Language-Learner Computer Interactions

Theory, methodology and CALL applications

ORCID logoCatherine Caws | University of Victoria
Marie-Josée Hamel | University of Ottawa
ISBN 9789027257512 | EUR 95.00 | USD 143.00
e-Book Open Access
ISBN 9789027266989
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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.

[Language Studies, Science and Engineering, 2] 2016.  xv, 257 pp.
Publishing status: Available

For any use beyond this license, please contact the publisher at [email protected].

Table of Contents
Language-Learner Computer Interactions presupposes knowledge base and expertise in CALL research and language education. It is addressed to novice and established members of the CALL discourse community who want to professionally develop themselves regarding the state of the art research, discussions, and future avenues of inquiry in the area of LCI [Learner-computer interaction]. The volume is an invaluable resource for those practitioners in a number of respects. It is the result of the collaborative work of high-caliber CALL editors and researchers such as Catherine Caws, Marie-Josee Hamel, Mathias Schulze, and Mike Levy to name a few whose pioneering perspectives and invaluable contributions have always furthered and enriched CALL scholarship. The focus on key disciplinary discussions including CALL ergonomics, CALL normalization (Bax, 2003), sustainability, and affordances, the selection of cutting-edge theories and methodologies, as well as thematic organization of the volume are all indicative of the comprehensive knowledge of the editors of the current conversations and concerns in this domain. These informed decisions and quality editing are the factors that distinguishes this volume from similar publications. Moreover, this interesting volume projects a multi-faceted picture of LCI research and pedagogy drawing on a nice patchwork of theoretical and methodological scholarship from various disciplines and areas including computer studies, engineering, TESOL, and applied linguistics. Furthermore, the research reported in this volume enjoys a wide and colourful array of conceptual frameworks, innovative methodological designs and approaches, and contextual diversities and variations which make the book a must-read for target practitioners globally. It also provides invaluable implications and suggestions for further inquiry in the area of LCI. Overall, the book is a very timely and welcome contribution and has done excellent justice to current discussions in this domain.”
Cited by

Cited by 3 other publications

Meurice, Alice & Fanny Meunier
2020. Designing In-Service Teacher Training for Computer- and Mobile-Assisted Foreign Language Learning. In Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning [Advances in Educational Technologies and Instructional Design, ],  pp. 289 ff. DOI logo
Révauger, Guilène
2022. Continuité et rupture dans les modalités d’évaluation : une activité d’évaluation par les pairs associée à une auto-évaluation au sein d’un cours de didactique des langues. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT :Vol. 41 N°2 DOI logo
Séror, Jérémie & Guillaume Gentil
2023. Chapter 7. Direct observation of writing activity. In Research Methods in the Study of L2 Writing Processes [Research Methods in Applied Linguistics, 5],  pp. 141 ff. DOI logo

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Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2016011008 | Marc record