The Open University, UK
Agnes Kukulska-Hulme is Professor of Learning Technology and Communication in the Institute of Educational Technology at The Open University and Past-President of the International Association for Mobile Learning. She has been researching mobile learning since 2001, most recently as part of the MOTILL project on mobile lifelong learning, the MASELTOV project on smart and personalized technologies for social inclusion, the British Council project on Mobile Pedagogy for English Language Teaching, and the SALSA project on language learning in the next generation of smart cities. She is interested in intercultural communication and has published widely on mobile language learning.
Running wild: Out-of-class mobile language learning
Mobile learning with portable devices creates additional opportunities to learn and practise a foreign language outside the classroom. At the same time, it challenges educators to consider impacts on instructional designs, in-class and out-of-class teaching and learning practices, language curricula and assessment. Drawing on our recent research projects, this talk will consider the opportunities and challenges of technology-supported learning taking place in a range of locations such as the home, the workplace, means of transportation, and various places in the city. Our concept of 'learner journeys' captures instances of planned and unplanned language learning. Target audiences have been adult learners including immigrants and international students, but the experiences have wider relevance. I will consider some of the features, tools and services that are available on smartphones and tablets as well as the issue of learners' capacity to make use of them in ways that will extend and transform their learning.
Thomas Cobb, Université du Québec à Montréal, Canada
Thomas Cobb has built, worked in, and run ESL reading and writing programs of many types and levels in Saudi Arabia, Oman, Hong Kong, New Zealand, Japan, England, and Canada since 1980. He currently teaches applied linguistics to TESL trainees at the University of Quebec in Montreal. His research is about questions in language acquisition that are best answered with computer programs, many of which he develops himself and shares with practitioners on the Compleat Lexical Tutor website (www.lextutor.ca). Lextutor is devoted to supplying ESL and French teachers with the means and motivation to use and explore 'data driven' learning.
The future of Vocabprofiling
Vocabprofiling - creating a text profile by tagging the frequency of each word with a computer program - has been enormously influential in ESL reading worldwide since about 1995. Such a profile can predict the texts ESL learners at different levels will be able to read, and for what purposes (fluency development, inference practice), particularly if the level has been identified with a frequency based vocabulary test. The development of this highly practical scheme has, however, involved some theoretical shortcuts that researchers are now trying to address. 'Stupid' software looks only at word forms, counting two words as one that have little in common (bank and bank); the grouping of words into families and then bands of 1,000 families, while convenient involves significant information loss. My presentation will review the classic Vocabprofiling procedure and its successes, then describe with three research programs trying to remove the shortcuts but without reducing its usefulness.
Jeong-Bae Son, University of Southern Queensland, Australia
Jeong-Bae Son, Ph.D., teaches Applied Linguistics & TESOL courses and supervises EdD and PhD students at the University of Southern Queensland, Australia. His areas of specialisation are computer-assisted language learning (CALL) and language teacher education. He has developed a number of CALL applications, published extensively in the field of CALL and conducted seminars and workshops on CALL around the world. His edited books include Computer-Assisted Language Learning: Concepts, Contexts and Practices (2004), Internet-Based Language Learning: Pedagogies and Technologies (2009) and Computer-Assisted Language Learning: Learners, Teachers and Tools (2014). He is currently the President of the Asia-Pacific Association for Computer-Assisted Language Learning (APACALL), Co-Chair of the GLoCALL Conference, Director of Technology-Enhanced Language Learning Research Network (TELLRN), Editor of the APACALL Book Series and Co-Editor of CALL-EJ.
Computer-assisted language learning: A reality check
Computer-assisted language learning (CALL) has undergone considerable changes in its scope and facets over the years. The changes are on-going and require researchers and practitioners to keep up with evolving pedagogies, technologies and environments for CALL. How well are we doing? In this presentation, I will outline what is going on in the field of CALL. I will look at the key developmental aspects and dimensions of CALL while highlighting trends and topics of recent research and practice in CALL with a focus on three main areas: computer-mediated communication (CMC), web-based language learning (WBLL), and mobile-assisted language learning (MALL). I will also explore CALL tools and resources and discuss implications for language teaching with digital technologies.
Inn-Chull Choi, Korea
Inn-Chull Choi earned a Bachelor of Engineering at Korea University, an MA in TESL and a Ph.D. (major: language testing; minor: in CALL) at the Univ. of Illinois at Urbana-Champaign. He is currently a professor of Dept. of English Education at Korea University, and an editorial board member of Language Testing (the oldest and most renowned international journal in the field of language assessment). After serving Korea Association of Multimedia-Assisted Language Learning (KAMALL) as president, he is currently serving Korea English Language Testing Association (KELTA) as vice-president. His areas of research interest include incorporating ICT into EFL teaching and testing.
Incorporation of a form-focused ICALL process-oriented tutoring system into teaching and testing of communicative English grammar
A Web-based form-focused intelligent computer-assisted language learning (ICALL) tutoring system equipped with a process-oriented corrective feedback function was developed to investigate the extent to which such a program may serve as a viable method of teaching and testing communicative English grammar to Korean secondary and elementary students. The present study was also intended to explore the overall efficacy of two different types of corrective feedback on errors made by students while using the process-oriented tutoring program. In addition, the current research attempted to identify the distribution pattern of errors made by EFL learners across error types combining grammar and cognitive strategies. Based on such error analysis, the program can provide students diagnostic information regarding their grammar competence, which can be utilized for formative evaluation. Finally, the research surveyed subjects’ attitudes toward the ICALL tutoring program and assessed its ability to help them acquire grammatical concepts. Overall, the statistical analysis reveals that a form-focused ICALL tutoring system that provides process-oriented feedback may serve to facilitate EFL learners’ acquisition of grammatical concepts, and that the majority of subjects think favorably of the dual purpose of the ICALL tutoring system serving as teaching and formative testing tool.