Language-Learner Computer Interactions
Theory, methodology and CALL applications
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.
Published online on 13 June 2016
For any use beyond this license, please contact the publisher at [email protected].
Table of Contents
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List of figures / List of tables | pp. vii–7
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Book series preface: Language Studies, Science and Engineering | pp. ix–9
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Acknowledgments | pp. xi–11
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Contributor biographies | pp. xiii–xv
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Cutting-edge theories and techniques for LCI in the context of CALLCatherine Caws and Marie-Josée Hamel | pp. 1–13
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Part I: Frameworks guiding the research
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CALL ergonomics revisitedCatherine Caws and Marie-Josée Hamel | pp. 17–40
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The theory of affordancesFrançoise Blin | pp. 41–64
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CALL theory: Complex adaptive systemsMathias Schulze and Kyle Scholz | pp. 65–87
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CALL design and research: Taking a micro and macro viewMike Levy and Catherine Caws | pp. 89–113
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Part II: Data and elicitation technologies and techniques
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Learner personas and the effects of instructional scaffolding on working behaviour and linguistic performanceTrude Heift | pp. 117–136
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Video screen capture to document and scaffold the L2 writing processMarie-Josée Hamel and Jérémie Séror | pp. 137–162
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Using eye-tracking technology to explore online learner interactionsUrsula Stickler, Bryan Smith and Lijing Shi | pp. 163–186
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Analysing multimodal resources in pedagogical online exchanges: Methodological issues and challengesCathy Cohen and Nicolas Guichon | pp. 187–213
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A scientific methodology for researching CALL interaction data: Multimodal LEarning and TEaching CorporaThierry Chanier and Ciara R. Wigham | pp. 215–240
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Afterword
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Engineering conditions of possibility in technology-enhanced language learningSteven L. Thorne | pp. 241–246
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Author index | p. 247
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Subject index | pp. 249–257
Cited by (6)
Cited by six other publications
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