Proceedings of the XXIst International CALL Research Conference

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Edited by Jozef Colpaert , Yijen Wang , Glenn Stockwell (2022)

The theme of the XXIst International CALL Research Smart 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.

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Category: Languages and Linguistics Tags: education, Glenn Stockwell, Jozef Colpaert, language teaching, recent, Yijen Wang

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.

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)