CALL Research Perspectives creates a foundation for the study and practice of computer-assisted language learning and provides an overview of ways to conceptualize and to conduct research in CALL. Its core assumptions are that all approaches to research have a place, and that researchers, teachers, and students all have a role to play in the study of computer-enhanced language learning.
This is not a how-to-do-research text. Written by top researchers in the field, it offers an open-ended view of what educators need to know and be able to do to answer questions that they have. It is intended to be easy to read, to provide resources for readers to explore the ideas further, and to be non-prescriptive in presenting suggestions for CALL research. The text explores problems with current CALL research and suggests ways that teachers and other researchers can avoid such problems; presents both commonly known and less explored theories that provide a foundation for CALL and language research; and addresses other issues and ideas that affect research outcomes.
An outstanding feature of CALL Research Perspectives is that it complements not only other CALL texts but also research texts of all kinds. The issues found in each chapter parallel the issues in other research texts, making this text useful for addressing the needs of teachers and researchers at different levels and in different contexts. In addition, the consistent format throughout makes it accessible to readers with a variety of backgrounds. Each chapter includes an introduction, a review of relevant literature, a set of examples and/or suggestions for conducting research in CALL, and conclusions. The consistent format is intended for ease of use, but the content of chapters varies according to the author. This is intentional; it is a strength of the book that readers can hear the voices of the authors and listen to their understandings of the perspectives presented. It is the editors' hope that they will be inspired to seek out other voices as well.
"I read every single word of each chapter and each bibliography. I was mesmerized!…I was energized by each author and found myself often exclaiming, 'Yes! This is the research that I want to do!'….I recommend this book to a wide global audience--to teachers and students in teacher preparation programs, to novice and experienced language teachers at all levels of technical sophistication and in all language learning environments, to educational researchers, and to administrators….I predict this book will move the CALL research agenda ahead by leaps and bounds."
—Christine F. Meloni
George Washington University
Contents: Preface. Part I: Introduction to CALL Research. J.L. Egbert, Conducting Research on CALL. K. Huh, W-c. Hu, Criteria for Effective CALL Research. Part II: Research Perspectives. C. Meskill, Metaphors That Shape and Guide CALL Research. M. Warschauer, Sociocultural Perspectives on CALL. C.A. Chapelle, Interactionist SLA Theory in CALL Research. M. Hauck, Metacognitive Knowledge, Metacognitive Strategies, and CALL. B. Mohan, L. Luo, A Systemic Functional Linguistics Perspective on CALL. G.M. Petrie, Visuality and CALL Research. H. Lotherington, Authentic Language in Digitial Environments. J.L. Egbert, Flow as a Model for CALL Research. B.G. Brander, Considering Culture in CALL Research. Y-F. Yang, Situated Learning as a Framework for CALL Research. S. Yutdhana, Design-Based Research in CALL. F. Raby, A User-Centered Ergonomic Approach to CALL Research. Part III: Conclusion. G.M. Petrie, Towards a Cartography of CALL.
This series provides essential texts on teaching English as a second language and applied linguistics. It includes authored and edited volumes to be used as primary or supplementary texts in graduate-level and teacher training courses to enhance students’ and practicing teachers’ professional qualifications and knowledge. Each text is designed to promote the current and growing body of knowledge in applied linguistics and second language teaching, including advances in teacher education and the study of language.
Specifically, the series includes, but is not limited to, current uses of applied linguistics research in teaching a variety of second language skills, such as reading, writing, speaking and listening; materials and curriculum design; literacy; English for academic purposes; and research methods.
The texts also deal with broad domains of professional preparation related to socio-cultural perspectives and current issues/topics in teaching and learning a second language.
Books in the series benefit not only students, but experienced teachers, curriculum developers, teacher trainers, program administrators, and other second and foreign language professionals seeking to advance and update their knowledge and expertise.