Topic outline

  • GLoCALL 2012 Information

    GLoCALL 2012 Information

  • Call for Proposals

    • Sixth Joint Conference of APACALL and PacCALL
      Beijing Foreign Studies University, Beijing, China
      18-20 October 2012
      Call for Proposals


      GLoCALL 2012 invites proposals for presentations that are related to computer-assisted language learning (CALL). Proposals for ‘Papers’ (35 minutes), ‘Workshops’ (80 minutes), ‘Symposia’ (80 minutes), ‘Posters’ and 'Virtual Presentations' should be submitted here by 16 April 2012 *CLOSED*.

      Proposals are encouraged within the sub-themes below, but are not limited to:

      • application of technology to the language classroom
      • localizing Internet materials to the classroom
      • using the Internet for cultural exchange
      • managing multimedia/hypermedia environments
      • e-learning, collaborative learning and blended learning
      • emerging technologies
      • fostering autonomous learning through technology
      • training language teachers in e-learning environments

      Successful applicants will be notified by May 16th, 2012, although those who require an earlier decision for funding purposes may request so in the Comments area of the Proposal Submission Form.

  • Call for Proceedings Papers

    • The deadline for international presenters to submit a short 800-1000 word paper to be included in the conference proceedings has now past.

      GLoCALL 2011 and 2012 presenters may submit full papers for two upcoming CALL journal issues between August 16 and November 30, 2012.  More details can be found here.

  • 2012 Plenary Speakers

    • Mark Warschauer, University of California, Irvine, USA

      Mark Warschauer is Professor of Education and Informatics at the University of California, Irvine, and director of the university's Ph.D. in Education program. Previously, he has taught or conducted research in Japan, China, Singapore, India, Mexico, Brazil, Russia, the Czech Republic, and Egypt. Professor Warschauer is the founder and co-editor of Language Learning & Technology journal. His most recent book is Learning in the Cloud: How (and Why) to Transform Schools with Digital Media (Teachers College Press, 2011).

      Writing to learn and learning to write
      Writing in English is essential for participation in today's knowledge economy. This presentation examines online tools for individual, shared, and collaborative writing and summarizes three recent studies of digital writing among diverse learners. One study examines changes in writing test scores in two school districts after implementation of district-wide reform programs involving netbook computers and social media use. A second study examines a micro-blogging environment in a special school for English language learners and its effect on students' interaction and participation, language use, cognitive strategies, and writing outcomes. A third study analyzes how writing processes and outcomes change through public and collaborative writing using Google Docs. Taken together, the studies suggest valuable new strategies for both teaching and research online writing.

    • Françoise Blin, Dublin City University, Ireland

      Françoise Blin teaches in the School of Applied Language and Intercultural Studies at Dublin City University, where she has been developing and teaching French courses that involve extensive use of technology for over 25 years. She holds a PhD in Educational Technology from the Open University (UK) and her current research interests focus on the applications of Cultural Historical Activity Theory (CHAT) and Engeström’s theory of expansive learning to CALL research, development and practice in emerging language learning environments. She is the President of the European Association for Computer Assisted Language Learning (EUROCALL) and co-editor of ReCALL (published by Cambridge University Press).

      Designing language learning tasks for emerging online environments: From theory to practice
      In response to the opportunities and challenges arising from the adoption of Web 2.0 applications (e.g. blogs, social networks, wikis, etc.) and Virtual Worlds (e.g. Second Life) in social, professional and educational contexts, new pedagogies underpinning the design of online language learning tasks are being developed by language educators willing to embrace these emerging environments. This plenary argues that Cultural Historical Activity Theory (CHAT) and Engeström’s (1987) theory of expansive learning can help us design and implement language learning tasks that exploit the affordances that these environments offer. It first provides a brief overview of emerging environments and associated pedagogies that are increasingly used by language teachers. It then proposes and discusses a five-step design model, rooted in CHAT, which can be applied in a variety of contexts for a variety of task types with a view to enable language learners to participate in knowledge creation activities and to become autonomous actors within their language learning environment.

    • Peter Gobel, Kyoto Sangyo University, Japan

      Peter Gobel is a Professor in the Faculty of Cultural Studies at Kyoto Sangyo University, as well as a Lecturer at Temple University, Japan. He has lived in Japan for over 20 years and has given teacher-training workshops in many parts of Southeast Asia. Dr. Gobel’s present research is concerned with the integration of LMS in self-access extensive reading and reading while listening programs, and student attitudes towards technology in education. Related areas of interest include the use and acquisition of language learning strategies; anxiety and motivation in language learning; and social and cultural factors affecting teaching and language learning.

      The computer as ball and chain: Mobile natives and the ‘digital self’
      Dörnyei and Ushioda (2009) coined the phrase ‘L2 self’ in an effort to reframe L2 motivation in the context of contemporary notions of self and identity. This plenary will extend these ideas to the realm of CALL and ICT use in general, looking at how students view themselves as CALL users and consumers of digital media. ‘Digital Native’ is a term, popularized by Prensky (2001), for people born in the digital era, i.e., after 1980. We can extend this idea to the concept of ‘Mobile Natives,’ meaning people who grew up surrounded by mobile digital technology, and compare these two groups with those born prior to the digital era. In recent years, this dichotomy has been used to raise awareness of differences in technology usage and their implications for education. The plenary will look at the concept of ‘Mobile Natives’ as students, focusing on students’ habits regarding ICT use and skills, and learning styles and preferences. The plenary concludes with a discussion of the ‘digital self’ and what this means for CALL and new methodologies in education.

    • Yueguo Gu, Chinese Academy of Social Sciences, China

      Yueguo Gu is a research professor of linguistics, and head of the Contemporary Linguistics Department, the Chinese Academy of Social Sciences. He is also Pro-Vice-Chancellor of Beijing Foreign Studies University, and Founding Dean of the Institute of Online Education and Guest Professor of the University of Nottingham. His research interests include pragmatics, discourse analysis, corpus linguistics, rhetoric, the philosophy of language and online education.

      Instructional Design for Web-based Delivery: Practice, Theory and Reflection
      This paper first presents a survey of Web-based delivery designs in the last 10 years in China. Six general design patterns have emerged: (1) print-textbook-transfer design; (2) audio-supplement design; (3) video-supplement design; (4) classroom-teacher-model design; (5) multimedia-rich design; and (6) learner-process-model design. It then examines critically the learning/teaching theories or assumptions underpinning those design patterns. This is followed by reflections, benefiting from hindsight, on both the practices and theories previously discussed. The paper concludes with a fresh design of Web-based delivery, nicknamed “virtual supermarket model design” which is based on the theory of multimodal, multimedia, and multiple environment learning and instruction (i3-ML for short).

    • Jianqiao Dong, Jiangnan University, China

      Jianqiao Dong is a professor in the Faculty of English at Jiangnan University, and Dean of School of Foreign Studies since 2005. His current research interests focus on the applications of new technology and foreign language education, development of CALL environment and visualization design for CALL.

      How much is too much: issues of visualization design for language learning
      Media capabilities have changed dramatically since 1983 when Clark coined his delivery truck metaphor. And yet the media effects debate between Clark (1983,1994) and Kozma (1991,1994) has remained frozen in time. Recent technological advances through functional Magnetic Resonance Imaging (fMRI) scans confirm a dual coding system through which visuals and text/auditory input are processed in separate channels, presenting the potential for simultaneous augmentation of learning. Other empirical research also shows that visual media make concepts more accessible to a person than text media and help with later recall. But the effectiveness of using multimedia in CALL still remains uncertain. Language learning, audio or visual, is absolutely verbal learning, which is significantly different from any other subjects content-based learning. Being short circuit signs, materials in multimedia form (mostly visuals) do help ESL learners reduce the burden of language decoding, enhance the comprehension as a whole, but may not replace the Linguistic study itself. Our brains are wired to process visual input very differently from text, audio, and sound. So the Visualization design for language learning materials should focus on linguistic study rather than any other nonlinguistic elements.

  • Registration Fees for Overseas Participants

      • Residents of the China: Please see the Chinese site.
      • Registrations are accompllished via our EventBrite site.
      • The conference fee for non-residents of China includes membership/fees for both PacCALL and APACALL, the banquet, morning teas, lunches and afternoon teas during the conference.
      • The student fee, for those with a current student registration and who are NOT concurrently fully employed is approximately 50% of the standard fees. The fee for accompanying individuals allows full participation in meals and social events.
      • Non-attending presenters, who contribute via a virtual presentation such as an uploaded PowerPoint Presentation, are charged $60 to have their materials available on the website and to be eligible for inclusion in any post-conference publications. No hard copies of the program book and/or certificate are sent to virtual presenters.
      • Conference presenters need not fill in any application form. We already have your information.
      Earlybird Rates (15 May - 31 July)
      Regular Participant (Earlybird) $250.00
      Student Participant* (Earlybird) $125.00

      Pre-Registration (1 August - 7 October)
      Regular Participant (Pre-registration) $280.00
      Student Participant* (Pre-Registration) $140.00

      On-Site Registration
      Regular Participant (On-site) $300.00
      Student Participant* (On-site) $150.00

      Other Fees (15 May - 18 October)
      Virtual Presenter $60.00
      Accompanying** $60.00
      *For full-time students. Must present ID card at registration.
      ** For non-participant family members. Permits attendance at social events.
      • Cancellation policy: Full refund minus $25 until October 7, 2012; no refund after October 16, 2012.

  • Conference Program

  • Hotels and Tourism

  • Pre-Conference Workshops

    • Date: 18 October 2012
      Venue: Beijing Foreign Studies University
      Target audience: Free to all conference participants
      8:40 - 9:40 Digital storytelling tools for educators
      by Dr. Peter Gobel

      Digital storytelling is being used as an interactive and experiential tool in classrooms around the world. Weaving images, music, and narrative voice together makes this a powerful tool for teaching and learning. This practical workshop will look at using digital storytelling across the curriculum, focusing on three areas: the basics that every interested teacher needs to know about digital storytelling; how to use storyboards to get the most out of your students’ stories; and various rubrics for assessing your students’ digital stories. By the end of the workshop the participants will have a clear idea of ways in which they can use digital stories in their classrooms and schools, how to help their students create meaningful stories, and how to effectively evaluate student work.
      9:50 - 10:50 Applying to Master's or Doctoral programs in CALL and related fields
      by Dr. Mark Warschauer
      This workshop will provide information on graduate study in areas related to language learning and technology, with a focus on programs in the United States.  The following topics will be addressed:
      (1)  What is the nature of masters and doctoral study in the US?
      (2)  What kinds of programs, in areas such as TESOL, applied linguistics, education, educational technology, and other fields might be suitable for graduate study related to technology and language learning?
      (3)  What are strategies for applying to and gaining admission to US graduate programs in these areas?
      (4)  What kind of financial support is typically available in US graduate programs, including for international students?
      (5)  What are strategies for successful completion of graduate study in the US?
      11:00 - 12:00 Getting published: What do CALL journal reviewers/editors look for?
      by Dr Francoise Blin

      This workshop aims to help research students in CALL, post-doctoral students or recently appointed academic staff in Higher Education, as well as CALL practitioners wishing to publish their work to better understand the publishing process and requirements. Following a brief overview of what journal editors are looking for, the review process will be explicated. Participants will then be encouraged to discuss their publishing experience, expectations and concerns, such as addressing requests for changes, dealing with rejection, avoiding plagiarism, etc.

  • Conference Committee

    • Sub-Committees
      		 Names
      		 E-mail addresses
      Executive Committee Jeong-Bae Son
      (Co-Chair)
      Siew Ming Thang
      (Co-Chair)
      Yueguo Gu (Local Chair)
      		 jeong-bae.son at usq.edu.au

      tsm.2001uk at gmail.com

      yueguo.gu at gmail.com
      Program Committee
      		 Jeong-Bae Son
      Siew Ming Thang
      Thomas Robb
      Jinlan Tang (Local Coordinator)
      		 jeong-bae.son at usq.edu.au
      tsm.2001uk at gmail.com
      trobb at cc.kyoto-su.ac.jp
      tangjinlan at beiwaionline.com
      Proposal Review Committee
      		 Siew Ming Thang
      Thomas Robb
      Eric Hagley

      Kean Wah Lee
      Penny Coutas
      Mitch Terhune
      Yit Sim Lee
      Andrew Johnson
      		 tsm.2001uk at gmail.com
      trobb at cc.kyoto-su.ac.jp
      hagley at
      mmm.muroran-it.ac.jp
      keanwah at gmail.com
      p.coutas at gmail.com
      nmterhune at gmail.com
      leeyitsim at yahoo.com
      andy at fun.ac.jp
      Publicity Committee
      		 Hiroyuki Obari obari119 at gmail.com
      Hospitality Committee
      		 Toshiko Koyama

       

      		 mtkoyama at osaka-ohtani.ac.jp
      Treasury & Registration Committee
      		 Jim White
      Thomas Robb
      		 treasurer at paccall.org
      trobb at cc.kyoto-su.ac.jp
      Webmasters
      		 Andrew Johnson
      		 andy at fun.ac.jp

  • Venue Information