Proceedings of the XXIst International CALL Research Conference
Proceedings of the XXIst International CALL Research Conference

Edited by Jozef Colpaert https://orcid.org/0000-0002-5307-8763, Yijen Wang https://orcid.org/0000-0002-6876-5427, Glenn Stockwell https://orcid.org/0000-0001-6420-3788 (2022)

Overview

The XXIst International CALL Research Smart Conference was hosted by Waseda University, Tokyo, Japan on July 8-10, 2022. The theme of the conference was Smart CALL, where “Smart” is defined as possessing three qualities: personalization, contextualization, and socialization. Personalization is the extent to which technologies and learning environments are adapted to the specific profile of the language learner. Contextualization is how technologies and learning environments can be adjusted to the specific context of the learner. Socialization is the way in which technologies and learning environments afford meaningful interaction amongst learners, co-learners, teachers and researchers.

Suggested citation:

Colpaert, J., Wang, Y., & Stockwell, G. (Eds.) (2022). Proceedings of the XXIst International CALL Research Conference. London: Castledown Publishers. https://doi.org/10.29140/9781914291050


Contents

1. Actualizing the affordances of Machine Translation Tools for language learning
Antonie Alm
(pp. 1-6)

2. Uncovering the role of learning ecology in explaining students’ engagement in informal L2 learning activities in digital online environments
Artem Zadorozhnyy, Baohua Yu
(pp. 7-15)

3. The role of technology and technology training in language teachers’ professional development in the private sector
Dinh Thien Bao Nguyen
(pp. 16-19)

4. Using screencasts to create personalized formative feedback in academic writing courses
Bradley Irwin
(pp. 20-22)

5. Comparing the effectiveness of online and in-class collaborative writing
Cao Thi Xuan Tu, Pham Vu Phi Ho
(pp. 23-32)

6. A corpus of short YouTube news videos to inform course design and materials development in an EFL university setting in Japan
Christopher Robert Cooper
(pp. 33-46)

7. Repetition supports the effects of Involvement Load Hypothesis on improving students' productive vocabulary performance
Guoyuhui Huang
(pp. 47-54)

8. A pilot study of children with dyslexia and learning foreign languages using 3D letters
Hanae Ikeshita
(pp. 55-63)

9. EFL learners’ oral communication strategies: Insights from a Taiwan and Poland exchange project
Hsin-Chou Huang, Barbara Loranc
(pp. 64-71)

10. Applying translanguaging pedagogy to scaffold non-English major juniors on writing scripts for English presentations
Hsin-Yi Huang, Chiung-Jung Tseng, Ming-Fen Lo
(pp. 72-77)

11. A qualitative study on using Intelligent Personal Assistant in teaching a young Korean learner in an EFL context
Hyangeun Ji, Soyeon Park, Jung Won Jo
(pp. 78-79)

12. The Matthew effect in CALL: Examining the equity of a novel intelligent writing assistant as English language support
John M. Gayed, May Kristine Jonson Carlon, Jeffrey S. Cross
(pp. 80-93)

13. Theoretical foundation in designing and developing a mobile app to support ESL learning for STEM learners
Karmila Rafiqah M. Rafiq, Harwati Hashim, Melor Md Yunus
(pp. 94-98)

14. Culture, confidence and connections: Telecollaboration as a springboard for successful JFL learning
Mark Freiermuth, Ikuko Tomida
(pp. 99-106)

15. Multimodal humor in emoji-mediated emotive communication
Mei-Ya Liang
(pp. 107-116)

16. Computer mediated communication and task-based learning for adolescent learners of Chinese as a foreign Language in Ireland: An eBook task design under the adaption of Bridge 21 technology-mediated learning model
Mengdi Wang, Anne Devitt, Juan Gao, Ciarán Baurer
(pp. 117-125)

17. Digital game-based SLA in the wild: evidence from a qualitative case study
Michael Hofmeyr
(pp. 126-131)

18. Using Socrative to facilitate problem-based learning in large undergraduate courses
Myung-Jeong Ha
(pp. 132-136)

19. A mobile diary application as an instrument for collecting real-world and real-life contextualized language learning
Orit Ezra, Anat Cohen, Dror Shany
(pp. 137-145)

20. On the adequacy of L2 pronunciation feedback from automatic speech recognition: A focus on Google Translate
Paul John, Walcir Cardoso, Carol Johnson
(pp. 146-154)

21. Effect of English language proficiency on learner engagement in communities of inquiry
Phuong Tran
(pp. 155-159)

22. Pedagogical benefits of technological affordances in a user–created metaverse space
Sangmin-Michelle Lee
(pp. 160-162)

23. Exploring the impact of AI on EFL teaching in Japan
Stephen Lambacher, Hisayo Kikuchi, Hiroyuki Obari
(pp. 163-168)

24. Towards truly intelligent and personalized ICALL systems using Fluid Construction Grammar
Veronica Juliana Schmalz, Frederik Cornillie
(pp. 169-179)

25. Computer-mediated communication (CMC) text analytics: Exploring the dynamics within digital discourse
Ward Peeters
(pp. 180-183)

26. Investigating college students’ perceptions of online and offline review modes in academic writing courses
Yi-Chin Hsieh, Alvin Ping Leong
(pp. 184-193)

27. A study on social interactions among primary students in English vocabulary acquisition in a mobile learner-generated content learning environment
Yin Yang, Yanjie Song
(pp. 194-203)

28. Examining primary student self-regulated vocabulary learning behavioural patterns and vocabulary learning outcomes leveraged by the mobile app with a self-regulation scheme
Yin Yang, Yanjie Song
(pp. 204-211)

29. A two-year investigation of a Facebook community for supporting language teachers using technology: Possibilities and challenges
Yurika Ito
(pp. 212-215)


Author information

Jozef Colpaert teaches Instructional Design, Educational Technology and Computer Assisted Language Learning in the Faculty of Social Sciences at the University of Antwerp. He is editor-in-chief of Computer Assisted Language Learning (Taylor and Francis) and organizer of the International CALL Research Conferences. His ongoing research lines focus on transdisciplinarity, multimodal learning environments, natural language decoding, and motivational task design. He is currently working on the empirical and theoretical validation of Educational Engineering, a novel instructional design and research method.

Yijen Wang is an Assistant Professor in the School of International Liberal Studies at Waseda University. She completed her PhD in Applied Linguistics from the Graduate School of International Culture and Communication Studies at Waseda University focusing on the factors affecting the adoption of technology by teachers and students in language teaching. She has published a number of research articles and book chapters in the field of technology and language education, specifically looking at learner and teacher motivation and the development of autonomy. She is currently associate editor of Technology in Language Teaching & Learning, and reviews for multiple journals in the field.

Glenn Stockwell is Professor of Applied Linguistics at the Graduate School of International Culture and Communication Studies, Waseda University. He is author of Mobile Assisted Language Learning: Concepts, Contexts and Challenges (Cambridge University Press, 2022) and editor of Computer Assisted Language Learning: Diversity in Research and Practice (Cambridge University Press, 2012). He is Editor-in-Chief of The JALT CALL Journal and the Australian Journal of Applied Linguistics and an Associate Editor of Computer Assisted Language Learning.


Book Information
ISBN (paper): 978-1-914291-05-0
ISBN (digital): 978-1-914291-06-7
DOI: https://doi.org/10.29140/9781914291050
Imprint: Castledown Publishers
Place of Publication: London
Number of Pages: 223
Language: English
Primary Field: Languages & Linguistics
Publication Date: 8 July, 2022 (Available)