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

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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) Keywords: grammar, German, grammar checker 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. Keywords: German 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. Keywords: grammar, German, grammar checker 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. Keywords: CALL evaluation 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. Keywords: materials development 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. Computer Assisted Language Learning, 15 (3), 281-294. 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. (https://www.calico.org/p-5-CALICO Journal.html) 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. (https://www.calico.org/p-5-CALICO Journal.html) 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 Journal, 21 (2), 397-419. (https://www.calico.org/p-5-CALICO Journal.html) 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
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