Research on CALL and Distance Learning: A Briefly Annotated ...

<strong>Research</strong> on CALL and Distance Learning: A Briefly Annotated Bibliography 

Aaron Ohlrogge 

University of Michigan 

Michigan State University 

Hyewon Lee 

Michigan State University 

1. Introduction 

This section of the volume provides an abbreviated version of an extensive and briefly annotated 

bibliography of work concerning a variety of CALL topics available at the CALICO website 

https://calico.org. In general, these citations reflect work done over the past 20 years with special 

focus on post-2000 studies, although the keen observer will note a few older classics here and 

there. The citations listed here have been compiled from a variety of sources such as the database 

available by Grgurović (2007) and EUROCALL (2007, http://www.eurocalllanguages.org/resources/bibliography/index.html) 

as well as hand searches of CALL journals. 

Many, but not all, of the works cited in earlier chapters are annotated here as well. We would 

like to mention that while we are familiar with some of the works in this chapter, in many cases 

our keywords and summaries have been taken solely from abstracts. In cases in which the results 

of experimental studies can be summarized in a single sentence, we have attempted to do so. 

Works of an exploratory, critical, and/or theoretical nature are often summarized more broadly. 

Constrained as we were with only a single sentence with which to summarize these studies, we 

apologize in advance for any oversimplifications and/or misrepresentations of the works listed 

here. 

The abbreviated list of references included here focuses on distance learning and hybrid 

learning. A more expansive list of annotated references is included at the CALICO website, for it 

was too expansive to be included in the print version of this volume. 

In the works that follow, we have, wherever possible, included a list of keywords which 

denote three major categories across which these works have been classified. These categories 

are 

1. Language 

The majority of language-learning settings described by these works feature European and Asian 

languages, although some works have focused on the use of CALL in teaching minority 

indigenous languages in North America (Jancewicz & MacKenzie, 2002) , Africa (Berg & 

Pretorius, 2003), and Australia (Auld, 2002). While the majority of research in this chapter has 

focused on second language learning settings, a few L1 studies particularly relevant to L2 CALL 

are included as well. Such studies are denoted accordingly. 

2. Skill area 

While traditionally identified skill areas such as grammar, vocabulary, reading, writing, listening, 

and speaking are all featured here, additional skill areas such as discourse competence and 

cultural competence are also included. Indeed, many works, such as Hager (2005) and Kim 

1

(2002) have reported many positive benefits of using websites to teach L2 cultural content. 

Where applicable, studies relating to language assessment, teacher training, and materials 

development are also identified, as well as works of special interest to those involved in distance 

learning. 

3. Technology 

The past 20 years have seen an amazing transformation in the ways in which computers have 

been incorporated into language learning. While initially computers were largely used as new 

delivery devices of existing language materials, these days the situation is much different. The 

advancement of various types of synchronous and asynchronous CMC, including instant 

messaging, chat rooms, email, and bulletin boards, have led to fantastic opportunities for 

communication not only between language learners in the setting of a single class or course (e.g., 

Ene, Goertler, & McBride, 2005), but also between learners of each other’s language, a process 

known as tandem learning (e.g., Chung, Graves, Wesche, & Barfurth, 2005; Darhower, 2006). 

Furthermore, advances in both hardware and software have allowed for greatly enhanced 

feedback for learners on various types of output, including pronunciation and prosody (Hardison, 

2005), grammar (Heift, 2003, 2006), and vocabulary (Cobb, 1997). Finally, several researchers 

and educators have begun to harness the potential of language corpora for pedagogical purposes 

as well (e.g., Granger, 2003). 

We hope that this resource list proves useful for your CALL and distance-education-related 

teaching, assessment, and research. 

Annotated References 

Abrams, Z. I. (2001). Computer-mediated communication and group journals: Expanding the 

repertoire of participant roles. System, 29 (4), 489-503. 

Keywords: Writing, German 

Summary: CMC writers exhibited more participant roles in group writing than those who wrote group journals 

Abrams, Z. I. (2002). Surfing to cross-cultural awareness: Using internet-mediated projects to 

explore cultural stereotypes. Foreign Language Annals, 35 (2), 141-160. 

Keywords: culture, German, websites 

Summary: Use of target language websites shown to be effective cultural teaching tool 

Abrams, Z. I. (2003a). Flaming in CMC: Prometheus’ Fire or Inferno’s? CALICO Journal, 20 

(2), 245-260. (https://www.calico.org/p-5-CALICO Journal.html) 

Keywords: German 

Summary: Describes how flaming can be a source of positive language learning 

Abrams, Z. I. (2003b). The effect of synchronous and asynchronous CMC on oral performance 

in German. The Modern Language Journal, 87 (2), 157-167. 

Keywords: writing, German, synchronous CMC 

Summary: Synchronous CMC group outperformed asynchronous, control groups in output quality and quantity 

2

Abrate, J., & Bowling, T. (2000). Paris and the Web: Surfing along the Seine. The French 

Review, 73 (6), 1165-1178. 

Keywords: culture, French, websites 

Summary: Describes how target language webpages can be used for cultural learning 

Absalom, M., & Marden, M. P. (2004). Email communication and language learning at 

university—An Australian case study. Computer Assisted Language Learning, 17 (3-4), 

403-440. 

Keywords: writing, Italian, email 

Summary: Qualitative description of email interactions between students and instructors 

Ahern, T., Peck, K., & Laycock, M. (1992). The effects of teacher discourse in computermediated 

discussion. Journal of Educational Computing <strong>Research</strong>, 8 (3), 291–309. 

Keywords: writing, English (L1), asynchronous CMC 

Summary: Students produced most language when teacher adopted a conversational style in CMC, as opposed to 

making only direct statements or only posing questions 

Alderson, J. C. (2000). Technology in testing: The present and the future. System, 28 (4), 593- 

603. 

Keywords: assessment, English, internet, CD-ROM 

Summary: Summarizes current and future trends in computer-based language assessment 

Alderson, J. C., & McIntyre, D. (2006). Implementing and evaluating a self-assessment 

mechanism for the web-based language and style course. Language and Literature, 15 

(3), 291-306. 

Keywords: assessment, English (L1), web-based test 

Summary: Summarizes the development of a self-assessment tool for an online stylistics course 

Aldrich, F., Rogers, Y., & Scaife, M. (1998). Getting to grips with ‘interactivity’: Helping 

teachers assess the educational value of CD-ROMs. British Journal of Educational 

Technology (BJET), 29 (4), 321-332. 

Keywords: English (L1), CD-ROM 

Summary: Provides criteria for evaluating CD-ROMS for classroom use; British education oriented 

Allum, P. (2002). CALL and the classroom: The case for comparative research. ReCALL, 14 (1), 

146-166. 

Keywords: CALL 

Summary: Reports a longitudinal study evaluating CALL program; argues for more comparative research 

Allum, P. (2004). Evaluation of CALL: Initial vocabulary learning. ReCALL, 16 (2), 488-501. 

Keywords: vocabulary 

Summary: Demonstrates positive results for active and passive vocabulary acquisition 

Al-Sa’Di, R. A., & Hamdan, J. M. (2005). “Synchronous online chat” English: Computermediated 

communication. World Englishes, 24 (4), 409-424. 

Keywords: English, chat 

Summary: Provides a linguistic description of CMC discourse; argues for CMC language as a hybrid of spoken and 

written English 

3

Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary 

acquisition: A comparative study. Language Learning & Technology, 5 (1), 202-232. 

(http://llt.msu.edu) 

Keywords: vocabulary, English, video, and still image 

Summary: Finds video presentation of glosses more effective than still-photo glosses 

Al-Seghayer, K. (2005). ESL readers’ perceptions of reading in well structured and less 

structured hypertext environment. CALICO Journal, 22 (2), 191-212. 

(https://www.calico.org/p-5-CALICO Journal.html) 

Keywords: reading, English, hypertext 

Summary: Learners unanimously favored well structured hypertexts 

Al-Seghayer, K. (2007). The role of organizational devices in ESL readers’ construction of 

mental representations of hypertext content. CALICO Journal, 24 (3), 531-559. 



Summary: Better reading comprehension achieved with highly and clearly structured texts, especially among less 

proficient learners 

Amiri, F. (2000). IT-literacy for language teachers: Should it include computer programming? 

System, 28 (1), 77-84. 

Keywords: teacher training, English, programming 

Summary: Argues MA-TESOL teachers should learn programming to develop own CALL materials 

Anderson, J. (2001). Web publishing in non-Roman scripts: Effects on the writing process. 

Language and Education, 15 (4), 229-249. 

Keywords: writing, Urdu, Bengali, web-based publishing 

Summary: Describes use of desktop publishing for community language users in British secondary school 

Anderson, L., Fyvie, B., Koritko, B., McCarthy, K., Paz, S. M., Rizzuto, M., et al. (2006). Best 

practices in synchronous conferencing moderation [Technical evaluation report]. 

International Review of <strong>Research</strong> in Open and Distance Learning, 7 (1), 1-6. 

(http://www.irrodl.org/index.php/irrodl) 

Keywords: Synchronous CMC 

Summary: Discusses good practices for instructors conducting sychronous CMC oriented activities 

Anderson-Hsieh, J. (1994). Interpreting visual feedback on suprasegmentals in computer-assisted 

pronunciation instruction. CALICO Journal, 11 (4), 5-22. (https://www.calico.org/p-5- 

CALICO Journal.html) 

Keywords: pronunciation, English, visual feedback 

Summary: Explains how visual feedback from computers can be used to teach suprasegmentals 

Andrews, C. (2000). Project-oriented use of the World Wide Web for teaching and learning 

culture. Computer Assisted Language Learning, 13 (4-5), 357-376. 


Summary: Qualitatively compares cultural learning via internet and traditional materials 

4

Appel, C., & Mullen, T. (2002). A new tool for teachers and researchers involved in email 

tandem language learning. ReCALL, 14 (2), 195-208. 

Keywords: email 

Summary: Describes a new teacher interface for a tandem learning project 

Araujo e Sa, M. H., & Melo, S. (2007). Online plurilingual interaction in the development of 

language awareness. Language Awareness, 16 (1), 7-20. 

Keywords: French, Italian, Spanish, Portuguese 

Summary: Describes how communication breakdowns in chat can lead to increased language awareness 

Ariew, R., & Ercetin, G. (2004). Exploring the potential of hypermedia annotations for second 

language reading. Computer Assisted Language Learning, 17 (2), 237-259. 

Keywords: reading, English, hypertext, 

Summary: Video and graphic annotations not found to improve reading comprehension; negative association 

between fixation on annotations and reading comprehension among lower lever learners 

Armitage, N., & Bowerman, C. (2002). Knowledge pooling in CALL: Programming an online 

language learning system for reusability, maintainability and extensibility. Computer 

Assisted Language Learning, 15 (1), 27-53. 

Keywords: materials development, 

Summary: Discusses technical issues related to creating CALL materials 

Armitage, N., & Bowerman, C. (2005). The LOM approach—A CALL for concern? Computer 

Assisted Language Learning, 18 (1-2), 109-118. 

Keywords: pedagogy 

Summary: Critical discussion of pedagogical benefits of CALL 

Arnold, N. (2007). Technology-mediated learning 10 years later: Emphasizing pedagogical or 

utilitarian applications? Foreign Language Annals, 40 (1), 161. 


Summary: Survey of college foreign language teachers indicates most are using technology to some degree, 

although usage influenced by utilitarian concerns first and by pedagogy second 

Arnold, N., & Ducate, L. (2006). Future foreign language teachers’ social and cognitive 

collaboration in an online environment. Language Learning & Technology, 10 (1), 42-66. 


Keywords: teacher training, bulletin boards, 

Summary: Analyzes discussion between foreign language teacher trainees at two universities 

Arnold, N., Ducate, L., Lomicka, L., & Lord, G.. (2005). Using computer-mediated 

communication to establish social and supportive environments in teacher education. 

CALICO Journal, 22 (3), 537-566. (https://www.calico.org/p-5-CALICO Journal.html) 

Keywords: teacher training, bulletin boards, 

Summary: Analyzes discussion between foreign language teacher trainees at three universities 

Ashby, W., & Ostertag, V. (2002). How well can a computer program teach German culture? 

Some preliminary findings from EthnoDeutsch. Die Unterrichtspraxis/Teaching German, 

35 (1), 79-85. 

Keywords: culture, German, software, 

Summary: Compares student evaluations of a culture-based CD-ROM to ACTFL guidelines 

5

Atkinson, T. (1992). Hands off. It’s my go! IT in the languages classroom. London: CILT in 

association with NCET. (ERIC document Reproduction Service No. ED 350873) 

Keywords: CALL materials 

Summary: A guide on IT issues for teachers; topics include hardware, software, and program management 

Atkinson T. (2002). WWW: the internet (2nd Ed.) (CILT Infotech Series No. 3), London: CILT. 

Keywords: internet 

Summary: A guide for teachers on using the internet for language learning 

Atwell, E., Howarth, P., Souter, C., Baldo, P, Bisiani, R., Pezzotta, D., et al. (2000). User-guided 

system development in interactive spoken language education. Natural Language 

Engineering, 6 (3-4), 229-241. 

Keywords: materials development 

Summary: Argues for collaboration between language experts and CALL developers 

Atwell, E., Howarth, P., Souter, C. (2003). The ISLE corpus: Italian and German spoken 

learners’ English. ICAME Journal, 27 (1), 5-18. 

Keywords: Italian, German, corpora 

Summary: Describes a nonnative-speaker spoken corpus annotated for pronunciation errors 

Auld, G. (2002). The role of the computer in learning Ndjébbana. Language Learning & 

Technology, 6 (2), 41-58. (http://llt.msu.edu) 

Keywords: reading (L1), Ndjebbana, talking books; video touch screens 

Summary: Describes development of CALL materials to promote L1 literacy in endangered indigenous Australian 

language 

Ayoun, D. (2000). Web-based elicitation tasks in SLA research. Language Learning & 


Keywords: grammar, French, software 

Summary: Describes two software programs used to elicit grammaticality judgments of various types 

Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer Assisted Language 

Learning, 15 (3), 241-249. 

Keywords: learner attitudes 

Summary: Describes learner reactions and attitudes about CALL in the language classroom 

Baldzis, S. D., Eumeridou, E., & Kolalas, S. (2002). A complete and comprehensive system for 

modern Greek language processing proposed as a modern Greek language CALL method 

developer. Literary and Linguistic Computing, 17 (4), 373-400. 

Keywords: grammar, vocabulary, Modern Greek, software, distance learning 

Summary: Describes an NLP program for Modern Greek that can be used to teach the language as well 

Banados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL 

successfully through an online interactive multimedia environment. CALICO Journal, 23 


Keywords: English, software, hybrid 

Summary: Describes English software program used for Chilean university students 

Bangs, P., & Shield, L. (1999). Why change authors into programmers? ReCALL, 11 (1), 19-29. 


Summary: Evaluates existing web-based CALL programs and provides guidelines for future developers 

6

Bangs, P. (2002). Authoring, pedagogy and the Web: Expectations versus reality. International 

Journal of English Studies Monographs, 2 (Pt. 1). 

Keywords: software 

Summary: Evaluates existing web-based CALL programs and provides guidelines for future developers 

Bangs, P., & Cantos, P. (2004). What can computer assisted language learning contribute to 

foreign language pedagogy? International Journal of English Studies, 4 (1), 221-239. 


Summary: Considers CALL history in relation to behaviorist and communicative methodology; explores future 

directions 

Barile, A. L., & Durso, F. T. (2002). Computer-mediated communication in collaborative 

writing. Computers in Human Behavior, 18 (2), 173-190. 

Keywords: writing, English (L1), email; synchronous CMC, 

Summary: Synchronous CMC group outperformed email group in collaborative writing task 

Barker, A. (2001). Ancient Greek with Thrasymachus: A Web site for learning ancient Greek. 


Keywords: reading, grammar, vocabulary, Ancient Greek, website 

Summary: Details creation of a website to supplement print textbook 

Bar-Lev, Z. (2004). “Glyphs” and other innovations for Hebrew and Arabic. CALICO Journal, 

21 (3), 557-559. (https://www.calico.org/p-5-CALICO Journal.html) 

Keywords: reading, orthography, Hebrew, Arabic, websites 

Summary: Describes website used to help teach Hebrew and Arabic scripts 

Baron, N. S. (2004). See you online: Gender issues in college student use of instant messaging. 

Journal of Language and Social Psychology, 23 (4), 397-423. 


Summary: Describes gender differences among American college students while using instant messaging 

Barr, D., Leakey, J., & Ranchoux, A. (2005). Told like it is! An evaluation of an integrated oral 

development pilot project. Language Learning & Technology, 9 (3), 55-78. 


Keywords: speaking, French, software; computer supervisory hardware; speech recognition, 

Summary: Traditional classroom outperformed students using CALL for oral skills 

Barr, J. D., & Gillespie, J. H. (2003). Creating a computer-based language learning environment. 

ReCALL, 15 (1), 68-78. 


Summary: Explores the integrative uses of technology in the classroom 

Barrette, C. M. (2001). Students’ preparedness and training for CALL. CALICO Journal, 19 (1), 

5-36. (https://www.calico.org/p-5-CALICO Journal.html) 

Keywords: Spanish, computer literacy 

Summary: Considers students' computer literacy as a factor in the effectiveness of CALL 

7

Basharina, O., K. (2007). An activity theory perspective on student-reported contradictions in 

international telecollaboration. Language Learning & Technology, 11 (2), 36-58. 


Keywords: writing, English, bulletin boards 

Summary: Discusses issues arising while using bulletin boards 

Bax, S., & Chambers, A. (2006). Making CALL work: Towards normalisation. System, 34 (4), 

465-479. 

Keywords: CALL materials 

Summary: Discusses qualitative challenges to CALL 

Bax, S. (2003). CALL—past, present and future. System, 31 (1), 13-28. 

Keywords: CALL Theory 

Summary: Discusses various theoretical approaches to CALL 

Beatty, K., & Nunan, D. (2004). Computer-mediated collaborative learning. System, 32 (2), 165- 

183. 

Keywords: reading, English (literature content focus), software 

Summary: Compares constructionist- and behaviorist-driven programs for literature comprehension; results failed 

to support superiority of constructionist materials 

Beaudoin, M. (2004). A principle-based approach to teaching grammar on the web. ReCALL, 16 

(2), 462-474. 

Keywords: grammar, websites 

Summary: Discusses best practices in the creation of websites used for grammar teaching 

Beaudoin, M. (2004). Educational use of databases in CALL. Computer Assisted Language 


Keywords: databases 

Summary: Describes the potential for using various types of databases for language education 

Beauvois, M. H. (1992). Computer-assisted classroom discussion in the foreign language 

classroom: Conversation in slow motion. Foreign Language Annals, 25 (5), 455-464. 

Keywords: French, Portuguese, synchronous CMC 

Summary: An early discussion of the use of chat in the foreign language classroom 

Becker, U. (2006). Publishing for a diaspora: The development of publishing in the international 

Esperanto movement. Language Problems & Language Planning, 30 (3), 269-301. 

Keywords: reading, Esperanto, websites 

Summary: Describes the potential for using the internet to revive diasporadic languages such as Esparanto 

BECTA. (2004). What the research says about using ICT in Modern Foreign Languages. 

Coventry: BECTA Retrieved December 19, from 

(http://www.becta.org.uk/page_documents/research/wtrs_mfl.pdf) 

Keywords: literature review 

Summary: Summarizes literature on CALL, presented in context of British school system 

8

Bednar, A. K., & Charles, M. T. (1999). A constructivist approach for introducing pre-service 

teachers to educational technology: Online and classroom education (Report No. IR- 

019-676). San Antonio, TX: Society for Information Technology & Teacher Education. 

Keywords: teacher training 

Summary: Discusses constructivist approach to classroom technology 

Bell, F. L., & LeBlanc, L. B. (2000). The language of glosses in L2 reading on computer: 

Learners’ preferences. Hispania, 83 (2), 274-285. 

Keywords: reading, Spanish, software 

Summary: Students strongly preferred L1 glosses to L2 glosses 

Belz, J. A. (2001). Institutional and individual dimensions of transatlantic group work in 

network-based language teaching. ReCALL, 13 (2), 213-231. 

Keywords: distance learning 

Summary: Explores social dimensions of distance learning 

Belz, J. A. (2002). Social dimensions of telecollaborative foreign language study. Language 

Learning & Technology, 6 (1), 60-81. (http://llt.msu.edu) 

Keywords: pragmatics, sociolinguistics, German, email, synchronous CMC 

Summary: Discusses collaborative projects between German- and English-speaking language learners 

Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in 

telecollaboration. Language Learning & Technology, 7 (2), 68-117. (http://llt.msu.edu) 

Keywords: culture, German, email, 

Summary: Discusses development of intercultural competence between German- and English-speaking students via 

email 

Belz, J. A. (2004). Learner corpus analysis and the development of foreign language proficiency. 

System, 32 (4), 577-591. 

Keywords: grammar, German, email 

Summary: Analyzes grammar in a corpus of learner and native speaker email correspondence 

Belz, J. A. (2005). Intercultural questioning, discovery and tension in internet-mediated language 

learning partnerships. Language and Intercultural Communication, 5 (1), 3-39. 

Keywords: culture, German, email 

Summary: Discusses process of question asking between German- and English-speaking students 

Belz, J. A., & Müller-Hartmann, A. (2003). Teachers as intercultural learners: Negotiating 

German-American telecollaboration along the institutional fault line. The Modern 

Language Journal, 87 (1), 71-89. 

Keywords: German, English, email 

Summary: Discusses academic institutional factors influencing a telecollaboration project 

Belz, J. A., & Kinginger, C. (2002). The cross-linguistic development of address form use in 

telecollaborative language learning: Two case studies. The Canadian Modern Language 

Review/La Revue canadienne des langues vivantes, 59 (2), 189-214. 

Keywords: pragmatics, German, French, email 

Summary: Analyzes personal pronoun use among German-English and French-English email partners 

9

Belz, J. A., & Reinhardt, J. (2004). Aspects of advanced foreign language proficiency: Internetmediated 

German language play. International Journal of Applied Linguistics, 14 (3), 

324-362. 

Keywords: grammar, vocabulary, German, email 

Summary: Case study of an adult learner who engages in verbal word play in his second language via email 

Belz, J., & Vyatkina, N. (2005). Learner corpus analysis and the development of L2 pragmatic 

competence in networked inter-cultural language study: The case of German modal 

particles. The Canadian Modern Language Review / La revue canadienne des langues 

vivantes, 62 (1), 17-48. 

Keywords: grammar, German, corpora 

Summary: Discusses use of a learner corpus to develop usage of modal particles in L2 German 

Berg, A. S., & Pretorius, R. S. (2003). Tsenang!: An interactive multimedia programme for 

learning beginner Setswana. Tydskrif vir Taalonderrig/Journal for Language Teaching, 

37 (1), 1-12. 

Keywords: Setswana (Tsewana), software 

Summary: Discusses the functions of a program for learning basic Setswana, the official language of Botswana, 

also spoken in parts of South Africa 

Berge, Z. L. (1998). Conceptual frameworks in distance training and education. In D. A. 

Schreiber & Z. L. Berge (Eds.), Distance training: How innovative organizations are 

using technology to maximize learning and meet business objectives (pp. 19-36). San 

Franscisco: Jossey-Bass Publishers. 


Summary: Discusses transmission and transformation of knowledge in distance learning 

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004). 

How does distance education compare with classroom instruction? A meta-analysis of the 

empirical literature. Review of Educational <strong>Research</strong>, 74 (3), 379-439. 

Keywords: literature review, distance learning 

Summary: Overall analysis of 232 studies reveals that sychronous environments tend to favor real-time courses, 

while asynchronous formats tend to favor distance education; wide results variation in both 

Bhattacharya, M., & Chatterjee, R. (2000). Collaborative innovation as a process for cognitive 

development. Journal of Interactive Learning <strong>Research</strong>, 11 (3), 295-312. 


Summary: Discusses cognitive benefits of collaboration; authors focus on the use of the internet as a collaborative 

medium 

Bickerton, D., Stenton, T., & Temmermann, M. (2001). Criteria for the evaluation of authoring 

tools in language education. In A. Chambers & G. Davies (Eds.), ICT and language 

learning: A European perspective (pp. 53-66). Lisse: Swets & Zeitlinger. 

Keywords: CALL evaluation 

Summary: Gives criteria for evaluating CALL authoring tools for language teachers 

10

Biesenbach-Lucas, S. (2005). Communication topics and strategies in email consultation: 

Comparison between American and international university students. Language Learning 

& Technology, 9 (2), 24-46. (http://llt.msu.edu) 

Keywords: pragmatics, English, email 

Summary: Differences between American and international students email correspondence with an instructor 

analyzed; results similar to those found for face-to-face interactions 

Biesenbach-Lucas, S. (2007). Students writing emails to faculty: An examination of e-politeness 

among native and non-native speakers of English. Language Learning & Technology, 11 

(2), 59-81. (http://llt.msu.edu) 

Keywords: pragmatics, English, email, 

Summary: Politeness strategies between native speakers and nonnative speakers in email requests to an instructor 

are considered in light of speech act theory; pedagogical recommendations for email politeness are provided 

Biesenbach-Lucas, S., & Weasenforth, D. (2001). Email and word processing in the ESL 

classroom: How the medium affects the message. Language Learning & Technology, 5 


Keywords: English, email 

Summary: Compares word-processed and emailed texts across similar tasks; questions ability of email to benefit 

students' academic writing proficiency 

Biesenbach-Lucas, S., Melonie, C., & Weasenforth, D. (2000). Use of cohesive features in ESL 

students’ email and word-processed texts: A comparative study. Computer Assisted 

Language Learning, 13 (3), 221-237. 

Keywords: grammar, English, email, 

Summary: Analyzes differences between word-processed and emailed texts across similar tasks; text length and L1 

differences noted 

Binkley, S. C., & Hall, J. E. (2003). Sound pedagogical practice on the Web. The French Review, 

76 (3), 564-579. 


Summary: Stresses importance of making web-based materials pedagogically useful as well as attractive 

Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. 

Language Learning & Technology, 4 (1), 120-136. (http://llt.msu.edu) 

Keywords: grammar, vocabulary, Spanish, chat 

Summary: Examines incidental negotiation via chat across several tasks; lexical negotiations far more common 

than syntactic negotiations 

Blake, R. (2001). What language professionals need to know about technology. ADFL Bulletin, 

32(3), 93-99. 

Keywords: CALL Overview 

Summary: Brief overview of CALL, debunks common myths and presents general benefits of CALL 

Blake, R. J. (2005). Bimodal CMC: The glue of language learning at a distance. CALICO 

Journal, 22 (3), 497-511. (https://www.calico.org/p-5-CALICO Journal.html) 

Keywords: Spanish, voice and written CMC, distance learning 

Summary: Describes a typical student's experience with distance learning Spanish program, framed in standard 

SLA terms (e.g. negotiation of meaning; error repair) 

11

Blake, R. J., & Zyzik, E. C. (2003). Who’s helping whom?: Learner/heritage-speakers’ 

networked discussions in Spanish. Applied Linguistics, 24 (4), 519-544. 

Keywords: grammar, vocabulary, pragmatics, Spanish, chat 

Summary: Explores communication breakdowns in paired second language learner and heritage learner task; both 

groups trigger and resolve miscommunications, although heritage users assisted partners far more often than vice 

versa 

Blin, F., Chénik, N., & Thompson, J. (Eds.). (1998). CALL courseware development: A 

handbook. Hull, UK: EUROCALL, CTI Centre for Modern Languages, University of 

Hull. 


Summary: provides extensive training modules for teachers to develop CALL materials. Available in English, 

Swedish, Finnish, and Italian 

Blin, F. (2004). CALL and the development of learner autonomy: Towards an activitytheoretical 

perspective. ReCALL, 16 (2), 377-395. 

Keywords: French 

Summary: Focuses on the use of CALL to develop learner autonomy 

Bloch, J. (2002). Student/teacher interaction via email: The social context of internet discourse. 

Journal of Second Language Writing, 11 (2), 117-134. 

Keywords: writing, English, email 

Summary: Analyzes communicative needs and rhetorical strategies used by nonnative speakers in L2 writing 

course 

Bloch, J. (2004). Second language cyber rhetoric: A study of Chinese L2 writers in an online 

usenet group. Language Learning & Technology, 8 (3), 66-82. (http://llt.msu.edu) 

Keywords: writing, English, listserv 

Summary: Describes how Chinese learners of English respond to a political issue discussed on a listserv by using 

traditional Chinese rhetorical moves while writing in English 

Bloch, J. (2007). Abdullah’s blogging: A generation 1.5 student enters the blogosphere. 


Keywords: writing, English, blogs 

Summary: Explores how blogs can be used to foster second language writing competance 

Blok, H., Oostdam, R., Otter, M., & Overmaat, M.. (2002). Computer-assisted instruction in 

support of beginning reading instruction: A review. Review of Educational <strong>Research</strong>, 72 

(1), 101-130. 

Keywords: writing, English (L1) 

Summary: Meta-analysis of 42 studies published between 1990 and 2002; small effect size observed overall, 

although many studies found to have poor experimental design 

Böhlke, O. (2003). A comparison of student participation levels by group size and language 

stages during chatroom and face-to-face discussions in German. CALICO Journal, 21 (1), 


Keywords: German, synchronous CMC 

Summary: Finds more egalitarian participation in online groups 

12

Böhlke, O. (2003). Adjective production by learners of German in chatroom and face-to-face 

discussions. Die Unterrichtspraxis/Teaching German, 36 (1), 67-73. 

Keywords: grammar, vocabulary, German, chat rooms 

Summary: Similar levels of accuracy in adjective endings observed between classroom and chat room production; 

more adjective endings attempted in chat room discussion 

Bolt, P., & Yazdani, M. (1998). The evolution of a grammar-checking program: LINGER to 

ISCA. Computer Assisted Language Learning, 11 (1), 55-112. 

Keywords: grammar, English, grammar checker 

Summary: Examines two locally developed grammar checking programs and their use in ESL classroom 

Bonvallet, S., & Luce, J. D. (2001). Roles for technology in collaborative teaching. CALICO 


Keywords: Latin, MOO, email 

Summary: Discusses benefits and limitations of technology in a collaborative teaching environment 

Bouvet, E., & Close, E. (2006). Online reading strategy guidance in a foreign language: Five 

case studies in French. Australian Review of Applied Linguistics, 29 (1), 7.1-7.19. 

Keywords: reading, French, online software 

Summary: Explores student use of glossing reading program 

Bowles, M. A. (2004). L2 glossing: To CALL or not to CALL. Hispania, 87 (3), 541-552. 

Keywords: vocabulary, Spanish, hypertext 

Summary: No significant differences in vocabulary acquisition in pencil-and-paper versus hypertext reading 

Boyle, R. (1995). Language teaching at a distance: From the first generation model to the third. 

System, 23 (3), 283-294. 


Summary: Describes the history of distance learning through 1995 

Brace-Govan, J., & Clulow, V. (2000). Varying expectations of online students and the 

implications for teachers: Findings from a journal study. Distance Education, 21 (1), 118- 

135. 


Summary: Explores student reactions to distance learning; not specific to language learning 

Bradley, T., & Lomicka, L. (2000). A case study of learner interaction in technology-enhanced 

language learning environments. Journal of Educational Computing <strong>Research</strong>, 22 (3), 

347-368. 

Keywords: French, Spanish 

Summary: Surveys students to gauge opinions of class time spent in computer lab 

Braga Norte, M. (2005). Self-access study and cooperative foreign language learning through 

computers. Linguagem & Ensino, 8 (2), 145-169. 

Keywords: CD-ROM, email 

Summary: Discusses use of CD-ROMs, email, and other CALL materials 

13

Brandl, K. (2002). Integrating internet-based reading materials into the foreign language 

curriculum: From teacher-to student-centered approaches. Language Learning & 


Keywords: reading, websites 

Summary: Provides recommendations for lesson planning based on internet readings 

Brantmeier, C. (2003). Technology and second language reading at the university level: 

Informed instructors’ perceptions. The Reading Matrix: An International Online Journal, 3 (3). 


Summary: Surveys 10 students in a second language acquisition/CALL course to gauge their opinions of using 

CALL 

Brantmeier, C. (2006). Advanced L2 learners and reading placement: Self-assessment, CBT, and 

subsequent performance. System, 34 (1), 15-35. 

Keywords: assessment, reading, Spanish 

Summary: Details results of an online placement test and self-assessment instrument; finds self-assessment to be 

ineffective predictor for appropriate placement decision or future course success 

Branz-Spall, A. M., Rosenthal, R., & Wright, A. (2003). Children of the road: Migrant students, 

our nation’s most mobile population. The Journal of Negro Education, 72 (1), 55-62. 

Keywords: English, television, laptops, distance learning 

Summary: Details educational television and a project that gives laptops to migrant children 

Braun, S. (2005). From pedagogically relevant corpora to authentic language learning contents. 


Keywords: corpora 

Summary: Argues that many corpora are of limited pedagogical use; presents ideas for more pedagogically oriented 

corpora 

Brett, D. (2004). Computer generated feedback on vowel production by learners of English as a 

second language. ReCALL, 16 (1), 103-113. 

Keywords: speaking, English, phonetics software 

Summary: Details the use of phonetics software for teaching vowels to Italian learners 

Brett, P. (2000). Integrating multimedia into the business English curriculum: A case study. 

English for Specific Purposes, 19 (3), 269-290. 

Keywords: listening, English, CD-ROM, English for specific purposes 

Summary: Details the use of two CD-ROMs for undergraduate business students 

Brierley, B., & Kemble, I. (Eds.). (1991). Computers as a tool in language teaching. New York: 

Ellis Horwood. 

Keywords: CALL methods 

Summary: Edited volume covering a variety of applications of computers for language learning purposes 

Britain, S., & Liber, O. (1999). A framework for pedagogical evaluation of virtual learning 

environments, JISC technology applications (JTAP). Retrieved November 28, 2005, from 

http://www.jisc.ac.uk/uploaded_documents/jtap-041.doc 


Summary: Provides criteria for evaluating CALL materials 

14

Britsch, S. J. (2005). But what did they learn? Clearing third spaces in virtual dialogues with 

children. Journal of Early Childhood Literacy, 5 (2), 99-130. 

Keywords: English, email 

Summary: Details adult-child email correspondence related to curricular/content knowledge; questions suitability 

of medium to discuss content, while supportive of email medium to support writing skills 

Brücher, K. H. (1993). On the performance and efficiency of authoring programs in CALL. 

CALICO Journal, 11 (2), 5–20. (https://www.calico.org/p-5-CALICO Journal.html) 


Summary: Discusses various aspects of CALL programming and materials development 

Buckland, D. (2000). Putting achievement first: Managing and leading ICT in the MFL 

department (CILT Infotech series No. 5). London: CILT. 


Summary: Details how electronic resources can be incorporated into the classroom 

Bull, S. (1994). Learning languages: Implications for student modelling in ICALL. ReCALL, 6 

(1), 34-39. 


Summary: Argues for better student models in CALL materials design 

Bump, J. (1990). Radical changes in class discussion using networked computers. Computers 

and the Humanities, 24 (1), 49-65. 

Keywords: synchronous CMC 

Summary: Surveys students using synchronous CMC in classroom discussion and analyzes other classroom data; 

concludes that advantages of CMC far outweigh disadvantages 

Burston, J. (1998). From CD-ROM to the WWW: Coming full circle. CALICO Journal, 15 (1-3), 


Keywords: French, CD-ROM, internet 

Summary: Details challenges and solutions in adapting a CD-ROM to the web; concludes CD-ROM/internet 

hybrids are best 

Burston, J. (2001). Computer-mediated feedback in composition correction. CALICO Journal, 


Keywords: writing, French, software 

Summary: Explains how an annotation program can be used to give feedback in L2 writing 

Burston, J. (2001). Exploiting the potential of a computer-based grammar checker in conjunction 

with self-monitoring strategies with advanced level students of French. CALICO Journal, 


Keywords: grammar, French, grammar checker 

Summary: Details use of a grammar checker in French L2 writing course 

Burston, J. (2003). Proving IT works. CALICO Journal, 20 (2), 219-226. 



Summary: Provides criteria for evaluating CALL materials; argues that evaluations must become more 

pedagogically oriented and less technologically oriented 

15

Burston, J. (2003). Software selection: A primer on sources and evaluation. CALICO Journal, 21 



Summary: Gives recommendations for teachers looking to select commercial CALL materials 

Burston, J. (2005). Video dubbing projects in the foreign language curriculum. CALICO Journal, 


Keywords: speaking, pragmatics, video editing 

Summary: Introduces dubbing of previously shot footage as technique for speaking and pragmatics 

Bush, M. D. (2000). Digital versatile disc (DVD): The new medium for interactive video. 


Keywords: DVD 

Summary: Gives background and technical details of DVD format; provides suggestions for classroom use 

Bush, M. D., & Browne, J. M. (2004). Teaching Arabic with technology at BYU: Learning from 

the past to bridge to the future. CALICO Journal, 21 (3), 497-522. 


Keywords: Arabic 

Summary: Details conversion of older existing CALL materials to newer formats 

Byleen, E., & Byrd, P. (2001). Using a variety of technologies to create and maintain a longdistance 

materials development team. CALICO Journal, 19 (1), 51-65. 


Keywords: materials development, English, email, listserv 

Summary: Details electronic collaboration between authors and editors of ESL textbook series with accompanying 

website 

Callahan, P., & Shaver, P. (2001). Formative considerations using integrative CALL. Applied 


Keywords: Russian, hybrid learning 

Summary: Discusses implementation of hybrid course; technological, administrative challenges noted 

Canapero, M. (2004). Connecting, motivating and raising awareness via WELL: Developing elearning 

environments for science students. ReCALL, 16 (2), 330-344. 

Keywords: English 

Summary: Discusses ways to motivate students with electronic resources 

Cantos-Gomez, P. (2002). Integrating corpus-based resources and natural language processing 

tools into CALL. International Journal of English Studies, 2 (1), 129-165. 

Keywords: Corpora 

Summary: Discusses computational linguistics tools that can be used for language learning 

Care, D. (1995). Helping students to persist in a distance education program: The role of the 

teacher Paper presented to the Faculty of Nursing, University of Manitoba, Winnipeg, 

Manitoba, Canada. (ERIC Document Reproduction Service No. ED 389855) 

Keywords: distance learning, 

Summary: Surveys students to determine most helpful teacher behaviors in distance learning 

16

Cartes-Enriquez, N., Rodriguez, M. I. S., Letelier, R. Q. (2004). Electronic texts or learning 

through textbooks: An experimental study. ReCALL, 16 (2), 539-557. 

Keywords: English, websites 

Summary: Compares student learning in a web-based project and a communicative classroom 

Cassell, J., & Tversky, D. (2005). The language of online intercultural community formation. 

Journal of Computer-Mediated Communication, 10 (2). 

(http://jcmc.indiana.edu/vol10/issue2/cassell.html) 

Keywords: bulletin boards 

Summary: Details how language produced by youth from varied socio-economic and linguistic backgrounds 

converged over time in a particular online discourse community 

Cavanaugh, C. S. (2001). The effectiveness of interactive distance education technologies in K- 

12 learning: A meta-analysis. International Journal of Educational Telecommunications, 

7 (1), 73-88. 

Keywords: meta-analysis, distance learning 

Summary: Finds slight benefit to distance education across 19 studies in K-12 settings; results less positive for 

language learning than other subjects 

Chalhoub-Deville, M. (2001). Language testing and technology: Past and future. Language 


Keywords: assessment 

Summary: Briefly discusses the history of technology in language testing, offers projections for the future 

Chalmers, P. A. (2000). User interface improvements in computer-assisted instruction, the 

challenge. Computers in Human Behavior, 16 (5), 507-517. 


Summary: Discusses user interface issues in various instructional materials 

Chambers, A., & O’Sullivan, I. (2004). Corpus consultation and advanced learners’ writing skills 

in French. ReCALL, 16 (1), 158-172. 

Keywords: writing, French, corpora 

Summary: Describes textual changes made after students consulted a corpus 

Chambers, A., & Bax, S. (2006). Making CALL work: Towards normalisation. System, 34 (4), 

465-479. 


Summary: Discusses how CALL can be better integrated into learning as a whole 

Chan, T.-P., & Liou, H.-C. (2005). Effects of Web-based concordancing instruction on EFL 

students’ learning of verb-noun collocations. Computer Assisted Language Learning, 18 

(3), 231-250. 

Keywords: vocabulary, collocations, English, concordancer 

Summary: Acquisition of collocations via concordancer program noted; differences in type of collocation and 

learner variables examined 

Chan, W. M., & Kim, D.-H. (2004). Towards greater individualization and process-oriented 

learning through electronic self-access: Project “e-daf.” Computer Assisted Language 


Keywords: German, web software, distance learning 

Summary: Describes self-access for German program used at the National University of Singapore 

17

Chang, L. L. (2007). The effects of using CALL on advanced Chinese foreign language learners. 


Keywords: speaking, listening, Chinese, CD-ROM 

Summary: Students in CALL group significantly outperformed those in traditional classroom group; students also 

reacted positively to using the program 

Chang, M.-M. (2005). Applying self-regulated learning strategies in a Web-based instruction— 

An investigation of motivation perception. Computer Assisted Language Learning, 18 

(3), 217-230. 

Keywords: internet, distance learning 

Summary: Documents success of an online course design to build motivation and study skills 

Chang, M. M. (2007). Enhancing web-based language learning through self-monitoring. Journal 

of Computer Assisted Learning, 23 (3), 187-196. 

Keywords: reading, English, web software, distance learning 

Summary: Students who employ a self-monitoring strategy outperform those who do not; lower proficiency 

students benefit more from self-monitoring than higher proficiency students 

Chang, M.-M., & Lehman, J. D. (2002). Learning foreign language through an interactive 

multimedia program: An experimental study on the effects of the relevance component of 

the ARCS model. CALICO Journal, 20 (1), 81-98. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: English, web software, distance learning 

Summary: Students shown relevancy of lesson to real-life outperformed students in a control group 

Chapelle, C. (1997). CALL in the year 2000: Still in search of research paradigms? Language 


Keywords: research methods 

Summary: CALL research should follow other second language classroom research paradigms, particularly 

interactionist and discourse analysis approaches 

Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. 



Summary: CALL design features should be based on ideal second language acquisitional situations 

Chapelle, C. (2001). Computer applications in second language acquisition. Cambridge: 

Cambridge University Press. 

Keywords: Pedagogy, Assessment, SLA 

Summary: Covers CALL in language learning, assessment, and SLA research 

Chapelle, C. (2005). CALICO at center stage: Our emerging rights and responsibilities. CALICO 



Summary: Emphasizes the importance of CALL as a discipline; highlights connections between CALL users and 

the larger academic community 

18

Chapelle, C. A. (2004). Technology and second language learning: Expanding methods and 

agendas. System, 32 (4), 593-601. 

Keywords: research 

Summary: Draws connections between research reported in this System issue and larger research agenda 

Chapelle, C. A. (2005). CALL the Canadian Way. The Canadian Modern Language Review/La 

revue canadienne des langues vivantes, 62 (1), 207-219. 


Summary: Highlights Canadian contributions to CALL; examines Canadian CALL as a subfield 

Chapelle, C. A. (2007). Challenges in evaluation of innovation: Observations from technology 

research. Innovation in Language Learning and Teaching, 1 (1), 30–45. 


Summary: Discusses the evaluation of CALL materials and practices 

Chen, C.-F. E. (2006). The development of email literacy: From writing to peers to writing to 

authority figures. Language Learning & Technology, 10 (2), 35-55. (http://llt.msu.edu) 

Keywords: Writing, Pragmatics, English, Email 

Summary: Longitudinal study of an L2 graduate student's development of email literacy and pragmatics 

Chen, J., Belkada, S., & Okamoto, T. (2004). How a Web-based course facilitates acquisition of 

English for academic purposes. Language Learning & Technology, 8 (2), 33-49. 


Keywords: English, web software, English for academic purposes, distance learning 

Summary: Compares different task types presented in a web-based English-for-academic-purposes course 

Chenoweth, N. A., & Murday, K. (2003). Measuring student learning in an online French course. 


Keywords: French, web software, distance learning 

Summary: Compares an online French course to comparable classroom course, few differences between the two 

noted; traditional students reported studying more, and online students perform better in written production task 

Chenoweth, N. A., Ushida, E.,& Murday, K. (2006). Student learning in hybrid French and 

Spanish courses: An overview of language online. CALICO Journal, 24 (1), 115-145. 


Keywords: French, Spanish, hybrid learning 

Summary: Compares hybrid courses in two languages and at two levels to traditional counterparts; student 

performance similar across groups 

Cherny, L. (1999). Conversation and community: Chat in a virtual world. Stanford: CSLI 

Publications. 

Keywords: discourse, MUD, synchronous CMC 

Summary: Provides a discourse analysis of synchronous CMC in group settings (i.e., chat rooms) 

Chikamatsu, N. (2003). The effects of computer use on L2 Japanese writing. Foreign Language 

Annals, 36 (1), 114-127. 

Keywords: writing, Japanese, word processing, email 

Summary: Kanji produced on computer more accurate than with paper-and-pencil; computer did not lead to more 

efficient kanji writing; differences in results by proficiency level also noted 

19

Chin, K. L., & Kon, P. N. (2003). Key factors for a fully online E-Learning mode: A Delphi 

study. In G. Crisp, D. Thiele, I. Scholten, S. Barker & J. Baron (Eds.), Interact, integrate, 

impact: Proceedings of the 20th Annual Conference of the Australasia 


Summary: Survey of students, teachers, administrators and information technology staff finds different perspectives 

and priorities of each 

Chisolm, I. M., & Beckett, E. C. (2003). Teacher preparation for equitable access through the 

integration of TESOL standards, multiple intelligences and technology. Technology, 

Pedagogy and Information, 12 (2), 249-275. 

Keywords: English, young learners, multiple intelligences 

Summary: Argues for incorporating TESOL standards, CALL, and multiple intelligences to serve English language 

learners 

Chiu, C.-Y., & Savignon, S. J. (2006). Writing to mean: Computer-mediated feedback in online 

tutoring of multidraft compositions. CALICO Journal, 24 (1), 97-114. 


Keywords: writing, English 

Summary: Compares content and form-based feedback for two ESL writers; feedback given online 

Choi, I.-C., Kim, K. S., Boo, J., &. (2003). Comparability of a paper-based language test and a 

computer-based language test. Language Testing, 20 (3), 295-320. 

Keywords: assessment, English 

Summary: Computer-based test comparable to paper-based one 

Chun, D. (1998). Signal analysis software for teaching discourse intonation. Language Learning 


Keywords: pronunciation, software 

Summary: Reviews a variety of software programs used to teach suprasegmentals 

Chun, D. (1989). Teaching tone and intonation with microcomputers. CALICO Journal, 7 (1), 


Keywords: pronunciation, visual feedback 

Summary: Discusses the history of and current uses of visual feedback for pronunciation 

Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive 

competence. System, 22 (1), 17-31. 

Keywords: German, synchronous CMC 

Summary: Finds online discussions more interactive and egalitarian than face-to-face ones 

Chun, D. M. (2001). L2 reading on the Web: Strategies for accessing information in 

Hypermedia. Computer Assisted Language Learning, 14(5), 367-403. 

Keywords: Reading, Writing, German, Hypertext 

Summary: Examines use of textual resources while reading online to perform summarization task. 

Chun, D. M. (2007). Come ride the wave: But where is it taking us? CALICO Journal, 24 (2), 



Summary: Literature review and future directions for CALL 

20

Chun, D. M., & Payne, J. S. (2004). What makes students click: Working memory and look-up 

behavior. System, 32 (4), 481-503. 

Keywords: reading, vocabulary, German, CD-ROM, working memory 

Summary: Electronic vocabulary look-up negatively correlates with working memory 

Chung, Y.-G., Graves, B., Wesche, M., & Barfurth, M. (2005). Computer-mediated 

communication in Korean-English chat rooms: Tandem learning in an international 

languages program. The Canadian Modern Language Review/La revue canadienne des 

langues vivantes, 62 (1), 49-86. 

Keywords: culture, Korean, English, chat, tandem learning 

Summary: Uses sociocultural theory to describe and investigate Korean and English tandem learning 

Clark, N. (2001). Education, communication, and consumption: Piping in the academic 

community. In C. Werry & M. Mowbray (Eds.), Online communities: Commerce, 

community action, and the virtual university (pp. 129-151). Upper Saddle River, NJ: 

Prentice Hall. 

Keywords: instructional technology administration 

Summary: Deconstructs marketing claims made by an educational technology company to depict how virtual 

interactions can decrease, rather than increase, a sense of community at an academic institution 

Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System, 25 (3), 

301-315. 

Keywords: vocabulary, English, concordancer 

Summary: Use of concordancer shown to produce small but consistent gains in vocabulary acquisition 

Coffin, C., & Hewings, A. (2005). Engaging electronically: Using CMC to develop students’ 

argumentation skills in higher education. Language and Education, 19 (1), 32-49. 

Keywords: writing, chat room, distance learning 

Summary: Examines teleconferencing as a way to develop rhetorical skills 

Coleman, J. A. (2005). CALL from the margins: Effective dissemination of CALL research and 

good practices. ReCALL, 17 (1), 18-31. 

Keywords: CALL research 

Summary: Discusses how CALL research and practices can best be disseminated 

Coll, J. F. (2002). Richness of semantic encoding in a Hypermedia-assisted instructional 

environment for ESP: Effects on incidental vocabulary retention among learners with low 

ability in the target language. ReCALL, 14 (2), 263-282. 

Keywords: vocabulary, English, hypermedia 

Summary: Touts positive benefits of hypermedia for teaching English-for-special-purposes vocabulary 

Collentine, J. (2000). Insights into the construction of grammatical knowledge provided by userbehavior 

tracking technologies. Language Learning & Technology, 3 (2), 44-57. 


Keywords: grammar, Spanish, video clips; user behavior tracking 

Summary: User tracking used to investigate inductive grammatical learning in a paraphrasing task 

21

Colpaert, J. (2006). Pedagogy-driven design for online language teaching and learning. CALICO 



Summary: Discusses theoretical frameworks and criteria for creating successful CALL materials 

Colpaert, J. (2006). Toward an ontological approach in goal-oriented language courseware 

design and its implications for technology-independent content structuring. Computer 



Summary: Emphasizes "concepts" and "content" over "technologies" in developing CALL materials 

Coniam, D. (2002). Technology as an awareness-raising tool for sensitising teachers to features 

of stress and rhythm in English. Language Awareness, 11 (1), 30-42. 

Keywords: speaking, English, visual speech analysis 

Summary: Discusses use of visual speech analysis to teach suprasegmentals 

Coniam, D. (2003). Perceptions of a multimedia syllabus-making the demands of a performance 

test more accessible. System, 31 (1), 55-70. 

Keywords: assessment, teacher training, English, multimedia 

Summary: Notes benefits of using multimedia to prepare teachers for large-scale assessment. 

Coniam, D. (2004). Using language engineering programs to raise awareness of future CALL 

potential. Computer Assisted Language Learning, 17 (2), 149-175. 

Keywords: teacher training, English 

Summary: Describes activities designed to raise pre-service teachers' awareness of CALL 

Coniam, D., & Wong, R. (2004). Internet relay chat as a tool in the autonomous development of 

ESL learners’ English language ability: An exploratory study. System, 32 (3), 321-335. 

Keywords: grammar, English, chat 

Summary: Compares students who practiced a grammar point in unrecorded chat sessions with students who did 

not; chatters were more motivated and attempted more complex language in a later task, but no quantitative 

differences in grammatical accuracy found 

Conrad, D. (2007). Quo Vadis? Reflections on the current state of research in distance education. 

Distance Education, 28 (1), 111-117. 


Summary: Argues that the quality of distance education research is being diluted by the increasing popularity of 

distance learning in the US 

Conroy, P. V., Jr (2004). Email or blackboard: Teaching advanced French composition. The 

French Review, 77 (3), 550-559. 

Keywords: writing, French, email, word processing 

Summary: Discusses use of email for collecting and tracking assignments and use of the computer for editing 

during class 

Corbeil, G. (2007). Can PowerPoint presentations effectively replace textbooks and blackboards 

for teaching grammar? Do students find them an effective learning tool? CALICO 


Keywords: grammar, French, PowerPoint 

Summary: No quantitative differences found, but students react more positively to PowerPoint 

22

Corbeil, G. (2007). Using the French tutor multimedia package or a textbook to teach two French 

past tense verbs: Which approach is more effective? CALICO Journal, 24 (2), 313-330. 


Keywords: grammar, French, software 

Summary: Students using multimedia software program outperform students using textbook to learn particular 

grammatical points; student surveys also indicate positive response to the software 

Corda, A., & Stel, M. V. D. (2004). Web-based CALL for Arabic: Constraints and challenges. 


Keywords: materials development, Arabic, software 

Summary: Describes Arabic CALL programs used at a given institution; includes history of programs, challenges 

and constraints related to development of current program 

Corda, A., & Jager, S. (2004). ELLIPS: Providing web-based language learning for higher 

education in the Netherlands. ReCALL, 16 (1), 225-236. 


Summary: Describes a collaborative CALL project between four Dutch universities 

Cowan, R., Choi, H. E., Kim, C. D. (2003). Four questions for error diagnosis and correction in 

CALL. CALICO Journal, 20 (3), 451-463. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: grammar, English, concordancer, error correction software 

Summary: Describes use of a concordancing program to diagnose and correct grammar errors 

Crisp, P. (2006). E-learning and language and style in Hong Kong. Language and Literature, 15 

(3), 277-290. 

Keywords: English, internet, hybrid learning 

Summary: Analyzes student journals written in hybrid course; finds that students want to retain major features of 

traditional learning, but supplemented with e-learning 

Crooks, B., & Lamy, M.-N. (1995). Using combinations of video, audio and print to teach at a 

distance: A case study of the formative evaluative cycle. European Journal of 

Psychology of Education, 10 (2), 131-144. 

Keywords: French, distance learning 

Summary: Describes the use and evaluation of a distance-learning French program 

Crystal, D. (2001). Language and the internet. Cambridge University Press: Cambridge. 

Keywords: email, internet, chat 

Summary: Analyzes the impact of email, webpages, chat groups, and virtual communities on language 

Cucchiarini, C., Strik, H., & Boves, L. (2000). Different aspects of expert pronunciation quality 

ratings and their relation to scores produced by speech algorithms. Speech 

Communication, 30 (1), 109-119. 

Keywords: pronunciation, assessment, Dutch 

Summary: Machine-generated ratings similar to and highly correlated with human-assigned ratings 

Cui, Y., & Bull, S. (2005). Context and learner modelling for the mobile foreign language 

learner. System, 33 (2), 353-367. 

Keywords: grammar, English, software, distance learning 

Summary: Introduces interactive, adaptive program that takes into account many user-specific variables 

23

Cumbreno Espada, A. B., M., Rico Garcia, Curado Fuentes, A., & Domînguez Gómez, E. 

(2006). Developing adaptive systems at early stages of children’s foreign language 

development. ReCALL, 18 (1), 45-62. 

Keywords: hypermedia, young learners 

Summary: Evaluates the use of hypermedia for young learners 

Cummings, M. C. (2004). “Because we are shy and fear mistaking:” Computer mediated 

communication with EFL writers. Journal of Basic Writing, 23 (2), 23-48. 

Keywords: writing, English, asynchronous CMC, email, distance learning 

Summary: Details how CMC is used to overcome cultural barriers in a Japanese classroom 

Cummins, J. (2000). Academic language learning, transformative pedagogy, and information 

technology: Towards a critical balance. TESOL Quarterly, 34 (3), 537-548. 


Summary: Commentary on current issues in CALL 

Curado Fuentes, A. (2002). Exploitation and assessment of a Business English corpus through 

language learning tasks. ICAME Journal, 26 (1), 5-31. 

Keywords: English, English for specific purposes, corpora 

Summary: Describes uses of a corpus for English for specific purposes 

Cushion, S. (2004). Increasing accessibility by pooling digital resources. ReCALL, 16 (1), 41-50. 

Keywords: materials development, XML 

Summary: Argues for the use of XML to facilitate sharing and conversion of materials 

Cushion, S. (2005). A software development approach for computer assisted language learning. 

Computer Assisted Language Learning, 18 (4), 273-286. 


Summary: Argues that CALL can be seen as a subfield of software engineering and details what each field can 

offer the other 

Cushion, S., & Hemard, D. (2002). Applying new technological developments to CALL for 

Arabic. Computer Assisted Language Learning, 15 (5), 501-508. 

Keywords: materials development, Arabic, orthography, software, websites 

Summary: Explains how Java and Unicode can be used to create materials in non-Latin scripts 

Cushion, S., & Hemard, D. (2003). Designing a CALL package for Arabic while learning the 

language Ab Initio. Computer Assisted Language Learning, 16 (2-3), 259-266. 

Keywords: materials development, Arabic, software 

Summary: Relates positive benefits of a CALL developer learning a new language while developing materials for 

that language 

Cziko, G. (2004). Electronic tandem language learning (eTandem): A third approach to second 

language learning for the 21st century. CALICO Journal, 22 (1), 25-39. 


Keywords: tandem learning 

Summary: Describes process of tandem learning, in which pairs of learners collaborate to learn each other's first 

language; describes a variety of technologies useful for tandem learning 

24

Cziko, G. A., & Park, S. (2003). Internet audio communications for second language learning: A 

comparative view of six programs. Language Learning & Technology, 7 (1), 15-27. 


Keywords: speaking, listening, tandem learning, audio and visual software, distance learning 

Summary: Reviews six free software programs used for audio/visual communication; considers their use in tandem 

learning situations 

Dabrowski, R. (2003). Survey of USAF officers who speak a foreign language. Applied 


Keywords: language for specific purposes, CALL 

Summary: Officers indicate that they are interested in learning languages through CALL methods, but that they feel 

that they acquire and maintain languages best through contact with native speakers 

Dall, S. A. (2001). Technology in the classroom: Teaching the process of editing. CALICO 


Keywords: grammar, translation, Latin, word processing 

Summary: Describes use of editing text with a word processor and projected on screen during class as a more 

collaborative method of translating English/Latin effectively 

Dansuwan, S., Nishina, K., Akahori, K., & Shimizu, Y. (2001). Development and evaluation of a 

Thai learning system on the Web using natural language processing. CALICO Journal, 19 


Keywords: grammar, Thai, web software, natural language processing 

Summary: Describes an natural-language-processing-based grammar program that can be used to teach Thai word 

order 

Darhower, M. (2002). Interactional features of synchronous computer-mediated communication 

in the intermediate L2 class: A sociocultural case study. CALICO Journal, 19 (2), 249- 

277. (https://www.calico.org/p-5-CALICO Journal.html) 

Keywords: discourse, Spanish, chat 

Summary: Describes chat in a Spanish course via Vygotskian sociocultural theory 

Darhower, M. (2006). Where’s the community?: Bilingual internet chat and the “Fifth C” of the 

national standards. Hispania, 89 (1), 84-98. 

Keywords: Spanish, English, chat, tandem learning 

Summary: Discusses how tandem learning can used to meet national education standards in the US. 

Darhower, M. (2007). A tale of two communities: Group dynamics and community building in a 

Spanish-English telecollaboration. CALICO Journal, 24(3), 561-589. 


Keywords: Discourse, Spanish, English, Chat, Tandem Learning 

Summary: Theoretical examination of "community" through Spanish-English tandem learning 

Daud, N. M., & Husin, Z. (2004). Developing critical thinking skills in computer-aided extended 

reading classes. British Journal of Educational Technology, 35 (4), 477-487. 

Keywords: English, concordancer 

Summary: Treatment group using a concordancer outperforms a control group that studies a text traditionally in a 

measure of critical thinking skills. 

25

Davies, G. (1988). Using the computer to stimulate conversation. In W. Kühlwein & B. Spillner 

(Eds.), Sprache und Individuum. Tübingen: Gunter Narr Verlag. 


Summary: Discusses how computer programs can stimulate conversations among learners 

Davies, G. (1993). CALL in the new Europe: The spirit of co-operation. In P. Liddell (Ed.), 

CALL: Theory and application. Proceedings of CCALL2/CCELAO2, the Second 

Canadian CALL Conference, Victoria, Canada: University of Victoria. 

Keywords: CALL history 

Summary: Discusses conferences and research groups active in the late 80s and early 90s 

Davies, G. (1997). Lessons from the past, lessons for the future: 20 years of CALL. In A-K. 

Korsvold & B. Rüschoff (Eds.), New technologies in language learning and teaching. 

Council of Europe Publishing. 

Keywords: teacher training, CD-ROMS 

Summary: Emphasizes teacher training and awareness; argues for reliance on CD-ROMs over websites in 

providing best features for language learners 

Davies, G. (1998, May). Exploiting internet resources offline. Paper presented at the Language 

Teaching online Conference University of Ghent, Belgium. 


Summary: Discusses advantages and disadvantages of using general purpose websites for CALL 

Davies, G. (1998, July). True creativity often starts where language ends. Keynote paper 

presented at WorldCALL 98, University of Melbourne, Australia. 


Summary: Discusses relationship between texts available on the internet and human creativity 

Davies, G. (1999a). The internet: An introduction for language teachers. Retrieved October 23, 

2007, from http://www.camsoftpartners.co.uk/webintro.htm 


Summary: Provides a brief overview of the internet 

Davies, G. (1999b). The internet: Write your own web pages. Retrieved October 23, 2007, from 

http://www.camsoftpartners.co.uk/webcreat.htm 

Keywords: web design 

Summary: Refers the reader to a variety of resources useful for creating websites 

Davies, G. (2001). Doing it on the web. Language Learning Journal (ALL), 24 (1), 34-35. 


Summary: Gives a brief overview of advantages and disadvantages of the internet 

Davies, G. (2003a). Computer assisted language learning: Where are we now and where are we 

going? Retrieved October 23, 2007, from 

http://www.futurelab.org.uk/resources/publications_reports_articles/web_articles/Web_A 

rticle590 


Summary: Provides a brief history of CALL and discusses current and future directions for the field 

26

Davies, G. (2003b). ICT and modern foreign languages: Learning opportunities and training 

needs. Scottish Languages Review, 8. (http://www.scilt.stir.ac.uk/SLR/index.htm) 


Summary: Provides a history of technology in language learning and discusses CALL in modern classrooms 

Davies, G. (2007). Computer assisted language learning: Where are we now and where are we 

going? Keynote paper presented at the UCALL Conference, University of Ulster, 

Coleraine, June 2005. Revised March 2007; retrieved December 19, 2007, from 

http://www.camsoftpartners.co.uk 

Keywords: CALL history, internet 

Summary: Gives an extensive history of CALL; discusses the relationship between the internet and CALL 

Davies, G., Bangs, P., Frisby, R., & Walton, E. (2005). Setting up effective digital language 

laboratories and multimedia ICT suites for Modern Foreign Languages. London: CILT. 

Retrieved October 23, 2007, fromhttp://www.languagesict.org.uk/managing/digital_language_labs.pdf 

Keywords: CALL facilities 

Summary: A set of guidelines for creating CALL facilities; provides several case studies 

de Bot, K., Coste, D., Ginsberg, R., & Kramsch, C. (Eds.). (1991). Foreign language research in 

cross-cultural perspectives. Amsterdam: John Benjamins. 

Keywords: edited volume 

Summary: Edited volume covering a variety of CALL topics 

De Ridder, I. (2000). Are we conditioned to follow links? Highlights in CALL materials and 

their impact on the reading process. Computer Assisted Language Learning, 13 (2), 183- 

195. 

Keywords: reading, vocabulary, French, hypertext 

Summary: Greater improvements in vocabulary retention but not reading comprehension found for hypertext users 

compared to control group. 

De Ridder, I. (2002). Visible or invisible links: Does the highlighting of hyperlinks affect 

incidental vocabulary learning, text comprehension, and the reading process? Language 


Keywords: reading, vocabulary, French, hypertext 

Summary: Students utilize hypertext glosses significantly more when glosses are highlighted; however, increased 

look-up does not lead to slower reading times, greater vocabulary acquisition, or better text comprehension 

Debourgh, G. A. (1999). Technology is the tool, teaching is the task: Student satisfaction in 

distance learning (Report No. IR-019-596). San Antonio, TX: Society for Information 

Technology & Teacher Education International Conference. 


Summary: Student surveys reveal instructor quality and pedagogy skills best predictors of satisfaction with distance 

learning; not specific to language learning 

Debski, R. (2000). Exploring the re-creation of a CALL innovation. Computer Assisted 

Language Learning, 13 (4-5), 307-332. 

Keywords: case study 

Summary: Discusses the development and use of a CALL program at the University of Melbourne 

27

Debski, R. (2003). Analysis of research in CALL (1980-2000) with a reflection on CALL as an 

academic discipline. ReCALL, 15 (2), 177-188. 

Keywords: history of CALL, literature review 

Summary: 20-year literature review discusses researcher's growing confidence in CALL despite its marginalization 

D’eca, T. A., & Gonzalez, D. (2006). Becoming a Webhead: Bridging the gap from classroom to 

blended or online teaching. CALICO Journal, 23 (3), 569-580. (https://www.calico.org/p- 

5-CALICO Journal.html) 

Keywords: teacher training, distance learning 

Summary: Describes a 6-week electronic workshop available through TESOL's Electronic Village Online 

Decamps, S., & Bauvois, C. (2001). A method of computer-assisted language learning: The 

elaboration of a tool designed for an “un-schoolable” public. Computer Assisted 


Keywords: CD-ROM, distance learning 

Summary: Describes a CD-ROM used for collaboration between learners in nine different countries 

deHaan, J. W. (2005). Acquisition of Japanese as a foreign language through a baseball video 

game. Foreign Language Annals, 38 (2), 278. 

Keywords: listening, reading, Japanese, video games 

Summary: Documents how a Japanese-as-a-foreign-language learner increased his listening and reading skills by 

playing a Japanese video game; aspects of controlled, repetitive, and highly contextualized dual audio-visual input 

seen as key factors 

Dekaney, E. M. (2003). The effect of computerized versus classroom instruction on the phonetic 

pronunciation of English. Journal of <strong>Research</strong> in Music Education, 51 (3), 206-217. 

Keywords: pronunciation, English, software 

Summary: Music students trained to read International Phonetic Alphabet via ESL software outperform those 

trained to read it via traditional classroom methods 

Dellinger, M. A. (2004). La Alhambra for sale: A project-based assessment tool for the 

intermediate Business language classroom. The Journal of Language for International 

Business, 15 (2), 82-89. 

Keywords: Spanish, websites, 

Summary: Illustrates value of teaching content through the L2 and incorporating project-based assessment in order 

to reduce anxiety and give students more control over their work 

Delmonte, R. (2000). SLIM prosodic automatic tools for self-learning instruction. Speech 

Communication, 30 (2-3), 145-166. 

Keywords: pronunciation, English, software 

Summary: Describes a locally developed software program used to teach pronunciation; cautions against overusing 

automatic speech recognition in learning contexts, particularly for assessment purposes 

Delmonte, R. (2002). Feedback generation and linguistic knowledge in ‘SLIM’ automatic tutor. 


Keywords: adaptive learning 

Summary: Describes a self-study program for beginners that touts quality and quantity of feedback provided to the 

learner 

28

Delmonte, R. (2003). Linguistic knowledge and reasoning for error diagnosis and feedback 

generation. CALICO Journal, 20 (3), 513-532. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: grammar, German, grammar checker 

Summary: Describes use of a grammar checker for improving German grammar 

Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A 

research-based approach. TESOL Quarterly, 3 9(3), 379-398. 

Keywords: pronunciation 

Summary: Argues for more research and better practice in the teaching of pronunciation; critical of commercial 

products focusing on multimedia materials and segmentals over pedagogy, second language acquisition, and 

prosody 

Deusen-Scholl, N. V., Frei, C., & Dixon, E. (2005). Coconstructing learning: The dynamic 

nature of foreign language pedagogy in a CMC environment. CALICO Journal, 22 (3), 


Keywords: CMC, tasks 

Summary: Explores relationships between in-class and out-of-class pedagogical tasks 

Dibiase, D., & Rademacher, H. J. (2005). Scaling up: Faculty workload, class size, and student 

satisfaction in a distance learning course on geographic information science. Journal of 

Geography in Higher Education, 29 (1), 139-158. 


Summary: Finds that faculty workload increased proportionally to number of students taught via online learning; 

student achievement and satisfaction rates remained similar across varying class sizes 

Dietz-Uhler, B., & Bishop-Clark, C. (2001). The use of computer-mediated communication to 

enhance subsequent face-to-face discussions. Computers in Human Behavior, 17 (3), 

269-283. 

Keywords: synchronous and asynchronous CMC 

Summary: Students who discuss a reading passage in synchronous or asynchronous mode more enjoy a subsequent 

discussion and included more perspectives than students who have not prediscussed the article 

Dikli, S. (2006). An overview of automated scoring of essays. The Journal of Technology, 

Learning and Assessment, 5 (1), 4-35. (http://www.jtla.org) 

Keywords: writing, assessment, automated essay scoring 

Summary: Provides an overview of several prominent automated essay scoring programs and considers their use in 

high and low-stakes assessment 

Dillon, G. L. (1999). Studying phonetics on the net. Retrieved October 23, 2007, from 

http://faculty.washington.edu/dillon/PhonResources/PhonResources.html 

Keywords: speaking 

Summary: Provides links to a variety of speaking and pronunciation-related sites and software 

Ditfurth, M. S. v., & Legutke, M. K. (2002). Visions of what is possible in teacher education-or 

lost in complexity? ELT Journal, 56 (2), 162-171. 


Summary: Emphasize using computers as both the means and the subject of study 

29

Dlaska, A. (2002). Sites of construction: Language learning, multimedia, and the international 

engineer. Computers & Education, 39 (2), 129-143. 

Keywords: German, multimedia software 

Summary: Encourages use of multimedia software for language for specific purposes 

Dodigovic, M. (2002). Developing writing skills with a Cyber-Coach. Computer Assisted 


Keywords: writing, English, English for academic purposes, software 

Summary: Explores use of software for correcting sentence-level grammar errors in English-for-Academic- 

Purposes writing 

Dodigovic, M. (2005). Vocabulary profiling with electronic corpora: A case study in computer 

assisted needs analysis. Computer Assisted Language Learning, 18 (5), 443-455. 

Keywords: writing, vocabulary, English, corpora 

Summary: Comparison of student writing to other corpora is used to diagnose vocabulary needs 

Doering, A., & Beach, R. (2002). Preservice English teachers acquiring literacy practices 

through technology tools. Language Learning & Technology, 6 (3), 127-146. 


Keywords: teacher training, writing, English (L1), software, asynchronous CMC 

Summary: Describes a collaborative effort between preservice English (L1) teachers and middle school students to 

create multimedia/hypertext projects 

Dolle, J., & Enjelvin, G. (2003). Investigating “VLE-ffectiveness” in languages. Computer 



Summary: Discusses theoretical basis for distance learning and considerations for evaluation of it 

Don, M. R. (2005). An investigation of the fundamental characteristics in quality online Spanish 

instruction. CALICO Journal, 22 (2), 285-306. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: Spanish, distance learning 

Summary: Discusses a rubric for evaluating distance learning Spanish programs 

Donaill, C., & Coinnigh, M. M. (2006). The use of CALL in Irish language teaching: The way 

forward? Computer Assisted Language Learning, 19 (4-5), 287-300. 

Keywords: vocabulary, Irish, video 

Summary: Outlines resources currently available for teaching Irish online; compares vocabulary acquisition across 

various tasks involving video clip input and reading text input 

Donaldson, R. P., & Kötter, M. (1999). Language learning in cyberspace: Teleporting the 

classroom into the target culture. CALICO Journal, 16 (4), 531-558. 


Keywords: German, MOO, tandem learning 

Summary: Describes results of MOO interactions between tandem German and English learners 

30

Dooly, M. (2007). Joining forces: Promoting metalinguistic awareness through computersupported 

collaborative learning. Language Awareness, 16 (1), 57-74. 

Keywords: teacher training, tandem learning, English 

Summary: Describes a collaborative project between MA-TESOL students in US, EFL teacher trainees in Spain, 

and computer science students in Turkey; broad goals for project were language and technological awareness among 

all three groups 

Dornisch, M. M. (2002). A case study of student use of asynchronous bulletin board systems 

(BBS) to support reflection and evaluation. Journal of Educational Technology Systems, 

30 (3), 365-377. 

Keywords: hybrid learning 

Summary: Encourages explicit scaffolding in online discussions to promote learning 

Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance 

foreign language learning. Language Learning & Technology, 7 (3), 50-80. 


Keywords: tasks, psycholinguistics 

Summary: Illustrates how task-based language teaching principles can be applied to selecting appropriate CALL 

materials 

Dreher, P. (2000). Electronic poetry: Student-constructed hypermedia. English Journal, 90 (2), 

68-73. 

Keywords: materials development, English, multimedia, hypermedia 

Summary: Explores teaching poetry using multimedia and hypermedia 

Dubois, M., & Vial, I. (2000). Multimedia design: The effects of relating multimodal 

information. Journal of Computer Assisted Learning, 16 (2), 157-165. 

Keywords: vocabulary, Russian, software 

Summary: Results suggest better acquisition occurs when multiple input modes reinforce one another 

Dubreil, S., Herron, C., & Cole, S. (2004). An empirical investigation of whether authentic Web 

sites facilitate intermediate-level French language students’ ability to learn culture. 



Summary: Finds web surfing to be reasonably successful at teaching elements of French culture 

DuFon, M. A. (2002). Video recording in ethnographic SLA research: Some issues of validity in 

data collection. Language Learning & Technology, 6 (1), 40-59. (http://llt.msu.edu) 

Keywords: research methods, videotaping 

Summary: Incorporates ethnographic and anthropological theory in a discussion of practical issues surrounding 

videotaping for second-language-acquisition purposes 

Dunkel, P. (Ed.). (1991). Computer assisted language learning and testing. New York: Newbury 

House. 


Summary: discusses the effectiveness, validity, social aspects and specific applications of CALL 

Dunsmuir, S., & Clifford, V. (2003). Children’s writing and the use of information and 

communications technology. Educational Psychology in Practice, 19 (3), 171-187. 

Keywords: writing, young learners 

Summary: Explores how technology can be used to facilitate first-language writing acquisition 

31

Dutt-Doner, K. M., & Powers, S. (2000). The use of electronic communication to develop 

alternative avenues for classroom discussion. Journal of technology and teacher 

education, 8 (2), 153-172. 

Keywords: CMC 

Summary: Discusses use of a class newsgroup for class discussion 

Dybkjaer, L., Bernsen, N. O., & Minker, W. (2004). Evaluation and usability of multimodal 

spoken language dialogue systems. Speech Communication, 43 (1-2), 33-54. 

Keywords: speaking, software, hardware 

Summary: Reviews a variety of European and American unimodal and multimodal speech programs 

Ebersole, J. (2004). Viewpoint: The future of graduate education. University Business. Retrieved 

September 3, 2007, from http://www.universitybusiness.com/page.cfm?p=597 


Summary: Notes that today's graduate students are increasingly female and older than in previous years; discusses 

educational implications of these and other changes 

Edwards, V., Monaghan, F., & Hartley, T. (2000). Bilingual multimedia: Some challenges for 

teachers. Language, Culture and Curriculum, 13 (3), 264-278. 

Keywords: reading, European minority languages, software, young learners 

Summary: Discusses issues related to the creation of electronic bilingual children's books 

Edwards, V., Monaghan, F., & Knight, J. (2000). Books, pictures and conversations: Using 

bilingual multimedia storybooks to develop language awareness. Language Awareness, 9 

(3), 135-146. 

Keywords: reading, Welsh, software, young learners 

Summary: Describes use of a bilingual children's book presented via software that provides audio in both 

languages, sound effects accompanying the story, and textual marking effects; first-language literacy benefits also 

observed 

Edwards, V., Pemberton, L., Knight, J., & Monaghan, F. (2002). Fabula: A bilingual multimedia 

authoring environment for children exploring minority language. Language Learning & 


Keywords: reading, European minority languages, software, young learners 

Summary: Describes FABULA, a European Commission funded project to produce multimedia books in a variety 

of European minority languages 

Egbert , J., Paulus, T. M., Nakamichi, Y. (2002). The impact of CALL instruction on classroom 

computer use: A foundation for rethinking technology in teacher education. Language 



Summary: Surveys teachers who had taken a CALL course to see how it had impacted their teaching; familiarity 

issues, institutional support, and professional collaboration discussed 

Egbert, J., & Thomas, M. (2001). The new frontier: A case study in applying instructional design 

for distance teacher education. Journal of Technology and Teacher Education, 9 (3), 391- 

405. 


Summary: Describes the creation and evaluation of a distance-learning course 

32

Egbert, J., & Yang, Y.-F. D. (2004). Mediating the digital divide in CALL classrooms: 

Promoting effective language tasks in limited technology contexts. ReCALL, 16 (2), 280- 

291. 

Keywords: Digital Divide 

Summary: Shows how teachers in less technologically developed contexts can use CALL effectively 

Egert, C. (2000). Language Learning across Campuses. Computer Assisted Language Learning, 

13 (3), 271-280. 

Keywords: distance learning, tandem learning 

Summary: Discusses collaboration across various media by learners from three European countries 

Ehsani, F., & Knodt, E. (1998). Speech technology in computer-aided language learning: 

Strengths and limitations of a new CALL paradigm. Language Learning & Teaching, 2 

(1), 45-60. 

Keywords: pronunciation, visual feedback 

Summary: Describes key design features of speaking feedback software 

Ehsani, F., Bernstein, J., & Najmi, A. (2000). An interactive dialog system for learning Japanese. 

Speech Communication, 30 (2-3), 167-177. 

Keywords: speaking, speech recognition 

Summary: Argues for incorporating automated speech recognition in language learning 

Elder, C., Barkhuizen, G., Knoch, U., & Von Randow, J. (2007). Evaluating rater responses to an 

online training program for L2 writing assessment. Language Testing, 24 (1), 37-64. 

Keywords: assessment, English, internet, distance learning 

Summary: Raters trained via online system performed slightly better than those without; wide variation across 

individual raters noted 

Ene, E., Goertler, S. E., & McBride, K. (2005). Teacher participation styles in foreign language 

chats and their effect on student behavior. CALICO Journal, 22 (3), 603-634. 


Keywords: grammar, German, chat 

Summary: Specific teacher behaviors seem to affect chat participation more than presence or absence of a teacher 

in monitored chat discussions; a focus-on-form style appeared to limit student production 

England, L. (2007). Technology applications in English language teaching in Egyptian 

universities: A developing relationship. CALICO Journal, 24 (2), 381-406. 



Summary: Survey results indicate high levels of interest in and use of CALL in Egypt 

Ercetin, G. (2003). Exploring ESL learners’ use of Hypermedia reading glosses. CALICO 


Keywords: reading, vocabulary, English, hypertext 

Summary: Qualitative and quantitative comparison of intermediate and advanced learners' use of hypertext 

33

Ernest, P., & Hopkins, J. (2006). Coordination and teacher development in an online learning 

environment. CALICO Journal, 23 (3), 551-568. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: teacher training, English, distance learning 

Summary: Examines issues related to teacher training for online learning contexts 

Esch, E., & Zahner, C. (2000). The contribution of information and communication technology 

(ICT) to language learning environments or the mystery of the secret agent. ReCALL, 12 

(1), 5-18. 


Summary: Argues that learners must be the key agents in the construction of new language learning environments 

EUROCALL. (2007). CALL bibliography. Retrieved August 13, 2007 from http://www.eurocalllanguages.org/resources/bibliograpy 

Keywords: CALL database 

Summary: Database of articles related to CALL compiled by Graham Davies 

Everett, D. R. (1998). Taking instruction online: The art of delivery (Report No. Ir-018-813). 

Washington, DC: Society for Information Technology & Teacher Education International 

Conference. (ERIC Document Reproduction Service No. ED 421094) 

Keywords: online education 

Summary: Relates survey results from the beginning and end of an online course; offers suggestions for future 

teaching 

Ewing, M. C. (2000). Conversations of Indonesian language students on computer-mediated 

projects: Linguistic responsibility and control. Computer Assisted Language Learning, 13 

(4-5), 333-356. 

Keywords: grammar, discourse, Indonesian 

Summary: Production differences examined in grammar and discourse between students involved in web-based 

research projects and traditional classroom discourse 

Fallahkhair, S., Pemberton, L., & Griffiths, R. (2007). Development of a cross-platform 

ubiquitous language learning service via mobile phone and interactive television. Journal 


Keywords: listening, culture, vocabulary, English, interactive television, mobile phone 

Summary: Describes and evaluates the TAMALLE project, which combines interactive video input with 

personalized access to hypervisual text available through learner's mobile phone 

Fang, X., & Warschauer, M. (2004). Technology and curricular reform in China: A case study. 

TESOL Quarterly, 38 (2), 301-323. 


Summary: Analyzes an attempt to introduce technology-based, project-oriented instruction in higher education in 

China; despite positive student reactions, cultural, and institutional barriers remain 

Farabaugh, R. (2007). ‘The isle is full of noises’: Using Wiki software to establish a discourse 

community in a Shakespeare classroom. Language Awareness, 16 (1), 41-56. 

Keywords: writing, English (L1), wiki software 

Summary: Favorable review of using wiki software in a Shakespeare course; benefits include creating an 

interactive writing environment and ability to create short writing assignments 

34

Farmer, R., & Gruba, P. (2006). Towards model-driven end-user development in CALL. 

Computer Assisted Language Learning, 19 (2-3), 149-191. 

Keywords: materials development, software 

Summary: Emphasizes need to involve teachers (end users) in the development cycle of CALL software 

Felix, U. (1999). Exploiting the Web for language teaching: Selected approaches. ReCALL, 11 

(1), 30-37. 

Keywords: internet, product review 

Summary: Surveys and evaluates a variety of CALL products; argues that in some language/subject areas, 

resources are already so plentiful that best practices among them should be consolidated and energies focused on 

global collaboration 

Felix, U. (2001). Beyond Babel: Language learning online. Melbourne: Language Australia. 


Summary: discusses current state of CALL 

Felix, U. (2001). The Web’s potential for language learning: The student’s perspective. ReCALL, 

13 (1), 47-58. 

Keywords: websites, hybrid and distance learning 

Summary: Assesses student reactions to web-based learning; positives include time flexibility and wealth of 

information; negatives include lack of speaking practice and instructor oversight; significant differences across age 

and gender 

Felix, U. (2002). The Web as a vehicle for constructivist approaches in language teaching. 



Summary: Argues that web use is particularly suited for information gap and authentic project-oriented learning 

Felix, U. (2003). Teaching languages online: Deconstructing the myths. Australian Journal of 

Educational Technology, 19 (1), 118-138. 

Keywords: online learning 

Summary: Refutes common misconceptions regarding online learning 

Felix, U. (2004). A multivariate analysis of secondary students’ experience of Web-based 

language acquisition. ReCALL, 16 (1), 237-249. 


Summary: A qualitative evaluation of student reactions to web-based learning 

Felix, U. (2005). Analysing recent CALL effectiveness research-towards a common agenda. 



Summary: Literature review of CALL topics 2000-2004; argues for developing a coherent research agenda 

Felix, U. (2005). E-learning pedagogy in the third millennium: The need for combining social 

and cognitive constructivist approaches. ReCALL, 17 (1), 85-100. 

Keywords: constructivism 

Summary: argues for constructivism as a means to mediate current social and educational issues 

35

Felix, U. (2005). What do meta-analyses tell us about CALL effectiveness? ReCALL, 17 (2), 

269-288. 

Keywords: Meta-analysis 

Summary: A meta-analysis of several hundred CALL studies; strongest positive results noted for L1 spelling, 

reading, and writing 

Feng, C., Ogata, H., Yano, Y. (2000). Mark-up-based writing error analysis model in an on-line 

classroom. Computer Assisted Language Learning, 13 (1), 79-97. 

Keywords: writing, grammar, Japanese, grammar checker, corpora 

Summary: Describes an error-checking program that detects and provides feedback for a variety of morphological 

errors in Japanese writing and allows for creation of learner corpora 

Fernandez Carballo-Calero, M. V. (2001). The EFL teacher and the introduction of multimedia 

in the classroom. Computer Assisted Language Learning, 14 (1), 3-14. 

Keywords: teacher training, multimedia 

Summary: Emphasizes teacher training and adaptability in incorporating CALL into the classroom 

Fernandez-Garcia, M., & Arbelaiz, A. M. (2003). Learners’ interactions: A comparison of oral 

and computer-assisted written conversations. ReCALL, 15 (1), 113-136. 

Keywords: CMC, negotiation 

Summary: Compares negotiation in NS-NS, NNS-NNS, and NS-NNS oral and written interactions 

Fernández-García, M., & Martínez-Arbelaiz, A. (2002). Negotiation of meaning in nonnative 

speaker-nonnative speaker synchronous discussions. CALICO Journal, 19 (2), 279-294. 


Keywords: grammar, Spanish, chat 

Summary: Examines negotiation of meaning in chat discussions; notes extensive use of first language by students 

Ferney, D., & Waller, S. (2001). Reflections on multimedia design criteria for the international 

language learning community. Computer Assisted Language Learning, 14 (2), 145-168. 

Keywords: materials development, CD-ROM 

Summary: Examines design criteria in multimedia CD-ROMs 

Feuerman, K., Marshall, C., Newman, D., & Rypa, M. (1987). The CALLE project. CALICO 



Summary: Describes an early project that incorporated natural language processing into chat sessions to diagnose 

grammar errors 

Feustle, J. A., Jr. (2001). Extending the reach of the classroom with Web-based programs. 

Hispania, 84 (4), 837-849. 

Keywords: Spanish, internet 

Summary: Details use of various course management programs to enhance teaching 

Fidler, M. (2004). Reading and studying culture with electronic materials. Canadian Slavonic 

Papers, 46 (1-2), 83-99. 

Keywords: reading, culture, Czech, hypertext 

Summary: Discusses how to remedy student misconceptions resulting from a written online Czech corpus 

36

Finkbeiner, C. (2001). One and all in CALL? Learner-moderator-researcher. Computer Assisted 



Summary: Argues for CALL's central role in training teachers to be good learners, moderators, and researchers 

Fiori, M. L. (2005). The development of grammatical competence through synchronous 

computer-mediated communication. CALICO Journal, 22 (3), 567-602. 



Summary: Benefits of form- and meaning-focused chat versus. meaning-only focused chat are discussed 

Fitze, M. (2006). Discourse and participation in ESL face-to-face and written electronic 

conferences. Language Learning & Technology, 10 (1), 67-86. (http://llt.msu.edu) 

Keywords: discourse, vocabulary, English, conferencing program 

Summary: Greater lexical range displayed during written conferences than oral, even when interactional discourse 

controlled for; discusses egalitarian discourse distribution 

Fitzpatrick, A., & Davies, G. (Eds.). (2003). The impact of information and communications 

technologies on the teaching of foreign languages and on the role of teachers of foreign 

languages. Luxembourg: EC Directorate General of Education and Culture. 

Keywords: information communication technology overview 

Summary: Presents overview of information communication technology in the UK. 

Fleming, S., & Hiple, D. (2004). Distance education to distributed learning: Multiple formats and 

technologies in language instruction. CALICO Journal, 22 (1), 63-82. 


Keywords: interactive television, internet, distance learning, hybrid 

Summary: Details how language proficiency level of a course may determine the most suitable CALL material(s) 

and media 

Forester, L. (2002). Implications of research on human memory for CALL design. CALICO 



Summary: Discusses basics of human memory and cognition in relation to various CALL products 

Foster, J. Q., Harrell, L. F., & Raizen, E. (2004). The Hebrewer: A Web-based inflection 

generator. CALICO Journal, 21 (3), 523-540. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: materials development, orthography, Hebrew 

Summary: Discusses a web-based program used to generate Hebrew characters for use in CALL materials 

Fotos, S., & Browne, C. (Eds.). (2004). New perspectives on CALL for second language 

classrooms. Mahwah, NJ: Lawrence Erlbaum. 


Summary: covers various CALL methodologies, implementing CALL programs, and evaluating CALL 

Fox, M. (1998). Breaking down the distance barriers: Perceptions and practice in technologymediated 

distance language acquisition. ReCALL, 10 (1), 59-67. 


Summary: Argues that research into CALL must be driven by examination of benefits to learner, and not just focus 

on human-computer interaction or human-human interaction via computer. 

37

Franco. H., Neumeyer, L., Digalakis, V. & Ronen, O. (2000). Combination of machine scores for 

automatic grading of pronunciation quality. Speech Communication, 30 (2-3), 121-130. 

Keywords: pronunciation, French, speech recognition 

Summary: Argues for using a combination of speech recognizing algorithms as opposed to a single one in order to 

best predict the rating of a human evaluator; finds that nonlinear models outperform linear models 

Freiermuth, M., & Jarrell, D. (2006). Willingness to communicate: Can online chat help? 

International Journal of Applied Linguistics, 16 (2), 189-212. 


Summary: Compared language produced in chat-mediated tasks and face-to-face tasks; found that subjects (female 

Japanese EFL students) felt more comfortable interacting in chat tasks 

Freiermuth, M. R. (2001). Native speakers or non-native speakers: Who has the floor? Online 

and face-to-face interaction in culturally mixed small groups. Computer Assisted 



Summary: Finds greater nonnative speaker output in online setting compared to face-to-face setting; also examines 

qualitative differences between the settings 

Frisby, R. (2000). Digitisation of audio files. Retrieved October 23, 2007, from 

http://www.aulc.org/audio/digitisation.pdf 

Keywords: speaking, listening 

Summary: Describes how to make sound files on the PC 

Frisby R. (2004). Sound recording for language teachers. Retrieved October 23, 2007, from 

http://www.aulc.org/audio/digitisation.pdf 

Keywords: speaking, listening 

Summary: Describes how to make sound files on the PC; appears to be updated version of Frisby (2000) 

Fuchs, C. (2006). Exploring German preservice teachers electronic and professional literacy 

skills. ReCALL, 18 (2), 174-192. 


Summary: Explores preservice teachers' technological literacy 

Fuente, M. J. d. l. (2003). Is SLA interactionist theory relevant to CALL? A study on the effects 

of computer-mediated interaction in L2 vocabulary acquisition. Computer Assisted 


Keywords: vocabulary, chat 

Summary: SLA-based discussion of vocabulary acquisition between chat and nonchat groups 

Fuentes, A. C. (2001). Lexical behaviour in academic and technical corpora: Implications for 

ESP development. Language Learning & Technology, 5 (3), 106-129. (http://llt.msu.edu) 

Keywords: vocabulary, English, English for academic purposes, corpora 

Summary: Describes how corpora can be used to teach English-for-academic-purposes vocabulary 

38

Fuentes, A. C. (2004). The use of corpora and IT in evaluating oral task competence for tourism 

English. CALICO Journal, 22 (1), 5-22. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: speaking, English for specific purposes, English, corpora, 

Summary: Uses corpora to determine appropriate evaluation criteria for oral tasks in English-for-specific-purposes 

setting 

Furstenberg, G., Levet, S., English, K., & Maillet, K. (2001). Giving a virtual voice to the silent 

language of culture: The cultura project. Language Learning & Technology, 5 (1), 55- 

102. (http://llt.msu.edu) 

Keywords: culture, English, French, tandem learning 

Summary: Describes a collaborative group project between French and English tandem language students 

Gabel, S. (2001). Over-indulgence and under-representation in interlanguage: Reflections on the 

utilization of concordancers in self-directed foreign language learning. Computer Assisted 


Keywords: vocabulary, English, corpora 

Summary: Analyzes differences between native speaker and nonnative speaker email corpora and suggests points 

for teaching based on over- and under-utilization of various items 

Galusha, J. M. (1998). Barriers to learning in distance education (Information Analyses No. CE- 

075-847). (ERIC Document Reproduction Service No. ED 416377) 

Keywords: literature review, distance learning 

Summary: Lack of student motivation and faculty support noted among barriers to distance learning 

Gamper, J., & Knapp, J. (2002). A review of intelligent CALL systems. Computer Assisted 


Keywords: artificial intelligence 

Summary: Reviews various CALL materials that involve artificial intelligence 

Garcia Cabrero, J. C. (2002). Third generation telephony: New technological support for 

computer assisted language learning. International Journal of English Studies, 2 (1), 167- 

178. 

Keywords: Spanish, mobile phones, distance learning 

Summary: Describes a new system used for teaching Spanish for business purposes via mobile phones 

Garrett, N. (1991). Technology in the service of language learning: Trends and issues. The 

Modern Language Journal, 75 (1), 74-101. 

Keywords: review article 

Summary: Reviews various technologies available to the language teacher in 1991 

Garrett, N. (1998). Where do research and practice meet? Developing a discipline. ReCALL, 10 

(1), 7-12. 


Summary: Argues for the development of a sound research agenda for CALL 

39

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online 

learning; Interaction is not enough. American Journal of Distance Education, 19 (3), 133- 

148. 


Summary: Finds structure and leadership essential in planning and executing successful distance learning 

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and 

computer conferencing in distance education. The American Journal of Distance 

Education, 15 (1), 7-23. 

Keywords: discourse, asynchronous CMC 

Summary: Analyzes discourse in asynchronous CMC to investigate cognitive processes 

Gascoigne, C. (2006). Explicit input enhancement: Effects on target and non-target aspects of 

second language acquisition. Foreign Language Annals, 39 (4), 551-564. 

Keywords: orthography, French, Spanish, word processing 

Summary: Students doing dictation exercise on computer with instruction sheet for adding diacritics made 

significantly fewer diacritical mistakes than students transcribing the same passage on pen and paper 

Gascoigne, C. (2006). Toward an understanding of incidental input enhancement in 

computerized L2 environments. CALICO Journal, 24 (1), 147-162. 


Keywords: orthography, French, word processing 

Summary: Students doing dictation exercise on computer with instruction sheet for adding diacritics made 

significantly fewer diacritical mistakes than students using pen and paper 

Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? 

System, 32 (3), 301-319. 

Keywords: writing, grammar, English, concordancer 

Summary: Details use of a concordancing program to help correct errors in lower intermediate writing; some 

successes noted, as well as opportunities for future improvement 

Geslin, N., & Wade, R. (2000). Teaching discourse grammar in a multimedia program. Tydskrif 

vir Taalonderrig/Journal for Language Teaching, 34 (2), 157-169. 

Keywords: grammar, English, multimedia 

Summary: Details how multimedia tools can be used to teach grammar 

Gettys, S., Imhof, L. A., & Kautz, J. (2001). Computer-assisted reading: The effect of glossing 

format on comprehension and vocabulary retention. Foreign Language Annals, 34 (2), 

91-106. 

Keywords: reading, vocabulary, Russian, hypertext 

Summary: Dictionary definitions more effective than sentence-level glosses in promoting vocabulary retention; 

results unclear for textual comprehension 

Ghadirian, S. (2002). Providing controlled exposure to target vocabulary through the screening 

and arranging of texts. Language Learning & Technology, 6 (1), 147-164. 


Keywords: reading, vocabulary, English, software 

Summary: Describes a computer program that locates and sorts texts based on user-specific criteria for particular 

sets of target words 

40

Gillespie, J. H., & Barr, J. D. (2002). Resistance, reluctance and radicalism: A study of staff 

reaction to the adoption of CALL/C&IT in modern languages departments. ReCALL, 14 

(1), 120-132. 


Summary: Finds that instructors are not generally opposed to CALL per se, but that reluctance to embrace it often 

stems from a variety of practical concerns 

Gimeno-Sanz, A. (2002). E-language learning for the airline industry. ReCALL, 14 (1), 47-57. 

Keywords: Spanish, language for specific purposes 

Summary: Discusses creation and evaluation of a CALL project for airline employees 

Gitsaki, C., & Taylor, R. (1999a). Internet-based activities for the ESL classroom. ReCALL, 11 

(1), 47-57. 

Keywords: English, websites, lesson planning 

Summary: Provides lesson plan ideas for incorporating internet activities in the ESL classroom 

Glendinning, E., & Howard, R. (2003). Lotus ScreenCam as an aid to investigating student 

writing. Computer Assisted Language Learning, 16 (1), 31-46. 

Keywords: writing, English, screen camera, audio recording 

Summary: Documents revision process in group writing among different proficiency levels; discourse changes 

most often discussed, and nearly all proposed changes were made to final copy 

Godwin-Jones, R. (1998). New developments in digital video. Language Learning & 


Keywords: listening, speaking, videotaping 

Summary: Explains various digital video file formats and associated technologies 

Godwin-Jones, R. (2001). Language testing tools and technologies. Language Learning & 



Summary: Provides a brief introduction to uses of the internet for language testing 

Godwin-Jones, R. (2001). Language Interactive: Language learning and the web. Retrieved 

October 23, 2007, from http://www.fln.vcu.edu/cgi/interact.html 

Keywords: materials development, websites 

Summary: Provides a brief introduction for teachers wishing to create their own web-based materials 

Godwin-Jones, R. (2003). Emerging technologies. Blogs and Wikis: Environments for online 

collaboration. Language Learning & Technology, 7 (2), 12-16. (http://llt.msu.edu) 

Keywords: XML, blogs, wiki software 

Summary: Explains how blogs and wikis, which rely on XML formatting, can be useful for language learning 

Godwin-Jones, R. (2005). Skype and podcasting: Disruptive technologies for language learning. 


Keywords: listening, speaking, Skype, podcasting 

Summary: Provides an overview of Skype and podcasting with suggestions for use in language learning 

41

González-Lloret, M. (2003). Designing task-based CALL to promote interaction: En Busca de 

Esmeraldas. Language Learning & Technology, 7 (1), 86-104. (http://llt.msu.edu) 


Summary: Outlines steps needed to create effective CALL materials, based on core second language acquisition 

principles; evaluates one particular program in light of SLA-based criteria 

Goodfellow, R., Lamy, M.-N., & Jones, G. (2002). Assessing learners’ writing using lexical 

frequency. ReCALL, 14 (1), 133-145. 

Keywords: writing, vocabulary, French 

Summary: Finds mixed results in using lexical frequency measure to assess vocabulary; tool appears better for selfassessment 

but is of limited pedagogical value as currently employed 

Gorsuch, G. (2004). Test takers’ experiences with computer-administered listening 

comprehension tests: Interviewing for qualitative explorations of test validity. CALICO 


Keywords: listening, assessment, English 

Summary: Uses qualitative interviews with six test-takers to examine reliability (and thus validity) of a 

computerized listening test 

Grace, C. (1998a). Retention of word meanings inferred from context and sentence-level 

translations: Implications for the design of beginning level CALL software. The Modern 


Keywords: vocabulary, French, software 

Summary: Argues for use of sentence level first-language translations to aid lower proficiency learners inferences 

about second language vocabulary 

Grace, C. (1998b). Personality type, tolerance of ambiguity, and vocabulary retention in CALL. 

CALICO Journal, 15 (1-3), 19-45. (https://www.calico.org/p-5-CALICO Journal.html) 


Summary: Differences in personality type do not appear to influence vocabulary acquisition in a CALL program 

that provides first-language translations at the sentence level 

Grace, C. (2000). Gender differences: Vocabulary retention and access to translations for 

beginning language learners in CALL. The Modern Language Journal, 84 (2), 214-224. 


Summary: No gender differences found for short-term or long-term retention of vocabulary learned through 

sentence-level L1 glosses, nor for amount of time spent on lookup between genders 

Granger, S. (2003). Error-tagged learner corpora and CALL: A promising synergy. CALICO 

Journal, 20 (3), 465-480. file://localhost/(https/::www.calico.org:p-5-CALICO 

Journal.html) 

Keywords: grammar, French, corpora 

Summary: Describes use of tagged learner corpora to diagnose and treat common errors 

Grant, L., & Ginther, A. (2000). Using computer-tagged linguistic features to describe L2 

writing differences. Journal of Second Language Writing, 9 (2), 123-145. 

Keywords: assessment, writing, grammar, English, tagging software 

Summary: Tagging software found to reveal many differences between essays rated at different proficiency levels, 

although human coding needed to completely identify all significant differences 

42

Gray, C., Hagger-Vaughan, L., Pilkington, R., & Tomkins, S.-A. (2005). The pros and cons of 

interactive whiteboards in relation to the key stage 3 strategy and framework. Language 

Learning Journal (ALL), 32 (1), 38-44. 

Keywords: interactive whiteboards 

Summary: Explores positives and negatives of using interactive whiteboards in the language classroom 

Green, A., & Youngs, B. (2001). Using the Web in elementary French and German courses: 

Quantitative and qualitative study results. CALICO Journal, 19 (1), 89-123. 


Keywords: French, German, hybrid learning 

Summary: No significant differences observed between hybrid or conventional students over two semesters 

Greene, D. (2000). A design model for beginner-level computer-mediated EFL writing. 



Summary: Explores how practical considerations bridged the divide between theory and practice in developing a 

CALL-based writing course 

Greenfield, R. (2003). Collaborative email exchange for teaching secondary ESL: A case study 

in Hong Kong. Language Learning & Technology, 7 (1), 46-70. (http://llt.msu.edu) 

Keywords: writing, English, email 

Summary: Surveys students in Hong Kong about email collaboration with American teenagers; Hong Kong 

students report general satisfaction with project, but some frustration that it did not help them prepare for highstakes 

EFL testing 

Greenman, C. (2004). Coaching academic English through voice and text production models. 


Keywords: speaking, writing, English, English for academic purposes 

Summary: Describes a system used to mark both spoken and written E glish-for-academic-purposes texts 

Grgurović, M. (2007). <strong>Research</strong> synthesis: CALL comparison studies by language 

skills/knowledge. Retrieved August 15, 2007 from 

http://tesl.engl.iastate.edu:591/comparison/synthesis.htm 

Keywords: database 

Summary: Database of comparison studies with short summaries. 

Grgurović, M., & Hegelheimer, V. (2007). Help options and multimedia listening: Students’ use 

of subtitles and the transcript. Language Learning & Technology, 11 (1), 45-66. 


Keywords: listening, English 

Summary: Students used subtitles significantly more than transcripts; often did not interact with help features when 

help features were activated on screen 

Groot, P. J. M. (2000). Computer assisted second language vocabulary acquisition. Language 


Keywords: vocabulary, English, software 

Summary: Describes a software system that identifies keywords based on frequency and presents them in various 

conditions to learners 

43

Gross, A., & Wolff, D. (2001). A multimedia tool to develop learner autonomy. Computer 


Keywords: reading, software 

Summary: Describes a software program designed to assist students in comprehending foreign language texts 

Gruba, P. (2004). Understanding digitized second language videotext. Computer Assisted 


Keywords: listening, Japanese, video 

Summary: Examines learner interactions with visual element of video recordings; notes how visual input shifts 

from primary to secondary source of information as listening comprehension develops 

Gruba, P. (2006). Playing the videotext: A media literacy perspective on video-mediated L2 

listening. Language Learning & Technology, 10 (2), 77-92. (http://llt.msu.edu) 

Keywords: listening, Japanese, video 

Summary: Explores how student "play" with video texts through pausing, rewinding, discussing, signposting, and 

so on can lead to a high level of learner autonomy in processing a given text 

Gruber-Miller, J., & Benton, C. (2001). How do you say “MOO” in Latin? Assessing student 

learning and motivation in beginning Latin. CALICO Journal, 18 (2), 305-338. 


Keywords: Latin, MOO, email 

Summary: Depicts use of MOO and email to connect language and cultural content for Latin students 

Guillot, M.-N. (2002). Corpus-based work and discourse analysis in FL pedagogy: A 

reassessment. System, 30 (1), 15-32. 

Keywords: discourse, corpora 

Summary: Discusses how corpora can be used for discourse acquisition 

Haag, M., & Coston, F. W. (2002). Early effects of technology on the Oklahoma Choctaw 

language community. Language Learning & Technology, 6 (2), 70-82. 


Keywords: Choctaw, internet, distance learning 

Summary: Details cultural and political benefits of creating a distance learning program for dispersed members of 

the Choctaw Nation 

Hada, Y., Ogata, H., & Yano, Y. (2002). Video-based language learning environment using an 

online video-editing system. Computer Assisted Language Learning, 15 (4), 387-408. 

Keywords: speaking, English, video 

Summary: Describes an interactive video-based system that allows for teachers and learners to exchange emailbased 

messages and comments on video sections without transmitting large video files 

Hadley, G. (1997). Sensing the winds of change: An introduction to data driven learning. In J. 

Field, A. Graham, & M. Peacock (Eds.), Insights 2. Whitstable: IATEFL. 

Keywords: grammar, vocabulary, English, concordancer 

Summary: Advocates use of concordancers for "data-driven learning," reacting to communicative methods 

Hager, M. (2005). Using German web sites to teach culture in German courses. CALICO 


Keywords: culture, German, websites 

Summary: Contrastive analysis of similar websites in first and second language used to teach cultural differences 

44

Hager, M., Rieper, A., Schmitt, E., & Shastri, M. (2001). Using the internet in elementary 

college German. CALICO Journal, 18 (3), 563-588. (https://www.calico.org/p-5- 


Keywords: German, websites 

Summary: Describes a variety of task-based applications of German websites 

Hamilton, J., Reddel, S., & Spratt, M. (2001). Teachers’ perceptions of on-line rater training and 

monitoring. System, 29 (4), 505-520. 

Keywords: assessment, English, internet, distance learning 

Summary: Evaluates a distance learning rater training system; users generally react positively to the design, 

although some lack of use of the system also noted; rater reliability and accuracy not discussed 

Hammond, K. (2004). Initial steps in implementing WebCT into an academic reading and 

writing Course. ICU Language <strong>Research</strong> Bulletin, 19 (1), 67-79. 

Keywords: reading, writing, English, WebCT 

Summary: Discusses successes and failures in incorporating WebCT for the first time 

Hampel, R., & Hauck, M. (2003). Using Lyceum, an audio-graphic conferencing system, to talk 

at a distance. In D. Goodfellow, A.-B. Fenner, C. Garrido, & S. Tella (Eds.), The 

educational use of ICT in teacher education and distance language learning. Graz: 

European Centre for Modern Languages of the Council of Europe. Retrieved October 23, 

2007, from http://www.ecml.at/distance_learning/files/tier2_1.htm 

Keywords: German, distance learning 

Summary: Details an in-house audio-visual program used to teach synchronous distance courses 

Hampel, R., & Hauck, M. (2004). Towards an effective use of audio conferencing in distance 

language courses. Language Learning & Technology, 8 (1), 66-82. (http://llt.msu.edu) 

Keywords: German, distance learning 

Summary: Details an in-house audio-visual program used to teach synchronous distance courses 

Hampel, R. (2003). Theoretical perspectives and new practices in audio-graphic conferencing for 

language learning. ReCALL, 15 (1), 21-36. 

Keywords: conferencing, distance learning 

Summary: Applies second language acquisition theory to audio-visual CMC learning; evaluates a particular project 

Hampel, R. (2006). Rethinking task design for the digital age: A framework for language 

teaching and learning in a synchronous online environment. ReCALL, 18 (1), 105-121. 

Keywords: CMC, distance learning 

Summary: Applies current theory to audio-visual CMC; evaluates a particular project 

Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach 

languages online. Computer Assisted Language Learning, 18 (4), 311-326. 


Summary: Outlines key aspects of teacher training necessary for distance-learning courses; goes beyond technical 

know-how to include pedagogically oriented aspects of preparation 

Hancock, J. T., & Dunham, P. J. (2001). Language use in computer-mediated communication: 

The role of coordination devices. Discourse Processes, 31 (1), 91-110. 

Keywords: chat 

Summary: Use of explicit turn markers in task-based CMC found to benefit communication 

45

Handley, Z., & Hamel, M.-J. (2005). Establishing a methodology for benchmarking speech 

synthesis for computer-assisted language learning (CALL). Language Learning & 


Keywords: speech synthesis 

Summary: Establishes criteria for evaluating speech synthesizers for CALL purposes 

Hanna, D., Glowacki-Dudka, M., & Conceicao-Runlee, S. (2000). 147 practical tips for teaching 

online groups. Madison: Atwood Publishing. 

Keywords: distance learning, hybrid learning 

Summary: Provides general, common-sense guidelines for teaching distance or hybrid learners 

Hanna, B. E., & de Nooy, J. (2003). A funny thing happened on the way to the forum: Electronic 

discussion and foreign language learning. Language Learning & Technology, 7 (1), 71- 


Keywords: writing, discourse, French, bulletin boards 

Summary: Describes the experiences of four learners posting on L2 bulletin boards 

Hansen, E. G., Mislevy, R. J., Steinberg, L., Lee, M., & Forer, D. (2005). Accessibility of tests 

for individuals with disabilities within a validity framework. System, 33 (1), 107-133. 


Summary: Discusses interactions between accessibility and validity raised when computerized tests are adapted for 

individuals with disabilities 

Hanson, J. L., Dembovskaya, S., & Lee, S. (2005). CALL research archive: How can an online 

knowledge base further communication among second language professionals. ReCALL, 

17 (2), 245-253. 


Summary: In order to bridge the gap between teaching and research, the authors describe an online database of 

CALL articles that allows practicing teachers to comment on published works 

Hansson, T. (2005). English as a second language on a virtual platform-tradition and innovation 

in a new medium. Computer Assisted Language Learning, 18 (1-2), 63-79. 

Keywords: writing, English, software 

Summary: Discusses language interactions through a computer game; takes Vysotskian perspective 

Hara, N., & Kling, R. (2001). Student distress in Web-based distance education. EDUCAUSE 

Quarterly, 3 (1), 68-69. 


Summary: Finds that technological problems and lack of clarity in instructions lead to most student stress in 

distance learning 

Hardison, D. M. (2005). Contextualized computer-based L2 prosody training: Evaluating the 

effects of discourse context and video input. CALICO Journal, 22 (2), 175-190. 


Keywords: pronunciation, French 

Summary: Use of visual feedback shown to be effective in improving L2 prosody 

Hardisty, D., & Windeatt, S. (1989). CALL. Oxford: Oxford University Press. 

Keywords: lesson planning 

Summary: Provides many examples of lesson plans centered around the computer 

46

Hardy, I. M., & Moore, J. L. (2004). Foreign language students’ conversational negotiations in 

different task environments. Applied Linguistics, 25 (3), 340-370. 


Summary: Analyzes formal and content output of students across multiple tasks and CMC modes 

Harker, M., & Koutsantoni, D. (2005). Can it be as effective? Distance versus blended learning 

in a Web-based EAP programme. ReCALL, 17 (2), 197-216. 

Keywords: English, distance learning, hybrid learning 

Summary: Similar achievement and satisfaction levels seen between hybrid and distance learning students; better 

student retention in hybrid format 

Harrington, M., & Levy, M. (2001). CALL begins with a “C”: Interaction in computer-mediated 

language learning. System, 29 (1), 15-26. 

Keywords: CALL research, CMC 

Summary: Argues that although a coherent and transparent research agenda is needed for CALL, current 

interactionist approaches are insufficient to handle many modes of CMC currently in use 

Hart, R. (1995). The Illinois PLATO foreign languages project. CALICO Journal, 12 (4), 15-37. 


Keywords: CALL history, materials development 

Summary: Describes an early CALL project conducted at the University of Illinois at Urbana-Champaign in the 

1970s 

Hartz, Deborah. (2000). Literacy leaps as blind students embrace technology. English Journal, 

90 (2), 52. 

Keywords: English (L1) 

Summary: Describes technologies used to improve literacy among blind students 

Hegelheimer, V., & Chapelle, C. A. (2000). Methodological issues in research on learnercomputer 

interactions in CALL. Language Learning & Technology, 4 (1), 41-59. 


Keywords: reading, vocabulary, assessment 

Summary: Explores how modified input can lead to greater noticing, and how noticing can be evaluated 

Hegelheimer, V., & Fisher, D. (2006). Grammar, writing, and technology: A sample technologysupported 

approach to teaching grammar and improving writing for ESL learners. 


Keywords: writing, grammar, English, corpora 

Summary: Relates how learner corpora can be used to teach grammar for English for academic purposes 

Hegelheimer, V., & Tower, D. (2004). Using CALL in the classroom: Analyzing student 

interactions in an authentic classroom. System, 32 (2), 185-205. 

Keywords: listening, grammar, assessment, English 

Summary: Explores ways in which learners utilize (or do not utilize) types of modified input in call tasks 

Hegelheimer, V., Reppert, K., Broberg, M., Daisy, B., Grgurović, M. Middlebrooks, K., et al. 

(2004). Preparing the new generation of CALL researchers and practitioners: What nine 

months in an MA program can (or cannot) do. ReCALL, 16 (2), 432-447. 


Summary: Documents student learning about CALL issues in an MA-TESL program 

47

Heift, T. (2001). Error-specific and individualised feedback in a Web-based language tutoring 

system: Do they read it? ReCALL, 13 (1), 99-109. 

Keywords: grammar, vocabulary, German, grammar checker 

Summary: Nearly 80% of students read and attended to feedback given by an automated system; students paid 

more attention to it with increasing amounts of use of the program 

Heift, T. (2002). Learner control and error correction in ICALL: Browsers, peekers, and 

adamants. CALICO Journal, 19 (2), 295-313. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: grammar, German 

Summary: Compares learner behavior in seeking grammar feedback with learner proficiency level 

Heift, T. (2003). Multiple learner errors and meaningful feedback: A challenge for ICALL 

systems. CALICO Journal, 20 (3), 533-548. (https://www.calico.org/p-5-CALICO 

Journal.html) 


Summary: Describes a customizable grammar-checking program that can prioritize different types of learner errors 

and/or exclude feedback on certain error types 

Heift, T. (2005). Inspectable learner reports for web-based language learning. ReCALL, 17 (1), 

32-46. 


Summary: Finds students frequently accessed personalized learning reports and modified their behavior based on 

the reports 

Heift, T. (2006). Context-sensitive help in CALL. Computer Assisted Language Learning, 19 (2- 

3), 243-259. 


Summary: Examines influence of proficiency level, task type, and feedback type on learner use of help 

Heift, T., & Schulze, M. (2003). Student modeling and ab initio language learning. System, 31 

(4), 519-535. 

Keywords: grammar, German, grammar checker, computer-adaptive assessment, distance learning 

Summary: Compares conceptual models behind a grammar-feedback program and an adaptive placement test for 

distance learning 

Heller, I. (2005). Learner experiences and CALL-tool usability—Evaluating the Chemnitz 

internet grammar. Computer Assisted Language Learning, 18 (1-2), 119-142. 

Keywords: grammar, English, corpora, distance learning 

Summary: Evaluates a self-access program for English grammar that relies on authentic corpora data 

Hemard, D. (2004). Enhancing online CALL design: The case for evaluation. ReCALL, 16 (2), 

502-519. 


Summary: Argues for stringent evaluation of CALL methods and materials 

Hemard, D. (2006). Design issues related to the evaluation of learner-computer interaction in a 

Web-based environment: Activities v. tasks. Computer Assisted Language Learning, 19 

(2-3), 261-276. 

Keywords: materials development, pedagogy 

Summary: Evaluates pedagogical issues in using the web for language learning 

48

Hemard, D., & Cushion, S. (2000). From access to acceptability: Exploiting the Web to design a 

new CALL environment. Computer Assisted Language Learning, 13 (2), 103-118. 


Summary: Emphasizes the importance of making CALL materials user friendly and interactive in order to reach out 

to students and instructors who have become disenfranchized by current technology 

Hemard, D., & Cushion, S. (2002). Sound authoring on the Web: Meeting the users’ needs. 


Keywords: listening, materials development 

Summary: Describes design process for creating CALL-based listening materials 

Hemard, D., & Cushion, S. (2003). Design and evaluation of an online test: Assessment 

conceived as a complementary CALL tool. Computer Assisted Language Learning, 16 

(2-3), 119-139. 

Keywords: assessment, grammar, listening 

Summary: Describes the design and evaluation of a computerized language test for classroom assessment; 

evaluated via student and instructor questionnaires 

Henry, G., & Zerwekh, R. (2002). SEAsite: Web-based interactive learning resources for 

southeast Asian languages and cultures. CALICO Journal, 19 (3), 499-512. 


Keywords: listening, reading, Southeast Asian Languages, website 

Summary: Describes a website with reading and listening materials for a variety of Southeast Asian languages, as 

well as cultural materials written in English 

Herron, C., York, H., Corrie, C., & Cole, S. (2006). A comparison study of the effects of a storybased 

video instructional package versus a text-based instructional package in the 

intermediate-level foreign language classroom. CALICO Journal, 23 (2), 281-307. 


Keywords: listening, grammar, French, video 

Summary: Use of narrative video shown to increase listening comprehension and grammatical knowledge better 

than comparable text-based materials 

Hew, S.-H., & Ohki, M. (2001). A study on the effectiveness and usefulness of animated 

graphical annotation in Japanese CALL. ReCALL, 13 (2), 245-260. 

Keywords: listening, speaking, Japanese, animated graphics 

Summary: Use of animated graphics better for listening instruction than speaking instruction 

Hew, S.-H., & Ohki, M. (2004). Effect of animated graphic annotations and immediate visual 

feedback in aiding Japanese pronunciation learning: A comparative study. CALICO 


Keywords: pronunciation, Japanese, software 

Summary: Use of colorful graphics to accompany Japanese characters and visual phonological feedback both 

shown to be effective in improving L2 Japanese pronunciation 

Hewer, S. (1998). Summative evaluation report: Optimising the use of TELL products—An 

evaluative investigation into TELL products in use. Hull, UK: The TELL Consortium, 

University of Hull. 

Keywords: CALL review 

Summary: Reviews a variety of CALL projects and products developed at the University of Hull during the 90s 

49

Higgins, J. (1995). Computers and English language learning. Oxford: Intellect Books. 


Summary: Collection of author’s papers from the 80s and early 90s, some involving CALL 

Hill, M., & Storey, A. (2003). SpeakEasy: Online support for oral presentation skills. ELT 

Journal, 57 (3), 370-376. 

Keywords: speaking, English, synchronous CMC 

Summary: Explains use of a software program designed to improve presentation skills in English 

Hincks, R. (2003). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15 

(1), 3-20. 

Keywords: pronunciation, English, visual feedback, 

Summary: Use of visual feedback more effective for stronger accented subjects than less accented ones 

Hirata, Y. (2004). Computer assisted pronunciation training for native English speakers learning 

Japanese pitch and durational contrasts. Computer Assisted Language Learning, 17 (3-4), 

357-376. 

Keywords: pronunciation, Japanese, software 

Summary: Visual feedback leads to improved pronunciation as well as phonological perception 

Hirvela, A. (2006). Computer-mediated communication in ESL teacher education. ELT Journal, 

60 (3), 233-241. 

Keywords: teacher training, English, listserv 

Summary: A class listserv was used to build a sense of community and professional collaboration among ESL 

teacher trainees 

Ho, J. W. Y. (2006). Functional complementarity between two languages in ICQ. International 

Journal of Bilingualism, 10 (4), 429-451. 

Keywords: English, Chinese, chat 

Summary: Argues that frequent use of code switching among Chinese/English bilinguals indicates that chatters use 

the two languages complimentarily to accomplish specific functions 

Ho, M.-C., & Savignon, S. J. (2007). Face-to-face and computer-mediated peer review in EFL 

writing. CALICO Journal, 24 (2), 269-290. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: writing, English, word processing 

Summary: Examines learner reactions to and opinions about face-to-face and computer-based peer review 

Hoeflaak, A. (2004). Computer-assisted training in the comprehension of authentic French 

speech: A closer view. Computer Assisted Language Learning, 17 (3-4), 315-337. 

Keywords: listening, French 

Summary: Describes the development of a project designed to improve comprehension of spoken French 

Holland, V. M., Maisano, R., Alderks, C., & Martin, J. (1993). Parsers in tutors: What are they 

good for? CALICO Journal, 11 (1), 28-46. (https://www.calico.org/p-5-CALICO 

Journal.html) 


Summary: Claims that parsers can be useful for form-focused instruction, particularly among intermediate or 

advanced learners 

50

Holmberg, B. (2003). A theory of distance education based on empathy. In M. Moore & W. 

Anderson (Eds.), Handbook of distance education (pp. 79-86). Mahwah, NJ: Lawrence 

Erlbaum. 


Summary: Theorizes on distance education 

Hood, P. (2000). The potential contribution of encyclopaedic foreign language CD-ROM 

packages to the acquisition of language and knowledge. ReCALL, 12 (2), 143-156. 

Keywords: CD-ROM 

Summary: Provides qualitative and quantitative data to document learning via CD-ROM 

Hopp, M. A., & Hopp. T. H. (2004). newSLATE: Building a Web-based infrastructure for 

learning non-Roman script languages. CALICO Journal, 21 (3), 541-555. 


Keywords: 0rthography 

Summary: Describes a project involving online applications for non-Latin script languages 

Horst, M., Cobb, T., & Nicolae, I. (2005). Expanding academic vocabulary with an interactive 

on-line database. Language Learning & Technology, 9 (2), 90-110. (http://llt.msu.edu) 

Keywords: vocabulary, English, corpora 

Summary: Describes use of a free, web-based corpora site with a variety of vocabulary-related pedagogical tasks; 

pre- and posttest gains explored, as well as correlations between gains and task types 

Horton, S. (2000). Web teaching guide: A practical guide to creating course Web sites. New 

Haven: Yale University Press. 

Keywords: materials development, websites 

Summary: General guide to putting course materials on the web; not specific to L2 instruction 

Hoshi, M. (2003). Examining a mailing list in an elementary Japanese language class. ReCALL, 

15 (2), 217-236. 

Keywords: Japanese, email 

Summary: Finds generally good reception to and positive benefits of use of class email list; some variation in 

student response observed 

Hourigan, T., & Murray, L. (2006). Mapping successful language learning approaches in the 

adaptation of generic software. Computer Assisted Language Learning, 19 (4-5), 301- 

316. 

Keywords: writing, software 

Summary: Discusses pedagogical applications of a generic summarizing program 

Houser, C., Yokoi, S., & Yasuda, T. (2002). Computer assistance for reading and writing 

Japanese as a foreign language. CALICO Journal, 19 (3), 541-549. 


Keywords: reading, writing, Japanese, software 

Summary: Introduces and review software used for teaching reading and writing in Japanese 

Houston, T. (2007). Retrofitted materials for WebCT: Guidelines for authors, Web designers, 

and users. CALICO Journal, 24 (3), 657-673. (https://www.calico.org/p-5-CALICO 

Journal.html) 


Summary: Discusses retrofitting existing materials for use with the web 

51

Hoven, D. (2006). Communicating and interacting: An exploration of the changing roles of 

media in CALL/CMC. CALICO Journal, 23 (2), 233-256. (https://www.calico.org/p-5- 


Keywords: CALL history, methodology 

Summary: Discusses shift in CALL from localized (e.g., CD-ROM, local area network) based work to interactive, 

web-based work, as well as relations between various CALL formats and materials 

Hsu, H.-M., & Gao, L. (2002). Computer-mediated materials for Chinese character learning. 


Keywords: reading, writing, orthography, Chinese, software, websites 

Summary: Gives a brief overview of four programs for teaching Chinese characters electronically 

Huang, H. (2002). Toward constructivism for adult learners in online learning environments. 

British Journal of Educational Technology, 33 (1), 27-37. 


Summary: Discusses the use of constructivism in teaching to adults online 

Hubbard, P. (2003). A survey of unanswered questions in CALL. Computer Assisted Language 

Learning, 16 (2-3), 141-154. 

Keywords: CALL methodology 

Summary: Reports results of a survey of CALL practitioners regarding the single question they would like 

answered most; trends in question type and variation across type of CALL practitioner (e.g., instructor, researcher, 

material designer) 

Hubbard, P. (2005). A review of the subject characteristics in CALL research. Computer 



Summary: Critically reviews 4 years of publications from four major CALL journals; identifies a number of 

reccuring methodological concerns 

Hubbard, P., & Siskin, C. B. (2004). Another look at tutorial CALL. ReCALL, 16 (2), 448-461. 


Summary: Argues for continuing research, development and use of tutorial, as well as tool-based uses of CALL 

materials 

Hudson, J., & Bruckman, A. (2002). IRC Francais: The creation of an internet-based SLA 

community. Computer Assisted Language Learning, 15 (2), 109-134. 

Keywords: French 

Summary: Online discussions in French were more learner centered and led, while classroom discussions were 

largely teacher centered and led 

Hughes, J., & Mcavinia, C. (2004). What really makes students like a web site? What are the 

implications for designing web-based language learning sites? ReCALL, 16 (1), 85-102. 


Summary: surveys 14-18 year olds about features of popular, general service websites (not necesarily languagelearning 

ones); argue that such features must be built into language-learning sites in order to maintain and increase 

student interest 

52

Huifen, L., Tsuiping, C., & Dwyer, F. (2006). Effects of static visuals and computer-generated 

animations in facilitating immediate and delayed achievement in the EFL classroom. 

Foreign Language Annals, 39 (2), 203. 

Keywords: vocabulary, English, animated and static visuals 

Summary: Students receiving animated input perform only slightly better than those receiving static visual input; 

most comparisons made in a MANCOVA analysis only approached statistical significance 

Hulstijn, J. H. (2000). The use of computer technology in experimental studies of second 

language acquisition: A survey of some techniques and some ongoing studies. Language 



Summary: Reviews major themes in CALL research 

Hulstijn, J. H. (2003). Connectionist models of language processing and the training of listening 

skills with the aid of multimedia software. Computer Assisted Language Learning, 16 

(5), 413-425. 

Keywords: listening 

Summary: Explores how connectionism and symbolism, two key themes in cognitive science, can be incorporated 

into CALL materials 

Hunt, T., & Hunt, B. (2006). <strong>Research</strong> and authority in an online world: Who knows? Who 

decides? English Journal, 95 (4), 89. 

Keywords: writing, internet 

Summary: Stresses that the internet, the ubiquitous computer network that is more and more a two-way medium, a 

read/write web, contains all the elements of a good multigenre project. 

Hurd, S., Beaven, T. & Ortega, A. (2001). Developing autonomy in a distance language learning 

context: Issues and dilemmas for course writers. System, 29 (4), 341-355. 


Summary: Discusses the dichotomy between learner autonomy and the high amount of instructor/administrator 

control/organization in distance learning 

Hwu, F. (2003). Learners’ behaviors in computer-based input activities elicited through tracking 

technologies. Computer Assisted Language Learning, 16 (1), 5-29. 

Keywords: tracking program 

Summary: Reports results strongly correlating particular styles of learner behavior with acquisition gains; argues 

that instructors must monitor students' CALL usage in order to ensure appropriate use and, thus, successful learning 

Hwu, F. (2004). On the applicability of the input-enhancement hypothesis and input processing 

theory in multimedia CALL: The case of Spanish preterite and imperfect instruction in an 

input application. CALICO Journal, 21 (2), 317-338. (https://www.calico.org/p-5- 


Keywords: grammar, Spanish 

Summary: Discusses some challenges in adapting existing videoclips for input enhancement materials 

Hwu, F. (2007). Learners’ strategies with a grammar application: The influence of language 

ability and personality preferences. ReCALL, 19 (1), 21-38. 


Summary: Explores user variables in the effects of a grammar program 

53

Ishihara, N. (2007). Web-based curriculum for pragmatics instruction in Japanese as a foreign 

language: An explicit awareness-raising approach. Language Awareness, 16 (1), 21-40. 

Keywords: pragmatics, Japanese, software 

Summary: Details use of a program featuring tasks built around audio clips designed to teach pragmatics 

Iskold, L. V. (2003). Building on success, learning from mistakes: Implications for the future. 


Keywords: multimedia 

Summary: Reports on a longitudinal study evaluating the development and incorporation of a multimedia 

courseware system 

Itakura, H. (2004). Changing cultural stereotypes through email assisted foreign language 

learning. System, 32 (1), 37-51. 

Keywords: culture, Japanese, Chinese, email 

Summary: Discusses how cultural stereotypes were variously formed, modified, discarded, and/or reinforced 

through an intercultural email exchange program 

Itoh, R., & Hannon, C. (2002). The effect of online quizzes on learning Japanese. CALICO 


Keywords: assessment, Japanese, internet, hybrid learning 

Summary: Addition of online quizzes to Japanese course found to be beneficial, especially among less motivated 

and engaged learners 

Jaccomard, H., & Kinder, J. J. (2001). Promoting multimedia projects among university 

language students. Cauce, 24 (1), 39-52. 

Keywords: French, multimedia 

Summary: Describes and evaluates a multimedia French program 

Jacobs, G., & Rodgers, C. (1999). Treacherous allies: Foreign language grammar checkers. 


Keywords: grammar, French, grammar checker 

Summary: Explores advantages and drawbacks of using grammar checkers for grammatical instruction 

Jamieson, J. (2005). Trends in computer-based second language assessment. Annual Review of 

Applied Linguistics, 25, 228-242. 

Keywords: assessment, corpora, natural language processing, computer-adaptive testing 

Summary: Reviews several years of development in computer-based testing, touching on transfers from paperbased 

to computer-based tests, computer adaptive testing, the use of corpus data to increase authenticity, and natural 

language processing developments in machine scoring of essays 

Jamieson, J., Chapelle, C. A., & Preiss, S. (2004). Putting principles into practice. ReCALL, 16 

(2), 396-415. 


Summary: Provides criteria for evaluating CALL materials 

Jamieson, J., Chapelle, C., Preiss, S. (2005). CALL evaluation by developers, a teacher, and 

students. CALICO Journal, 23 (1), 93-138. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: English, online courseware 

Summary: Evaluation of a CALL product by researchers, teachers, students, and materials developers 

54

Jancewicz, B., & MacKenzie, M. (2002). Applied computer technology in Cree and Naskapi 

language programs. Language Learning & Technology, 6 (2), 83-91. (http://llt.msu.edu) 

Keywords: Cree, Naskapi 

Summary: A CALL history of the development and maintenance of two Native American languages 

Jarvis, H. (2004). Investigating the classroom applications of computers on EFL courses at 

higher education institutions in UK. Journal of English for Academic Purposes, 3 (2), 

111-137. 


Summary: Proposes a framework for the evaluation of CALL; reports on a survey of CALL in the UK 

Jeon-Ellis, G., R. Debski, & Wigglesworth, G. (2005). Oral interaction around computers in the 

project-oriented CALL classroom. Language Learning & Technology, 9 (3), 121-145. 


Keywords: French, websites 

Summary: Details how project-based CALL can provide opportunities for acquisition via interaction and 

scaffolding 

Jepson, K. (2005). Conversations-and negotiated interaction-in text and voice chat rooms. 


Keywords: chat, pronunciation 

Summary: Significantly more repair functions observed in internet voice chats as compared to text chats; voice chat 

repair moves often centered around pronunciation 

Jiang, W., & Ramsay, G. (2005). Rapport-building through CALL in teaching Chinese as a 

foreign language: An exploratory study. Language Learning & Technology, 9 (2), 47-63. 


Keywords: Chinese, email, sound files 

Summary: Discusses how email and electronic exchange of sound files can promote rapport between students and 

teachers 

Jin, L., & Erben, T. (2007). Intercultural learning via instant messenger interaction. CALICO 


Keywords: culture, Chinese, chat 

Summary: Analysis of nonnative speaker chats with native speaker chats reveal positive personal and cultural 

benefits to participants 

Jodoin, M. G. (2003). Measurement efficiency of innovative item formats in computer-based 

testing. Journal of Educational Measurement, 40 (1), 1-15. 


Summary: IRT analysis reveals that while several types of novel items on a computer-based test function as well as 

or better than multiple-choice items, timing data reveals that multiple-choice items are still the most time efficient 

way of measuring the construct 

Johnson, A., & Heffernan, N. (2006). The short readings project: A CALL reading activity 

utilizing vocabulary recycling. Computer Assisted Language Learning, 19 (1), 63-77. 

Keywords: listening, vocabulary, English, website, 

Summary: Discusses the pedagogical foundations of www.english-trailers.com, a website that provides vocabularybased 

activities; reports results of a study showing positive gains after using the website 

55

Johnson, E. M. (2002). The role of computer-supported discussion for language teacher 

education: What do the students say? CALICO Journal, 20 (1), 59-79. 


Keywords: teacher training, software, distance learning 

Summary: Teacher trainees wrote more than required amounts and freely shared much course information as well 

as general professional information in electronic discussions as part of a distance education course 

Jonassen, D. (1994, April). Thinking technology: Toward a constructivist design model. 

Educational Technology, 34-37. 


Summary: Introduces and explains constructivism in education 

Jones, C. (1986). It’s not so much the program: More what you do with it: The importance of 

methodology in CALL. System, 14 (2), 171-178. 

Keywords: English, software 

Summary: Illustrates use of a variety of computer programs to show how they are compatible with traditional taskbased 

teaching practices 

Jones, J. F. (2001). CALL and the responsibilities of teachers and administrators. ELT Journal, 

55 (4), 360-367. 


Summary: Encourages teachers to use CALL as a resource and not see it as an imposition of self-directed learning 

or distance learning in contexts where such practices are unsuitable 

Jones, L. C. (2003). Supporting listening comprehension and vocabulary acquisition with 

multimedia annotations: The students’ voice. CALICO Journal, 21 (1), 41-65. 


Keywords: listening, vocabulary, French, software 

Summary: Students given access to pictorial and/or written input accompanying vocabulary items outperform 

students without access to additional input; interviews with students confirms their preference for input 

enhancement 

Jones, L. C. (2004). Testing L2 vocabulary recognition and recall using pictorial and written test 

items. Language Learning & Technology, 8 (3), 122-143. (http://llt.msu.edu) 

Keywords: vocabulary, assessment, French, software 

Summary: Students given access to pictorial and/or written input accompanying vocabulary items outperform 

students without access to additional input; when tested, students perform best when test format matches learning 

format 

Jones, L. C. (2006). Effects of collaboration and multimedia annotations on vocabulary learning 

and listening comprehension. CALICO Journal, 24 (1), 33-58. (https://www.calico.org/p- 



Summary: Effects of input enhancment for second language vocabulary similar to Jones (2003) and Jones (2004); 

students working either alone or in pairs show similar vocabulary gains, while students in pairs show greater aural 

comprehension 

56

Jones, L. C., & Plass, J. L. (2002). Supporting listening comprehension and vocabulary 

acquisition in French with multimedia annotations. The Modern Language Journal, 86 

(4), 546-561. 


Summary: Students given access to both pictorial and written input enhancement outperform students given only 

one type; greater effect sizes seen for pictorial annotations than written ones 

Jones, R. H., Garralda, A., Li, D., & Lock, G. (2006). Interactional dynamics in on-line and faceto-face 

peer-tutoring sessions for second language writers. Journal of Second Language 

Writing, 15 (1), 1-23. 

Keywords: writing, English, chat 

Summary: Tutors found to have greater control over face-to-face discussions, while online discussions were more 

egalitarian; face-to-face discussions focus more on forms and mechanics of writing, whereas online discussions 

focus more on content issues 

Jung, U. O. H. (2005). An international bibliography of computer-assisted language learning: 

Sixth installment. System, 33 (1), 135-185. 

Keywords: bibliography 

Summary: Lists over 5,000 CALL-related publications, most are 2001 or later; refers readers to earlier databases 

created by the author as well 

Jung, U. O. H. (2005). CALL: past, present and future—A bibliometric approach. ReCALL, 17 

(1), 4-17. 

Keywords: bibliography 

Summary: Analyzes what a 5,000+ item corpus of CALL research has meant for language teachers and learners; 

discusses the teacher's changing role in CALL-based learning environments 

Juozulynas, V. (1994). Errors in the composition of second-year German students: An empirical 

study of parser-based ICALI. CALICO Journal, 12 (1), 5-17. (https://www.calico.org/p- 


Keywords: grammar, German, corpora, grammar checker 

Summary: Analysis of German learner corpora finds majority of errors are syntactic or morphological; concludes 

that error-checking software should be able to identify about 80% of learner errors in a text 

Kabata, K., & Yang, X. J. (2002). Developing multimedia lesson modules for intermediate 

Japanese. CALICO Journal, 19 (3), 563-570. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: materials development, Japanese 

Summary: Reviews the development and use of CALL for a particular setting 

Kabata, K., Wiebe, G., & Chao, T. (2005). Challenge of developing and implementing 

multimedia courseware for a Japanese language program. CALICO Journal, 22 (2), 237- 



Summary: Reviews the development and use of CALL for a particular setting; issues of accessibility, coordinating 

technology and pedagogy, and instructor specific variables are discussed 

57

Kaltenbock, G. (2001). Learner autonomy: A guiding principle in designing a CD-ROM for 

intonation practice. ReCALL, 13 (2), 179-190. 

Keywords: pronunciation, distance learning 

Summary: Discusses the development of a pronunciation program with particular focus on making it useful for the 

independent learner 

Kaltenboeck, G., & Mehlmauer-Larcher, B. (2005). Computer corpora and the language 

classroom: On the potential and limitations of computer corpora in language teaching. 


Keywords: English, corpora 

Summary: Discusses the advantages and disadvantages of using corpora for language learning 

Kamhi-Stein, L. D. (2000). Looking to the future of TESOL teacher education: Web-based 

bulletin board discussions in a methods course. TESOL Quarterly, 34 (3), 423-455. 

Keywords: teacher training, English, bulletin boards, 

Summary: Student participation greater, more egalitarian, and more cooperative in electronic setting, interaction is 

less teacher focused 

Kang, Y.-S., & Maciejewski, A. A. (2000). A student model of technical Japanese reading 

proficiency for an intelligent tutoring system. CALICO Journal, 18 (1), 9-40. 


Keywords: reading, Japanese, intelligent tutoring system 

Summary: Describes the development of a program designed to assess and give feedback on reading proficiency in 

technical Japanese documents 

Kapec, P., & Schwienhorst, K. (2005). In two minds? Learner attitudes to bilingualism and the 

bilingual tandem analyser. ReCALL, 17 (2), 254-268. 

Keywords: MOO, tandem learning 

Summary: Explores teacher and student reactions to program that analyzes amount of bilingualism occurring in 

tandem-learning MOOs 

Karlstroem, P., Knutsson, O., Lindström, H., & Cerratto-Pargman, T. (2007). Tool mediation in 

focus on form activities: Case studies in a grammar-exploring environment. ReCALL, 19 

(1), 39-56. 


Summary: Explores, via sociocultural theory, how a writing program benefits focus on form 

Kasper, L. F. (2000). New technologies, new literacies: Focus discipline research and ESL 

learning communities. Language Learning & Technology, 4 (2), 105-128. 



Summary: Explores how students benefit from improved technological literacy through semester-long internet 

projects 

Kaur, J., & Hegelheimer, V. (2005). ESL students’ use of concordance in the transfer of 

academic word knowledge: An exploratory study. Computer Assisted Language 


Keywords: vocabulary, writing, English, concordancer 

Summary: Students shown to transfer vocabulary from a concordancing task to an academic-writing task 

58

Kawai, G., & Hirose, K. (2000). Teaching the pronunciation of Japanese double-mora phonemes 

using speech recognition technology. Speech Communication, 30 (2-3), 131-143. 

Keywords: pronunciation, Japanese, software, distance learning 

Summary: Details a program used to teach phonemic length in Japanese; positive results documented 

Kayser, A. (2002). Cultural appropriateness of networked-based language teaching in a Middle 

Eastern female Islamic context. Computer Assisted Language Learning, 15 (1), 55-67. 


Summary: Discusses modifications to CALL methods that must be made for a particular social context 

Kearsley, G. (2000). Learning and teaching in cyberspace. Retrieved October 23, 2007, from 

http://home.sprynet.com/~gkearsley/cyber.htm 

Keywords: CALL overview 

Summary: Provides a brief introduction to major themes in CALL and provides links to hundreds of CALL-related 

websites and projects 

Keegan, D. (1988). Theories of distance education: Introduction. In D. Stewart & B. Holmberg 

(Eds.), Distance education: International perspectives (pp. 63-67). New York: 

Routledge. 

Keywords: distance education 

Summary: Theorizes on distance education 

Kelm, O. R. (1992). The use of synchronous computer networks in second language instruction: 

A preliminary report. Foreign Language Annals, 25 (5), 441-454. 

Keywords: Portuguese, synchronous CMC 

Summary: Reports greater output and more interaction in second language chat as compared to face-to-face class 

Kennedy, C., & Miceli, T. (2001). An evaluation of intermediate students’ approaches to corpus 

investigation. Language Learning & Technology, 5 (3), 77-90. (http://llt.msu.edu) 

Keywords: Italian, corpora 

Summary: Discusses some student challenges in using corpora successfully 

Kenning, M.-M. (2005). Language, media use, and mobility in contemporary society. The 

European Journal of Communication, 30 (4), 445-457. 


Summary: Explores relationships between socio-geographical mobility, second language proficiency, and media 

access 

Kenyon, D. M., & Malabonga, V. (2001). Comparing examinee attitudes toward computerassisted 

and other oral proficiency assessments. Language Learning & Technology, 5 (2), 

60-83. (http://llt.msu.edu) 

Keywords: assessment, speaking 

Summary: Compares student opinions of a face-to-face oral test, a cassette-mediated test, and a computer-mediated 

test 

Kern, R. (1995). Restructuring interaction with networked computers: Effects on quantity and 

characteristics of language production. The Modern Language Journal, 79 (4), 457-476. 


Summary: Reports greater output and more interaction in second language chat as compared to face-to-face class 

59

Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL 

Quarterly, 40 (1), 183-210. 


Summary: Overview of current trends in CALL 

Kern, R., Ware, P., & Warschauer, M. (2004). Crossing frontiers: New directions in online 

pedagogy and research. Annual Review of Applied Linguistics, 24, 243-260. 


Summary: Reviews recent research on distance learning; argue that there is no one specific effect of distance 

learning, but rather that effect(s) vary widely by various technological, sociological, and institutional factors 

Kies, J. K., Williges, R. C., & Rosson, M. B. (1997). Evaluating desktop video conferencing for 

distance learning. Computers and Education, 28 (1), 79-91. 

Keywords: video, distance learning 

Summary: Finds that although student performance does not suffer in conditions of poor video quality, student 

satisfaction does suffer 

Kim, H.-R. (2002). Integrating culture into the EFL classroom using the Web. Journal of Pan- 

Pacific Association of Applied Linguistics, 6 (3), 169-181. 

Keywords: culture, English, websites 

Summary: Positive effects of using webpages for cultural learning are described 

Kirby, E. (1999). Building interaction in online and distance education courses (Report No. IR- 

019-600). San Antonio, TX: Society for Information Technology & Teacher Education 

International Conference. (ERIC Document Reproduction Service No. ED 432230) 


Summary: Concludes that interaction is the greatest factor in the success of distance education programs 

Kitchen, D., & McDougall, D. (1998-99). Collaborative learning on the internet. Journal of 

Educational Technology Systems, 27 (3), 245-258. 


Summary: Survey of students in distance-learning course shows that students were satisfied with convenience and 

opportunities for collaboration, drawbacks included pedagogical and technological factors 

Kish, J. M. (2000). Breaking the block: Basic writers in the electronic classroom. Journal of 

Basic Writing, 19 (2), 141-159. 

Keywords: writing, English, hypertext 

Summary: Explores how hypertext can help basic writers who experience writing difficulty 

Kitade, K. (2000). L2 learners’ discourse and SLA theories in CMC: Collaborative interaction in 

internet chat. Computer Assisted Language Learning, 13 (2), 143-166. 

Keywords: grammar, Japanese, chat 

Summary: CMC provides potential benefits for learning: facilitating comprehensible, contextualized interaction, 

learners' self-correction, and a collaborative learning environment 

Kitade, K. (2006). The negotiation model in asynchronous computer-mediated communication 

(CMC): Negotiation in task-based email exchanges. CALICO Journal, 23 (2), 319-348. 


Keywords: discourse, Japanese, email 

Summary: Investigates how asynchronous CMC contributes to language learning 

60

Kitajima, R. (2002). Enhancing higher order interpretation skills for Japanese reading. CALICO 


Keywords: materials development, Japanese, hypertext 

Summary: Computer-mediated reading materials can help learners improve their higher order interpretation skills 

for constructing coherent text representation. 

Knight, P. (2005). Learner interaction using email: The effects of task modification. ReCALL 17 

(1), 101-121. 

Keywords: interaction, email 

Summary: Outlines the findings of a research project studying the effects of task modification on learner interaction 

when using email 

Knutsson, O., Pargman, T. C., Eklundh, K., & Westlund, S. (2007). Designing and developing a 

language environment for second language writers. Computers & Education, 49 (4), 

1122-1146. 

Keywords: writing, Swedish, grammar checker 

Summary: Demonstrates that although most of the alarms from the grammar checker were accurate, some alarms 

were very hard for the students to judge correctly 

Kötter, M. (2003). Negotiation of meaning and code switching in online tandems. Language 


Keywords: discourse, German, English, MOO, tandem learning 

Summary: Demonstrates that online tandems in the MOO have just as much potential as other forms of 

telecollaboration 

Kohn, K. (2001). Developing multimedia CALL: The telos language partner approach. 


Keywords: materials development, German, software, multimedia 

Summary: Looks at the multimedia dimension of CALL using an authoring tool developed for the production and 

customisation of online and offline multimedia language learning materials 

Kol, S., & Schcolnik, M. (2000). Enhancing screen reading strategies. CALICO Journal, 18 (1), 


Keywords: reading, English 

Summary: Shows that in all question types, students reading from screen performed as well as those reading from 

paper 

Komori, S., & Zimmermann, E. (2001). A critique of Web-based Kanji learning programs for 

autonomous learners: Suggestions for improvement of WWKanji. Computer Assisted 


Keywords: orthography, vocabulary, reading, Japanese, web-based kanji program 

Summary: Evaluates five web-based kanji programs to determine what features may promote learning for 

autonomous learners and provides suggestions for improving WWKanji, a web-based program 

Konishi, M. (2003). Strategies for reading hypertext by Japanese ESL learners. The Reading 

Matrix: An International Online Journal, 3 (3). 


Summary: Provides more objective and reliable data to support better instruction of second language reading with 

hypertext as its material 

61

Kormos, J., & Denes, M. (2004). Exploring measures and perceptions of fluency in the speech of 

second language learners. System, 32 (2), 145-164. 

Keywords: speaking, English, transcription program 

Summary: Explores which variables predict native and nonnative speaking teachers' perception of fluency and 

distinguish fluent from nonfluent L2 learners 

Kramsch, C., A’Ness, F., & Lam, W. S. E. (2000). Authenticity and authorship in the computermediated 

acquisition of L2 literacy. Language Learning & Technology, 4 (2), 78-104. 


Keywords: literacy development, Spanish, English, CD-ROM, internet relay, chat 

Summary: Discusses what kind of second language literacy students acquire through the computer medium. 

Krouglov, A. (2000). In search of the maximum effectiveness of CALL programmes. Rusistika, 

21 (1), 7-11. 

Keywords: materials development, Russian 

Summary: CALL can be an important aid in language instruction. 

Krucli, T.E. (2004). Making assessment matter: Using the computer to create interactive 

feedback. English Journal, 94 (1), 47. 


Summary: Investigates a more effective method of responding to student papers 

Krüger, A. (2002). Online writing and reading: Powerful communicative tools for L2 acquisition. 

Dimension, 53-63. 

Keywords: writing, German, hypertext 

Summary: Explores the importance and impact of electronic literacy 

Krüger, A., & Hamilton, S. (1997). Individual language tutoring through intelligent error 

diagnosis. ReCALL, 9 (2), 51-58. 

Keywords: Grammar, intelligent tutoring 

Summary: Describes use of intelligent error feedback to learners’ input in a role-play scenario 

Kucera, O. (2006). A corpus-based exercise book of Czech language. The Prague Bulletin of 

Mathematical Linguistics, 85, 35-55. 

Keywords: grammar, Czech, corpora 

Summary: Presents a system designed as an electronic corpus-based exercise book of Czech morphology and 

syntax with exercises directly selected from the Prague Dependency Treebank. 

Kung, S.-C. (2002). Evaluation of a team model of digital language exchange. ReCALL, 14 (2), 

313-324. 

Keywords: interaction, English, bulletin board 

Summary: Describes an online collaborative model designed to allow meaningful, authentic interactions and 

suggest that collaborative activities may play an important role in fostering meaningful and lasting interactions 

Kung, S.-C. (2004). Synchronous electronic discussions in an EFL reading class. ELT Journal, 

58 (2), 164-173. 

Keywords: reading, English, synchronous CMC 

Summary: Describes a project involving EFL learners in synchronous electronic discussions and makes 

recommendations for classroom implementations of synchronous electronic discussions 

62

Kupetz, R., & Ziegenmeyer, B. (2005). Blended learning in a teacher training course: Integrated 

interactive e-learning and contact learning. ReCALL, 17 (2), 179-196. 

Keywords: teacher training, English, hypertext, hybrid learning 

Summary: Discusses a blended learning concept for a university teacher-training course for prospective teachers of 

English 

Kupetz, R., & Ziegenmeyer, B. (2006). Flexible learning activities fostering autonomy in 

teaching training. ReCALL, 18 (1), 63-82. 

Keywords: teacher training, English, CMC, digital recordings, hybrid learning 

Summary: Shows that flexible use of digital recordings as well as online communication with teaching experts are 

two promising ways of implementing e-learning in the context of teacher training 

Labrie, G. (2000). A French vocabulary tutor for the web. CALICO Journal, 17 (3), 475-499. 


Keywords: vocabulary, French, multimedia, html, JavaScript 

Summary: Reveals that web-based multimedia programs have some advantages over more traditional methods of 

vocabulary learning 

Lafford, B. A., Lafford, P. A., & Sykes, J. (2007). Entre dicho y hecho …: An assessment of the 

application of research from second language acquisition and related fields to the creation 

of Spanish CALL materials for lexical acquisition. CALICO Journal, 24 (3), 497-529. 


Keywords: vocabulary, Spanish, software 

Summary: Brings together findings from research in various research fields related to Spanish second language 

acquisition in order to propose 10 design features of CALL software that can apply these insights to the creation of 

various types of computer-based lexical acquisition activities 

Lafford, P. A., & Lafford, B. A. (2005). CMC technologies for teaching foreign languages: 

What's on the horizon? CALICO Journal, 22 (3), 679-709. (https://www.calico.org/p-5- 


Keywords: CMC 

Summary: Focuses on the challenges facing CMC implementation, offers some possible solutions to those 

problems and some speculation about future uses of these technologies to enhance second language learning 

Lai, C., & Zhao, Y. (2006). Noticing and text-based chat. Language Learning & Technology, 10 



Summary: Shows text-based online chat promotes noticing more than face-to-face conversations, especially in 

terms of learners’ noticing of their own linguistic mistakes 

Lally, C. G. (2000). The effect of keyboarding on the acquisition of diacritical marks in the 

foreign language classroom. The French Review, 73 (5), 899-907. 

Keywords: orthography, French, word processing 

Summary: Explores the effects of keyboarding on the recall of accent marks in French by comparing the outcome 

of pen-and-paper with computer-mediated dictation activities 

Lam, H. C., Ki, W. W., Law, N., Chung, A. L. S., Ko, P. Y., Ho, A. H. S., & Pun, S. W. (2001). 

Designing CALL for learning Chinese characters. Journal of Computer Assisted 


Keywords: orthography, Chinese, software 

Summary: Shows supportive evidence for the feasibility and the need of integrating software with an affective and 

contextual way of teaching Chinese characters 

63

Lam, W. S. E. (2000). L2 literacy and the design of the self: A case study of a teenager writing 

on the internet. TESOL Quarterly, 34 (3), 457-482. 

Keywords: identity, literacy, English, internet 

Summary: Shows how a Chinese immigrant teenager created literacy experiences for himself through involvement 

in various forms of CMC on the internet 

Lam, W. S. E. (2004). Second language socialization in a bilingual chat room: Global and local 

considerations. Language Learning & Technology, 8 (3), 44-65. (http://llt.msu.edu) 

Keywords: English, Chinese, CMC, bilingual chat room 

Summary: Considers how global practices of English on the internet intersect with local practices of English in the 

territorial or national sphere in constructing the language experiences of immigrant learners 

Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second-language 

teachers do or do not use technology in their classrooms. The Canadian Modern 

Language Review/La Revue canadienne des langues vivantes, 56 (3), 389-420. 

Keywords: teacher attitudes 

Summary: Shows that teachers are not really technophobic and that institutions are perhaps overly technophilic in 

their rush to obtain the latest innovations without considering student and teacher needs 

Lam, Y., & Lawrence, G. (2002). Teacher-student role redefinition during a computer-based 

second language project: Are computers catalysts for empowering change? Computer 


Keywords: teacher and student roles, Spanish 

Summary: Case study examining changes in teacher and student roles in a computer-based project 

Lamy, M.-N. (1997). The Web for French grammar: A tool, a resource or a waste of time? 


Keywords: grammar, French, websites 

Summary: Reviews selected websites for French grammar from the student’s point of view and looks at the content 

of sites and their potential for learning 

Lamy, M.-N. (2004). Oral conversations online: Redefining oral competence in synchronous 

environments. ReCALL, 16(2), 520-538. 

Keywords: Speaking, French, Computer-conferencing 

Summary: Focuses on methodology for analysing learner-learner oral CMC conversations 

Lamy, M.-N., & Goodfellow, R. (1999). Supporting language students’ interactions in webbased 

conferencing. Computer Assisted Language Learning, 12 (5), 457-477. 

Keywords: French, asynchronous CMC 

Summary: Looks at online tutor strategies for the support of students learning a second language with the help of a 

web-based asynchronous textual conference 

Land, S. M., & Dornisch, M. M. (2002). A case study of student use of an asynchronous bulletin 

board system to foster reflection and evaluation. Journal of Educational Technology 

Systems, 30 (3), 365-377. 

Keywords: assessment, bulletin board 

Summary: Describes students' use of asynchronous bulletin board for fostering reflection and evaluation 

64

Larson, J. W. (2000). Testing oral language skills via the computer. CALICO Journal, 18 (1), 53- 


Keywords: assessment, speaking, software 

Summary: Discusses the importance of testing language students' oral skills and describes computer software 

developed for this 

Last, R. W. (1984). Language teaching and the microcomputer. Oxford: Blackwell. 


Summary: Addresses issues such as effective use of computer technology in language teaching 

Last, R. W. (1989). Artificial intelligence techniques in language learning. Chichester, UK: Ellis 

Horwood. 

Keywords: artificial intelligence 

Summary: Examines the current developmental level of CALL, disentangles the present state of the art of artificial 

intelligence relating to CALL, and establishes the extent to which artificial intelligence can be applied to CALL 

development 

Latousek, R. (2001). Fifty years of classical computing: A progress report. CALICO Journal, 18 


Keywords: literature review, CD-ROM, Latin, Greek 

Summary: Discusses the history of the use of computers for research and instruction in classics, highlighting the 

use of mainframe applications, microcomputers, multimedia, CD-ROMs, web-based research tools, and the 

construction of VirtualRome online 

Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer 

adaptiveness. Language Learning, 54 (3), 399-436. 

Keywords: assessment, vocabulary, English, 

Summary: Describes the development and trial of a bilingual computerized test of vocabulary size 

Laufer, B., & Hill, M. (2000). What lexical information do L2 learners select in a CALL 

dictionary and how does it affect word retention? Language Learning & Technology, 3 


Keywords: vocabulary, English 

Summary: Investigates the relationship between what students look up about new words when different kinds of 

information were available and how well they remember those words 

Laurier, M. (2000). Can computerised testing be authentic? ReCALL, 12 (1), 93-104. 

Keywords: assessment, computer-adaptive testing, portfolios 

Summary: Computers may be used as a tool to process data when learners use them to organize their portfolio in 

authentic assessment. 

Laurillard, D. (Ed.). (1987). Interactive media: Working methods and practical applications. 

Chichester, UK: Ellis Horwood. 


Summary: Reviews the design and use of advanced multimedia interfaces for learning 

Laurillard, D. (1996). Formative evaluation report: The TELL Consortium. Hull, UK: The TELL 

Consortium, University of Hull. 


Summary: Covers the evaluation planning processes undertaken by the TELL software and the implementation of 

the formative stage 

65

Lawley, J. (2004). A preliminary report on a new grammar checker to help students of English as 

a foreign language. Arts and Humanities in Higher Education, 3 (3), 331-342. 

Keywords: grammar, English, grammar checker, hybrid learning 

Summary: Details how a student, working with a grammar checker and independently from teachers, detected and 

corrected composition mistakes and shows how grammar checker can be improved and developed 

Leahy, C. (2001). Bilingual negotiation via email: An international project. Computer Assisted 


Keywords: writing, speaking, English, German, email, tandem learning 

Summary: Examines selective results of an international email project 

Leahy, C. (2004). Observations in the computer room: L2 output and learner behaviour. 


Keywords: speaking, writing, email, internet, electronic role-play 

Summary: Investigates output and learner behavior within an electronic role-play setting 

Leahy, C. (2004b). <strong>Research</strong>ing language learning processes in open CALL settings for 

advanced learners. Computer Assisted Language Learning, 17 (3-4), 289-313. 

Keywords: materials development, German, electronic role-play 

Summary: Investigates how knowledge can be constructed collaboratively in a CMC-based open setting 

Leakley, J., & Ranchoux, A. (2006). BLINGUA. A blended language learning approach for 

CALL. Computer Assisted Language Learning, 19 (4-5), 357-372. 

Keywords: materials development, French, multimedia 

Summary: Reports on the first phase of a project designed to tackle the concepts of teaching and learning in a 

multimedia environment 

Lee, J. F. K. (2003). Use of corpora in language learning. TESL Reporter, 36 (1), 23-29. 

Keywords: grammar, English, internet, corpora 

Summary: Reviews the history of corpus studies in the English language, and recommends corpora presently 

accessible on the internet for classroom use to foster learner autonomy 

Lee, J. S. (2006). Exploring the relationship between electronic literacy and heritage language 

maintenance. Language Learning & Technology, 10 (2), 93-113. (http://llt.msu.edu) 

Keywords: literacy development, Korean, weblogs 

Summary: Describes electronic literacy practices for providing authentic opportunities to use the language and 

support the development of a social network of Korean speakers 

Lee, L. (2002). Synchronous online exchanges: A study of modification devices on non-native 

discourse. System, 30 (3), 275-288. 

Keywords: discourse, Spanish, synchronous CMC 

Summary: Reports the types of modification devices intermediate-level learners employed during synchronous 

online exchanges 

Lee , L. (2004). Learners’ perspectives on networked collaborative interaction with native 

speakers of Spanish in the US. Language Learning & Technology, 8 (1), 83-100. 


Keywords: Spanish, online collaboration 

Summary: Discusses a network-based collaborative project that focused on learning conditions 

66

Lee, L. (2005). Using web-based instruction to promote active learning: Learners’ perspectives. 


Keywords: web-based instruction 

Summary: Views the role of internet technology in the development of Spanish 

Leech, G., & Candlin, C. N. (Eds.). (1986). Computers in English language teaching and 

research. Harlow. UK: Longman. 


Summary: Explores the many uses of the computer in English language education 

Leffa, V. J. (2005). Defining a CALL activity. Linguagem em (Dis)curso, 5 (2), 337-355. 


Summary: Explains CALL through activity theory 

Leh, A. S. C., & Som, Y. M. (1999). Challenges and considerations when conducting an online 

course. San Antonio, TX: Society for Information Technology & Teacher Education 

International Conference. 


Summary: Reports challenges of and suggestions for conducting online courses 

Lehtonen, T., & Tuomainen, S. (2003). CSCL—A tool to motivate foreign language learners: 

The Finnish application. ReCALL, 15 (1), 51-67. 

Keywords: Finnish 

Summary: Discusses the applications of the theory of computer-supported collaborative learning to teaching and 

learning a foreign language 

LeLoup J., & Ponterio, R. (2003). Interactive and multimedia techniques in online language 

lessons: A sampler. Language Learning & Technology 7 (3), 4-17. (http://llt.msu.edu) 

Keywords: Materials development, multimedia 

Summary: Examines techniques used in a variety of sites for language learning 

Levin, L., Evans, D., & Gates, D. (1991).The Alice system: A workbench for learning and using 

language. CALICO Journal, 9 (1), 27-55. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: grammar, Japanese, intelligent tutoring 

Summary: Introduces ALICE, a multimedia framework for intelligent computer-assisted language instruction 

Levine, A., Bejarano, Y., Carrell, P. L., & Vered, L. (2004). Comparing dictionary definitions 

and glosses in hypertext foreign language reading: Facilitating foreign language reading 

comprehension and vocabulary acquisition. CATESOL Journal, 16 (1), 59-68. 

Keywords: reading, vocabulary, English, hypertext 

Summary: Investigates whether hypertext referencing of computerized texts facilitates foreign language reading 

comprehension and vocabulary acquisition 

Levis, J., & Pickering, L. (2004). Teaching intonation in discourse using speech visualization 

technology. System, 32 (4), 505-524. 

Keywords: intonation, pronunciation, English, speech visualization technology, 

Summary: Shows that the use of visualization technology is a crucial advance in the teaching of intonation 

67

Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford: 

Oxford University Press. 

Keywords: CALL theory 

Summary: Provides a comprehensive overview of CALL, examines the relationship between CALL theory and 

application, describes how the computer is conceptualized as both tutor and tool, and discusses the implications for 

programming, language teaching, and learning 

Levy, M. (1998). Two conceptions of learning and their implications for CALL at the tertiary 

level. ReCALL, 10 (1), 86-94. 

Keywords: CALL theory 

Summary: Details the theoretical underpinnings of both Piaget's and Vygotsky's approaches and explores the 

implications as they relate to research and practice in CALL 

Levy, M. (2000). Scope, goals and methods in CALL <strong>Research</strong>: Questions of coherence and 

autonomy. ReCALL, 12 (2), 170-195. 

Keywords: literature review, corpora 

Summary: Considers the problem of coherence and direction in CALL research 

Levy, M. (2002). CALL by design: Discourse, products and processes. ReCALL, 14 (1), 58-84. 


Summary: Discusses description, analysis and interpretation with special attention given to the relationship 

between theory and design and the centrality of the task and the learner in the design process in CALL research 

Levy, M. (2007). Culture, culture learning and new technologies: Towards a pedagogical 

framework. Language Learning & Technology, 11 (2), 104-127. (http://llt.msu.edu) 

Keywords: culture, email, chat, discussion forum 

Summary: Seeks to improve approaches to the learning and teaching of culture using new technologies 

Levy, M. (2007). <strong>Research</strong> and Technological Innovation in CALL. Innovation in Language 

Learning & Teaching, 1 (1), 180–190. 


Summary: Describes exemplary projects and strategies for research planning in CALL 

Levy, M., & Farrugia, D. (1988). Computers in language teaching—Analysis, research and 

reviews. Footscray College of Technical and Further Education. 


Summary: Builds, through description, analysis, examples, and discussion, a detailed picture of CALL 

Levy, M., & Kennedy, C. (2004). A task-cycling pedagogy using stimulated reflection and 

audio-conferencing in foreign language learning. Language Learning & Technology, 8 


Keywords: materials development, Italian, audioconferencing 

Summary: Describes a task-cycling pedagogy for language learning using stimulated reflection 

Lewis, A., & Atzert, S. (2000). Dealing with computer-related anxiety in the project-oriented 

CALL classroom. Computer Assisted Language Learning, 13 (4-5), 377-395. 


Summary: Undertakes a qualitative analysis of a class of German students and recommends a "meta-level" 

approach to reducing computer-related anxiety and frustration 

68

Lewis, T. (2006). When teaching is learning: A personal account of learning to teach online. 


Keywords: teacher training, English, synchronous audiographic conferencing software 

Summary: Aims at educators who find themselves facing the need to develop their e-teaching skills, with little or 

no formal training or institutional support 

Li, Y. (2000). Linguistic characteristics of ESL writing in task-based email activities. System, 28 

(2), 229-245. 

Keywords: writing, English, email, hybrid learning 

Summary: Investigates the efficacy of integrating task-based email activities into a process-oriented ESL writing 

class 

Liang, J. K., Liu, T.-C., Wang, H.-Y., Chang, B., Deng, Y.-C., Yang, J.-C., et al. (2005). A few 

design perspectives on one-on-one digital classroom environment. Journal of Computer 

Assisted Learning, 21 (3), 181-189. 

Keywords: CMC, hybrid learning 

Summary: Attempts to describe a few valuable one on one design perspectives for educational computing inside the 

classroom 

Liaw, M.-L. (2006). E-learning and the development of intercultural competence. Language 


Keywords: culture, English, tandem Learning 

Summary: Presents findings on the efficacy of an online learning environment developed to foster EFL students’ 

intercultural competence via reading articles on topics of their own culture and communicating their responses with 

speakers of another culture 

Liddell, P. (Ed.). (1993). CALL: Theory and application. Proceedings of CCALL2/CCELAO2, 

the Second Canadian CALL Conference, Victoria, Canada: University of Victoria. 


Summary: Aims to take stock of recent applications in, and theories of, CALL development: the overall orientation 

is more towards to practical applications than theoretical issues 

Liddell, P. (Ed.). (1997). FLEAT III: Foreign language education and technology. Proceedings 

of the Third Conference, Victoria, Canada: University of Victoria. 


Summary: Describes a new tool for language teaching 

Lim, K.-M., & Shen, H. Z. (2006). Integration of computers into an EFL reading classroom. 



Summary: Shows that computer technology had a positive impact on students’ perceptions of their learning 

environment, especially in relation to learning materials and tasks and with regard to interaction and collaboration 

with a tutor and other students 

Lin, H., & Chen, T. (2006). Decreasing cognitive load for novice EFL learners: Effects of 

question and descriptive advance organizers in facilitating EFL learners’ comprehension 

of an animation-based content lesson. System, 34 (3), 416-431. 


Summary: Shows that a question advance organizer is the most effective cognitive strategy to enhance EFL 

learners’ comprehension of content-based lessons 

69

Linder, D. (2004). The internet in every classroom? Using outside computers. ELT Journal, 58 

(1), 10-17. 

Keywords: materials development, lesson planning 

Summary: Suggests several activities that teachers can use 

Liontas, J. I. (2002). CALL media digital technology: Whither in the new millennium? CALICO 



Summary: Deals with theoretical considerations and didactic concerns involved in the integration of new 

interactive digital technologies into the instructional process 

Liou, H.-C. (2000). Assessing learner strategies using computers: New insights and limitations. 



Summary: Discusses pros and cons of assessment of learner strategies in CALL 

Liou, H.-C. (2002). Development of a web project for English learning and teaching: Linking 

theories and practice. Asian Journal of English Language Teaching, 12 (2), 211-227. 

Keywords: culture, English, website, WOO 

Summary: Discusses the development of an English learning website which provides knowledge of English 

teaching and learning, and a WOO (Web-based MOO, multi-user domain Object Oriented) environment for English 

use 

Liou, H.-C., Chang, J. S., Chen, H.-J., Lin, C.-C., Gao, Z.-M., Jang, J.-S., et al. (2006). Corpora 

processing and computational scaffolding for a Web-based English learning environment: 

The CANDLE project. CALICO Journal, 24 (1), 77-95. (https://www.calico.org/p-5- 


Keywords: reading, writing, culture, English, corpora 

Summary: Describes the development of an innovative web-based environment for English language learning with 

advanced data-driven and statistical approaches 

Lister, B., & Smith, T. (2001). Learning Latin by electronic media: Edging into the future. 


Keywords: materials development, Latin, email tutors, hybrid learning 

Summary: Examines the decline in Latin teaching in schools and discusses practical, technical, and pedagogical 

issues of Latin classes without Latin specialists supported by web-based electronic resources and email tutors 

Little, D., & Brammerts, H. (Eds.). (1996). A guide to language learning in tandem via the 

internet (CLCS Occasional Paper No. 46). Dublin: Trinity College, Centre for Language 

and Communication Studies. 

Keywords: tandem learning 

Summary: Reports the development of instructional materials to facilitate tandem learning 

Little, D., & Ushioda, E. (1998). Designing, implementing and evaluating a project in tandem 

language learning via email. ReCALL, 10 (1), 95-101. 

Keywords: English, German, email, tandem learning 

Summary: Explores some of the theoretical implications of tandem language learning via email and reports on the 

pilot phase of an email tandem project 

70

Littlemore, J. (2001). Learner autonomy, self-instruction and new technologies in language 

learning: current theory and practice in higher education in Europe. In A. Chambers & G. 

Davies (Eds.), ICT and language learning: A European perspective (pp. 39-52). Lisse: 

Swets & Zeitlinger. 


Summary: Deals with issues of learner autonomy, self-instruction, and CALL 

Lixun, W. (2001). Exploring parallel concordancing in English and Chinese. Language Learning 


Keywords: materials development, English, Chinese, concordancer 

Summary: Investigates the value of computer technology as a medium for the delivery of parallel texts in English 

and Chinese for language learning 

Lo, J.-J., Wang, H.-M., & Yeh, S.-W. (2004). Effects of confidence scores and remedial 

instruction on prepositions learning in adaptive hypermedia. Computers and Education, 

42 (1), 45-63. 

Keywords: grammar, English, hypermedia 

Summary: Describes the development of hypermedia-based program for teaching prepositions 

Loewen, S., & Erlam, R. (2006). Corrective feedback in the chat room: An experimental study. 


Keywords: grammar, English, synchronous CMC 

Summary: Looks at the effectiveness of providing two types of corrective feedback to students in a synchronous 

learning environment 

Lokan, J., & Fleming, M. (2003). Issues in adapting a computer-assisted career guidance system 

for use in another country. Language Testing, 20 (2), 167-177. 

Keywords: assessment, English, software 

Summary: Steps in adaptation and validation are outlined following a brief discussion of elements of career 

guidance and a description of SIGI Plus itself. 

Lomicka, L., & Lord, G. (2007). Social presence in virtual communities of foreign language (FL) 

teachers. System, 35 (2), 208-228. 

Keywords: teacher training, electronic journal entries 

Summary: Focuses on how social presence is characterized according to the technological tools used to link a 

community of language teachers 

Lomicka, L., Lord, G., & Manzer, M. (2003). Merging foreign language theory and practice in 

designing technology-based tasks. Dimension, 37-52. 


Summary: Examines recent research in computer-assisted language learning (CALL) as well as online learning and 

presents a guide for designing and evaluating technology-based activities for a variety of languages and learner 

levels 

Lonfils, C., & Vanparys, J. (2001). How to design user-friendly CALL interfaces. Computer 



Summary: Proposes a set of principles for more intuitive CALL interfaces 

71

Lopriore, L. (2002). The teaching of EFL in the Italian context: Issues and implications. Cauce, 

25, 203-223. 

Keywords: materials development, English 

Summary: Presents some of the main innovations that have influenced Italian teaching 

Lord, G. (2005). (How) can we teach foreign language pronunciation? On the effects of a 

Spanish phonetics course. Hispania, 88 (3), 557-567. 

Keywords: pronunciation, Spanish 

Summary: Investigates the effects of explicit instruction and self-analysis on Spanish pronunciation and indicates 

that those receiving explicit phonetics instruction improved their pronunciation on specific features 

Lord, G., & Lomicka, L. (2004). Developing collaborative cyber communities to prepare 

tomorrow's teachers. Foreign Language Annals, 37 (3), 401-416. 

Keywords: teacher training, chat, eportfolios, MOOs, bulletin board 

Summary: Offers a model for a collaborative course on Technology in Foreign Language Education that is built 

around computer-mediated discussion 

Lotherington, H., & Xu, Y. (2004). How to chat in English and Chinese: Emerging digital 

language conventions. ReCALL, 16 (2), 308-329. 

Keywords: discourse, English, Chinese 

Summary: Analyzes evolving changes in orthographic, syntactic, discourse, and sociocultural conventions 

occurring in English and Chinese in digital environments 

Loucky, J. P. (2003). Using computerized bilingual dictionaries to help maximize English 

vocabulary learning at Japanese colleges. CALICO Journal, 21 (1), 105-129. 


Keywords: vocabulary, English, electronic dictionaries 

Summary: examines Japanese college students' use of four kinds of electronic dictionaries for more rapid accessing 

and archiving of new second language terms; recommends more informed integration of their use into a systematic 

taxonomy of vocabulary-learning strategies 

Loucky, J. P. (2005). Combining the benefits of electronic and online dictionaries with CALL 

web sites to produce effective and enjoyable vocabulary and language learning lessons. 



Summary: Analyzes and compares the types of dictionaries being used by Japanese college students in three 

college engineering classes 

Loucky, J. P. (2006). Maximizing vocabulary development by systematically using a depth of 

lexical processing taxonomy, CALL resources, and effective strategies. CALICO Journal, 



Summary: Compares various studies to suggest how many of the features and functions of CALL tools can be used 

at the most appropriate stages of lexical processing and acquisition to make vocabulary learning smoother, quicker, 

and more effective 

Ludwig-Hardman, S., & Dunlap, J. C. (2003). Learner support services for online students: 

Scaffolding for success. International Review of <strong>Research</strong> in Open and Distance 

Learning, 4 (1), 1-15. (http://www.irrodl.org/index.php/irrodl) 

Keywords: virtual communities 

Summary: Describes learner support services strategies that can effectively address retention challenges 

72

Luke, C. L., & Britten, J. S. (2007). The expanding role of technology in foreign language 

teacher education programs. CALICO Journal, 24 (2), 253-267. 



Summary: Explains some of the expanding roles and affordances of technology in a collegiate foreign language 

education program and encourages continued research and development of instructional technology in teacher 

education programs 

Lund, A. (2006). The multiple contexts of online language teaching. Language Teaching 

<strong>Research</strong>, 10 (2), 181-204. 


Summary: Discusses some communicative opportunities currently emerging in networked classrooms and their 

implications for didactics 

Lyman-Hager, M. A. (2000). Bridging the language-literature gap: Introducing literature 

electronically to the undergraduate language student. CALICO Journal, 17 (3), 431-452. 


Keywords: reading 

Summary: Reemphasizes reading and literature in foreign language education and suggests that computer-enhanced 

reading instruction holds promise as a means to reintroduce culturally dense texts into the curriculum 

Lynch, B. K. (2000). Evaluating a project-oriented CALL innovation. Computer Assisted 



Summary: Describes the approach to program evaluation used in the Project-Oriented Computer Assisted Language 

Learning (PrOCALL) innovation 

Ma, L., Van Vosselen, N., Gierts, S., & Vandamme, F. (2002). Evaluation of a virtual 

environment: The elementary spoken Chinese prototype (ESCvar Prototype). 

Communication and Cognition, 35 (3-4), 257-275. 

Keywords: speaking, Chinese 

Summary: Reports positive results of the effectiveness evaluation of a elementary spoken Chinese environment, 

showing that virtual environments greatly enhance learning 

Ma, Q., & Kelly, P. (2006). Computer assisted vocabulary learning: Design and evaluation. 



Summary: Focuses on the design and evaluation of a computer-assisted vocabulary-learning program 

Machida, S. (2003). Computer assisted group project activities in a beginners' Japanese foreign 

language class. Australian Review of Applied Linguistics supplement 17, 44-59. 


Summary: Examines the implementation of computer-assisted group projects in a beginners' Japanese foreign 

language course 

Mackenzie, J. L., & Hannay, M. (2001). Developing lexical competence: A computer-assisted, 

text-based approach. Cauce, 24, 541-563. 


Summary: Describes a system designed to provide a constructive attitude to the task of acquiring a rich and flexible 

command of the target lexicon, while also giving students an introduction to hands-on linguistic and textual analysis 

in a computerized learning environment 

73

Mahoney, A. (2001). Tools for students in the Perseus digital library. CALICO Journal, 18 (2), 


Keywords: materials development, Latin, Greek, digital library 

Summary: Introduces a digital library to Latin and Greek teachers. 

Malabonga, V., Kenyon, D. M., & Carpenter, H. (2005). Self-assessment, preparation and 

response time on a computerized oral proficiency test. Language Testing, 22 (1), 59-92. 

Keywords: assessment, Arabic, Chinese, Spanish 

Summary: Investigates technical aspects of a computer-mediated test, the Computerized Oral Proficiency 

Instrument (COPI), particularly in contrast to a similar tape-mediated test, the Simulated Oral Proficiency Interview 

(SOPI) 

Mallon, A. (2006). eLingua Latina: Designing a classical-language e-learning resource. 


Keywords: Latin 

Summary: Describes the nature and functionality of the eLingua Latina prototype, what it can do and what it cannot 

do but would like to try, and its potential as an experimental test bed for CALL research into the design of e-learning 

reference tools 

Mandernach, B. J., Donnelli, E., Dailey, A., & Schulte, M. (2005). A faculty evaluation model 

for online instructors: Mentoring and evaluation in the online classroom. Online Journal 

of Distance Learning Administration, 8 (3). (http://www.westga.edu/~distance/ojdla) 


Summary: With a foundation in the best practices of online learning, adapted to meet the dynamics of a growing 

online program, the Online Instructor Evaluation System serves the dual purpose of mentoring and faculty 

evaluation 

Mangenot, F., & Nissen, E. (2006). Collective activity and tutor involvement in e-learning 

environments for language teachers and learners. CALICO Journal, 23 (3), 601-622. 


Keywords: network-based language teaching (NBLT), computer-supported collaborative learning (CSCL) 

Summary: Attempts to bridge the gap between NBLT and CSCL 

Mansfield, C., & McNeill, T. (1998). Web skills for language learning. The WELL project. 

Retrieved December 19, 2007, from http://www.well.ac.uk/wellproj/wellbook.htm 


Summary: This short booklet provides an introduction to the use of the web for staff and students 

Marr, P. M. (2000). Grouping students at the computer to enhance the study of British literature. 

English Journal, 90 (2), 120-125. 

Keywords: reading, English, PowerPoint 

Summary: Describes a 3-week project in an English classroom in which students in small, mixed-ability groups 

used PowerPoint to enhance a unit on British literature 

Marsh, D., Imogen, A., Ellis, N. Halliwell, J., Hodgins, C., & Malcom, S. (1997). Project 

MERLIN: A learning environment for the future. ReCALL, 9 (1), 52-54. 


Summary: Describes an intermediate-level English program. 

74

Martin, B. (2006). Using a tablet PC in the German classroom to enliven teacher input. Die 

Unterrichtspraxis/Teaching German, 39 (1-2), 109-112. 

Keywords: materials development, German, tablet PC 

Summary: Describes how integrating a tablet PC into daily teaching processes allows classroom teachers to provide 

improved comprehensible input 

Martinez-Flor, A., & Fukuya, Y. J. (2005). The effects of instruction on learners’ production of 

appropriate and accurate suggestions. System, 33 (3), 463-480. 

Keywords: pragmatics, English, email 

Summary: Groups given either implicit or explicit feedback for email pragmatics; both made improvements in their 

production of pragmatically appropriate and linguistically accurate suggestions 

Mathes, P. G., Torgesen, J. K., & Allor, J. H. (2001). The effects of peer-assisted literacy 

strategies for first-grade readers with and without additional computer-assisted 

instruction in phonological awareness. American Educational <strong>Research</strong> Journal, 38 (2), 

371-410. 

Keywords: reading (L1) 

Summary: Computer-assisted phonological awareness does not improve reading ability in first grade students 

Matsumura, S., & Hann, G. (2004). Computer anxiety and students’ preferred feedback methods 

in EFL writing. The Modern Language Journal, 88 (3), 403-415. 


Summary: Examines the effects of computer anxiety on students' choice of feedback methods and academic 

performance in EFL writing and reveals the importance of recognizing computer anxiety 

Mayes, R. (2004). Review of Distance Education Literature (Occasional Paper No. 6). 

Appalachian Collaborative Center for Learning. Retrieved December 19, 2007, from 

http://www.acclaim-math.org/resoccasional.aspx 


Summary: Conducts a review of research and expository articles on distance education; not directly related to 


McAlpine, J., & Myles, J. (2003). Capturing phraseology in an online dictionary for advanced 

users of English as a second language: A response to user needs. System, 31 (1), 71-84. 


Summary: Proposes a new type of electronic ESL dictionary that presents typical phraseology rather than words in 

isolation 

McAvinia, C. (2006). CALLers and learning technologists: Where do they meet, and what do 

they have in common? Computer Assisted Language Learning, 19 (4-5), 389-403. 

Keywords: material developments 

Summary: Examines common themes and approaches between CALL and what is often labeled 'learning 

technology' from a communities of practice perspective, and asks where and in what ways each can inform the 

development of the other 

McAvinia, C., & Hughes, J. (2003). Sharing systems, sharing language: Designing and working 

in a virtual department. Computer Assisted Language Learning, 16 (5), 445-467. 

Keywords: material developments, Danish, WebCT 

Summary: Investigates the use of WebCT as a tool for collaborative language teaching and learning 

75

McBride, N. (2002). Web-enhanced approaches to the teaching of linguistic variation in French. 


Keywords: grammar, French, internet 

Summary: Considers the progressive integration of a web resource in a language degree option centered on 

language varieties and linguistic variation in French and examines web-based facilities supporting interaction and 

collaboration among members of the learning group 

McCarthy, B. (1996). Fully integrated CALL: Mission accomplished. ReCALL, 8 (2), 17-34. 

Keywords: grammar, French 

Summary: Emphasizes the importance of CALL in developing grammatical knowledge 

McCarthy, B. (2002). The grammar dilemma in university beginner's programs. Babel, 37 (1), 

17-21. 

Keywords: grammar, French, speaking 

Summary: The program of the second session of an introductory French course at U Woollongong, Australia, is 

summarized with focus on two components: core grammar and cued speaking activities. 

McHenry, T. (2002). Words as big as the screen: Native American languages and the internet. 


Keywords: literature review, Native American languages, internet 

Summary: Explores the complex history of Native American language research and discusses how one Native 

school is utilizing web technology 

McManus, B. F. (2001). The VRoma project: Community and context for Latin teaching and 

learning. CALICO Journal, 18 (2), 249-268. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: Latin 

Summary: Describes an online learning environment for Latin 

McPherson, M. & Nunes, M. B. (2004). The failure of a virtual social space (VSS) designed to 

create a learning community: Lessons learned. British Journal of Educational 

Technology, 35 (3), 305-321. 

Keywords: virtual environments, distance education 

Summary: Reports on the design, development, and extensive evaluation of a Virtual Social Space (VSS) to 

support a learning community for an online MA program 

McShane, M. (2003). Redefining “paradigm” for computer-aided language instruction. Foreign 

Language Annals, 36 (2), 198-207. 


Summary: Proposes a means by which inflectional paradigms can be promoted from their present status as 

references at the end of textbooks to a more central role in the language learning process and suggests a computer 

setting to enhance this process 

Md Yunus, M. (2007). Malaysian ESL teachers’ use of ICT in their classrooms: Expectations 

and realities. ReCALL, 19 (1), 79-95. 

Keywords: materials development, English, hybrid learning 

Summary: Reports on Malaysian ESL teachers’ use of Information and Communication Technology (ICT) in their 

classrooms 

76

Menzel, W., Herron, D., Moton, R., Pezzotta, D., Bonaventura, P., & Howarth, P. (2001). 

Interactive pronunciation training. ReCALL, 13 (1), 67-78. 

Keywords: pronunciation, speech recognition technology 

Summary: Reports part of a project aimed at integrating state-of-the-art speech recognition technology into a 

pronunciation training environment for adult, intermediate level learners 

Merkley, D. J., Schmidt, D. A., & Allen, G. (2001). Addressing the English language arts 

technology standard in a secondary reading methodology course. Journal of Adolescent 

and Adult Literacy, 45 (3), 220-231. 

Keywords: reading, teacher training, English, email 

Summary: Offers suggestions for the integration of technology into teacher training 

Merlet, S. (2000). Understanding multimedia dialogues in a foreign language. Journal of 

Computer Assisted Learning, 16 (2), 148-156. 

Keywords: vocabulary, English, multimedia 

Summary: Examines the effects of lexical and semantic previews on the comprehension of a computer-presented 

illustrated dialogue 

Meskill, C. (1999). Computers as tools for sociocollaborative language learning. In K. Cameron 

(Ed.), Computer assisted language learning (CALL) media design and applications (pp. 

141-162). Lisse: Swets & Zeitlinger. 


Summary: Reviews past developments, discusses current developments and presents pointers for future research in 

the field of computer-assisted language learning 

Meskill, C. (2005). Triadic scaffolds: Tools for teaching English language learners with 

computers. Language Learning & Technology, 9 (1), 46-59. (http://llt.msu.edu) 

Keywords: discourse, English 

Summary: Examines computer-supported classroom discourse and specific forms of instructional conversation 

employed by a veteran elementary teacher of beginning-level English language learners 

Meskill, C., & Anthony, N. (2004-2005). Teaching and learning with telecommunications: 

Instructional discourse in a hybrid Russian class. Journal of Educational Technology 

Systems, 33 (2), 103-119. 

Keywords: discourse, Russian, CMC, hybrid learning 

Summary: Examines the online teaching strategies employed by the teacher of a second-year Russian class that 

integrated computer-mediated communication (CMC) for extended language practice and additional "embedded" 

instruction 

Meskill, C., & Anthony, N. (2005). Foreign language learning with CMC: Forms of online 

instructional discourse in a hybrid Russian class. System, 33 (1), 89-105. 

Keywords: discourse, Russian, CMC, hybrid learning 

Summary: Examines the online teaching strategies employed by the teacher of a first-year Russian class that 

integrated CMC for extended language practice 

Meskill, C., Anthony, N., Hilliker-Vanstrander, S., Tseng, C.-H., & You, J. (2006). CALL: A 

survey of K-12 ESOL teacher uses and preferences. TESOL Quarterly, 40 (2), 439-451. 

Keywords: English, young learners 

Summary: Discusses whether and how changes in access to, and increased familiarity and experiences with, 

technology are affecting how New York State ESOL professionals use them for educational purposes 

77

Meskill, C., & Mossop, J. (2000). Electronic texts in ESOL classrooms. TESOL Quarterly, 34 

(3), 585-592. 


Summary: Provides a glimpse of a large-scale study of successful computer use by ESL learners in US public 

schools 

Meskill, C., & Mossop, J. (2000). Technologies use with ESL learners in New York State: 

Preliminary report. Journal of Educational Computing <strong>Research</strong>, 22 (3), 265-284. 


Summary: Examines how ESL teachers view and use technologies to help develop students' literacy skills 

Meskill, C., Mossop, J., DiAngelo, S., & Pasquale, R. K. (2002). Expert and novice teachers 

talking technology: Precepts, concepts, and misconcepts. Language Learning & 


Keywords: English, discourse, young learners 

Summary: Compares and contrasts the "technology talk" of novice and expert teachers of K-8 ESL 

Meskill, C., & Rangelova, K. (1995). US language through literature: A transatlantic research 

project. In M. Warschauer (Ed.), Virtual connections: Online activities and projects for 

networking language learners. Honolulu, HI: University of Hawaii Press. 


Summary: Attempts to systematically organize online projects and activities for language learning 

Meunier, L. (1998). Personality and motivational factors in electronic networking. In J. 

Muyskens (Ed.), New ways of learning and teaching: Focus on technology and foreign 

language education (pp. 63–126). Boston: Heinle. 

Keywords: CMC 

Summary: Presents a provocative account of personality and motivational factors in CMC and provides a concise 

review of research on personality and motivational factors, as well as the results from a study examining student 

perspectives on these factors in CMC 

Meyer, K. A. (2002). Does policy make a difference? An exploration into policies for distance 

education. Online Journal of Distance Learning Administration, 5 (4), 1-9. 

(http://www.westga.edu/~distance/ojdla) 


Summary: Focuses on the impact of various policies (e.g., faculty compensation, workload, intellectual property, 

geographic service areas) on distance education enrollment growth 

Millard, D., & Ross, M. (2006). Web 2.0: Hypertext by any other name? In Proceedings of 

HT’06 Conference, Odense, Denmark: ACM University Press. 

Keywords: hypertext, internet 

Summary: Describes Web 2.0, the new generation of web applications, sites, and companies that emphasize 

openness, community, and interaction 

Mills, D. (2000). Web-based technology as a resource for form-focused language learning. 


Keywords: grammar, English, CMC, hypertext 

Summary: Discusses the potential of interactive hypertext for form-focused learning 

78

Mills, N., Herron, C., & Cole, S. P. (2004). Teacher-assisted versus individual viewing of foreign 

language video: Relation to comprehension, self-efficacy, and engagement. CALICO 


Keywords: French, CD-ROM, video 

Summary: Similar performance observed between beginning college French students' viewing a video in a teacherassisted 

classroom and those viewing the video in an independent, computer-based classroom. 

Mirzaiean, V., & Ramsay, A. (2005). Content-based support for Persian learners of English. 


Keywords: grammar, pronunciation, morphology, English 

Summary: Argues that language technology is now mature enough to support tools that address at least some 

semantic issues and describes a tool that attempts to provide appropriate support for a specific class of learners 

Mishan, F., & Strunz, B. (2003). An application of XML to the creation of an interactive 

resource for authentic language learning tasks. ReCALL, 15 (2), 237-250. 

Keywords: material development, English, XML 

Summary: Describes the development of an interactive electronic resource book of learning tasks for English 

language teaching 

Möllering, M. (2000). Computer-mediated communication: Learning German online in 

Australia. ReCALL, 12 (1), 27-34. 

Keywords: German, email, internet, distance learning 

Summary: Investigates the use of computer-mediated communication technologies in the context of teaching 

German by distance mode in Australia 

Möllering , M. (2001). Teaching German modal particles: A corpus-based approach. Language 


Keywords: grammar, German, corpora 

Summary: Discusses teaching of German modal particles through corpus-based methods 

Moore, M.G., & Kearsley, G. (1996). Distance education: A systems view. Belmont: Wadsworth 

Publishing Company. 


Summary: Investigates a systems approach to organize and justify material and includes information on the 

fundamental issues of distance education as well as the theory, research, and practice 

Moore, M., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Scarborough, 

Ontario, Canada: Thomson. 


Summary: Investigates a systems approach to organize and justify material and include information on the 

fundamental issues of distance education as well as the theory, research, and practice 

Moore, M. G., & Anderson, W. G. (2003). Handbook of distance education. Mahwah, NJ: 

Lawrence Erlbaum Associates. 


Summary: Deals with education that uses technology; focus is on teaching and learning and how its management 

can be facilitated through technology 

79

Moore, M. G. (2007). Handbook of distance education (2nd ed.). Mahwah, NJ: Lawrence 

Erlbaum Associates. 


Summary: Deals with education that uses technology, focusing on teaching and learning and how its management 

can be facilitated through technology 

Morgan, A. R. (1995). Improving student learning in distance education: Theory research and 

practice. European Journal of Psychology of Education, 10 (2), 121-130. 


Summary: Describes a project-based distance learning course design in an open university course; suggests that 

students are not as easily manipulated by instructional devices as course designers may think 

Moreno, F. M. (2001). CALT: Exploiting internet resources and multimedia for TEFL in 

developing countries. Computer Assisted Language Learning, 14 (5), 461-468. 

Keywords: English, internet, multimedia, videoconference, chat, email 

Summary: Discusses internet tools relevant to the teaching of English in developing countries, with particular focus 

on communicative language practice via videoconferences, chat rooms, and email 

Morrell, K. S. (2001). Sunoikisis: Computer-mediated communication in the creation of a virtual 

department. CALICO Journal, 18 (2), 223-233. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: Greek, internet, online learning 

Summary: Describes a collaborative project for online learning 

Morris, F. (2005). Child-to-child interaction and corrective feedback in a computer-mediated L2 

class. Language Learning & Technology, 9 (1), 29-45. (http://llt.msu.edu) 

Keywords: grammar, Spanish, young learners, CMC 

Summary: Examines the provision of corrective feedback and learner repair following feedback in the interactional 

context of child-to-child CMC conversations 

Morton, H., & Jack, M. A. (2005). Scenario-based spoken interaction with virtual agents. 


Keywords: speaking, Japanese, speech recognition 

Summary: Describes a CALL approach which integrates software for speaker independent continuous speech 

recognition with embodied virtual agents and virtual worlds to create an immersive environment in which learners 

can converse in the target language in contextualized scenarios 

Motteram, G., & Forrester, G. (2005). Becoming an online distance learner: What can be learned 

from students’ experiences of induction to distance programmes? Distance Education, 26 

(3), 281-298. 


Summary: Concludes that a fundamental understanding of both students' needs and their initial encounters with 

online distance education are important to ensure effective support is provided when students commence their 

studies 

Müller-Hartmann, A. (2000). The role of tasks in promoting intercultural learning in electronic 

learning networks. Language Learning & Technology, 4 (2), 129-147. (http://llt.msu.edu) 

Keywords: culture, English, email 

Summary: Focuses on the role of tasks in promoting intercultural learning in learning networks 

80

Muniandy, A. V. A. (2002). Electronic-discourse (E-Discourse): Spoken, written or a new 

hybrid? Prospect, 17 (3), 45-68. 

Keywords: discourse, English, email, chat 

Summary: Argues that electronic discourse is developing and becoming a new form of communication in its own 

right and that teachers should be aware of it in the language classroom 

Murphy, E. (2002). New tools in an old trade: Teachers talk about use of the internet in the 

teaching of French as a second or foreign language. The Canadian Modern Language 


Keywords: French, internet 

Summary: Presents partial findings of a study of teachers' beliefs about teaching and learning French as a second or 

foreign language using the internet 

Murphy-Judy, K., & Youngs, B. (2006). Technology standards for teacher education, 

credentialing, and certification. In P. Hubbard & M. Levy (Eds.), Teacher education in 

CALL (pp. 45-62). Amsterdam: John Benjamins. 


Summary: Addresses the need for a more considered and systematic approach to teacher education and training in 


Murphy, T. (2001). The emergence of texture: An analysis of the functions of the nominal 

demonstratives in an English interlanguage corpus. Language Learning & Technology, 5 


Keywords: grammar, English, corpora 

Summary: Investigates a corpus of short texts created at Yonsei University and examines various aspects of 

interlanguage cohesion within the corpus as a whole 

Murray, D. E. (2000). Changing technologies, changing literacy communities? Language 


Keywords: literacy development 

Summary: Reviews changes in the technologies of literacy affect literacy practices and communities 

Murray, D. E. (2000). Protean communication: The language of computer-mediated 

communication. TESOL Quarterly, 34 (3), 397-421. 

Keywords: speaking, English, distance learning 

Summary: CMC should be viewed not in terms of its functionality but in terms of the ways in which users shape a 

new medium of communication to fit the needs of their speech community 

Murray, D. E. (2005). Technologies for second language literacy. Annual Review of Applied 

Linguistics, 25, 188-201. 

Keywords: literacy development 

Summary: Discusses both the parameters of information and communication technology and the scope of literacies 

Mustafa, Z. (2001). Non-courseware factors involved in using multimedia in foreign language 

instruction. Grazer Linguistische Studien, 55 (1), 39-50. 

Keywords: English, multimedia 

Summary: Examines the relationships between six variables (exam grades, GPA, grades in traditional language 

courses, computer familiarity, computer attitudes, and socioeconomic class) and influence on multimedia use 

81

Myers, M. J. (2002). Computer-assisted second language assessment: To the top of the pyramid. 



Summary: Explores the latest developments in computer technology and proposes directions of language testing in 

the light of the new findings 

Myles, S. (1998). The language learner and the software designer: A marriage of true minds or 

ne'er the twain shall meet? ReCALL, 10 (1), 38-45. 

Keywords: German, software 

Summary: Establishes what design features need to be incorporated into a software package to maximize 

effectiveness 

Myles, F., & Mitchell, R. (2004). Using information technology to support empirical SLA 

research. Journal of Applied Linguistics 1 (2), 169-196. 

Keywords: research design, French 

Summary: Argues the case for more widespread adoption of information technology in second language acquisition 

research 

Nagata, N. (1996). Computer vs. workbook instruction in second language acquisition. CALICO 


Keywords: grammar, Japanese 

Summary: Compares the effectiveness of a Japanese CALL program with non-CALL instruction 

Nagata, N. (2002). BANZAI: An application of natural language processing to web-based 

language learning. CALICO Journal, 19 (3), 583-599. (https://www.calico.org/p-5- 


Keywords: materials development, Japanese, culture, grammar, intelligent tutoring 

Summary: Presents an intelligent language tutor program designed to develop learners' grammatical and sentence 

production skills in Japanese as well as to instill cultural knowledge about Japan 

Ndiaye, M., & Faltin, A. V. (2003). A spell checker tailored to language learners. Computer 


Keywords: orthography, spelling 

Summary: Presents a spell checker catering to the specific needs of language learners 

Nelson, M. E. (2006). Mode, meaning, and synaesthesia in multimedia L2 writing. Language 


Keywords: writing, multimedia 

Summary: Case study of four second language writers' multimedia text creation processes 

Nerbonne, J., Jager, S., & van Essen, A. (1998). Introduction. In S. Jager, J. Nerbonne & A. van 

Essen (Eds.), Language teaching and language technology (pp. 1-10). Lisse: Swets & 

Zeitlinger. 


Summary: Assesses the importance of language technology to increasingly popular computer-assisted language 

learning work 

82

Neri, A., Cucchiarini, C., & Strik, H.. (2006). Selecting segmental errors in non-native Dutch for 

optimal pronunciation training. IRAL: International Review of Applied Linguistics in 

Language Teaching, 44 (4), 357-404. 

Keywords: pronunciation, Dutch 

Summary: Aims at obtaining systematic information on segmental pronunciation errors made by learners of Dutch 

with different mother tongues 

Neri, A., Cucchiarini, C., Strik, H., & Boves, L. (2002). The pedagogy-technology interface in 

computer assisted pronunciation training. Computer Assisted Language Learning, 15 (5), 

441-467. 

Keywords: pronunciation, Dutch 

Summary: Examines the relationship between pedagogy and technology in computer-assisted pronunciationtraining 

courseware 

Nesselhauf, N., & Tschichold, C. (2002). Collocations in CALL: An investigation of vocabularybuilding 

software for EFL. Computer Assisted Language Learning, 15 (3), 251-279. 


Summary: Test software for English vocabulary learning for its usefulness in learning collocations 

Neumeier, P. (2005). A closer look at blended learning—Parameters for designing a blended 

learning environment for language teaching and learning. ReCALL, 17 (2), 163-178. 

Keywords: materials development, hybrid learning 

Summary: Investigates writing and implementing CALL-supported material to shape blended learning 

Neumeyer, L., Franco, H., Digalakis, V. & Weintraub, M. (2000). Automatic scoring of 

pronunciation quality. Speech Communication, 30 (2-3), 83-93. 

Keywords: pronunciation, English, assessment 

Summary: Presents a paradigm for the automatic assessment of pronunciation quality by machine 

Newlands, A., Anderson, A. H., & Mullin J. (2003). Adapting communicative strategies to 

computer-mediated communication: An analysis of task performance and dialogue 

structure. Applied Cognitive Psychology, 17 (3), 325-348. 

Keywords: discourse, CMC 

Summary: Investigates how people adapt to text-based CMC, specifically focusing on how novice users change 

their communicative strategies over time to achieve effective communication 

Ng, K. C. (2007). Replacing face-to-face tutorials by synchronous online technologies: 

Challenges and pedagogical implications. International Review of <strong>Research</strong> in Open and 

Distance Learning, 8 (1), 1-15. (http://www.irrodl.org/index.php/irrodl) 

Keywords: materials development, synchronous CMC 

Summary: Investigates the implementation of a synchronous e-learning system for online tutorials in an 

information technology related course offered by the Open University of Hong Kong 

Ngu, B. H. (2003). A comparative study of a mandarin module: Web-based learning versus 

conventional instruction. Journal of Chinese Language and Computing, 13. 

Keywords: materials development, Mandarin 

Summary: Compares a web-based Mandarin module and a conventional Mandarin module that had the same 

content. 

83

Ngu, B. H., & Rethinasamy, S. (2006). Evaluating a CALL software on the learning of English 

prepositions. Computers & Education, 47 (1), 41-55. 

Keywords: grammar, English, software 

Summary: Indicates that students who received a conventional lesson on prepositions outperformed those who 

received a CALL lesson 

Nguyen, H. T., & Kellogg, G. (2005). Emergent identities in on-line discussions for second 

language learning. The Canadian Modern Language Review/La revue canadienne des 


Keywords: writing, identity, English, online discussion 

Summary: Examines identity in L2 learning by using discourse analysis and ethnographic observations to analyze 

electronic bulletin board postings by ESOL students in a content-based class 

Nicholas, N., Debski, R., Lagerberg, R. (2004). Skryba: An online orthography teaching tool for 

learners from bilingual backgrounds. Computer Assisted Language Learning, 17 (3-4), 

441-458. 

Keywords: orthography, spelling, Russian 

Summary: Tests a system for students to practice spelling individually through an online tool which tests for 

students' performance on individual rules of spelling; adapts to test the rules the student is weakest at 

Nielsen, J. (1995). Multimedia and hypertext: the internet and beyond. Boston: Academic Press. 

Keywords: hypertext, multimedia 

Summary: Reflects the changes in the hypertext/multimedia market, including illustrated examples of a variety of 

new hypermedia systems, particularly those related to the internet, plus many examples of the use of Mosaic and 

HTML 

Nielsen, H. L., & Carlsen, M. (2003). Interactive Arabic grammar on the internet: Problems and 

solutions. Computer Assisted Language Learning, 16 (1), 95-112. 

Keywords: grammar, orthography, Arabic 

Summary: Provides a better understanding of the problems encountered when developing CALL-materials for 

languages written in non-roman scripts. 

Nikolova, O. R. (2000). Affective aspects of student authoring for foreign language learning. 


Keywords: French, multimedia 

Summary: Compares the attitude toward instruction of two groups of participants: control subjects who used a 

multimedia instructional module for French created by the researcher and experimental subjects who created their 

own module 

Nikolova, O. R. (2002). Effects of students’ participation in authoring of multimedia materials 

on student acquisition of vocabulary. Language Learning & Technology, 6 (1), 100-122. 


Keywords: vocabulary, French, multimedia 

Summary: Investigates the effects on vocabulary acquisition of student participation in authoring a multimedia 

instructional module 

84

Nikolova, O. R. (2004). Effects of visible and invisible hyperlinks on vocabulary acquisition and 

reading comprehension for high- and average-foreign language achievers. ALSIC: 

Apprentissage des Langues et Systemes d'Information et de Communication, 7, 29-53. 

(http://alsic.u-strasbg.fr) 

Keywords: vocabulary, reading, French, hypertext 

Summary: Investigates the effects of visible and invisible links for annotated words in a computer module for 

learning French on vocabulary acquisition and reading comprehension across two levels of students; higher level 

students benefited less from hypertext than did lower level students 

Nilsson, I. V. (2003). Problems, procedures, and directions for computer assisted teaching. 

Gothenburg Studies in English, 84 (3), 333-345. 

Keywords: grammar, English, internet, lesson planning 

Summary: Examines the role of the teacher in computer-assisted instruction, including a variety of pedagogical and 

administrative concerns 

Nipper, S. (1989). Third generation distance learning and computer conferencing. In R. Mason & 

A. Kaye (Eds.), Mindweave: Communication, computers and distance education (pp. 63- 

73). Oxford: Pergamon. 

Keywords: CMC, distance education 

Summary: Reports on an international conference on CMC in distance education 

Nishinoh, H. (2005). Information literacy in EFL CAI/CALL classes: Toward its integration into 

language learning activities. Doshisha Studies in Language and Culture, 7 (4), 529-546. 

Keywords: literacy development, English 

Summary: Explores how learners are prepared with new kinds of literacy to use computer and network resources to 

their full potential 

Nissim, C. (2004). Teaching Islam and Arabic over the internet. CALICO Journal, 21 (3), 561- 


Keywords: literacy development, Islam, Arabic, internet, 

Summary: Suggests that teaching Islam and Arabic through the internet in the classroom, or virtually, is not only 

possible, but also effective since it is exciting, especially when students are able to access materials pertinent to their 

own interests 

Niwinski, W. (2002). CALLe svenska: An infinity of exercises, a single student in focus. 


Keywords: grammar, Swedish, software 

Summary: Describes an interactive CALL package for Swedish as a second language designed to increase 

individualization of the teaching/learning process 

North American Council for Online Learning (2006). Keeping pace with K-12 online learning: A 

review of state-level policy and practice. Naperville, IL: Learning Point Associates. 


Summary: Explores policies and practices governing online education with a particular focus on policies aiming to 

provide students with high-quality online learning experiences 

O’Brien, A., & Hegelheimer, V. (2007). Integrating CALL into the classroom: The role of 

podcasting in an ESL listening strategies course. ReCALL, 19 (3), 162-180. 

Keywords: listening, English, English for academic purposes, podcasts 

Summary: Describes a structured attempt to integrate CALL activities in the form of podcasts into an English-foracademic-purposes 

course on listening strategies 

85

Ockey, G. J. (2007). Construct implications of including still image or video in computer-based 

listening tests. Language Testing, 24 (4), 517-537. 

Keywords: listening, assessment, English, multimedia 

Summary: Finds little variation in test-taker engagement with still images while taking a computerized listening 

test, but wide variation in engagement with video; argues that listening construct can be slightly altered to 

incorporate still images but that it must be altered considerably to incorporate video 

O’Dowd, R. (2003). Understanding the “Other Side:” Intercultural learning in a Spanish-English 

email exchange. Language Learning & Technology, 7 (2), 118-144. (http://llt.msu.edu) 

Keywords: culture, Spanish, English, email, tandem learning 

Summary: Identifies key characteristics of email exchanges which helped to develop learners' intercultural 

communicative competence and outlines elements of email messages which may enable students to develop 

successful intercultural relationships 

O’Dowd, R. (2005). Negotiating sociocultural and institutional contexts: The case of Spanish- 

American telecollaboration. Language and Intercultural Communication, 5 (1), 40-56. 

Keywords: culture, Spanish, English, email, tandem learning 

Summary: Illustrates the need for telecollaborative models of exchange to be adaptable to different contexts of use; 

underlines the necessity for online exchanges to offer learners the opportunity to explore cultural stereotypes and 

prejudices about the two target cultures 

O’Dowd, R., & Eberbach, K. (2004). Guides on the side? Tasks and challenges for teachers in 

telecollaborative projects. ReCALL, 16 (1), 5-19. 

Keywords: culture, German, Irish, bulletin boards, tandem learning 

Summary: Report on research carried out on an intercultural telecollaborative exchange between language learners 

in Germany and Ireland and focuses particularly on what was required of the teachers in the development of the 

project 

O’Dowd, R., & Ritter, M. (2006). Understanding and working with “failed communication” in 

telecollaborative exchanges. CALICO Journal, 23 (3), 623-642. 


Keywords: culture, tandem learning 

Summary: Develops a structured inventory of factors which may lead to communication failures in online 

exchanges 

Ogata, H., Liu, Y., Oci, Y., & Yano, Y. (2001). Neclle: Network-based communicative 

language-learning environment focusing on communicative gaps. Computers & 

Education, 37 (3-4), 225-240. 

Keywords: speaking, Japanese, CMC 

Summary: Focuses on the problem of language transfer in foreign language learning in a CMC context 

Oh, C. H. (2003). Information communication technology and the new university: A view on 

eLearning. Annals of the American Academy of Political and Social Sciences, 585 (1), 

134-153. 

Keywords: synchronous CMC, distance learning 

Summary: Explores aspects of learning that are perceived as helping foster successful eLearning for all participants 

separated by time and distance 

86

O’Hara, K., & Sellen, A. (1997). A comparison of reading paper and online documents. In 

Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 335- 

342). New York: ACM. 

Keywords: reading 

Summary: Reports on a laboratory study that compares reading from paper to reading on-line 

Okuyama, Y. (2007). CALL vocabulary learning in Japanese: Does Romaji help beginners learn 

more words? CALICO Journal, 24 (2), 355-379. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: vocabulary, orthography, Japanese 

Summary: Investigates the effects of using Romanized spellings on beginner Japanese vocabulary learning 

Opp-Beckman, L. (2002). Africa online: A web- and content-based English language teaching 

course. TESOL Journal, 11 (3), 4-8. 

Keywords: materials development, English, internet 

Summary: Describes a distance education course, discussing its rationale, planning, implementation, schedule, 

topics, and outcomes 

O’Reilly, T. (2005). What is Web 2.0? Design patterns and business models for the next 

generation of software. Retrieved December 19, 2007, from 

http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html 

Keywords: internet, software 

Summary: Clarifies what Web 2.0 means 

O’Rourke, B. (2005). Form-focused Interaction in online tandem learning. CALICO Journal, 22 


Keywords: grammar, English, MOO 

Summary: Describes the theoretical background of instructed second-language acquisition that emphasizes the role 

of metalinguistic awareness and examines negotiation of meaning 

Orsini-Jones, M. (2004). Supporting a course in new literacies and skills for linguists with a 

virtual learning environment. Results from a staff/student collaborative action-research 

project at Coventry University. ReCALL, 16 (1), 189-209. 

Keywords: literacy development, WebCT 

Summary: Reports on the results of an action research project at Coventry University that consisted of the 

evaluation of a curriculum innovation supported by the use of WebCT 

Ortega, L. (1997). Processes and outcomes in networked classroom interaction: Defining the 

research agenda for L2 computer-assisted classroom discussion. Language Learning & 


Keywords: CMC 

Summary: Evaluates the potential benefits of computer-assisted classroom discussion in terms of second language 

acquisition theory 

Ortega-Llebaria, M., Faulkner, A., & Hazan, V. (2001). Auditory-visual L2 speech perception: 

Effects of visual cues and acoustic-phonetic context for Spanish learners of English. 

Speech, Hearing and Language, 13 (1), 39-51. 

Keywords: speaking, English, visual feedback 

Summary: Identifies English segmental speech contrasts that might be appropriate for computer-based auditoryvisual 

training of Spanish learners of English 

87

Orton, J. (2003). Maintaining the dialogue: Joint involvement in a stand-alone CD-ROM Chinese 

course. Australian Review of Applied Linguistics supplement 17, 25-43. 

Keywords: speaking, assessment, Chinese, CD-ROM 

Summary: Reports on an innovative mode of self-assessment in tasks of length where the learner's efforts are novel, 

using annotated sample texts generated by other students 

Osika, E. (2006). The concentric support model: A model for the planning and evaluation of 

distance learning programs. Online Journal of Distance Learning Administration, 9 (3). 



Summary: Identifies the various elements necessary to support a quality distance-learning program through the 

introduction of the concentric support model, a tool institutions can use in the planning and evaluation of their 

distance-learning program 

Oskoz, A. (2005). Students’ dynamic assessment via online chat. CALICO Journal, 22 (3), 513- 


Keywords: assessment, chat 

Summary: Explores the possibility of applying dynamic assessment, which focuses on process rather than on the 

product, to CMC language development. 

O’Sullivan, P. B., Hunt, S. K., & Lippert, L. (2004). Mediated immediacy: A language of 

affiliation in a technological age. Journal of Language and Social Psychology, 23 (4), 

464-490. 

Keywords: literacy development, CMC 

Summary: Shows that computer-mediated communication has the potential to be used in ways that are important 

for relationship initiation, development, and maintenance 

Osuna, M. (2000). Promoting foreign culture acquisition via the internet in a sociocultural 

context. Journal of Educational Computing <strong>Research</strong>, 22 (3), 323-345. 

Keywords: culture, internet 

Summary: Examines the use of new technologies in an advanced foreign language course, providing a detailed 

description of tasks used to acquire cultural knowledge through the use of the internet 

Pachler, N. (2001). Electronic reference tools for foreign languages: Offline vocabulary 

programs. Language Learning Journal, 24 (1), 24-29. 

Keywords: vocabulary, French, German, Spanish 

Summary: Reviews two lexicographic electronic reference applications, designed primarily for second language 

learners, using a taxonomy of glosses as an evaluation guideline 

Paran, A., Furneaux, C., & Sumner, M. (2004). Computer-mediated communication in distance 

MA programmes: The student’s perspective. System, 32 (3), 337-355. 

Keywords: teacher training, English, email, bulletin board, distance learning 

Summary: Reports on a study of CMC within the context of a distance MA in TEFL programme which used an 

email discussion list and a discussion board to focus on the computer/internet access and skills of the target 

population and their needs and desires 

Park, K.-J., & Lee, O.-S. (2005). Idiosyncratic features of English expressions used by NNSs of 

English: With reference to online chatting data from KWCCDLP. Journal of Pan-Pacific 

Association of Applied Linguistics, 9 (2), 181-207. 

Keywords: discourse, English, chat 

Summary: Examines idiosyncratic features of the expressions used by nonnative speakers when engaged in 

cyberspace interactions 

88

Parks, S., Huot, D., Hamers, J., & Lemonnier, F. (2003). Crossing boundaries: Multimedia 

technology and pedagogical innovation in a high school class. Language Learning & 



Summary: Focuses on an innovative program in a Quebec high school, involving project-based teaching in 

networked classrooms equipped with laptop computers 

Parks, S., Huot, D., Hamers, J., & Lemonnier, F. (2005). “History of theatre” Web sites: A brief 

history of the writing process in a high school ESL language arts class. Journal of Second 

Language Writing, 14 (4), 233-258. 

Keywords: writing, English, software 

Summary: Reports on how Quebec Francophone high school students, enrolled in a program which featured an 

environment rich in information and communication technologies, appropriated the writing process 

Pathak, A. (2001). Teaching and assessing multimedia-based oral presentations. Business 

Communication Quarterly, 64 (4), 63-71. 

Keywords: materials development, multimedia 

Summary: Describes an 8-hour module the author uses to teach multimedia presentations to students 

Pawan, F., Paulus, T. M., Yalcin, S., & Chang, C.-F.. (2003). Online learning: Patterns of 

engagement and interaction among in-service teachers. Language Learning & 


Keywords: Teacher training 

Summary: Analyzes the practice of collaborative teaching and learning so that assistance can be provided to 

support instructor efforts to include collaborative interactions in their courses 

Payne, J. S., & Ross, B. M. (2005). Synchronous CMC, working memory, and L2 oral 

proficiency development. Language Learning & Technology, 9 (3), 35-54. 


Keywords: speaking, CMC, real-time conversation, 

Summary: Extends the psycholinguistic framework reported in Payne and Whitney (2002) with discourse and 

corpus analytic techniques to explore how individual differences in working memory capacity may affect the 

frequency of repetition and other patterns of language 

Payne, J. S., & Whitney, P. J. (2002). Developing L2 oral proficiency through synchronous 

CMC: Output, working Memory, and interlanguage development. CALICO Journal, 20 


Keywords: speaking, CMC 

Summary: Participants in synchronous CMC group outperformed those in control group in oral task. 

Pennington, M. (Ed.). (1989). Teaching languages with computers: The state of the art. La Jolla, 

CA: Athelstan. 


Summary: Explores current and potential applications of computer technology to foreign language teaching 

Pennington, M. (Ed.). (1996). The power of CALL. Houston, TX: Athelstan. 


Summary: Provides an up-to-date and accessible overview of the field of CALL for administrators, teachers, and 

researchers 

89

Pennington, M., & Stevens, V. (Eds.). (1992). Computers in applied linguistics: An international 

perspective. Clevedon, Avon, UK: Multilingual Matters. 


Summary: Concerns the use of computers in applied linguistics CALL 

Pennington, M. C. (2004). Cycles of innovation in the adoption of information technology: A 

view for language teaching. Computer Assisted Language Learning, 17 (1), 7-33. 

Keywords: teaching methodology, English 

Summary: Presents a framework for viewing developments in information technology as an elaborated model of 

the adoption of innovations, with implications for language teaching 

Perez, L. C. (2003). Foreign language productivity in synchronous versus asynchronous 

computer-mediated communication. CALICO Journal, 21 (1), 89-104. 


Keywords: email, chat 

Summary: Investigates language productivity in a foreign language learner output obtained via two different modes 

of CMC: asynchronous (email dialog journals) and synchronous (chatroom sessions) 

Perez-Sotelo, L., & Gonzalez-Bueno, M. (2003). IDEA: Electronic writing in L2: Accuracy vs 

other Outcomes. Hispania, 86 (4), 869-873. 

Keywords: writing, Spanish, email 

Summary: Describes the effects of dialogue journaling through email on the language of first-semester-Spanish 

college students 

Perry, D., & Smithmier, M. (2005). Peer editing with technology: Using the computer to create 

interactive feedback. English Journal, 94 (6), 23. 

Keywords: writing, English (L1), word processing, 

Summary: Explains how features of current word processors can be used to track peer editing 

Peters, E. (2007). Manipulating L2 learners’ online dictionary use and its effect on L2 word 

retention. Language Learning & Technology, 11 (2), 36-58. (http://llt.msu.edu) 

Keywords: vocabulary, German, online dictionary 

Summary: Explores the effect of two enhancement techniques on second language learners' look-up behavior 

during a reading task and word retention afterwards among Flemish learners of German 

Peters, O. (2003). Learning with new media in distance education. In M. Moore & W. Anderson 

(Eds.), Handbook of distance learning (pp. 87-112). Mahwah, NJ: Lawrence Erlbaum. 


Summary: Discusses the changes that new information and communication media will bring about distance 

learning 

Peterson, M. (2000). Directions for development in hypermedia design. Computer Assisted 


Keywords: materials development, English, hypermedia 

Summary: Examines a relatively recent development in the field of CALL: the emergence of network-based 

hypermedia learning environments designed to facilitate second-language acquisition 

90

Peterson, M. (2001). MOOs and second language acquisition: Towards a rationale for MOObased 

learning. Computer Assisted Language Learning, 14 (5), 443-459. 

Keywords: MOO 

Summary: Delineates a rationale for the use of MOOs, virtual-reality-based multi-user-object-oriented domains, in 

language education and examines a number of language-learning MOOs in an attempt to highlight possible future 

areas of research 

Peterson, M. (2006). Learner interaction management in an avatar and chat-based virtual world. 



Summary: Reports on the findings of a study that investigated nonnative speaker interaction in a three dimensional 

virtual world that incorporates avatars and text chat 

Petraglia, J. (1998). The real world on a short leash: The (mis)application of constructivism to 

the design of educational technology. Educational Technology <strong>Research</strong> and 

Development, 46 (3), 53-65. 

Keywords: constructivism, distance learning 

Summary: Argues for consideration of constructivism's epistemological implications and suggests that educational 

technologists need to convince learners of a problem's authenticity 

Peyton, J. K. (1999). Theory and research: Interaction via computers. In J. Egbert & E. Hanson- 

Smith (Eds.), CALL environments: <strong>Research</strong>, practice, and critical issues (pp. 17-26). 

Alexandria, VA: TESOL. 

Keywords: CMC 

Summary: Takes recent research into CMC into account, and shows how classroom work can be transformed into 

activities involving several learners interacting 

Pijls, F., Daelmans, W., & Kempen, G. (1987). Artificial intelligence tools for grammar and 

spelling instruction. Instructional Science, 16 (3), 319-336. 

Keywords: grammar, orthography, intelligent tutoring 

Summary: Discusses grammar and spelling instruction and describes an intelligent computer-assisted instructional 

environment consisting of a linguistic expert system, a didactic module, and a student interface 

Pintel, T., Raizen, E., Shemer, Y., & Strassberg, E. (2004). Hebrew Online Module. CALICO 


Keywords: literacy development, Hebrew 

Summary: Describes the Hebrew Online Module, an authoring and evaluation tool designed for administrating 

online assignments in Hebrew and English 

Piper, A. (1986). Conversation and the computer: A study of the conversational spin-off 

generated among learners of English as a Foreign Language working in groups. System, 

14 (2), 187-198. 

Keywords: English, interaction 

Summary: Describes three small multilingual groups of learners of English as a foreign language that worked on 

three text-based computer-assisted language learning tasks 

Pires, M. (2000). Language-learning CD-ROMs with speech recognition. Franco-British Studies, 

29 (1), 77-92. 

Keywords: literature review, speaking, writing, English, French, CD-ROM 

Summary: Reviews the evolution of computer applications using speech recognition to assist in the learning of 

English and French as second languages 

91

Plass, J. L. (1998). Design and evaluation of the user interface of foreign language multimedia 

software: A cognitive approach. Language Learning & Technology, 2 (1), 35-45. 



Summary: Outlines criteria for the design and evaluation of user interfaces for foreign language multimedia 

software 

Plass, J. L., Chun, D. M., Mayer, R., & Leutner, D. (2003). Cognitive load in reading a foreign 

language text with multimedia aids and the influence of verbal and spatial abilities. 

Computers in Human Behavior, 19 (2), 221-243. 

Keywords: vocabulary, German, multimedia 

Summary: Investigates when multiple representations of information in second-language learning help or hinder 

learning, using a multimedia computer program 

Plummer, P., & Busse, B. (2006). E-learning and language and style in Mainz and Munster. 

Language and Literature, 15 (3), 257-276. 

Keywords: materials development, English, distance learning 

Summary: Reports on how an online course was implemented and taught simultaneously and cooperatively at two 

German universities 

Polisca, E. (2006). Facilitating the learning process: An evaluation of the use and benefits of a 

virtual learning environment (VLE)-enhanced independent language-learning Program 

(ILLP). CALICO Journal, 23 (3), 499-515. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: Italian, virtual learning, WebCT 

Summary: Describes and assesses a virtual-learning environment enhanced independent language learning 

program, based on the WebCT platform, for three groups of first- and second-year Italian students 

Poole, B. (2004). How to tell ‘Right’ from ‘Wrong.’ English Today, 20 (2), 61-62. 

Keywords: grammar, English, corpora 

Summary: Shows the didactic potential of corpora helpful in achieving native-like competence as they represent an 

alternative to hearing live speech 

Poole, J. (2006). E-learning and learning styles: Students’ reactions to Web-based language and 

style at Blackpool and The Fylde College. Language and Literature, 15 (3), 307-320. 

Keywords: student attitudes, distance learning 

Summary: Focuses on how learning styles seem to have affected students' attitudes to a web-based course and 

suggests that an initial assessment of learning styles can be useful in predicting materials most useful to individual 

students 

Pooser, C. L. (2004). Bringing the Web to the foreign language writing class. The French 

Review, 78 (1), 94-102. 

Keywords: writing, websites 

Summary: Presents a web-based project that could easily be adapted to serve the needs of different classrooms and 

the communities to which they belong 

92

Potts, D. (2005). Pedagogy, purpose, and the second language learner in on-line communities. 

The Canadian Modern Language Review/La revue canadienne des langues vivantes, 62 

(1), 137-160. 


Summary: Examines online community formation among participants in a graduate seminar on modern language 

education and the pedagogical design that facilitated the development of norms of joint construction of knowledge, 

reciprocity, and sharing 

Powell, R., McGuire, S., & Crawford, G. (1999). Convergence of student types: Issues of 

distance education. In A. Tait & R. Mills (Eds.), The convergence of distance and 

conventional education (pp. 1-4). New York: Routledge. 


Summary: Focuses on the convergence of open and distance learning approaches with conventional education, 

driven to a considerable extent by a range of technologies which support learning and which are being adopted in all 

sectors 

Precoda, K. (2004). Non-mainstream languages and speech recognition: Some challenges. 


Keywords: speaking, speech recognition 

Summary: Highlights some aspects of nonmainstream linguistic contexts that pose challenges to the usual model of 

speech recognition system development and suggests alternative ways to meet these challenges 

Preece, J. (2000). Online communities: Designing usability, supporting sociability. Chichester, 

England: John Wiley & Sons. 

Keywords: online communities 

Summary: Sets up a framework for discussions on social and technical issues of online communities 

Preece, J. (2004). Etiquette, empathy and trust in communities of practice: Stepping-stones to 

social capital. Journal of Universal Computer Science, 10 (3), 294-302. 

Keywords: pragmatics, online communities 

Summary: Describes online communities of practice activities but notes that social interactions also depend on who 

is involved, what their goals are, their personalities and the community’s norms and policies 

Prince, S. (2001). The Perseus Project: Eight Latin lesson plans. CALICO Journal, 18 (2), 357- 


Keywords: materials development, lesson planning, Latin 

Summary: Provides eight lesson plans using materials developed for the Perseus Project, suggesting how this site 

may be used in the classroom 

Probst, K., Ke, Y., & Eskenazi, M. (2002). Enhancing foreign language tutors—In Search of the 

Golden Speaker. Speech Communication, 37 (3-4), 161-173. 

Keywords: pronunciation, materials development 

Summary: Examines whether there should be a choice of model speakers and what characteristics of a model's 

voice may be important to match when there is a choice. 

Pujola, J.-T. (2002). CALLing for help: <strong>Research</strong>ing language learning strategies using help 

facilities in a Web-based multimedia program. ReCALL, 14 (2), 235-262. 

Keywords: English, help functions, multimedia, reading, listening 

Summary: Describes how learners use the help facilities of a web-based multimedia CALL program 

93

Pusack, J. P. & Otto, S. K. (1990). Applying instructional technologies. Foreign Language 

Annals, 23 (5), 409-417. 


Summary: Provides an overview of the application of instructional technology to second-language instruction over 

the past two decades 

Raia, A. (2001). An on-line program for intermediate level Latin readings. CALICO Journal, 18 


Keywords: reading, Latin 

Summary: Introduces the online Intermediate Latin Program to potential users by describing the goals and elements 

of the site 

Ramachandran, S. (2004). Integrating new technologies into language teaching: Two activities 

for an EAP classroom. TESL Canada Journal/Revue TESL du Canada, 22 (1), 79-90. 

Keywords: reading, writing, English for academic purposes 

Summary: Describes two ways of integrating technology into an English-for-academic-purposes curriculum that 

focuses on building students' reading and writing skills 

Rammuny, R. M. (2005). Integrating media into Arabic instruction: Advantages and challenges. 

ADFL Bulletin, 37 (1), 40-52. 

Keywords: speaking, Arabic, multimedia 

Summary: Reports on various components of the recently developed Arabic for Communication Interactive 

Multimedia Program at the University of Michigan 

Rangil, V., & Grant, C. (2000). An analysis of CALL using thematically based media engine 

template lessons. IALL Journal of Language Learning Technologies, 32 (2), 23-35. 

Keywords: Spanish 

Summary: Describes the components of a CALL program for an intensive elementary college-level Spanish lesson 

Recski, L. J. (2003). Using WordSmith tools and tagged corpora as an aid to grammar learning. 

Trabalhos em Linguistica Aplicada, 41 (2), 147-161. 

Keywords: grammar, English, WordSmith, corpora 

Summary: Illustrates the use of Mike Scott's (1996) WordSmith Tools, which runs on a personal computer using 

Windows 3.1 or higher, in application to tagged data in a million-word corpus of spoken and written English 

Reeder, K., Macfadyen, L. P., Roche, J., & Chase, M. (2004). Negotiating cultures in 

cyberspace: Participation patterns and problematics. Language Learning & Technology, 8 


Keywords: culture, distance learning 

Summary: Reports findings of a multidisciplinary study of online participation by culturally diverse participants in 

a distance adult education course offered in Canada 

Reichelt, M. (2001). A critical review of foreign language writing research on pedagogical 

approaches. The Modern Language Journal, 85 (4), 578-598. 

Keywords: literature review, writing 

Summary: Reviews 32 studies regarding foreign language writing in the US, focusing on research that investigates 

relationships between various pedagogical practices, tasks types, and output; some discussion of use of computers in 

writing 

94

Reinhardt, J., & Nelson, B. K. (2004). Instructor use on online language learning resources: A 

survey of socio-institutional and motivational factors. ReCALL, 16 (2), 292-307. 

Keywords: Spanish, attitudes 

Summary: Conducts a survey on instructor use of a popular online Spanish language learning resource to provide 

insight into how foreign language instructors' uses of online resources are influenced by socioinstitutional factors 

and instructor motivational factors 

Reuer, V. (2003). Error recognition and feedback with lexical functional grammar. CALICO 


Keywords: grammar 

Summary: Describes the error recognition module of an interactive ICALL system with a special focus on the 

underlying grammar theory 

Reynard, R. (2003). Internet-based ESL for distance adult students: A framework for dynamic 

language learning. The Canadian Modern Language Review/La Revue canadienne des 


Keywords: materials development, English, distance learning 

Summary: Investigates the potential of internet technology to provide a dynamic and autonomous languagelearning 

environment for adult distance language learners 

Richards, C. (2000). Hypermedia, internet communication, and the challenge of redefining 

literacy in the electronic age. Language Learning & Technology, 4 (2), 59-77. 


Keywords: literacy development, hypermedia 

Summary: Argues that the dominant hypermedia models of electronic literacy are too limited to do justice to new 

media and changing views of literacy in the electronic age, especially in terms of their recourse to postmodern 

theories of representation 

Richards, C. (2005). The design of effective ICT-supported learning activities: exemplary 

models, changing requirements, and new possibilities. Language Learning & 



Summary: Investigates the changing requirements and new possibilities represented by the challenge of integrating 

information and communication technologies in education 

Rico, M. G., & Vinagre, F. A. (2000). A comparative study in motivation and learning through 

print-oriented and computer-oriented tests. Computer Assisted Language Learning, 13 (4- 

5), 457-465. 


Summary: Compares a print-oriented and a computer-assisted multiple-choice ESL test in relation to place of both 

tests in the students' learning process 

Rilling, S., Dahlman, A., Dodson, S., Boyles, C. & Pazvant, O. (2005). Connecting CALL theory 

and practice in preservice teacher education and beyond: Processes and products. 


Keywords: teacher training, English, distance learning 

Summary: Integrates the theory and practice of computer pedagogies in a variety of language courses, stemming 

from participation in a graduate level course on computers in language teaching 

95

Rimrortt, A., & Heift, T. (2005). Language learners and generic spell checkers in CALL. 


Keywords: orthography, German 

Summary: Presents a study which examined spelling mistakes made by 34 learners of German in an online CALL 

exercise 

Robb, T. N., & Susser, B. (2000). The life and death of software: Examining the selection 

process. CALICO Journal, 18 (1), 41-52. (https://www.calico.org/p-5-CALICO 

Journal.html) 


Summary: Describes the results of an internet-based survey asking how foreign language instructors chose 

courseware 

Rodrigues, A. S. J. (2003). Face-work, writing and interaction in the FL classroom. Linguagem 

& Ensino, 6 (2), 163-189. 

Keywords: reading, writing 

Summary: Proposes some suggestions as to how to develop written texts in Foreign Language classrooms 

Roed, J. (2003). Language learner behaviour in a virtual environment. Computer Assisted 


Keywords: attitudes, Danish, CMC 

Summary: Shows that a virtual learning environment may constitute a more relaxed and stress free atmosphere than 

a classroom 

Roever, C. (2001). Web-based language testing. Language Learning & Technology, 5 (2), 84-94. 



Summary: Describes what a web-based language test (WBT) is, how WBTs differ from traditional computer-based 

tests, and what uses WBTs have in language testing 

Rogers, C. V. (2002). Tradition and technology in language teaching. Dimension, 17-32. 

Keywords: materials development, Spanish 

Summary: Compares a traditional classroom with a technology-enhanced language learning classroom, 

investigating the achievement and perceptions of university students in two first-semester classes of Spanish as a 

second language 

Rogers, D. M., & Wolff, A. B. (2000). El Espanol … a distancia!: Developing a technologybased 

distance education course for intermediate Spanish. The Journal of General 



Summary: Describes the benefits of technology-based distance education 

Rogerson-Revell, P. (2003). Developing a cultural syllabus for business language e-learning 

materials. ReCALL, 15 (2), 155-168. 

Keywords: language for specific purposes 

Summary: Reports on an EU-funded e-learning project which aims to exploit online technology to develop 

intercultural business and language skills for European managers in the construction industry 

96

Rogerson-Revell, P. (2005). A hybrid approach to developing CALL materials: Authoring with 

Macromedia's Dreamweaver/Coursebuilder. ReCALL, 17 (1), 122-138. 

Keywords: materials development, hybrid learning 

Summary: Describes some of the pedagogical and technical issues involved in adopting a hybrid approach to 

CALL materials development, and illustrates some of these issues with reference to a vocational CALL project, 

LANCAM, which took such a hybrid approach 

Roman, E. (2002). Web-based instructional environments: Tools and techniques for effective 

second language acquisition. International Journal of English Studies, 2 (1), 31-58. 

Keywords: course management system, English 

Summary: Reviews the nature of web-based course management systems, their advantages and disadvantages, and 

their potential for language learning 

Roosmaa, T., & Prószéky, G. (1998). GLOSSER—Using language technology tools for reading 

texts in a foreign language. In S. Jager, J. Nerbonne, & A. van Essen (Eds.), Language 

teaching and language technology. Lisse: Swets & Zeitlinger. 

Keywords: reading, assessment 

Summary: Surveys technologies that are best suited to the testing in second language teaching 

Ros I Sole, C., & Mardomingo, R. (2004). Trayectorias: A new model for online task-based 

learning. ReCALL, 16 (1), 145-157. 

Keywords: materials development, internet 

Summary: Discusses a framework for designing online tasks that capitalizes on the possibilities that the internet 

and the web offer for language learning 

Rosa, E. M., & Leow, R. P. (2004). Awareness, different learning conditions, and second 

language development. Applied Psycholinguistics, 25 (2), 269-292. 


Summary: Investigates the role of awareness in different learning conditions in relation to second language 

development 

Rosa, E. M., & Leow, R. P. (2004). Computerized task-based exposure, explicitness, type of 

feedback, and Spanish L2 development. The Modern Language Journal, 88 (2), 192-216. 


Summary: Examines whether exposure to L2 data under different computerized task conditions had a differential 

impact on learners' ability to recognize and produce the target structure immediately after exposure to the input and 

over time 

Rosell-Aguilar, F. (2004). WELL done and well liked: online information literacy skills and 

learner impressions of the web as a resource for foreign language learning. ReCALL, 16 

(1), 210-224. 

Keywords: writing, Spanish, internet 

Summary: Explores the web for foreign language learning as a resource for students to find information when 

researching essay topics 

Rosell-Aguilar, F. (2005). Task design for audiographic conferencing: Promoting beginner oral 

interaction in distance language learning. Computer Assisted Language Learning, 18 (5), 

417-442. 

Keywords: speaking, Spanish, online conferencing, distance learning 

Summary: Presents the challenges involved in designing a full set of online tutorial materials for a beginners’ 

Spanish course for distance language learners utilizing an online audiographic conferencing virtual learning 

environment for synchronous oral interaction 

97

Rourke, L., & Anderson, T. (2002). Exploring social communication in computer conferencing. 

Journal of Interactive Learning <strong>Research</strong>, 13 (3), 259-275. 

Keywords: CMC 

Summary: Explores the relationship between asynchronous, text-based forms of social communication and 

students' perceptions of the social climate of computer conferences 

Rouzie, A. (2001). Conversation and carrying-on: Play, conflict, and serio-ludic discourse in 

synchronous computer conferencing. College Composition and Communication, 53 (2), 

251-299. 

Keywords: discourse, internet 

Summary: Examines how discourse that combines serious and playful purposes works to provoke and mediate 

conflict 

Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in 

asynchronous learning networks. The Internet and Higher Education, 5 (4), 319-332. 


Summary: Describes a study of graduate students that determined if a relationship existed between a sense of 

community and cognitive learning in an online distance education environment 

Rovai, A. P., & Barnum, K. T. (2003). Online course effectiveness: An analysis of student 

interactions and perceptions of learning. Journal of Distance Education, 18 (1), 57-73. 


Summary: Analyzes 19 on-line graduate courses in order to determine how perceived learning varies by course and 

its relationship to active and passive participation by students in online discussions 

Ruiperez, G. (2002). Web assisted language learning (WALL) and learning management systems 

(LMS) in virtual centres for foreign languages. International Journal of English Studies, 

2 (1), 81-95. 

Keywords: internet, software 

Summary: Describes a Learning Management System which has different uses in the teaching of modern 

languages: as a source of resources, as a window of multimedia applications, and as an e-learning platform 

Rüschoff, B., & Ritter, M. (2001). Technology-enhanced language learning: Construction of 

knowledge and template-based learning in the foreign language classroom. Computer 


Keywords: materials design, software 

Summary: Discusses template-based learning as a possible metaphor for the design of technology-enhanced 

learning materials for the next millennium aimed at providing learners with constructionist learning scenarios 

Saarenkunnas M., Järvelä S., Häkkinen P., Kuure L., Taalas P., & Kunelius E. (2000). NINTERnetworked 

interaction: Theory-based cases in teaching and learning. Learning 

Environments <strong>Research</strong>, 3 (1), 35-50. 


Summary: Describes the pedagogical framework of an interdisciplinary, international project 

Saarenkunnas, M., Kuure, L., Taalas, P. (2003). The polycontextual nature of computersupported 

learning—Theoretical and methodological perspectives. ReCALL, 15 (2), 202- 

216. 

Keywords: materials development, discourse 

Summary: Discusses some theoretical and methodological problems and issues in the study of computer-supported 

learning activities with special reference to a discourse perspective in research 

98

Saba, P. (2005). Critical issues in distance education: A report from the United States. Distance 



Summary: Illustrates the growth of distance education in the United States, describes the social science paradigm of 

distance education, demonstrates the empirical evidence of this paradigm, and analyzes its ramifications for the field 

Sagaz, M., Koulayan, N., & Detey, S. (2004). Perception of help pop-up windows in language 

learning software by Japanese learners of French. ICU Language <strong>Research</strong> Bulletin, 19 (1), 129- 

138. 

Keywords: French, help, software 

Summary: Investigates students' perception of help pop-up windows in language learning software 

Salaberry, M. R. (1996). A theoretical foundation for the development of pedagogical tasks in 

computer mediated communication. CALICO Journal, 14 (1), 5-34. 



Summary: Reviews pedagogical claims of CALL, multimedia applications and outcomes, and new research in 

second language acquisition 

Salaberry, M. R. (2000). L2 morphosyntactic development in text-based computer-mediated 

communication. Computer Assisted Language Learning, 13 (1), 5-27. 

Keywords: grammar, Spanish, CMC 

Summary: Compares the effect of pedagogical tasks implemented in synchronous face-to-face tasks versus textbased 

computer mediated communication 

Salaberry, M. R. (2000). Pedagogical design of computer mediated communication tasks: 

Learning objectives and technological capabilities. The Modern Language Journal, 84 

(1), 28-37. 

Keywords: literacy development, CMC 

Summary: Analyzes how specific pedagogical objectives are achieved through the design and implementation of 

instructional activities in CMC environments 

Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A 

retrospective. The Modern Language Journal, 85 (1), 39-56. 


Summary: Reviews the proposed pedagogical use of technological resources by means of a critical analysis of 

articles published in The Modern Language Journal since its first edition in 1916 

Sampson, N. (2003). Meeting the needs of distance learners. Language Learning & Technology, 

7 (3), 103-118. (http://llt.msu.edu) 


Summary: Shows the aims and philosophies of distance learning within the experiences of actual distance learners 

in order to see if learners' needs are being met by the program and to obtain a fuller understanding of core aspects of 

distance education 

Samsonov, P., & Shih, D. (2000). Experimental teaching of Russian using email communication. 

IALL Journal of Language Learning Technologies, 32 (2), 15-22. 

Keywords: Russian, email 

Summary: Examines students' attitudes and motivation in learning Russian with CMC enhanced teaching 

99

Sanders, R. (1991). Error analysis in purely syntactic parsing of free input: The example of 

German. CALICO Journal, 9 (1), 72-89. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: grammar, German 

Summary: Presents a typology for analyzing grammatical errors in student-written German compositions and 

discusses approaches to providing helpful error messages to student users of a parser-based writing aid 

Sanders, R. (1995). Thirty years of computer assisted language instruction: Introduction. 



Summary: Offers personal views about the early endeavors in the world of CALI and CALL, but its limited scope 

makes it of interest to a more select audience than a comprehensive history of the development of CALI and its 

evolution into present-day CALL might be 

Sanders, R. (2005). Redesigning introductory Spanish: Increased enrollment, online 

management, cost reduction, and effects on student learning. Foreign Language Annals, 

38 (4), 523-532. 


Summary: Examines whether the redesigned program was able to maintain student learning outcomes 

Sanders, R. (2006). A comparison of chat room productivity: In-class versus out-of-class. 


Keywords: Spanish, chat, hybrid learning 

Summary: Compares language production of Spanish students using chat during class time with that of students 

meeting outside of class 

Sanz, C., & Morgan-Short, K. (2004). Positive evidence versus explicit rule presentation and 

explicit negative feedback: A computer assisted study. Language Learning, 54 (1), 35-78. 


Summary: Investigates the effects of computer-delivered, explicit information on the acquisition of Spanish word 

order by comparing four groups comprised of [+/-Explanation] and [+/-Explicit Feedback] 

Sarkissian, J. (2001). Monitoring student behavior in computerized Latin exercises. CALICO 


Keywords: grammar, Latin 

Summary: Presents a preliminary report on a program developed to provide elementary Latin students focused 

practice with a variety of grammatical elements they must control in order to be able to translate Latin 

Sauro, S. (2004). Cyberdiscursive tug-of-war: Learner repositioning in a multimodal CMC 

environment. Working Papers in Educational Linguistics, 19 (2), 55-72. 

Keywords: discourse, English 

Summary: Reanalyzes data collected during multimodal (synchronous voice and text chat) computer-mediated 

interaction between two English language learners to see if and how they made use of the multiple modes of 

computer-mediated communication to renegotiate speaker roles 

Savignon, S. J., & Roithmeier, W. (2004). Computer-mediated communication: Texts and 

strategies. CALICO Journal, 21 (2), 265-290. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: English, CMC: bulletin boards, 

Summary: Considers evidence of the collaborative construction of texts and the use of communication strategies in 

asynchronous computer-mediated exchanges 

100

Sawaki, Y. (2001). Comparability of conventional and computerized tests of reading in a second 

language. Language Learning & Technology, 5 (2), 38-59. (http://llt.msu.edu) 

Keywords: reading, assessment 

Summary: Evaluates the equivalence of the construct being measured in computerized and conventional second 

language reading tests and the generalizability of computerized reading test results to other reading conditions 

Schauer, J., Rockwell, S. K., Fritz, S. M., & Marx, D. B. (2005). Implementing distance 

education: Issues impacting administration. Online Journal of Distance Learning 

Administration, 8 (3), 1-17. (http://www.westga.edu/~distance/ojdla) 

Keywords: Distance Learning 

Summary: Suggests that implementing distance education is a collaborative effort between the department, college, 

and central administration 

Scheffel-Dunand, D. (2006). Bimodal communication over Webcasts: From CSCL to CALL. 


Keywords: speaking, writing, webcasts 

Summary: Shows a pilot experiment conducted in a foundation course in Computer Science at the University of 

Toronto with a webcasting system called ePresence; a system that builds upon a webcasting infrastructure through 

the addition of interactive slides 

Schlig, C. (2005). Improving foreign language writing competence. Dimension, 45-61. 

Keywords: writing, grammar, Spanish 

Summary: Examines different modalities of error correction in writing and awareness of the writing process. 

Schmid, E. C. (2006). Investigating the use of interactive whiteboard technology in the English 

language classroom through the lens of a critical theory of technology. Computer 



Summary: Aims at contributing to the theoretical and methodological development of CALL research by throwing 

light on the potential benefits of using a particular conceptual framework 

Schreiber, D. A. (1998). Organizational technology and its impact on distance training. In D. A. 

Schreiber & Z. L. Berge (Eds.), Distance training: How innovative organizations are 

using technology to maximize learning and meet business objectives (pp. 3-18). Jossey- 

Bass Publishers. 


Summary: Examines ways in which innovative organizations are using distance learning technology to maximize 

learning and meet business objectives 

Schulze, M. (1997). Textana—Text production in a hypertext environment. Computer Assisted 


Keywords: reading, writing, vocabulary, grammar, German, hypertext 

Summary: Reports on a package enabling students of German to develop their reading and writing skills, learn new 

vocabulary and syntactical structure, and enhance their competence in the production of text commentary 

Schulze, M. (1999). From the developer to the learner: Computing grammar-learning grammar. 


Keywords: grammar 

Summary: Sketches the place and function of grammar in the context of language learning in general and attempts 

to show the relevance and usefulness of these formal concepts of grammar to CALL 

101

Schulze, M. (2003). Grammatical errors and feedback: Some theoretical insights. CALICO 


Keywords: grammar, parser 

Summary: Discusses selected theoretical aspects of providing error feedback on grammatical errors for language 

learners 

Schulze, M., & Hamel, M.-J. (2000). Towards authentic tasks and experiences: The example of 

parser-based CALL. The Canadian Journal of Applied Linguistics/Revue canadienne de 

linguistique appliquée, 3 (1-2), 79-90. 

Keywords: grammar, parser 

Summary: Discusses ways of achieving productive use of authentic language in a computer-assisted language 

learning environment 

Schwienhorst, K. (2002). The state of VR: A meta-analysis of virtual reality tools in second 

language acquisition. Computer Assisted Language Learning, 15 (3), 221-239. 

Keywords: virtual reality 

Summary: Explores virtual reality tools playing an increasingly important role in instructional-design theory, 

although the significance of virtual reality tools and their underlying concepts have largely been ignored in CALL 

Schwienhorst, K. (2003). Learner autonomy and tandem learning: Putting principles into practice 

in synchronous and asynchronous telecommunications environments. Computer Assisted 


Keywords: email, MOO 

Summary: Investigates whether CALL development is technology or pedagogy based 

Schwienhorst, K. (2004). Native-speaker/Non-native-speaker discourse in the MOO: Topic 

negotiation and initiation in a synchronous text-based environment. Computer Assisted 


Keywords: discourse, MOO, tandem learning 

Summary: Assesses whether a combination of tandem learning and a synchronous communication technology like 

the MOO can support learner participation and engagement in the language classroom and discusses whether the 

technology or the pedagogy is responsible for differences in learner engagement 

Schwienhorst, K., & Borgia, A. (2006). Monitoring bilingualism: Pedagogical implications of 

the bilingual tandem analyser. CALICO Journal, 23 (2), 349-362. 


Keywords: MOO, tandem learning 

Summary: Develops and tests a computerized tool, the Bilingual Tandem Analyser, that automatically analyzes and 

provides feedback on the languages that are used during a 'live' exchange, in an attempt to maintain equal language 

balance 

Scida, E. E., & Saury, R. E. (2006). Hybrid courses and their impact on student and classroom 

performance: A case study at the University of Virginia. CALICO Journal, 23 (3), 517- 


Keywords: Spanish, hybrid learning 

Summary: Compares the impact of the hybrid course model with the traditional classroom model on student grades 

Sedgwick, R. (1999). Annotated bibliography of the effectiveness of CALL. Retrieved December 

19, 2007, from http://www.ict4lt.org/en/Sedgwick.htm 

Keywords: annotated bibliography 

Summary: An annotated bibliography of the effectiveness of CALL 

102

Seferoglu, G. (2005). Improving students’ pronunciation through accent reduction software. 

British Journal of Educational Technology, 36 (2), 303-316 


Summary: Finds significant improvement in group using visual feedback compared with control group 

Segers, E., & Verhoeven, L. (2003). Effects of vocabulary training by computer in kindergarten. 

Journal of Computer Assisted Learning, 19 (4), 557-566. 

Keywords: vocabulary, young learners 

Summary: Shows intensive vocabulary training by computer undertaken in a 2-year kindergarten program in the 

Netherlands, and presents an alternative and relatively teacher-independent method to enlarge children's 

vocabularies 

Segers, E., & Verhoeven, L. (2005). Long-term effects of computer training of phonological 

awareness in kindergarten. Journal of Computer Assisted Learning, 21 (1), 17-27. 

Keywords: pronunciation, young learners 

Summary: Examines the long-term effects of a computer intervention for the development of phonological 

awareness in Dutch kindergartners and shows significant immediate effects on rhyming and grapheme knowledge 

Segler, T. M., Pain, H., & Sorace, A.. (2002). Second language vocabulary acquisition and 

learning strategies in ICALL environments. Computer Assisted Language Learning, 15 

(4), 409-422. 


Summary: Investigates the role of vocabulary learning strategies in CALL environments 

Sehlaoui, A. S. (2001). Developing cross-cultural communicative competence via computerassisted 

language learning: The case of pre-service ESL/EFL teachers. ALT-J-Association 

for Learning Technology Journal, 9 (3), 53-64. 

Keywords: teacher training, culture, English 

Summary: Examines the use of computer technology to develop critical cross-cultural communicative competence 

in ESL/EFL for preservice teachers 

Sengupta, S. (2001). Exchange ideas with peers in network-based classrooms: An aid or a pain? 


Keywords: CMC 

Summary: Examines the nature of peer exchanges in two partially network-based classes and the conflicts learners 

face in this situation where all information is text-based and archived 

Sercu, L. (2003). Educating future foreign language teachers for e-learning. The introduction of a 

self-tuition course in teacher training evaluated. Interface, 17 (2), 109-126. 


Summary: Reports on the innovation initiatives taken by the modern languages section of a teacher education 

institute as a result of an evaluation project 

Sercu, L., & Peters, E. (2002). Learning e-learning—A comprehensive investigation of course 

developers’ and language teacher trainees’ views regarding the usefulness and 

effectiveness of a multimedia self-tuition course. ReCALL, 14 (1), 32-46. 

Keywords: teacher training, multimedia 

Summary: Presents the results of a comparative investigation of course developers' and teacher trainees' views 

regarding the usefulness and effectiveness of a multimedia self-tuition course 

103

Seror, J. (2005). Computers and qualitative data analysis: Paper, pens, and highlighters vs. 

screen, mouse, and keyboard. TESOL Quarterly, 39 (2), 321-328. 

Keywords: software review 

Summary: Reviews the value of software designed for computer-assisted qualitative data analysis 

Serrano, N. (2002). Teaching culture in foreign language programmes at third level education. 

Cauce, 25, 121-145. 

Keywords: culture, Spanish, internet 

Summary: Discusses the importance and relevance of internet sources in teaching culture, autonomous learning, 

and cultural exposure 

Sevigny, A. (2003). Towards an information-based procedural grammar for natural language 

understanding. The Canadian Journal of Applied Linguistics/Revue canadienne de 

linguistique appliquée, 6 (2), 187-217. 

Keywords: discourse 

Summary: Describes a number of phenomena which must be taken into account in order to model aspects of 

information transmission/reception which occur during natural language processing 

Shaban, S., & Head, C. (2003). E-learning classroom environment: Description, objectives, 

considerations and example implementation. International Journal on E-Learning, 2 (3), 

29-35. 


Summary: Describes the e-learning classroom environment and discuss its objectives and some implementation 

considerations, and provides a description of a unique implementation of the e-learning classroom environment 

Shaalan, K. F. (2005). An intelligent computer assisted language learning system for Arabic 

learners. Computer Assisted Language Learning, 18 (1-2), 81-108. 

Keywords: grammar, Arabic 

Summary: Describes the development of an intelligent computer-assisted language learning system for learning 

Arabic 

Shamsudin, S., & Nesi, H. (2006). Computer-mediated communication in English for specific 

purposes: A case study with computer science students at Universiti Teknologi Malaysia. 


Keywords: English for specific purposes, Windows NetMeeting 

Summary: Describes an English-for-special-purposes approach to the design and implementation of CMC tasks for 

computer science students and discusses the effectiveness of the chat feature of Windows NetMeeting 

Sharp, W. G., & Hargrove, D. S. (2004). Emotional expression and modality: An analysis of 

affective arousal and linguistic output in a computer vs. paper paradigm. Computers in 

Human Behavior, 20 (4), 461-475. 

Keywords: writing 

Summary: Hypothesizes that writing longhand and typing about a stressful experience are equivalent in terms of 

emotional arousal and essay content and suggests that at least a portion of the population (i.e., college students) is 

now comfortable or adept in expressing themselves via computer 

Shattuck, K. (2007). Quality matters: Collaborative program planning at a state level. Online 

Journal of Distance Learning Administration, 10 (3). 



Summary: Describes an innovative response to the problem of assuring quality in sharable online courses 

encountered by MarylandOnline, a statewide consortium of 19 Maryland community colleges and 4-year institutions 

104

Shaughnessy, M. (2003). CALL, commercialism and culture: Inherent software design conflicts 

and their results. ReCALL, 15 (2), 251-268. 

Keywords: culture, software 

Summary: Investigates commercial software design practices as they specifically relate to foreign language 

education 

Shea, P. (2000). Leveling the playing field: A study of captioned interactive video for second 

language learning. Journal of Educational Computing <strong>Research</strong>, 22 (3), 243-263. 

Keywords: video, captions 

Summary: Presents a study of integrated computer technology which incorporates pace-controlled syntactic 

chunking in a captioned video presentation and indicates that a well designed interactive video application can 

motivate, save time, and help learners 

Shei, C.-C. (2005). Integrating content learning and ESL writing in a translation commentary 

writing aid. Computer Assisted Language Learning, 18 (1-2), 33-48. 

Keywords: writing, English, CALL program 

Summary: Addresses the issue of second language writing, examines the translation commentaries written by 14 

Chinese students on a MA translation program and discusses a variety of learner issues 

Shei, C.-C., & Pain, H. (2000). An ESL writer’s collocational aid. Computer Assisted Language 


Keywords: writing, English, collocations 

Summary: Attempts to correct advanced Chinese learners' collocational ability in English to be similar to that of 

native speakers by developing an on-line correcting program which is able to detect some collocational errors in the 

learner's English 

Shekary, M., & Tahririan, M. H. (2006). Negotiation of meaning and noticing in text-based 

online chat. The Modern Language Journal, 90 (4), 557-573. 


Summary: Argues that the hybrid nature of synchronic CMC promotes the noticing of target language forms, which 

may, in turn, stimulate the process of second language actuation, and suggests that what was of most benefit to 

learners was the nature of the uptake 

Sherwood, K. (1998). A beginner’s guide to effective email. Retrieved December 19, 2007, from 

http://www.6-3socialstudies.com/pdsdocuments/A Beginner's Guide to Email.pdf 


Summary: Describes the value of email in both corporate and personal domains 

Shi, S. F. (2005). Teacher moderating and student engagement in synchronous computer 

conferences. Unpublished doctoral dissertation, Michigan State University, East Lansing, 

Michigan. 

Keywords: CMC 

Summary: Investigates synchronous online application selection in the e-conferencing environment 

Shield, L. (2003). MOO as a language learning tool. In U. Felix (Ed.), Language learning online: 

Towards best practice (pp. 97-122). Lisse: Swets & Zeitlinger. 

Keywords: MOO 

Summary: Identifies key elements in the quest for best practice in online language teaching, considering online 

language teaching from three crucial perspectives: design, tools, and pedagogy 

105

Shield, L., Davies, L. B., Weininger, M. (2000). Fostering (pro)active language learning through 

MOO. ReCALL, 12 (1), 35-48. 

Keywords: MOO 

Summary: Describes the design, development, and implementation of language-learning activities using text-based 

virtual reality or MOO in conjunction with the web 

Shin, D.-S. (2006). ESL students’ computer-mediated communication. Language Learning & 



Summary: Examines how context is configured in ESL students’ language learning practices through CMC and 

highlights the fluidity of CMC language learning contexts 

Shin, J.-E., & Wastell, D. G. (2001). A user-centered methodological framework for the design 

of hypermedia-based CALL systems. CALICO Journal, 18 (3), 517-537. 


Keywords: hypermedia 

Summary: Investigates how to improve the educational quality of hypermedia-based CALL systems, reports 

progress so far in the use of the methodology, and provides broad support for the general approach of basing design 

on a constructivist model 

Short, M. (2006). E-learning and language and style in Lancaster. Language and Literature, 15 

(3), 234-256. 


Summary: Focuses on a comparison of student responses to the varying ways in which a web-based course was 

used 

Sifakis, N. C. (2003). Applying the adult education framework to ESP curriculum development: 

An integrative model. English for Specific Purposes, 22 (2), 195-211. 

Keywords: English for specific purposes 

Summary: Brings together recent work in English for specific purposes and adult education and puts forward an 

integrative model for curriculum design, including a focus on CALL 

Simina, V., & Hamel, M.-J. (2005). CASLA through a social constructivist perspective: 

WebQuest in project-driven language learning. ReCALL, 17 (2), 217-228. 


Summary: Discusses constructivism and second language acquisition 

Simonson, M., Smaldino, S., Albright M., & Zvacek, S. (2003). Teaching and Learning at a 

distance: Foundations of distance education (3rd Ed.). Upper Saddle River, NJ: Prentice 

Hall. 


Summary: Provides a clear and complete picture of what distance education is and what it can do for learners and 

teachers and provides its readers with a common basis for discussion of distance education and emphasizes learning 

over technology 

Simpson, J. (2005). Conversational floors in synchronous text-based CMC discourse. Discourse 

Studies, 7 (3), 337-361. 

Keywords: discourse, English, synchronous CMC 

Summary: Presents a study of the discourse characteristics of interaction within a virtual community 

106

Simpson, J. (2005). Learning electronic literacy skills in an online language learning community. 


Keywords: literacy development, English, synchronous CMC 

Summary: Focuses on the analysis of the concepts of collaboration and scaffolding in learning while using 

synchronous CMC 

Sinclair, J. (1986). Basic computer processing of long texts. In G. Leech & C. Candlin (Eds.), 

Computers in English language teaching and research. Harlow, Essex: Longman. 


Summary: Aims to promote principled approach to language education and other language-related concerns by 

encouraging inquiry into the relationship between theoretical and practical studies 

Singer, N. R., & Zeni, J. (2004). Building bridges: Creating an online conversation community 

for preservice teachers. English Education, 37 (1), 30-49. 

Keywords: speaking, teacher training, CMC 

Summary: Discusses how to encourage student teachers to continue to refine their practice and keep them 

connected to larger a community through computer-mediated communication 

Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43 (6), 

51-54. 


Summary: Provides a comprehensive view of blended learning, discusses possible dimensions and ingredients of 

blended learning programs, and provides a model to create the appropriate blend by ensuring that each ingredient 

Skehan, P. (2003). Focus on form, tasks, and technology. Computer Assisted Language 


Keywords: grammar, English 

Summary: Explores connections between technology, especially web-based learning and current views of second 

language acquisition, in the shape of what is becoming known as the 'focus on form' literature 

Skourtou, E. (2002). Connecting Greek and Canadian schools through an internet-based sisterclass 

network. International Journal of Bilingual Education and Bilingualism, 5 (2), 85- 

95. 

Keywords: Greek, English, tandem learning 

Summary: Outlines the basic theoretical principles underlining a sister-class project undertaken between schools in 

Canada and Greece and discusses the problems that arose during the implementation, as well as the outcomes 

Skulstad, A. S. (2005). Competing roles: Student teachers using asynchronous forums. 

International Journal of Applied Linguistics, 15 (3), 346-363. 

Keywords: teacher training. discourse, English, bulletin boards 

Summary: Examines communication in asynchronous forums by student teachers enrolled in a university course in 

the teaching of EFL 

Slaouti, D. (2002). The World Wide Web for academic purposes: Old study skills for new? 

English for Specific Purposes, 21 (2), 105-124. 

Keywords: English, English for specific purposes, internet 

Summary: Explores critical information processing skills of the web as part of an English-for-academic-purposes 

teaching and learning context and focuses on the role of evaluation of both product and process as a study skill 

107

Sloan-C. (2005). Growing by degrees. Online education in the United States, by I. Elaine Allen, 

Jeff Seaman. Needham. MA: The Sloan Consortium. Retrieved December 19, 2007, from 

http://sloan-c.org/publications/survey05.asp 

Keywords: online courses 

Summary: The 2005 survey of online learning concludes that the breadth of online college courses may soon rival 

traditional face-to-face offerings and shows that more than three out of five institutions offering face-to-face 

undergraduate (63%) or graduate (65%) courses at the same level online 

Sloan-C. (2006). Making the grade. Online education in the United States, by I. Elaine Allen, 

Jeff Seaman. Needham, MA: The Sloan Consortium. Needham. MA: The Sloan 

Consortium. Retrieved December 19, 2007, from http://sloanc.org/publications/survey/survey06.asp 


Summary: Aims at answering some of the fundamental questions about the nature and extent of online education 

Sloan-C. (2007). Blending in: The extent and promise of blended education in the United States, 

by I. Elaine Allen, Jeff Seaman, Richard Garrett. Needham: The Sloan Consortium. 

Needham. MA: The Sloan Consortium. Retrieved December 19, 2007, from http://sloanc.org/publications/survey/blended06.asp 


Summary: Aims at answering some of the fundamental questions about the nature and extent of education in the 

United States, focusing on blended (also called hybrid) instruction 

Smidt, E., & Hegelheimer, V. (2004). Effects of online academic lectures on ESL listening 

comprehension, incidental vocabulary acquisition, and strategy use. Computer Assisted 


Keywords: vocabulary, listening, English 

Summary: Investigates how authentic web-delivered video can inform ESL online instruction and enhance the 

incidental acquisition of vocabulary and listening comprehension 

Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. The Modern 


Keywords: vocabulary, English, synchronous CMC 

Summary: Examines task-based, synchronous CMC among intermediate-level learners of English and reveals that 

learners do in fact negotiate for meaning in the CMC environment when nonunderstanding occurs 

Smith, B. (2003). The use of communication strategies in computer-mediated communication. 

System, 31 (1), 29-53. 


Summary: Examines communication strategy use among adult learners of English in a computer-mediated 

environment, and suggests that learners use a wide array of communication strategies during task-based CMC and 

that the CMC environment shapes this use 

Smith, B. (2004). Computer-mediated negotiated interaction and lexical acquisition. Studies in 

Second Language Acquisition, 26 (3), 365-398. 


Summary: Reports on a paired-groups experimental study that tests the interaction hypothesis in a computermediated 

communicative environment; reports positive negotiation when unknown lexical items encountered 

108

Smith, B. (2005). The relationship between negotiated interaction, learner uptake, and lexical 

acquisition in task-based computer-mediated communication. TESOL Quarterly, 39 (1), 

33-58. 


Summary: Explores whether a negotiation routine's complexity affects learner uptake in synchronous CMC 

Smith, B., Alvarez-Torres, M. J., & Zhao, Y. (2003). Features of CMC technologies and their 

impact on language learners’ online interaction. Computers in Human Behavior, 19 (6), 

703-729. 


Summary: Reports an exploratory study of a networked ESL classroom that attempts to test a proposed framework 

for distinguishing and evaluating CMC technologies with empirical evidence; notes that differences in technologies 

may result in differences in learner interactions 

Smith, B., & Gorsuch, G. J. (2004). Synchronous computer mediated communication captured 

by usability lab technologies: new interpretations. System, 32 (4), 553-575. 


Summary: Reports on the use of a usability lab in gathering data on synchronous CMC among non-native English 

dyads 

Smith, M. (2000). Factors influencing successful student uptake of socio-collaborative CALL. 


Keywords: learner attitudes 

Summary: Investigates why certain students embrace sociocollaborative CALL more enthusiastically than others 

Smith, P. (2005). Distance education: Past contributions and possible futures. Distance 



Summary: Reviews the history and the future of distance learning 

Smith, T. W. (1998). Distance education is a strategy: What is the objective? The American 

Journal of Distance Education, 12 (2), 63-72. 


Summary: Reviews a number of strategic plans and the goals and objectives normally assigned to distance 

education and distinguishes the terms used in strategic thinking about distance education 

Smith, W. (Ed.). (1987). Modern media in foreign language education: Theory and 

implementation. Lincolnwood, IL: National Textbook Company. 


Summary: discusses a variety of CALL-based projects 

Smith W. (Ed.). (1989). Modern technology in foreign language education. Lincolnwood, IL: 

National Textbook Company. 


Summary: Focuses on specific applications of advanced technology in the classroom 

Smith, W. (Ed.). (1991). Modern media in foreign language education: Applications and 

projects. Lincolnwood, IL: National Textbook Company. 


Summary: discusses a variety of CALL-based projects 

109

Snellings, P., Van Gelderen, A., & De Glopper, K. (2002). Lexical retrieval: An aspect of fluent 

second language production that can be enhanced. Language Learning, 52 (4), 723-754. 


Summary: Examines the feasibility of an experimental computerized training for fluent lexical retrieval in a second 

language in a classroom setting 

Snellings, P., Van Gelderen, A., & De Glopper, K. (2004). The effect of enhanced lexical 

retrieval on second language writing: A classroom experiment. Applied 

Psycholinguistics, 25 (2), 175-200. 

Keywords: writing, vocabulary 

Summary: Provides evidence that the enhanced fluency transferred to narrative writing because students used the 

trained words more often in narrative texts, and they showed significant improvement in their expression of essential 

content elements 

Soboleva, O., & Tronenko, N. (2002). A Russian multimedia learning package for classroom use 

and self-study. Computer Assisted Language Learning, 15 (5), 483-499. 

Keywords: Russian, culture, multimedia 

Summary: Assesses the efficiency of the 'Learning Russian on the Web' CALL course; shows that while working 

through the course students achieved a higher level of language competence and were aware of their progress 

Sokolynskaya, H., & Goroshko, O. (2004). Linguistic aspects of synchronous chat discourse. 

Stylistyka, 13 (3), 315-328. 

Keywords: discourse, chat, Ukrainian 

Summary: Reveals that chat is a highly interactive means of text-based oral communication with analogies to both 

face-to-face verbal interactions and written discourse 

Solé, C. R., & Hopkins, J. (2007). Contrasting two approaches to distance language learning. 

Distance Education, 28 (3), 351-370. 


Summary: Contrasts two distance foreign language programs; discusses the similarities and differences between the 

two 

Son, J.-B. (2002). Online discussion in a CALL course for distance language teachers. CALICO 



Summary: Investigates distance students' participation in an online discussion group established for an applied 

linguistic course 

Son, J.-B. (2003). A hypertext approach to foreign language reading: Student attitudes and 

perceptions. Australian Review of Applied Linguistics supplement 17, 91-110. 

Keywords: reading, Korean, hypertext 

Summary: Investigates foreign language learners' reactions to the three text formats, finding preference for 

hypertexts with links 

Sontgens, K. (2001). Circling the globe: Fostering experiential language learning. ReCALL, 13 

(1), 59-66. 

Keywords: case study 

Summary: Describes a computer-supported experiential learning project at the University of Central England 

110

Sotillo, S. (2005). Corrective feedback via instant messenger learning activities in NS-NNS and 

NNS-NNS dyads. CALICO Journal, 22 (3), 467-496. (https://www.calico.org/p-5- 


Keywords: grammar, vocabulary, English, chat 

Summary: Examines corrective feedback in NS-NNS and NNS-NNS dyads while participants were engaged in 

communicative and problem-solving activities in chat 

Sotillo, S. M. (2000). Discourse functions and syntactic complexity in synchronous and 

asynchronous communication. Language Learning & Technology, 4 (1), 82-119. 


Keywords: discourse, CMC, English 

Summary: Investigates discourse functions and syntactic complexity in ESL output obtained via synchronous and 

asynchronous CMC 

Soules, M. (2002). Animating the language machine: Computers and performance. Computers 

and the Humanities, 36 (3), 319-344. 


Summary: Explores a range of interdisciplinary discourses which consider the online writing space as a unique 

performance medium with characteristic protocols 

Spiliotopoulos, V., & Carey, S. (2005). Investigating the role of identity in writing using 

electronic bulletin boards. The Canadian Modern Language Review/La revue canadienne 

des langues vivantes, 62 (1), 87-109. 

Keywords: identity, writing, English, WebCT, bulletin board, 

Summary: Addresses how to use WebCT's electronic bulletin board to improve writing in English, which offers 

opportunities for development of student identities in ways that are not as prevalent in traditional face-to-face 

classrooms 

Spitzer, D. (1998, March/April). Rediscovering the social context of distance learning. 

Educational Technology, 52-56. 


Summary: Argues that the tendency to focus on the technical aspects of distance learning contributes to the 

infrequency of distance learning methods usage in education and training 

Spodark, E. (2000). Pedagogical applications for the single computer teaching station: A case 

study in French language instruction. Computer Assisted Language Learning, 13 (3), 

291-295. 

Keywords: culture, French 

Summary: Takes into account the limitations imposed on foreign language instructors and offers a sample case 

study of what can be accomplished to advance the use of the target language and the study of the foreign culture in 

the classroom, despite technical constraints 

Spodark, E. (2004). French in cyberspace: An online French course for undergraduates. CALICO 


Keywords: French, online learning 

Summary: Discusses the development of an online French language skills course, French in Cyberspace, promoting 

language skill development and an evaluation rubric for the course 

111

Staddon, S. (2001). Developing a web site for beginners’ French. Babel, 36 (1), 21-26. 

Keywords: French, website 

Summary: Focuses on how the internet may provide a viable language learning environment to compensate for 

decreasing contact hours and increasing student numbers by presenting pedagogical and technological criteria in 

designing a Website for beginning French learners 

Stein, D. S., Wanstreet, C. E., Calvin, J., Overtoom, C. & Wheaton, J. E. (2005). Bridging the 

transactional distance gap in online learning environments. American Journal of Distance 



Summary: Indicates that learner satisfaction with various elements of courses varies directly as a function of 

perceived progress in the course 

Stenson, N., Downing, B., Smith, J., & Smith, K. (1992). The effectiveness of computer-assisted 

pronunciation training. CALICO Journal, 9 (4), 5-19. (https://www.calico.org/p-5- 



Summary: Finds high student interest in using IBM speech viewer, although no significant improvements noted 

compared to a control group 

Stepp-Greany, J. (2002). Student perceptions on language learning in a technological 

environment: Implications for the new millennium. Language Learning & Technology, 6 (1), 

165-180. (http://llt.msu.edu) 

Keywords: attitudes, Spanish, internet, CD-ROM, tandem learning, threaded discussions, 

Summary: Presents survey data from beginning Spanish classes using a combination of technologies: internet 

activities, CD-ROM, electronic pen pals, and threaded discussions 

Stevens, A. (1995). Issues in distance teaching in languages. ReCALL, 7 (1), 12-19. 

Keywords: distance education, CALL 

Summary: Considers the nature of distance education, its students and costs, and presents specific ways in which 

computers and computer-assisted language learning (CALL) 

Stevens, V. (Ed.). (1989). A direction for CALL: From behavioristic to humanistic courseware. 

In M. C. Pennington (Ed.), Teaching languages with computers: The state of the art (pp. 

31-43). La Jolla, CA: Athelstan. 


Summary: Describes a trend towards humanistic software characterized by three features comprising general 

criteria for development and evaluation of courseware 

Stevens, V. (2007, March). Second life and online collaboration through peer to peer distributed 

learning networks. Paper presented at METSMaC Conference, Retrieved December 19, 

2007, from http://prositesvstevens.homestead.com/files/efi/papers/metsmac/metsmac_secondlife.htm 


Summary: Discusses the concept of distributed learning networks and their potential for professional development 

and collaborative learning using the internet in peer-to-peer networks 

112

Stevenson, M., Schoonen, R., & de Glopper, K. (2006). Revising in two languages: A multidimensional 

comparison of online writing revisions in L1 and FL. Journal of Second 

Language Writing, 15 (3), 201-233. 


Summary: Indicates that, although revisions made to linguistic elements were more frequent in FL, there was little 

evidence that students' higher level revision processes were inhibited in foreign language writing and little 

relationship was found between revision frequencies and text quality 

St-Jacques, C., & Barriere, C. (2005). Search by Fuzzy inference in a children’s dictionary. 


Keywords: reading, vocabulary, online dictionary, 

Summary: Aims at promoting the usage of an online children's dictionary within a context of reading 

comprehension and vocabulary acquisition and introduces a software component which could be integrated in a 

computer assisted language learning (CALL) environment to promote first language vocabulary acquisition 

St. John, E., & Cash, D. (1995). German language learning via email: A case study. ReCALL, 7 

(2), 47- 51. 

Keywords: German, email 

Summary: Explores the effectiveness of email for learning German 

St. John, E. (2001). A case for using a parallel corpus and concordancer for beginners of a 

foreign language. Language Learning & Technology, 5 (3), 185-203. (http://llt.msu.edu) 

Keywords: grammar, German, corpora, concordancer 

Summary: Discusses whether a parallel corpus and a concordancer would be appropriate tools to supplement a 

teaching program of German at the beginner level in an unsupervised environment 

Stockwell, G. (2004). Communication breakdown in asynchronous computer-mediated 

communication (CMC). Australian Language & Literacy Matters, 12 (3), 7-10, 31. 

Keywords: discourse, email 

Summary: Identifies the possible causes of communication breakdown in email between native speakers and 

nonnative speakers and what strategies are employed by both to repair the breakdown 

Stockwell, G., & Gray, R. (2002). CAEST (computer-assisted English speaking test): A 

preliminary study. Australian Language Matters, 10 (2), 3, 8-9. 

Keywords: assessment, speaking, English 

Summary: proposes an electronically administered semidirect speaking test, called the Computer-Assisted English 

Speaking Test (CAEST), which allows multiple applicants to be tested 

Stockwell, G., & Harrington, M. (2003). The incidental development of L2 proficiency in NS- 

NNS email interactions. CALICO Journal, 20 (2), 337-359. (https://www.calico.org/p-5- 


Keywords: Japanese, email, tandem learning 

Summary: Examines email exchanges between university learners of Japanese as a foreign language and native 

Japanese university students and is related to an interactionist account of L2 development embedded in the 

framework of CMC 

113

Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners’ perspectives on what is 

missing from online learning: Interpretations through the community of inquiry 

framework. International Review of <strong>Research</strong> in Open and Distance Learning, 7 (3), 1- 

24. (http://www.irrodl.org/index.php/irrodl) 

Keywords: attitudes, online learning 

Summary: Discusses a research project of online learners who claim they miss face-to-face contact, and explores 

what exactly it is about the face-to-face contact that they miss 

Stoks, G. (1993). Integrating new technologies into the modern languages curriculum. CALICO 



Summary: Introduces computer technologies into the regular school system which have not been very successful, 

probably because of the lack of sound curricular integration 

Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a 

blended language learning (BLL) environment. ReCALL, 19 (1), 57-78. 

Keywords: attitudes, hybrid learning 

Summary: Addresses the views of students of a hybrid learning environment that combines face-to-face and CALL; 

explores the blended language-learning environment from the participants' perspective 

Strambi, A. (2004). Learners’ perceptions of a web-enhanced learning environment: Insights 

from a longitudinal study. Australian Review of Applied Linguistics supplement 18, 81- 

96. 

Keywords: attitudes, Italian, WebCT 

Summary: Presents the results of a longitudinal study on the perceptions of a web-enhanced learning environment 

by a group of beginning-level students of Italian, confirming that the introduction of computing technology can 

contribute to learners' positive perceptions of online learning 

Strambi , A., & Eric, B. (2003). Flexibility and interaction at a distance: A mixed-mode 

environment for language learning. Language Learning & Technology, 7 (3), 81-102. 


Keywords: materials development, WebCT, CD-ROM 

Summary: Reports on the process of design and development of two language courses for university students at 

beginning levels of competence; learning materials and tasks to be distributed on CD-ROM, complemented by 

WebCT 

Stricker, L. J. (2004). The performance of native speakers of English and ESL speakers on the 

computer-based TOEFL and GRE general test. Language Testing, 21 (2), 146-173. 

Keywords: assessment, English, computer-based TOEFL, GRE 

Summary: Replicates previous research on the construct validity of the paper-based version of the TOEFL and 

extends it to the computer-based TOEFL and GRE 

Stricker, L. J., Wilder, G. Z., & Rock, D. A. (2004). Attitudes about the computer-based test of 

English as a foreign language. Computers in Human Behavior, 20 (1), 37-54. 

Keywords: assessment, English, TOEFL 

Summary: Assesses test takers' acceptance of the computer-based TOEFL (CBT), and the links between this 

acceptance, general attitudes about admissions tests, other possible determinants, and test performance; analyzes 

CBT data from a variety of countries 

114

Sullivan, K., & Lindgren, E. (2002). Self-assessment in autonomous computer-aided second 

language writing. ELT Journal, 56 (3), 258-266. 

Keywords: assessment, writing, English 

Summary: Shows that all writers experienced useful, although different, insights into their own writing behaviors 

Sun, Y., & Dong, Q. (2004). An experiment on supporting children's English vocabulary 

learning in multimedia context. Computer Assisted Language Learning, 17 (2), 131-147. 

Keywords: vocabulary, English, multimedia, young learners 

Summary: Indicates that learning second language vocabulary in an animation-based context without any learning 

support was inefficient for young learners 

Sun, Y. C. (2003). Extensive reading online: An overview and evaluation. Journal of Computer 

Assisted Learning, 19 (4), 438-446. 


Summary: Reports on the design and implementation of a reading program, Extensive Reading Online (ERO) and 

shows that students held a positive attitude toward the reading system 

Supinski, S. B., Sutherland, R. L., & Valentine, S. M. (2001). Russian language development and 

maintenance at a distance: Methodology and technology. Applied Language Learning, 12 

(1), 1-30. 

Keywords: Russian, internet, email, CD, distance learning 

Summary: explores the use of internet, CD, and email to study the feasibility of conducting Russian language 

maintenance and development in a distance learning mode 

Suzhou U, C. (2002). Effects of project-based CALL on Chinese EFL learners. Asian Journal of 

English Language Teaching, 12 (2), 195-210. 


Summary: Investigates whether CALL projects can achieve similar effects in a Chinese EFL context and concludes 

that CALL projects do have potential in motivating Chinese EFL learners and brings about positive learning effects 

Sykes, J. M. (2005). Synchronous CMC and pragmatic development: Effects of oral and written 

chat. CALICO Journal, 22 (3), 399-431. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: pragmatics, synchronous CMC 

Summary: Examines the strength of the connection between synchronous CMC and pragmatic instruction by 

measuring the effects of three types of synchronous group discussion, oral chat, and traditional face-to-face 

discussion on the acquisition of second language speech acts 

Tambor, J. (2004). The computer as a tool for teaching grammar: The program Grampol- 

Gramatyka Polska. Canadian Slavonic Papers, 46 (1-2), 111-119. 

Keywords: grammar, Polish, software 

Summary: Describes a software program designed as an aid in teaching Polish to adult students, as well as 

nonnative speakers of Polish who wish to grasp the rules of grammar 

Tan, C. L., & Morris, J. S. (2006). Undergraduate college students, laptop computers, and 

lifelong learning. The Journal of General Education, 54 (4), 316-338. 

Keywords: laptops 

Summary: Examines the effectiveness of a college laptop program 

115

Tanskanen, S.-K. (2001). Avoiding conflict in computer-mediated discussions, or, fear of 

flaming. Anglicana Turkuensia, 23 (2), 227-242. 

Keywords: writing, email 

Summary: Considers how writers attempt to avoid conflict in two types of computer-mediated discussions, email 

lists and bulletin boards, focusing on the use of text copying or text quoting 

Tarantowicz-Gasiewicz, M. (2004). Linguistic computer tutors and learner autonomy. Studia 

Anglica Posnaniensia, 40 (2), 289-298. 

Keywords: materials development, intelligent tutoring systems 

Summary: Explains that one-to-one mode of tutoring is an invaluable asset of intelligent tutoring systems because it 

guarantees fast progress of linguistic competence 

Taylor, J. C. (2001, April). Fifth generation distance education. Keynote address delivered at the 

20th ICDE World Conference on Open Learning and Distance Education. Düsseldorf. 

Retrieved December 19, 2007, from http://www.fernuni-hagen.de/ICDE/D- 

2001/final/keynote_speeches/Wednesday/taylor_keynote.pdf 


Summary: discusses distance education in the past 

Taylor, R. (1980). The computer in the school: Tutor, tool, tutee. New York: Teachers College 

Press. 


Summary: provides a foundation for understanding the basic issues involved in using computers in schools, the 

teacher's role in helping the student make full use of computing, and the general limitations of computer use 

Taylor, A. (2006). The effects of CALL versus traditional L1 glosses on L2 reading 

comprehension. CALICO Journal, 23 (2), 309-318. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: reading, vocabulary 

Summary: Explores factors explaining how and when computer-assisted L1 glosses can be effective in L2 reading 

comprehension 

Taylor, A., Lazarus, E., & Cole, R. (2005). Putting languages on the (Drop Down) menu: 

Innovative writing frames in modern foreign language teaching. Educational Review, 57 

(4), 435-455. 

Keywords: writing, German 

Summary: presents findings from a school-based collaborative research project, the InterActive Education Project, 

which linked teachers, teacher educators and university researchers in English secondary schools 

Taylor, C., Jamieson, J., & Eignor, D. (2000). Trends in computer use among international 

students. TESOL Quarterly, 34 (3), 575-585. 

Keywords: literacy development, English, computer technology 

Summary: provides empirical data on the extent to which English language learners around the world actually use 

computers 

Taylor, R. P., & Gitsaki, C. (2003). Teaching WELL in a computerless classroom. Computer 


Keywords: technology resources, English 

Summary: Outlines how to use the web as a resource for enhancing English in a computerless classroom 

116

Teeler, D., & Gray, P. (2000). How to use the internet in ELT. Harlow: Longman. 

Keywords: teacher training, internet 

Summary: Helps in training teachers to use the internet in classroom 

Ten Hacken, P., & Tschichold, C. (2001). Word manager and CALL: Structured access to the 

lexicon as a tool for enriching learners' vocabulary. ReCALL, 13 (1), 121-131. 


Summary: Reveals that an adequate use of morphology, in both inflection and word formation, can facilitate the 

acquisition of foreign language vocabulary in a software program 

Tennant, J., & Gardner, R. C. (2004). The computerized Mini-AMTB. CALICO Journal, 21 (2), 


Keywords: motivation, French, CALL 

Summary: Investigates a computerized version of the mini-AMTB, a brief form of the Attitude Motivation Test 

Battery, in CALL 

Ternore, F. B. (2000). Speaking my mind. English Journal, 90 (2), 17-19. 

Keywords: materials development, English 

Summary: Explains why using computers and technology in the English classroom is a good idea 

Thomas, P. (2003). Avoiding the ‘virtual’: Building learning communities in off-campus 

language learning. Australian Review of Applied Linguistics supplement 17, 111-124. 

Keywords: Indonesian, internet, hybrid learning 

Summary: Explores the virtual nature of experiences in online learning in the context of the design and recent 

implementation of an off-campus distributed Indonesian course 

Thomas, P. L. (2005). Grading student writing: High-stakes testing, computers, and the human 

touch. English Journal, 94 (5), 28-30. 

Keywords: assessment, writing, English 

Summary: Discusses the benefits of computer-assisted writing instruction and assessment offered to both students 

and teachers 

Thompson, G. (2003). The effectiveness of computer pods in the mainstream classroom. English 

Journal, 92 (4), 87-89. 

Keywords: interaction, English 

Summary: Suggests that, in a constructivist setting, the computer must facilitate social interaction among students 

and provide for independent acquisition of shared knowledge 

Thoms, J., Liao, J., & Szustak, A. (2005). The use of L1 in an L2 on-line chat activity. The 

Canadian Modern Language Review/La revue canadienne des langues vivantes, 62 (1), 

161-182. 

Keywords: discourse, Chinese, German, Spanish 

Summary: Investigates the extent and function of first language use by means of a sociocultural theoretical 

framework and suggests that across all three languages, the students used their first language (English) to varying 

degrees and for a variety of functions. 

Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language 


Keywords: culture, CMC, email 

Summary: develops a conceptual framework for understanding how intercultural communication, mediated by 

cultural artifacts (i.e., internet communication tools), creates compelling, problematic, and surprising conditions for 

additional language learning 

117

Thorne, S. L., & Payne, J. S. (2005). Evolutionary trajectories, internet-mediated expression, and 

language education. CALICO Journal, 22 (3), 371-397. (https://www.calico.org/p-5- 



Summary: Describes the evolution of communication technologies, accompanying transformations in everyday 

communicative activity, and pedagogical possibilities these tools support in second and foreign language settings 

Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal 


Keywords: vocabulary, English, mobile phones 

Summary: Presents three studies in mobile learning and represents that language learners evaluated the site using 

video-capable mobile phones, finding few technical difficulties, and rating highly its educational effectiveness 

Thorson, H. (2000). Using the computer to compare foreign and native language writing 

processes: A statistical and case study approach. The Modern Language Journal, 84 (2), 

155-169. 

Keywords: writing, German, computerized tracking device 

Summary: Examines whether university students studying a foreign language use the same processes and writing 

strategies in foreign language and first language writing in two different genres (letter and article) 

Thurmond, V. A., Wambach, K., Connors, H. R., & Frey, B. B. (2002). Evaluation of student 

satisfaction: Determining the impact of a web-based environment by controlling for 

student characteristics. American Journal of Distance Education, 16 (3), 169-189. 


Summary: Discusses findings of an evaluation of university web-based courses that used the input-environmentoutcome 

assessment model to control for student characteristics in order to decrease bias 

Timucin, M. (2006). Implementing CALL in an EFL context. ELT Journal, 60 (2), 262-271. 


Summary: Presents a case study of the implementation of an CALL program in an EFL university setting 

Todd, R. W. (2003). EAP or TEAP? Journal of English for Academic Purposes, 2 (2), 147-156. 

Keywords: materials development, English for academic purposes 

Summary: Identifies six key approaches to the teaching of English for academic purposes: inductive learning, 

process syllabuses, learner autonomy, authenticity, technology, and team teaching 

Toole, J., & Heift, T. (2002). The Tutor Assistant: An authoring tool for an intelligent language 

tutoring system. Computer Assisted Language Learning, 15 (4), 373-386. 

Keywords: English, software 

Summary: Describes the Tutor Assistant, an authoring tool for an intelligent language tutoring system for ESL 

Torii-Williams, E. (2004). Incorporating the use of Email into a language program. Computer 


Keywords: culture, Japanese, email 

Summary: Investigates how the use of email in the target language motivates and enhances the students' learning of 

the language 

118

Torlakovic, E., & Deugo, D. (2004). Application of a CALL system in the acquisition of adverbs 

in English. Computer Assisted Language Learning, 17 (2), 203-235. 

Keywords: grammar, vocabulary, English, software 

Summary: Examines whether and the extent to which CALL grammar instruction contributes to improving learners' 

performance and confidence in positioning adverbs in an English sentence; significant improvement seen in 

computer group 

Toyoda, E. (2000). Arduous but exciting: Web-creation project in Japanese. Computer Assisted 



Summary: Describes the dynamics of a project-oriented class in Japanese as a second language. 

Toyoda, E., & Harrison, R. (2002). Categorization of text chat communication between learners 

and native speakers of Japanese. Language Learning & Technology, 6 (1), 82-99. 


Keywords: Japanese, chat, tandem learning 

Summary: examines negotiation of meaning that takes place between students and native speakers of Japanese, 

highlighting language aspects that are crucial for communication but that has been neglected in teaching 

Tozcu, A., & Coady, J. (2004). Successful learning of frequent vocabulary through CALL also 

benefits reading comprehension and speed. Computer Assisted Language Learning, 17 

(5), 473-495. 

Keywords: vocabulary, reading, English 

Summary: Students using CALL program improved more than control group in vocabulary knowledge, reading 

comprehension, and speed of word recognition 

Tribble, C. (1997). Improvising corpora for ELT: Quick-and-dirty ways of developing corpora 

for language teaching. In J. Melia & B. Lewandowska-Tomaszczyk (Eds.), PALC 97 

Proceedings. Lodz: Lodz University Press. 


Summary: Discusses the potential of small, very specific corpora for language learning 

Tribble C. & Barlow M. (Eds.). (2001). Using corpora in language teaching and learning. 

Language Learning & Technology [special issue], 5 (3), 2-3. (http://llt.msu.edu) 


Summary: Investigates the kinds of corpora that are most helpful for language learning and teaching; covers uses of 

corpora for language learning 

Tribble, C., & Jones, G. (1990). Concordances in the classroom. Harlow, UK, Longman. 

Keywords: corpora, concordancers, English for specific purposes 

Summary: Explains the use of concordances for language teaching including a wide range of classroom-tested 

examples of concordance use covering grammar, vocabulary, literature, and English for specific purposes 

Trinder, R. (2002). Multimedia in the business English classroom: The learners’ point of view. 


Keywords: interaction, English, English for specific purposes, multimedia, CD-ROM 

Summary: Focuses on the reactions and comments of 30 students of Business English during and after a semesterlong 

use of a CD-ROM presenting the language of negotiating and discusses the strengths and weaknesses of the 

programme as perceived by the respondents 

119

Troffer, A. (2000). Writing effectively online: How to compose hypertext. Retrieved December 

19, 2007, from http://homepage.mac.com/alysson/httoc.html 

Keywords: writing, materials development 

Summary: Offers theory and practical tips on how to compose high-quality hypertext that readers will find easy to 

read and navigate 

Troia, G. A. (2004). Migrant students with limited English proficiency: Can fast ForWord 

Language(trademark) make a difference in their language skills and academic 

achievement? Remedial and Special Education, 25 (6), 353-366. 

Keywords: English, software, young learners 

Summary: Evaluates the efficacy of the computer-assisted intervention program known as FastForWord Language 

in a sample of migrant students in Grades 1 through 6 who were native Spanish speakers 

Trotta, J. (2002). Webheads, googlewhackers and anosmiacs: A desultory survey of selected netbased 

English language resources. Moderna Sprak, 96 (2), 150-153. 

Keywords: vocabulary, English, internet 

Summary: Sites devoted to answering questions about language and language usage are briefly discussed, quoting 

some of the advice and explanations given at yaelf.com and halfbakery.com; a list of addresses with links to English 

websites is attached. 

Truscott, S., & Morley, J. (2001). Cross-cultural learning through computer-mediated 

communication. Language Learning Journal, 24 (1), 17-23. 

Keywords: culture, electronic conferencing 

Summary: Discusses a project in which electronic conferencing is used to replace the conventional seminar as a 

means of heightening cross-cultural awareness. 

Tschichold, C. (2003). Lexically driven error detection and correction. CALICO Journal, 20 (3), 



Summary: Reveals that single and multiword lexemes should not only be explicitly taught in CALL but could also 

provide the key to more effective feedback on the language production by learners 

Tseng, Y.-C., & Liou, H.-C. (2006). The effects of online conjunction materials on college EFL 

students’ writing. System, 34 (2), 270-283. 

Keywords: attitudes, grammar, writing, English, hybrid learning 

Summary: Indicates that students generally hold a positive attitude toward the online unit and demonstrates 

statistically significant improvements in the use of connectors in both test and free production contexts 

Tsou, W., Wang, W., & Li, H.-Y. (2002). How computers facilitate English foreign language 

learners acquire English abstract words. Computers & Education, 39 (4), 415-428. 

Keywords: vocabulary, English 

Summary: Investigates abstract word learning and reveals that students learning with CALL learned significantly 

more abstract words than students in regular language learning class 

Tsou, W., Wang, W., & Tzeng, Y. (2006). Applying a multimedia storytelling website in foreign 

language learning. Computers & Education, 47 (1), 17-28. 

Keywords: English, multimedia, website 

Summary: Developed a multimedia storytelling website to study how web-based technology can assist overcoming 

the obstacles and supports the significance and the education value of the multimedia storytelling website on EFL 

teaching and learning 

120

Tsubota, Y., Dantsuji, M., & Kawahara, T. (2004). An English pronunciation learning system for 

Japanese students based on diagnosis of critical pronunciation errors. ReCALL, 16 (1), 

173-188. 

Keywords: pronunciation, English 

Summary: developed an English pronunciation learning system which estimates the intelligibility of Japanese 

learners' speech and ranks their errors from the viewpoint of improving their intelligibility to native speakers 

Tsutsui, M. (2004). Multimedia as a means to enhance feedback. Computer Assisted Language 


Keywords: speaking, Japanese, software 

Summary: identifies the requirements for an effective delayed feedback tool, then introduces this software tool, and 

discusses the theoretical basis for its development to demonstrate the potential of multimedia technology for use in 

delayed feedback 

Tudini, V. (2003). Conversational elements of online chatting: Speaking practice for distance 

language learners? ALSIC: Apprentissage des Langues et Systemes d'Information et de 

Communication, 6 (2), 83-99. (http://alsic.u-strasbg.fr) 

Keywords: speaking, Italian, chat 

Summary: Provides some evidence of the high level of interactivity and hence of the oral nature of computer-based 

chat discourse 

Tudini, V. (2003). Using native speakers in chat. Language Learning & Technology, 7 (3), 141- 


Keywords: interaction, Italian, chat 

Summary: Indicates that learners do in fact negotiate for meaning and modify their interlanguage when engaged in 

open-ended conversational tasks with unfamiliar interlocutors, with lexical and structural difficulties triggering most 

negotiations 

Tudini, V. (2004). Virtual immersion: Native speaker chats as a bridge to conversational Italian. 

Australian Review of Applied Linguistic, Supplement 18, 63-80. 

Keywords: discourse, Italian, chat, 

Summary: Suggests that native speaker chat discourse can provide learners with exposure to colloquial and regional 

varieties of Italian, which are generally unavailable in language textbooks and native speaker chat line discourse 

offers learners a type of informal conversational practice 

Turnbull, M., & Lawrence, G. (2003). Core French teachers and technology: Classroom 

application and belief systems. The Journal of Educational Thought/Revue de la Pensée 

Educative, 37 (3), 303-328. 

Keywords: attitudes, French 

Summary: Reveals three principle constructs defining core French teacher belief systems towards computer 

technology, two representing affective perceptions towards computers, and one representing a more cognitive 

perception of the educational utility of computers 

Twigg, C. A. (2003, September/October). Improving learning and reducing costs: New models 

for online learning. EDUCAUSE, 29-38. 

Keywords: administration 

Summary: Describes five course redesign models (supplemental, replacement, emporium, fully online, and buffet) 

which can help colleges redesign instruction using technology to achieve quality enhancements as well as cut costs 

121

Twigg, C. A. (2004). Improving learning and reducing costs: Lessons learned from Round III of 

the Pew grant program in course redesign. Troy, NY: Center for Academic 

Transformation. 

Keywords: administration 

Summary: Conducts an analysis of the online learning projects supported by the Pew Charitable Trusts 

Ulitsky, H. (2000). Language learner strategies with technology. Journal of Educational 

Computing <strong>Research</strong>, 22 (3), 285-322. 


Summary: Examines use of learning strategies by experienced adult learners of foreign languages 

Underwood, J. (1984). Linguistics, computers and the language teacher: A communicative 

approach. Rowley, MA: Newbury House. 


Summary: Provides an overview of CALL for the language teacher 

Underwood, J. (1989). On the edge: Intelligent CALL in the 1990s. Computers and the 

Humanities, 23 (1), 71-84. 


Summary: Examines the possibilities of developing CALL based on the best of modern technology 

Ushida, E. (2005). The role of students’ attitudes and motivation in second language learning in 

online language courses. CALICO Journal, 23 (1), 49-78. (https://www.calico.org/p-5- 


Keywords: motivation, online learning 

Summary: Investigates the role of students' motivation and attitudes regarding second language study within an 

online language course context; shows that motivated students studied regularly and productively to take every 

opportunity to perfect their language skills 

Ushioda, E. (2000). Tandem language learning via email: From motivation to autonomy. 


Keywords: email, tandem learning 

Summary: Examines the affective dimension of tandem language learning via email 

Van de Poel, K., & Swanepoel, P. (2003). Theoretical and methodological pluralism in designing 

effective lexical support for CALL. Computer Assisted Language Learning, 16 (2-3), 

173-211. 

Keywords: materials development, CD-ROM 

Summary: Describes a package that can be used alone for self-study or can be integrated partly or wholly into a 

conventional second-language instruction program 

Vance, K. (2003). Using WebCT to teach grammar selectively. Hermes, 31 (1), 83-103. 

Keywords: grammar, software, WebCT 

Summary: Indicates that WebCT can facilitate the development and delivery of lessons 

Vandergriff, I. (2006). Negotiating common ground in computer-mediated versus face-to-face 

discussions. Language Learning & Technology, 10 (1), 110-138. (http://llt.msu.edu) 

Keywords: negotiation, CMC 

Summary: Explores learner communication strategies across media, task and learner. Finds that medium alone has 

little effect on outcomes 

122

Verdugo, D. R., & Belmonte, I. A. (2007). Using digital stories to improve listening 

comprehension with Spanish young learners of English. Language Learning & 


Keywords: listening, English, young learners 

Summary: examines the effects that digital stories may have on the understanding of spoken English by a group of 

6-year-old Spanish learners, indicating that the experimental group outperformed the control group in the final test 

administered 

Vetter, A., & Chanier, T. (2006). Supporting oral production for professional purposes in 

synchronous communication with heterogeneous learners. ReCALL, 18 (1), 5-23. 


Summary: Shows that false beginners can cope with professional conversations at different levels of complexity 

Vick, R. M., Crosby, M. E., & Ashworth, D. E. (2000). Japanese and American students meet on 

the web: Collaborative language learning through everyday dialogue with peers. 


Keywords: Japanese, English, MUD, MOO, tandem learning 

Summary: discusses the design, implementation, and results of a series of collaborative Japanese language-learning 

sessions conducted synchronously and asynchronously 

Villa, D. J. (2002). Integrating technology into minority language preservation and teaching 

efforts: An inside job. Language Learning & Technology, 6 (2), 92-101. 


Keywords: heritage language maintenance, Navajo 

Summary: Presents a pilot study that attempts to both implement technology in an appropriate manner and 

surmount the problems faced by out-group language researchers by training an in-group member 

Vinagre, M. (2005). Fostering language learning via email: An English-Spanish exchange. 


Keywords: culture, English, Spanish, email 

Summary: Describes an email project carried out jointly by two universities which generated a wealth of data 

raising some interesting points and the information gathered from one particularly successful partnership 

Vincent, J. (2006). Children writing: Multimodality and assessment in the writing classroom. 

Literacy, 40 (1), 51-57. 

Keywords: writing, multimedia 

Summary: Suggests that assessment of multimodal composition, both narrative and other texts, should be 

developed to help teachers accept the value of introducing multimodal literacies into the classroom 

Vinther, J. (2004). Can parsers be a legitimate pedagogical tool? Computer Assisted Language 


Keywords: materials development, attitudes, English, Portuguese, parsing software 

Summary: Investigates the effectiveness of a pedagogical parsing program and student attitude towards it 

Vinther, J. (2005). Cognitive processes at work in CALL. Computer Assisted Language 


Keywords: grammar, English 

Summary: presents a think-aloud study conducted with university students of EFL using a CALL program to learn 

English syntax 

123

Vitanova, G. (2000). Computer technology in the ESL classroom: An outline of three major 

applications. College ESL, 9 (1-2), 53-66. 

Keywords: CALL overview, English 

Summary: Outlines three major areas of technology use in second language education—computers as a writing 

tool, multimedia software, and the internet and—examines the advantages and shortcomings of each of these 

domains and discusses the teacher's role in a computer-mediated classroom 

Vogel, T. (2001). Learning out of control: Some thoughts on the World Wide Web in learning 

and teaching foreign languages. In A. Chambers & G. Davies (Eds.), ICT and language 

learning: A European perspective. Lisse: Swets & Zeitlinger. 


Summary: Explores whether the web can be said to constitute a new naturalistic language-learning environment 

and addresses the challenge of "authenticity" 

Vogt, K. (2006). Can you measure attitudinal factors in intercultural communication? Tracing 

the development of attitudes in email projects. ReCALL, 18 (2), 153-173. 

Keywords: culture, attitudes, German, English, email 

Summary: Explores whether attitudinal components can be measured quantitatively in telecollaborative 

environments and suggests that the instruments can help teachers to describe evidence of attitudes in interaction and 

trace developments 

Volchok, D., Caines, M., & Graf, D. (2006). Continuous assessment for improved student 

outcomes: Examples from WebCT's exemplary course project. In S. Howell & M. Hricko 

(Eds.), Online assessment and measurement (pp. 1-14). London: Idea Group. 

Keywords: assessment, WebCT 

Summary: views WebCT for assessment as an activity that is integral to the full scope of learning process 

Volle, L. M. (2005). Analyzing oral skills in voice email and online interviews. Language 


Keywords: speaking, Spanish, distance learning 

Summary: Investigates the acquisition of speaking skills in an online distance education course of 19 first semester 

Spanish learners 

von der Emde, S., Schneider, J., & Kötter, M. (2001). Technically speaking: Transforming 

language learning through virtual learning environments (MOOs). The Modern Language 

Journal, 85 (2), 210-225. 

Keywords: German, English, MOO 

Summary: Suggests how MOOs can help achieve the long-sought goal of securely anchoring intermediate or even 

elementary language learning back into the liberal arts curriculum 

Vongpumivitch, V., & Carr, N. (2001). An interview with J. Charles Alderson. Issues in Applied 

Linguistics, 12 (1), 91-109. 


Summary: An interview on language testing with J. Charles Anderson addresses issues in four principal areas and 

emphasizes the centrality of language testing within applied linguistics. 

Wade, S. E., & Fauske, J. R. (2004). Dialogue online: Prospective teachers’ discourse strategies 

in computer-mediated discussions. Reading <strong>Research</strong> Quarterly, 39 (2), 134-160. 

Keywords: teaching training, discourse, CMC 

Summary: Aims to examine the range of discourse strategies and genres of dialogue that male and female 

prospective teachers used in CMC to achieve various purposes 

124

Wade-Stein, D. & Kintsch, E. (2004). Summary street: Interactive computer support for writing. 

Cognition and Instruction, 22 (3), 333-362. 


Summary: Promotes a software program designed to provide students with extensive writing practice without 

increasing the teacher's workload 

Wagener, D. (2006). Promoting independent learning skills using video on digital language 

laboratories. Computer Assisted Language Learning,19 (4-5), 279-286. 

Keywords: digital video 

Summary: Examines the potential for developing independent learning skills using the digital language laboratory 

with particular reference to exploiting the increasingly available resource of digital video 

Wagner, E. (2007). Are they watching? Test-taker viewing behavior during an L2 video listening 

test. Language Learning & Technology, 11 (1), 67-86. (http://llt.msu.edu) 

Keywords: assessment, listening 

Summary: Finds wide variation in test taker behavior during a video listening test; while some students watched the 

video intently, others rarely glanced at it 

Walker, R. (2003). Interactive whiteboards in the Modern Foreign Languages classroom. TELL 

& CALL, 3 (3), 14-16. 

Keywords: materials development, interactive whiteboard, 

Summary: Explores the potential of interactive whiteboard technology for the teaching a foreign language 

Walther, J. B. (2004). Language and communication technology: Introduction to the special 

issue. Journal of Language and Social Psychology, 23 (4), 384-396. 

Keywords: language change, language use 

Summary: Discusses the importance of language variables in the study of communication technology 

Walz, J. (2001). Reading Hypertext: Higher-level processes. The Canadian Modern Language 


Keywords: reading, hypertext 

Summary: proposes pedagogical solutions to problems with hypertexts. 

Wang, X., & Munro, M. J. (2004). Computer-based training for learning English vowel 

contrasts. System, 32 (4), 539-552. 

Keywords: pronunciation, English 

Summary: Applies training techniques from previous work in a pedagogically oriented approach in which 

participants had some control over lesson content and worked at a self-determined pace 

Wang, Y. (2004). Distance language learning: Interactivity and fourth-generation internet-based 

videoconferencing. CALICO Journal, 21 (2), 373-395. (https://www.calico.org/p-5- 


Keywords: Chinese, NetMeeting, distance learning 

Summary: Provides a report on NetMeeting as an appropriate fourth-generation tool for interactive language 

learning in distance mode 

Wang, Y. (2004). Supporting synchronous distance language learning with desktop 

videoconferencing. Language Learning & Technology, 8 (3), 90-121. (http://llt.msu.edu) 

Keywords: Chinese, videoconferencing, distance learning 

Summary: Explores distance language education as the context, videoconferencing as the technology, and the 

provision of synchronous oral and visual interaction in distance learning as the core research problem 

125

Wang, Y. (2006). Negotiation of meaning in desktop videoconferencing-supported distance 

language learning. ReCALL, 18 (1), 122-145. 

Keywords: Chinese, CMC, videoconferencing 

Summary: Reveals the dynamics of focus on form in task completion via videoconferencing 

Wang, Y. (2007). Task design in videoconferencing-supported distance language learning. 


Keywords: Chinese, videoconferencing, distance learning 

Summary: Addresses a pervasive need in the area of videoconference-supported distance language learning: task 

design and proposes a set of criteria for evaluating videoconferencing-based tasks 

Wang, Y., & Sun, C. (2001). Internet-based real time language education: Towards a fourthgeneration 

distance education. CALICO Journal, 18 (3), 539-561. 



Summary: Examines the development of distance education for foreign languages 

Ward, M. (2002). Reusable XML technologies and the development of language learning 

materials. ReCALL, 14 (2), 283-292. 

Keywords: materials development, XML 

Summary: Describes a CALL template that has been developed using XML technologies 

Ward, M. (2004). The additional uses of CALL in the endangered language context. ReCALL, 16 

(2), 345-359. 

Keywords: literacy development, endangered languages 

Summary: considers the uses of CALL in the endangered language context 

Ward, M. (2006). Using software design methods in CALL. Computer Assisted Language 


Keywords: materials design 

Summary: Reviews software design principles and their relevance to CALL 

Ward, M., & Van Genabith, J. (2003). CALL for endangered languages: Challenges and rewards. 


Keywords: materials development, endangered languages, software 

Summary: Develops a software template and suggested syllabus for the production of CALL materials for 

endangered languages 

Ware, P. (2005). “Missed” communication in online communication: Tensions in a German- 

American telecollaboration. Language Learning & Technology, 9 (2), 64-89. 


Keywords: discourse, German, tandem learning 

Summary: Explores the factors that contributed to limited interactional involvement in a telecollaborative project 

linking two groups of participants 

Ware, P. D., & Kramsch, C. (2005). Toward an intercultural stance: Teaching German and 

English through telecollaboration. The Modern Language Journal, 89 (2), 190-205. 

Keywords: culture, German, asynchronous CMC 

Summary: Discusses the challenges of web-based teaching for language teachers and describes in detail an 

extended episode of misunderstanding that occurred between two students 

126

Warner, C. N. (2004). It’s just a game, right? Types of play in foreign language CMC. Language 


Keywords: discourse, German, MOO 

Summary: Focuses on the various playful uses of language that occurred during a semester-long study of two 

German language courses using one type of synchronous network-based medium, the MOO 

Warschauer, M. (1995). Email for English teaching: Bringing the internet and computer 

learning networks into the language. Alexandria, VA: TESOL. 


Summary: Explores the effectiveness of email for language teaching 

Warschauer, M. (Ed.). (1995). Virtual connections: Online activities and projects for networking 

language learners. Honolulu, HI: University of Hawaii Second Language Teaching and 

Curriculum Center. 

Keywords: materials development, lesson planning 

Summary: Slightly dated but excellent resource for teachers; provides dozens of ideas for classroom activities 

involving the internet for various types of collaboration 

Warschauer, M. (1996a). Comparing face-to-face and electronic discussion in the second 

language classroom. CALICO Journal, 13 (2-3), 7-25. (https://www.calico.org/p-5- 


Keywords: CMC 

Summary: Investigates whether computer-mediated communication results in more equal participation among 

students by comparing face-to-face and electronic discussion 

Warschauer, M. (1996b). Computer-assisted language learning: An introduction. In S. Fotos 

(Ed.), Multimedia language teaching. Tokyo: Logos International. 


Summary: Provides brief overview of how computers have been used and are being used for language teaching 

Warschauer, M. (Ed.) (1996c). Telecollaboration in foreign language learning. Honolulu, HI: 

University of Hawaii Second Language Teaching and Curriculum Center. 


Summary: Introduces a conceptual framework for understanding the role of computer-mediated interaction based 

on a sociocultural analysis of the relationship among text, talk, and learning 

Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The 

Modern Language Journal, 81 (3), 470-481. 


Summary: Introduces a conceptual framework for understanding the role of computer-mediated interaction based 

on a sociocultural analysis of the relationship among text, talk, and learning 

Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education. 

Hillsdale, NJ: Lawrence Erlbaum. 


Summary: Provides an excellent resource for teachers and administrators interested in understanding the effects of 

new technologies on language teaching and learning 

127

Warschauer, M. (2000a). The changing global economy and the future of English teaching. 



Summary: Analyzes the emergence of a new stage of global capitalism, called informationalism, and its 

consequences for English language teaching, focusing on three critical issues 

Warschauer, M. (2000b). The death of cyberspace and the rebirth of CALL. English Teachers’ 

Journal (Israel), 53 (1), 61-67. 


Summary: Examines CALL to argue that it must be revamped to equip students to function effectively in the 21st 

century 

Warschauer, M. (2002). A developmental perspective on technology in language education. 


Keywords: English, videoconferencing, 

Summary: Suggests that both language and technology are tools for individual and societal development; 

introduces a developmental approach to integrating technology in language education based on consideration of both 

product and process 

Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student 

empowerment. System, 24 (1), 1-14. 


Summary: Examines whether computer networks can empower second-language learners, focusing on three 

aspects: autonomy, equality, and learning skills 

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. 

Language Teaching, 31 (1), 57-71. 


Summary: provides an overview of current teaching practices and research related to the uses of computers in the 

language classroom 

Warschauer, M., Grant, D., Del Real, G., & Rousseau, M. (2004). Promoting academic literacy 

with technology: Successful laptop programs in K-12 schools. System, 32 (4), 525-537. 

Keywords: literacy development, English, laptops 

Summary: Presents case studies of two K-12 schools that successfully employ high-technology environments, 

including laptop computers for each student, toward the development of English language learners' academic 

language proficiency and academic literacy 

Warschauer, M., & Ware, P. (2006). Automated writing evaluation: Defining the classroom 

research agenda. Language Teaching <strong>Research</strong>, 10 (2), 157-180. 

Keywords: Writing assessment, English, automated writing evaluation 

Summary: Analyzes recent developments in automated writing evaluation, explains the bases on which these 

systems operate, synthesizes research with these systems, and proposes a multifaceted process/product research 

program on the instructional use of automated writing evaluation 

Weasenforth, D., Biesenbach-Lucas, S., & Meloni, C. (2002). Realizing constructivist objectives 

through collaborative technologies: Threaded discussions. Language Learning & 



Summary: Presents a situated study of the implementation of threaded discussions, a widely used instructional 

technology, to meet constructivist curricular objectives in university ESL classes 

128

Web-based Education Commission .(2000). The power of the internet for learning: Moving from 

promise to practice. Senator Bob Kerrey, chair. Representative Johnny Isakson, vice 

chair. Washington, DC: US Department of Education. Retrieved December 19, 2007, 

from http://www.edu.gov/offices/AC/WBEC.FinalReport/WBECReport.pdf 


Summary: Government report on the educational benefits of the internet 

Weber, V., & Abel, A. (2003). Preparing language exams: An online learning system with 

dictionary and email tandem. ReCALL, 15 (2), 169-176. 

Keywords: assessment, Italian, German 

Summary: Presents an on-line learning system for Italian and German especially created to help those living in the 

Autonomous Province of Bolzano/Bozen prepare for a bilingual proficiency exam 

Weinberg, A. (2002). Virtual misadventures: Technical problems and student satisfaction when 

implementing multimedia in an advanced French listening comprehension course. 


Keywords: listening, French, HTML, JavaScript, multimedia 

Summary: Illustrates the advantages and difficulties of using multimedia from the point of view of both the teacher 

and the learner 

Weinberg, A. (2005). Les chansons de la francophonie web site and its two web-usage-tracking 

systems in an advanced listening comprehension course. CALICO Journal, 22 (2), 251- 


Keywords: listening, French, HTML, JavaScript, 

Summary: Describes a website based on French songs 

Weinberg, A., & Knoerr, H. (2003). Learning French pronunciation: Audiocassettes or 

multimedia? CALICO Journal, 20 (2), 315-336. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: French, pronunciation, multimedia 

Summary: Describes a two phase experiment using audiocassettes and multimedia while teaching French 

phonetics, intonation, and pronunciation to a group of low-intermediate-level language students 

Weininger, M. J., & Shield, L. (2003). Promoting oral production in a written channel: An 

investigation of learner language in MOO. Computer Assisted Language Learning, 16 

(4), 329-349. 

Keywords: discourse, English, MOO 

Summary: Applies discourse analysis techniques and word frequency counts to samples of nonnative speaker 

MOO-discourse and compares the results with those of earlier analyses to see how online learner language compares 

to native sp[eaker usage 

Whistle, J. (1999). Concordancing with students using an ‘off-the-Web’ corpus. ReCALL, 11 (2), 

74-80. 

Keywords: corpora, concordancer 

Summary: Describes how a pedagogic corpus can be downloaded from the web as well as its experimental 

exploitation with first and second year undergraduates 

129

White, C. (2003). Language learning in distance education. Cambridge: Cambridge University 

Press. 


Summary: Presents language teachers and learners with a new set of challenges, opportunities, and practical 

realities 

White, C. (2007). Innovation and identity in distance language learning and teaching. Innovation 

in Language Learning and Teaching, 1 (1), 97–110. 

Keywords: identity, distance learning 

Summary: Explores the process of innovation in distance language teaching from the point of view of teachers and 

the ways in which their identities are disrupted and challenged as they enter new distance teaching environments 

Whithaus, C. (2004). The development of early computer-assisted writing instruction (1960- 

1978): The double logic of media and tools. Computers and the Humanities, 38 (2), 149- 

162. 


Summary: Traces a distinction between computer-mediated writing environments that are tools for correcting 

student prose and those that are media for communication 

Wible, D., Kuo, C. H., Tsao, N. L., Liu, A., & Lin, H. L. (2003). Bootstrapping in a language 

learning environment. Journal of Computer Assisted Learning, 19 (1), 90-102. 

Keywords: interaction, feedback 

Summary: Emphasizes the importance of archived teacher feedback 

Wichmann A., Fligelstone S., Knowles G., & McEnery A. (Eds.). (1997). Teaching and 

language corpora. Harlow, UK: Pearson Education (Longman). 


Summary: Explores the application of corpora to language teaching, aiming to show teachers and students how to 

create materials using corpora and how to develop their own corpora 

Wildner-Bassett, M. E. (2005). CMC as written conversation: A critical social-constructivist 

view of multiple identities and cultural positioning in the L2/C2 classroom. CALICO 


Keywords: culture, German 

Summary: Proposes a model for a critical social-constructivist approach to the use of CMC in language/culture 

education; focuses on the learning of culture rather than on second language acquisition 

Williams, H. S., & Williams, P. N. (2000). Integrating reading & computers: An approach to 

improve ESL students reading skills. Reading Improvement, 37 (3), 98-100. 


Summary: Investigates whether the integration of reading and computers will improve ESL students' reading skills 

Windeatt, S., Hardisty, D., & Eastment, D. (2000). The internet. Oxford: Oxford University 

Press. 


Summary: Gives examples of classroom activities, including searching on the web, evaluating webpages, creating 

language learning material, and communicating using the internet 

Winke, P., & MacGregor, D. (2001). [Review of version 5, Hot Potatoes]. Language Learning & 

Technology, 5 (1), 28–33. (http://llt.msu.edu) 

Keywords: materials design, assessment, software 

Summary: Reviews a software program for classroom materials and test development 

130

Winkler, B. (2001). English learners’ dictionaries on CD-ROM as reference and language 

learning tools. ReCALL, 13 (2), 191-205. 

Keywords: dictionary, English, CD-ROM 

Summary: Investigates how students of English used two English learners' dictionaries on CD-ROM 

Witt, S., & Young, S. (1998). Computer-assisted pronunciation teaching based on automatic 

speech recognition. In S. Jager, J. Nerbonne, & A. van Essen (Eds.), Language teaching 

and language technology. Lisse: Swets & Zeitlinger. 

Keywords: pronunciation 

Summary: Presents an overview of previous work on pronunciation teaching, and shows a pronunciation scoring 

algorithm based on automatic speech recognition, whereby scores at a phonemic level can be calculated 

Wolcott, L. L. (1996, October). Distant, but not distanced. Techtrends, 27, 23-28. 


Summary: Presents three phases of learner-centered distance teaching: preactive, interactive, and postactive 

Wolfe, E. W., & Manalo, J. R. (2004). Composition medium comparability in a direct writing 

assessment of non-native English speakers. Language Learning & Technology, 8 (1), 53- 


Keywords: writing, assessment, English, word processing 

Summary: Investigates whether performance on a direct writing assessment is comparable for examinees when 

given the choice to compose essays in handwriting versus word processing 

Wood, J. (2001). Can software support children’s vocabulary development? Language Learning 


Keywords: literacy development, software, young learners 

Summary: Finds that many products make no explicit claims about fostering vocabulary learning and that the 

potential of technology to help students understand word meanings has yet to be fully exploited 

Woodin, J. (1997). Tandem language learning via email: From motivation to autonomy. 


Keywords: motivation, email, tandem learning 

Summary: Examines the affective dimension of tandem language learning via email 

Wright, D. (2003). Asynchronous negotiations: Introducing electronic portfolios to promote 

professional development in foreign-language business classrooms. Global Business 

Languages, 8 (1), 88-107. 

Keywords: German, language for specific purposes, portfolios 

Summary: Describes a case study on the use of electronic portfolios for Business German to supplement current 

foreign language course materials by introducing a focus on real-world situations and communication skills 

Xie, T. (2002). Using internet relay chat in teaching Chinese. CALICO Journal, 19 (3), 513-524. 


Keywords: reading, writing, Chinese, chat 

Summary: Explores the feasibility of using chat to facilitate Chinese language teaching and learning, and describes 

procedures for organizing and conducting chat sessions and discusses the benefits and problems of this method 

131

Yang, J. C., & Akahori, K. (2000). A discourse structure analysis of technical Japanese texts and 

its implementation on the WWW. Computer Assisted Language Learning, 13 (2), 119- 

141. 

Keywords: discourse, writing, language for specific purposes, Japanese, internet 

Summary: Deals with a discourse structure analysis of technical Japanese texts for developing a Japanese writing 

CALL system whose goal is to assist students in learning to write technical Japanese texts 

Yang, P. (2004). The web-based online virtual language center. IALLT Journal of Language 

Learning Technologies, 36 (1), 41-61. 


Summary: describes a web-based virtual language center as a ready-made model, designed for those interested in 

setting up a web-based language center with some practical suggestions 

Yang, S. C. (2001). Integrating computer-mediated tools into the language curriculum. Journal 


Keywords: attitudes, internet, 

Summary: investigates second-year junior college students' attitudes and perceptions towards the web as an 

educational resource and shows that computer networks have the potential to empower students when they are 

implemented appropriately 

Yang, S. C., & Chen, Y.-J. (2007). Technology-enhanced language learning: A case study. 

Computers in Human Behavior, 23 (1), 860-879. 

Keywords: materials development, English, internet 

Summary: Explores participant views regarding the integration of internet tools in language learning activities 

Yeh, S.-W., & Lo, J.-J. (2005). Assessing metacognitive knowledge in web-based CALL: A 

neural network approach. Computers & Education, 44 (2), 97-113. 


Summary: Presents a neural network model that automatically assesses learners' metacognitive knowledge level by 

observing their online browsing behavior 

Yeh, Y., & Wang, C.-W. (2003). Effects of multimedia vocabulary annotations and learning 

styles on vocabulary learning. CALICO Journal, 21 (1), 131-144. 



Summary: Investigates the effectiveness of three types of vocabulary annotations on vocabulary learning for EFL 

college students in Taiwan and considers different learner perceptual styles 

Yoshii, M., & Flaitz, J. (2002). Second language incidental vocabulary retention: The effect of 

text and picture annotation types. CALICO Journal, 20 (1), 33-58. 



Summary: Examines the effect that annotation type has on second language incidental vocabulary retention in a 

multimedia reading setting 

Yoshii, M. (2006). L1 and L2 glosses: Their effects on incidental vocabulary learning. Language 



Summary: Examines the effectiveness of first and second language glosses on incidental vocabulary learning in a 

multimedia environment 

132

Young, S., & Bloothooft, G. (Eds.). (1997). Corpus-based methods in language and speech 

processing. Dordrecht: Kluwer Academic Publishers. 


Summary: Attempts to give both a clear overview of the main technologies used in language and speech 

processing, along with sufficient mathematics to understand the underlying principles 

Young, S. S. C. (2003). Integrating ICT into second language education in a vocational high 

school. Journal of Computer Assisted Learning, 19 (4), 447-461. 

Keywords: English, internet 

Summary: Investigates the potential impacts of integrating the internet into an ESL class in a vocational senior high 

school in Taiwan 

Wei, Y. H. & Davies G. (1997). Do grammar checkers work? In J. Kohn, B. Rüschoff, & D. 

Wolff (Eds.), New horizons in CALL: Proceedings of EUROCALL 96. Szombathely, 

Hungary: Dániel Berzsenyi College. 

Keywords: grammar checker 

Summary: Seeks to assess the effectiveness of a popular grammar and style checker based on empirical evidence 

Zabaleta, F. (2007). Developing a multimedia, computer-based Spanish placement test. CALICO 


Keywords: assessment, Spanish, multimedia 

Summary: Outlines the author's experience designing and piloting a language placement test for a university level 

Spanish program and offers rationale for the project as well as step-by-step instructions and commentary on how to 

build such a test 

Zähner, C. (1991). Word grammars in ICALL. In H. Savolainen & J. Telenius (Eds.), EuroCALL 

91 proceedings. Helsinki: Helsinki School of Economics. 

Keywords: intelligent CALL 

Summary: Focuses on works discussing intelligent computer-assisted language learning 

Zapata, G. C. (2004). Second language instructors and CALL: A multidisciplinary research 

framework. Computer Assisted Language Learning, 17 (3-4), 339-356. 


Summary: Proposes a multidisciplinary research framework—integrating three theories from cultural psychology, 

linguistics, and sociology—that allows researchers to address these issues 

Zapata, G. C., & Heras, M. O. (2004). CALL and task-based instruction in Spanish for Business 

classes. The Journal of Language for International Business, 15 (1), 62-74. 

Keywords: culture, Spanish, language for specific purposes 

Summary: Examines how approaches to culture teaching based on reflection, task-based instruction and the use of 

CALL can enhance second language learning 

Zeiss, E., & Isabelli-Garcia, C. L. (2005). The role of asynchronous computer mediated 

communication on enhancing cultural awareness. Computer Assisted Language Learning, 

18 (3), 151-169. 

Keywords: culture, CMC 

Summary: Investigates the effect of CMC participation on language learners' willingness to learn more about the 

target culture through study abroad 

133

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Language Annals, 3 9(4), 579. 

Keywords: culture, Spanish 

Summary: Gathered data on Spanish public school teachers' use of existing technologies to teach culture 

Zhang, H. (2002). Teaching business Chinese online. CALICO Journal, 19 (3), 525-532. 


Keywords: Chinese, internet, language for specific purposes 

Summary: Describes a program offering step-by-step language instruction with sample texts and dialogues, focused 

exercises, grammar explanations, and vocabulary, while the simulation presents real-world situations for problem 

solving through language use 

Zhang, X., & Chan, T.-S. (2003). Two in one: Recognizing dialect expressions and translating 

them into the lingua franca. Computer Assisted Language Learning, 16 (4), 367-382. 

Keywords: writing, Chinese 

Summary: Introduces a program to test improve students' ability in Cantonese dialect recognition and Putonghua 

translation, at both lexical and grammatical levels 

Zhao, Y. (2003). Recent developments in technology and language learning: A literature review 

and meta-analysis. CALICO Journal, 21 (1), 7-27. (https://www.calico.org/p-5-CALICO 

Journal.html) 

Keywords: materials development, English, multimedia 

Summary: Examines two multimedia secondary EFL classrooms to identify what changes, pedagogical or 

otherwise, have taken place in technologically integrated classroom practice 

Zhao, Y., Alvarez-Torres, M. J., Smith, B., & Tan, H. S. (2004). The non-neutrality of 

technology: A theoretical analysis and empirical study of computer mediated 

communication technologies. Journal of Educational Computing <strong>Research</strong>, 30 (1), 23-54. 

Keywords: vocabulary, CMC 

Summary: Suggests that differences in the features of two CMC sub-technologies result in different effects on 

student-student interactions and vocabulary learning 

Zhao, Y., Lei, J., Yan, B., Tan, H. S., & Lai, C. (2005). What makes the difference? A practical 

analysis of research on the effectiveness of distance education. Teachers College Record, 

107 (8), 1836-1884. 


Summary: Identifies factors that affect the effectiveness of distance education 

Zhong, Y. X., & Shen, H. Z. (2002). Where is the technology-induced pedagogy? Snapshots 

from two multimedia EFL classrooms. British Journal of Educational Technology, 33 

(1), 39-52. 


Summary: Examines two Chinese multimedia secondary EFL classrooms to identify changes that have taken place 

in technologically integrated classroom practice 

Zhou, L., Burgoon, J. K., Zhang, D., & Nunamaker, J. F. (2004). Language dominance in 

interpersonal deception in computer-mediated communication. Computers in Human 

Behavior, 20 (3), 381-402. 

Keywords: discourse, CMC 

Summary: Linguistic analysis of deceptive behavior in CMC 

134

Zic Fuchs, M. (2002-2003). Communication technologies and their influence on language: An 

example from Croatian. Studia Romanica et Anglica Zagrabiensia, 47-48, 597-608. 

Keywords: discourse, Croatian, text messages 

Summary: Analyzes a language-specific feature found in text messages in Croatian, the use of the Croatian past 

tense—the aorist 

Zitzen, M., & D. Stein (2004). Chat and conversation: A case of transmedial stability? 

Linguistics, 42 (5), 983-1021. 

Keywords: pragmatics, discourse 

Summary: Compares chat discourse with conversation 

135

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