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

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Gross, A., & Wolff, D. (2001). A multimedia tool to develop learner autonomy. Computer Assisted Language Learning, 14 (3-4), 233-249. 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 Language Learning, 17 (1), 51-82. 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. (https://www.calico.org/p-5-CALICO Journal.html) 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. (http://llt.msu.edu) 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 Journal, 22 (2), 269-284. (https://www.calico.org/p-5-CALICO Journal.html) 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- CALICO Journal.html) 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. Keywords: teacher training, distance learning 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
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