Computer-Assisted
Language Learning: Concepts, Contexts
and Practices
Bio
Data
Dr Jeong-Bae Son is a teacher educator
in applied linguistics with specialisation
in computer-assisted language learning
(CALL). He teaches undergraduate and postgraduate
courses in applied linguistics (TESOL
& LOTE) and supervises Masters students
and PhD candidates in CALL. His research
interests include Web-based language learning,
computer-mediated communication, e-learning
and language teacher education. Currently,
he is Head of Postgraduate Programs in
Applied Linguistics & TESOL offered
through the Centre for Language Learning
and Teaching (CLLT) at the University
of Southern Queensland (USQ) in Australia.
He is also President of the Asia-Pacific
Association for Computer-Assisted Language
Learning (APACALL) and Editor of the APACALL
Book Series.
Introduction
Computer-assisted
language learning (CALL) is a multidisciplinary
area of inquiry which deals with the use
of computers for language learning. It
includes all kinds of language learning
activities utilising computer technology
for assisting the learning process. The
development of CALL has taken place in
many places while the task of using CALL
has raised a number of issues and questions
about hardware, software, learners and
teachers. Implicitly or explicitly, the
search for ways to maximize CALL is being
continued in online environments.
The
Asia-Pacific Association for Computer-Assisted
Language Learning (APACALL: www.apacall.org)
is an online association which acts as
a clearinghouse for language professionals
who are interested in investigating, sharing
information, discussing, cooperating and
collaborating with fellow professionals
working with CALL. Its free membership
is open to anyone who is interested in
CALL and all members are given opportunities
for communication, collaboration and reflection
through professional development activities
(Son, 2004). One of the professional development
activities encouraged by the association
is the publication of the APACALL Book
Series, which covers a wide range
of issues in CALL and offers opportunities
for members to engage in research and
discussion on their areas of interest.
Computer-Assisted
Language Learning: Concepts, Contexts
and Practices is the first offering
in the APACALL Book Series. It presents
nine chapters that address issues such
as the creation of online learning environments
and systems, the importance of cultural
contexts, the roles of language teachers,
the use of computer-mediated communication
(CMC) in teacher development, the impact
of interaction and collaboration in CMC
environments on second language development
and the study of feedback on learners'
pronunciation and writing. It reflects
the diversity of CALL research and practice
and provides a valuable resource for applied
linguists, researchers, language teachers
and teacher trainers.
The
Background of the Book
The
idea of publishing the book was put forward
in late 2002 and was realised in late
2004. It originally came from a need for
not only promoting APACALL as a major
contributor to the CALL community but
also, more importantly, collecting and
presenting the findings of APACALL members'
recent work in CALL in a professional
format. Interestingly, the call for papers
for the book generated great interest
among CALL researchers and practitioners
and attracted a number of abstracts and
manuscripts. All those submissions were
peer reviewed by independent readers and,
as a result, a total of nine papers were
carefully selected for the book.
My
experience as Editor of the Book was gratifying
and gave me a lot of opportunities to
communicate with authors actively working
in diverse contexts. In bringing the book
into the world, I was happy to work with
Critical Pedagogy and Technology Consultants
Pty Ltd (led by Professor Andrew Lian)
and grateful for the collaborative effort
that all contributors and reviewers made.
Thanks to the collaboration and support,
I believe that the book achieves its aims
well as the first volume of the APACALL
Book Series.
The
Structure of the Book
The
book explores concepts, contexts and practices
in CALL. In Chapter 1, Andrew Lian introduces
an intellectual framework for language
learning and describes a learning system
that provides learner support and language
at work in realistic settings through
networked databases of multimedia materials.
Ania Lian, Debbie Dolan, Grazia Scotellaro
and Andrew Lian in Chapter 2 discuss the
concept of a Web-based educational environment
and collaborative aspects of the environment.
With the intention of providing areas
for future research, Mark Peterson reviews
literature on multi-user object-oriented
domains (MOOs) and examines the application
of MOOs in CALL in Chapter 3.
In
Chapter 4, David Kent focuses on the relationship
between the implementation of CALL and
the Korean cultural learning context.
Arif Altun in Chapter 5 looks into English
as a second/foreign language (ESL/EFL)
pre-service teachers' meaning construction
processes in a multimedia design task.
In Chapter 6, I look at how CMC fosters
teacher development in terms of communication,
collaboration and reflection. Lily K.L.
Compton in Chapter 7 discusses the impact
of online text chats on learners' willingness
to communicate and self-confidence. Felicia
Zhang in Chapter 8 examines the use of
a speech analysis tool offering audio
and visual feedback. With a focus on feedback
on ESL students' essays, finally, Saadiyah
Darus, Supyan Hussin and Siti Hamin Stapa
in Chapter 9 investigate users' needs
and expectations of computer-based essay
marking systems.
Reference
Son,
J.-B. (2004). Teacher development in e-learning
environments. In J.-B. Son (Ed.), Computer-assisted
language learning: Concepts, contexts
and practices (pp.107-122). Lincoln,
NE: iUniverse
