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

More documents

Recommendations

Info

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 Language Learning, 14 (1), 69-96. 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. ReCALL, 14 (2), 209-234. 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), 657-678. (https://www.calico.org/p-5-CALICO Journal.html) 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. Keywords: distance learning 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. Keywords: teacher training, English Summary: Emphasize using computers as both the means and the subject of study 29
Page 1 and 2: Research on CALL a
Page 3 and 4: Abrate, J., & Bowling, T. (2000). P
Page 5 and 6: Appel, C., & Mullen, T. (2002). A n
Page 7 and 8: Bangs, P. (2002). Authoring, pedago
Page 9 and 10: Bednar, A. K., & Charles, M. T. (19
Page 11 and 12: Biesenbach-Lucas, S. (2005). Commun
Page 13 and 14: Böhlke, O. (2003). Adjective produ
Page 15 and 16: Britsch, S. J. (2005). But what did
Page 17 and 18: Cartes-Enriquez, N., Rodriguez, M.
Page 19 and 20: Chapelle, C. A. (2004). Technology
Page 21 and 22: Chun, D. M., & Payne, J. S. (2004).
Page 23 and 24: Corbeil, G. (2007). Using the Frenc
Page 25 and 26: Cziko, G. A., & Park, S. (2003). In
Page 27: Davies, G. (2003b). ICT and modern
Page 31 and 32: Dooly, M. (2007). Joining forces: P
Page 33 and 34: Egbert, J., & Yang, Y.-F. D. (2004)
Page 35 and 36: Farmer, R., & Gruba, P. (2006). Tow
Page 37 and 38: Finkbeiner, C. (2001). One and all
Page 39 and 40: Fuentes, A. C. (2004). The use of c
Page 41 and 42: Gillespie, J. H., & Barr, J. D. (20
Page 43 and 44: Gray, C., Hagger-Vaughan, L., Pilki
Page 45 and 46: Hager, M., Rieper, A., Schmitt, E.,
Page 47 and 48: Hardy, I. M., & Moore, J. L. (2004)
Page 49 and 50: Hemard, D., & Cushion, S. (2000). F
Page 51 and 52: Holmberg, B. (2003). A theory of di
Page 53 and 54: Huifen, L., Tsuiping, C., & Dwyer,
Page 55 and 56: Jancewicz, B., & MacKenzie, M. (200
Page 57 and 58: Jones, L. C., & Plass, J. L. (2002)
Page 59 and 60: Kawai, G., & Hirose, K. (2000). Tea
Page 61 and 62: Kitajima, R. (2002). Enhancing high
Page 63 and 64: Kupetz, R., & Ziegenmeyer, B. (2005
Page 65 and 66: Larson, J. W. (2000). Testing oral
Page 67 and 68: Lee, L. (2005). Using web-based ins
Page 69 and 70: Lewis, T. (2006). When teaching is
Page 71 and 72: Littlemore, J. (2001). Learner auto
Page 73 and 74: Luke, C. L., & Britten, J. S. (2007
Page 75 and 76: Martin, B. (2006). Using a tablet P
Page 77 and 78: Menzel, W., Herron, D., Moton, R.,
Page 79 and 80:
Mills, N., Herron, C., & Cole, S. P
Page 81 and 82:
Muniandy, A. V. A. (2002). Electron
Page 83 and 84:
Neri, A., Cucchiarini, C., & Strik,
Page 85 and 86:
Nikolova, O. R. (2004). Effects of
Page 87 and 88:
O’Hara, K., & Sellen, A. (1997).
Page 89 and 90:
Parks, S., Huot, D., Hamers, J., &
Page 91 and 92:
Peterson, M. (2001). MOOs and secon
Page 93 and 94:
Potts, D. (2005). Pedagogy, purpose
Page 95 and 96:
Reinhardt, J., & Nelson, B. K. (200
Page 97 and 98:
Rogerson-Revell, P. (2005). A hybri
Page 99 and 100:
Saba, P. (2005). Critical issues in
Page 101 and 102:
Sawaki, Y. (2001). Comparability of
Page 103 and 104:
Seferoglu, G. (2005). Improving stu
Page 105 and 106:
Shaughnessy, M. (2003). CALL, comme
Page 107 and 108:
Simpson, J. (2005). Learning electr
Page 109 and 110:
Smith, B. (2005). The relationship
Page 111 and 112:
Sotillo, S. (2005). Corrective feed
Page 113 and 114:
Stevenson, M., Schoonen, R., & de G
Page 115 and 116:
Sullivan, K., & Lindgren, E. (2002)
Page 117 and 118:
Teeler, D., & Gray, P. (2000). How
Page 119 and 120:
Torlakovic, E., & Deugo, D. (2004).
Page 121 and 122:
Tsubota, Y., Dantsuji, M., & Kawaha
Page 123 and 124:
Verdugo, D. R., & Belmonte, I. A. (
Page 125 and 126:
Wade-Stein, D. & Kintsch, E. (2004)
Page 127 and 128:
Warner, C. N. (2004). It’s just a
Page 129 and 130:
Web-based Education Commission .(20
Page 131 and 132:
Winkler, B. (2001). English learner
Page 133 and 134:
Young, S., & Bloothooft, G. (Eds.).
Page 135:
Zic Fuchs, M. (2002-2003). Communic
show all

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

Create successful ePaper yourself

Delete template?

Save as template?