1st Edition

WorldCALL International Perspectives on Computer-Assisted Language Learning

    354 Pages 42 B/W Illustrations
    by Routledge

    376 Pages 42 B/W Illustrations
    by Routledge

    As technological innovation continues to affect language pedagogy, there is an increasing demand for information, exemplars, analysis and guidance. This edited volume focuses on international perspectives in Computer-Assisted Language Learning (CALL) in all of its forms, including Technology Enhanced Language Learning, Network-Based Language Learning, Information and Communication Technologies for Language Learning.



    Chapter 1 Blogging, collaborative writing and multimodal literacy in an EFL context

    Hsien-Chin Liou, National Tsing Hua University, Taiwan

    Chapter 2 Learning on the move: Applying podcasting technologies to foreign language learning

    Wai Meng Chan, Ing Ru Chen & Martin G. Döpel, National University of Singapore, Singapore

    Chapter 3 Mobile technologies and language learning in Japan: Learn anywhere, anytime

    Midori Kimura, Tokyo Women’s Medical University, Japan

    Yoshiko Goda & Hiroyuki Obari, Aoyama Gakuin University, Japan

    Yukinari Shimoyama, Toyo Gakuen University, Japan

    Chapter 4 EFL students’ metalinguistic awareness in e-mail tandem

    Akihiko Sasaki, Kwansei Gakuin Junior High School, Japan

    Osamu Takeuchi, Kansai University, Japan

    Chapter 5 Facilitating collaborative language learning in a multicultural distance class over broadband networks: Learner awareness of cross-cultural understanding

    Yuri Nishihori, Hokkaido University, Japan



    Chapter 6 Improving pronunciation by accent reduction and text-to-speech software

    Ferit Kilickaya, Middle East Technical University, Turkey

    Chapter 7 Using computer keystroke recording software to analyse patterns of revision in private English language schools in Greece

    Erifili Roubou, University of Essex, UK

    Chapter 8 Modelling language learning knowledge state: What are language students’ free written productions telling us?

    Sylvie Thouesny & Francoise Blin, Dublin City University, Ireland

    Chapter 9 A natural language paraphrase generator for online monitoring and commenting incremental sentence construction by L2 learners of German

    Karin Harbusch, University of Koblenz-Landau, Germany

    Chapter 10 L2 acquisition of the English causative alternation with a concordancer

    Yuxia Wang & Suen Caesar Lun, City University of Hong Kong, Hong Kong


    Chapter 11 Blended learning, learner empowerment and world languages: The Flexi-Pack project for languages of the wider world

    Pt Itesh Sachdev & Nathalie Ticheler, University of London, UK

    Chapter 12 Intermediate online English: An example of self access courseware development

    Ana Gimeno-Sanz, University of Valencia, Spain

    Chapter 13 Integration of ICT for effective learning, teaching and assessment

    Debbie Corder & Alice U, Auckland University of Technology, New Zealand

    Chapter 14 The E-Job 100 project: CALL for increasing motivation of English learning

    Akiyoshi Suzuki, Osaka Sangyo University, Japan

    Teresa Kuwamura, Nara Women’s University, Japan



    Chapter 15 Pervasive CALL learner training for improving listening proficiency

    Ken Romeo & Phil Hubbard, Stanford University, USA

    Chapter 16 Guiding the E-learner in foreign language and communication courses

    Maija Tammelin, Berit Peltonen & Pasi Puranen, Helsinki School of Economics, Finland



    Chapter 17 The use of ICTs in foreign language teaching: The challenges of a teachers’ education program

    Carla Barsotti & Claudia Martins, Federal University of Technology in Parana, Brazil

    Chapter 18 ‘We Argentines are not as other people’: Collaborative learning online in an undeserved country

    Marie-Noelle Lamy, Open University, UK

    Chapter 19 E- portfolios: Reflective and autonomous learning

    Salomi Papadima-Sophocleous, University of Nicosia, Cyprus

    Chapter 20 Voices from EFL teachers: A quantitative investigation of teachers use of CALL

    Seijiro Sumi, Himeji Dokkyo University, Japan


    Mike Levy is Professor in the School of Languages & Comparative Cultural Studies at the University of Queensland.

    Françoise Blin is Associate Dean for Learning Innovation at Senior Lecturer at the Centre for Translation and Textual Studies at Dublin City University.

    Claire Bradin Siskin directs the English as a Second Language Writing Online Workshop at Excelsior College in Albany, New York.

    Osamu Takeuchi is Professor of Applied Linguistics/Educational Technology at the Graduate School/Institute of Foreign Language Education and Research at Kansai University.