{"title":"Discourse and Identity on Facebook by Mariza Georgalou","authors":"Carly M. Lesoski","doi":"10.1558/cj.35928","DOIUrl":"https://doi.org/10.1558/cj.35928","url":null,"abstract":"Discourse and Identity on Facebook by Mariza Georgalou London, England: Bloomsbury Academic US $128 ISBN 9781474289122 (Hardback) 332 pages 2017","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"77 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84325182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Facebook and Conversation Analysis: The Structure and Organization of Comment Threads Matteo Farina London, England: Bloomsbury Academic US $128.00 ISBN: 9781350038301 (Hardback) 232 pages 2018
《Facebook和对话分析:评论线的结构和组织》Matteo Farina伦敦，英格兰:Bloomsbury Academic US $128.00 ISBN: 9781350038301(精装本)232页2018
{"title":"Facebook and Conversation Analysis: The Structure and Organization of Comment Threads by Matteo Farina","authors":"Annika Lantz-Andersson","doi":"10.1558/CJ.37368","DOIUrl":"https://doi.org/10.1558/CJ.37368","url":null,"abstract":"Facebook and Conversation Analysis: The Structure and Organization of Comment Threads Matteo Farina London, England: Bloomsbury Academic US $128.00 ISBN: 9781350038301 (Hardback) 232 pages 2018","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"38 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81406358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Technolingualism: The Mind and the Machine James Pfrehm London, England: Bloomsbury Academic US $88 (Hardback) US $20.53 (Paperback) ISBN 9781472578334 304 pages 2018
{"title":"Technolingualism: The Mind and the Machine, by James Pfrehm","authors":"S. E. Bangs","doi":"10.1558/CJ.36364","DOIUrl":"https://doi.org/10.1558/CJ.36364","url":null,"abstract":"Technolingualism: The Mind and the Machine James Pfrehm London, England: Bloomsbury Academic US $88 (Hardback) US $20.53 (Paperback) ISBN 9781472578334 304 pages 2018","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"25 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77646799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Task-Based Language Learning in a Real-World Digital Environment: The European Digital Kitchen Edited by Paul Seedhouse London, England: Bloomsbury US $128 ISBN 9781474264075 (Hardback) 304 pages 2017
现实世界数字环境中基于任务的语言学习:Paul Seedhouse编辑的欧洲数字厨房伦敦，英国:布卢姆斯伯里出版社:US $128 ISBN 9781474264075(精装本)304页2017
{"title":"Task-Based Language Learning in a Real-World Digital Environment: The European Digital Kitchen, edited by Paul Seedhouse","authors":"Thorsten Wilhelm","doi":"10.1558/CJ.36421","DOIUrl":"https://doi.org/10.1558/CJ.36421","url":null,"abstract":"Task-Based Language Learning in a Real-World Digital Environment: The European Digital Kitchen Edited by Paul Seedhouse London, England: Bloomsbury US $128 ISBN 9781474264075 (Hardback) 304 pages 2017","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"10 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87556068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
From its beginnings, computer-assisted language learning (CALL) has been widely seen as an enterprise that draws on inputs from multiple disciplines. Scholars tracking the development of such enterprises in other domains have developed generally accepted terminology distinguishing concepts of multidisciplinarity, interdisciplinarity, and transdisciplinarity along a continuum from lesser to greater integration, coherence, and synthesis. We begin with an overview of the three preceding concepts with particular attention to interdisciplinarity in contemporary CALL. We then explore the notion of transdisciplinarity as an emerging theme in applied linguistics, arguably the field most closely related to CALL. In the following section, we look at theoretical options that are less connected to single disciplinary positions and represent the interdisciplinary state of the field and its movement toward transdisciplinarity. We expand on the basic notion of CALL as a potential transdisciplinary field and provide a descriptive framework of transdisciplinary types. The final section offers a model for visualizing transdisciplinarity for CALL with accompanying examples, arguing for a set of common transdisciplinary notions and a lingua franca for CALL stakeholders from a range of disciplines to use when communicating. We conclude that the future of the field lies in a much stronger transdisciplinary orientation than is currently the case and call upon our colleagues to pursue the concept.
{"title":"Toward Transdisciplinarity in Computer-Assisted Language Learning","authors":"Philip Hubbard, J. Colpaert","doi":"10.1558/CJ.37499","DOIUrl":"https://doi.org/10.1558/CJ.37499","url":null,"abstract":"From its beginnings, computer-assisted language learning (CALL) has been widely seen as an enterprise that draws on inputs from multiple disciplines. Scholars tracking the development of such enterprises in other domains have developed generally accepted terminology distinguishing concepts of multidisciplinarity, interdisciplinarity, and transdisciplinarity along a continuum from lesser to greater integration, coherence, and synthesis. We begin with an overview of the three preceding concepts with particular attention to interdisciplinarity in contemporary CALL. We then explore the notion of transdisciplinarity as an emerging theme in applied linguistics, arguably the field most closely related to CALL. In the following section, we look at theoretical options that are less connected to single disciplinary positions and represent the interdisciplinary state of the field and its movement toward transdisciplinarity. We expand on the basic notion of CALL as a potential transdisciplinary field and provide a descriptive framework of transdisciplinary types. The final section offers a model for visualizing transdisciplinarity for CALL with accompanying examples, arguing for a set of common transdisciplinary notions and a lingua franca for CALL stakeholders from a range of disciplines to use when communicating. We conclude that the future of the field lies in a much stronger transdisciplinary orientation than is currently the case and call upon our colleagues to pursue the concept.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"23 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85694192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although early ASR-based dictation programs were criticized for lack of accuracy and explicit feedback for L2 pronunciation practice, teachers and researchers have shown renewed interest. However, little is known about student reactions to ASRbased dictation practice. This qualitative study examines student perspectives, identifying advantages and challenges to working with dictation software and generating ideas for the ideal ASR dictation program. Advanced ESL participants (n=16) worked with Windows Speech Recognition in a three-week hybrid pronunciation workshop. The study identifies many themes, including advantages such as ease of use, usefulness for pronunciation learning due to feedback provided, and heightened awareness of pronunciation issues, but also disadvantages, such as frustrating levels of recognition, particularly in the first attempt, doubts of the program's transcription abilities, and lack of convenience. Participants reported that convenience and greater support in pronunciation practice would be important for an ideal program.
{"title":"Learners’ Feedback Regarding ASR-based Dictation Practice for Pronunciation Learning","authors":"Shannon McCrocklin","doi":"10.1558/CJ.34738","DOIUrl":"https://doi.org/10.1558/CJ.34738","url":null,"abstract":"Although early ASR-based dictation programs were criticized for lack of accuracy and explicit feedback for L2 pronunciation practice, teachers and researchers have shown renewed interest. However, little is known about student reactions to ASRbased dictation practice. This qualitative study examines student perspectives, identifying advantages and challenges to working with dictation software and generating ideas for the ideal ASR dictation program. Advanced ESL participants (n=16) worked with Windows Speech Recognition in a three-week hybrid pronunciation workshop. The study identifies many themes, including advantages such as ease of use, usefulness for pronunciation learning due to feedback provided, and heightened awareness of pronunciation issues, but also disadvantages, such as frustrating levels of recognition, particularly in the first attempt, doubts of the program's transcription abilities, and lack of convenience. Participants reported that convenience and greater support in pronunciation practice would be important for an ideal program.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"42 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82542515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study presents a synthesis of empirical research reporting on learners' perceptions about the effectiveness of CMC in EFL/ESL writing classes. Conducting a multi-stage systematic review, we analyzed 52 scholarly research articles published between 2000 and 2016. Our findings indicate that while learners perceive linguistic benefits from interacting with different interlocutors in mainly blog- and wiki-mediated writing activities, they also report challenges with respect to task demands and the quality of feedback. Learners perceive CMC-integrated writing to be authentic and interactive, thereby developing their motivation, autonomy, and identity as writers. Finally, the implications of this review and the directions for future research in the domain of CMC and EFL/ESL writing are discussed.
{"title":"Synthesizing Research on Learner Perceptions of CMC Use in EFL/ESL Writing","authors":"Erhan Aslan, H. Çiftçi","doi":"10.1558/CJ.34818","DOIUrl":"https://doi.org/10.1558/CJ.34818","url":null,"abstract":"This study presents a synthesis of empirical research reporting on learners' perceptions about the effectiveness of CMC in EFL/ESL writing classes. Conducting a multi-stage systematic review, we analyzed 52 scholarly research articles published between 2000 and 2016. Our findings indicate that while learners perceive linguistic benefits from interacting with different interlocutors in mainly blog- and wiki-mediated writing activities, they also report challenges with respect to task demands and the quality of feedback. Learners perceive CMC-integrated writing to be authentic and interactive, thereby developing their motivation, autonomy, and identity as writers. Finally, the implications of this review and the directions for future research in the domain of CMC and EFL/ESL writing are discussed.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"39 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2018-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83522080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The CALICO Journal editors attend a lot of conferences. At the XIXth International Computer Assisted Language Learning (CALL) Research Conferencein Bruges, Belgium this year we reflected on what makes a "good" conference, whether CALL as a subdiscipline needs its own conferences, and why we should attend such conferences. Below are some thoughts (few of them our own) that emerged from our conversations with scholars who have had significant experience in both attending and organizing such conferences. Our focus here is on CALL and CALL-relevant conferences, but we think much of what we write is applicable to academic conferences in applied linguistics more widely.
{"title":"Dear CALL Conferences …","authors":"Ana Oskoz, Bryan Smith","doi":"10.1558/CJ.37209","DOIUrl":"https://doi.org/10.1558/CJ.37209","url":null,"abstract":"The CALICO Journal editors attend a lot of conferences. At the XIXth International Computer Assisted Language Learning (CALL) Research Conferencein Bruges, Belgium this year we reflected on what makes a \"good\" conference, whether CALL as a subdiscipline needs its own conferences, and why we should attend such conferences. Below are some thoughts (few of them our own) that emerged from our conversations with scholars who have had significant experience in both attending and organizing such conferences. Our focus here is on CALL and CALL-relevant conferences, but we think much of what we write is applicable to academic conferences in applied linguistics more widely.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"55 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83883435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is concerned with teaching language by utilizing social media from a social justice perspective. It makes an argument for taking a dialogic approach to pedagogy based on serendipity and contingent scaffolding. The article is inspired by a small but growing body of literature known as Critical Computer-Assisted Language Learning. First, I provide a brief introduction to Computer-Assisted Language Learning, and its recent turn toward a critical approach. Then, I discuss social media, and what “social” means when it precedes the word “media.” Next, I describe how social media are being used in language education, and why the dominant methods of use may not prepare language learners as justice-oriented democratic citizens. A key barrier I identify in this regard is media users’ increasing ability to filter what they want to see and hear. To re-think the pedagogical uses of social media, I draw from Mikhail Bakhtin’s works and propose a dialogic approach, which may be helpful for language teachers and teacher educators.
{"title":"Teaching Language, Promoting Social Justice: A Dialogic Approach to Using Social Media","authors":"S. Anwaruddin","doi":"10.1558/CJ.35208","DOIUrl":"https://doi.org/10.1558/CJ.35208","url":null,"abstract":"The article is concerned with teaching language by utilizing social media from a social justice perspective. It makes an argument for taking a dialogic approach to pedagogy based on serendipity and contingent scaffolding. The article is inspired by a small but growing body of literature known as Critical Computer-Assisted Language Learning. First, I provide a brief introduction to Computer-Assisted Language Learning, and its recent turn toward a critical approach. Then, I discuss social media, and what “social” means when it precedes the word “media.” Next, I describe how social media are being used in language education, and why the dominant methods of use may not prepare language learners as justice-oriented democratic citizens. A key barrier I identify in this regard is media users’ increasing ability to filter what they want to see and hear. To re-think the pedagogical uses of social media, I draw from Mikhail Bakhtin’s works and propose a dialogic approach, which may be helpful for language teachers and teacher educators.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"6 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2018-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91263450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：