press.

Warschauer, M. (2004). Technology and social inclusion: Rethinking the digital divide. Cambridge: MIT Press. https://doi.org/10.7551/mitpress/6699.001.0001

Warschauer, M., & Grimes, D. (2008). Automated writing assessment in the classroom. Pedagogies: An International Journal, 3(1), 22–36. https://doi.org/10.1080/15544800701771580

Yoon, H., & Jo, J. W. (2014). Direct and indirect access to corpora: An exploratory case study comparing students’ error correction and learning strategy use in L2 writing. Language Learning & Technology, 18(1), 96–117. http://llt.msu.edu/issues/february2014/yoonjo.pdf

Zhang, J., & Lu, X. (2019). Measuring and supporting second language development using computerized dynamic assessment. Language and Sociocultural Theory, 6(1). https://doi.org/10.1558/lst.31710