For slides from more recent talks or copies of other papers contact me
A General Introduction to Computer Assisted Language Learning [Computer Assisted Language Learning: Critical Concepts in Linguistics, New York: Routledge, 2009]
Collaborative CALL Strategy Training for Teachers and Learners (with Howard Pomann) [slides from WorldCALL Conference, Fukoka, Japan, August, 2008; proceedings at http://www.j-let.org/~wcf/proceedings/d-009.pdf]
Help Shape TESOL’s New Technology Standards (with Greg Kessler) [slides from WorldCALL Conference, Fukoka, Japan, August, 2008; proceedings at http://www.j-let.org/~wcf/proceedings/d-025.pdf]
Pervasive CALL Learner Training for Improving Listening Proficiency (with Kenneth Romeo) [slides from WorldCALL Conference, Fukoka, Japan, August, 2008; proceedings at http://www.j-let.org/~wcf/proceedings/d-060.pdf]
Integrating Learner Training into CALL Classrooms and Materials [slides from GLoCALL Conference, Jakarta and Yogyakarta, Indonesia, November, 2008].
CALL and the Future of Language Teacher Education [slides from CALICO, May 2007]
What We can Learn by Becoming a Learner: Experiencing CALL from the Other Side [handout & slides from the 12th International CALL Conference, September, 2006]
Promoting learner autonomy in web-based listening courses [slides from EuroCALL, September, 2006]
Teacher Education in CALL: The Seven Central Questions [slides from International Conference on Computer Assisted Language Learning: Beijing, China. June 2006]
A Role-based Theoretical Framework for CALL [slides from CALICO, May, 2005]
Some Subject, Treatment, and Data Collection Trends in Current CALL Research [handout & slides from the 11th International CALL Conference, September, 2004]
Using Google as a Tool for Writing Instruction [handout & slides from EuroCALL, September, 2004]
Another Look at Tutorial CALL (with Claire Bradin Siskin) [reference list and slides from WorldCALL, Banff, Canada, May, 2003]
Technology, Techniques, and Materials for Web Listening (with Greg Kessler & John Madden) [support site from TESOL, Baltimore, March, 2003]
The Challenge of Learner Training for CALL [slides from CALICO, March, 2002]
Addressing both disk and web-based applications, this presentation argues for going beyond teaching students how to simply use technology to helping them understand why and when to use it for meeting specific language learning objectives. It identifies areas in which learners can acquire relevant skills and knowledge, including second language learning theory and practice, so that they can make informed decisions about how best to exploit language learning applications. Emphasizing pervasive and repeated learner training in place of one-time tutorials, it discusses problems with putting these principles into practice in the presenter's own language courses and lessons learned from trying.
Extending and Enhancing Interactional
Sequences in Tutorial CALL [slides from CALICO, March, 2001]
The speaker presents a review of over forty published computer programs for language learning, focusing on the interactional sequences within them. Within the interactional sequences, he identifies types of material presentations, prompts, learner responses, and feedback. He then suggests a number of enhancement to tutorial CALL programs in the three major interactional modes: presentation, exploration, and interrogation.
Understanding Interactional Sequences in
Tutorial CALL [slides from TESOL, March, 2001]
The speaker presents a review of over forty published computer programs for language learning, focusing on the interactional sequences within them. Within the interactional sequences, he identifies types of material presentations, prompts, learner responses, and feedback. An understanding of these elements aids language professionals in CALL development, evaluation, and implementation.
The Use and Abuse of Meaning Technologies [Contact,
Spring, 2001. Special Research Symposium issue, pp. 82-86]
I introduce web-based technologies for making the meaning of a spoken or written text more comprehensible, such as online transcripts for audio and video, hyperlinked monolingual and bilingual dictionaries, and machine translation programs. I discuss the concern that these technologies can subvert instructional goals by breaking the form-meaning bond that is crucial to language acquisition. I conclude by suggesting ways in which these abuses can be limited by carefully selecting language learning tasks and training students in the appropriate use of these meaning technologies.
Taming Teaching Agents, Meaning Technologies, and Participatory Dramas
[slides from CALICO, June, 2000]
It is argued that the use of teaching agents, meaning technologies, and participatory dramas in CALL will grow dramatically in the near future due to both technological advances and their increasing acceptance in non-CALL domains. Teaching agents are software characters that act as a teacher. Meaning technologies include hyperlinked dictionaries, automatic translation modules, speech to text encoders, etc. Computer-based participatory dramas provide a direct language experience for the learner as a character in a developing story. This presentation discusses the obvious promises and less obvious pitfalls of all three and proposes directions for short and long-term research and development.
Teaching Agents in Tutorial CALL [slides from CALICO,
Recent research in social psychology has demonstrated that we interact with computers in many ways as if they were fellow humans. Teaching agents, like the helpful paper clip in Microsoft Office, are already playing a role in human-computer interaction. That role will expand as agent programming becomes more sophisticated. In this presentation I begin by exploring the status of teaching agents in current software, especially CALL tutorials. I then suggest ways in which future CALL applications, both CD and web-based, can make use of teaching agents to lead to effective teacher-learner interaction when the teacher is not physically present.
Review of Hal's Legacy by David Stork [Language Learning & Technology, 1.1 (1997)]
An Integrated Framework for
CALL Courseware Evaluation [CALICO Journal, 6.2. pp. 51-72 (1988)]
The evaluation of courseware for CALL is one of the more challenging tasks a language teacher is faced with. Currently, most evaluation schemes consist of either a checklist or a list of questions to be answered. This paper offers an alternative approach to evaluation in the form of a flexible framework from which teachers can develop their own evaluation procedures. The components of the three major sections of the framework—operational description, teacher fit, and learner fit—and their interactions are described and some suggestions for use are offered. The evaluation framework described is one module of a more comprehensive framework incorporating courseware development and implementation as well.
Updated March 31, 2013