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International Symposium on Language, Linguistics, Literature and Education (ISLLLE 2014) Japan

February 12, 2014 By: supyan Category: O. Conferences

2014 International Symposium on Language, Linguistics, Literature and Education (ISLLLE 2014)

July 22-24 , 2014
Sapporo, Hokkaido, Japan

www.isllle.org

 

To provide an access among many to rich ideas on educational excellence, ISLLLE starts holding conference in July at Hokkaido, Japan. ISLLLE Conference aims to bring together researchers, practitioners, and educators with interests in language, linguistics, literature, and education at all levels from around the world. The theme of the International Symposium on Language, Linguistics, Literature and Education is designed to attract the research communities to promote connections between theory and practice and explore different perspectives on the application of research findings into practice.

 

Important Dates:

Conference Dates
July 22-24, 2014
Submission Deadline 
April 15, 2014
Acceptance Notification
May 5, 2014
Registration Deadline
May 31,2014

 

Paper Submission:

http://www.isllle.org/guide.asp

 

Submission format:

 

Please follow the formatting rules provided by the conference, and provide the information of the corresponding author such as name, department, affiliation, city, and country.For full papers, the content should include titles, abstracts, keywords in English, methodologies, results and references. All submitted papers/abstracts should be saved in the form of Microsoft Word files (*.doc), not in pdf files.

ISLLLE_paper format.doc

 

Topics:

Areas of interest include, but are not limited to:

Language

Literature

Linguistics

Education

 

Contact Information:

isllle@isllle.org

Annual Symposium on Management and Social Sciences August 29-31, 2014 Seoul, Korea

February 12, 2014 By: supyan Category: O. Conferences

 

 

Annual Symposium on Management and Social Sciences
                                                     

August 29-31, 2014 Seoul, Korea

Conference Aim

The main aim of Annual Symposium on Management and Social Sciences (ASMSS) is to provide an international platform for academics, researchers and scholars from all over the world to come together to exchange ideas on Management and Social Sciences. The Conference will address the needs of all participants.  Submitted papers will be double blind peer reviewed.  Accepted papers will be published in ASMSS Conference Proceedings.

Key Dates
Abstract or Full Paper Submission Deadline: 10th May, 2014

Notification of Acceptance: 30th May, 2014

Final Day for Registration: 20th June, 2014

Conference Dates: 29-31 August, 2014

 
Paper Submission Instructions
All abstracts/full papers must be submitted online:
http://www.asmss.org/Registration.asp

   

Topics of interest for submission include, but are not limited to:

Contact Us

For further information and assistance, please contact asmss@asmss.org

INTERNATIONAL EDUCATIONAL TECHNOLOGY CONFERENCE 3-5 September 2014

February 10, 2014 By: supyan Category: O. Conferences

TASET ORGANIZES IETC 2014 CONFERENCE


INTERNATIONAL EDUCATIONAL TECHNOLOGY CONFERENCE
IETC 2014
CHICAGO - USA

3-5 September 2014

Call for papers

IETC 2014 seeks a diverse and comprehensive program covering all areas of educational technology. The program includes a wide range of activities designed to facilitate the exchange of expertise, experience, and resources with colleagues. These include keynote and invited talks, full and brief paper presentations, panels and round table discussion sessions.

 

We would like to invite you to share your experience and your papers with academicians, teachers and professionals. 

 

Keynote Invited Speakers

Keynote Speakers
Title
 

Prof. Dr. Steve HARMON (2015)
President-Elect – AECT
Georgia State University – USA

New Horizons in Education Technology

Prof.Dr. J. Ana DONALDSON
AECT Former President – USA

Through the Kaleidoscope Perspectives on eLearning

Prof. Dr. J. Michael SPECTOR
Universiy of Georgia, USA

Balancing Relatively Stable Educational Goals with Rapidly Changing Educational Technologies

Prof. Dr. Buket AKKOYUNLU
Hacettepe University, Turkey
Who is the 21st Century Learner? How are we going to prepare them for the 21st Century?

Prof. Dr. Theresa J. FRANKLIN
Ohio University, USA

Embracing the Future: Empowering 21st Century Learners
Prof. Dr. Saedah SIRAJ
University of Malaya, Malaysia
Evaluation Innovation: Fuzzy Delphi in Evaluating Education Design


Conference Language

The official languages of the conference are English and Turkish. Proposals can be sent and be presented in either language. But all submission proccess will be done in English. Please, submit your proposal according to the following presentation category descriptions in paper guidelines.

 

Conference Venue

IETC 2014 will be held at AIC Campus 640 W. Irving Park Rd. Chicago, IL, USA.

Deadlines

Abstract Deadline : Until July 5, 2014

Full Article Deadline : Until July 20, 2014

Registration Fee Deadline : Until August 5, 2014

Symposium on MOOCs 25 April 2014

February 06, 2014 By: supyan Category: O. Conferences

Symposium on Massive Open Online Courses in the Arts and Humanities: Opportunities, Challenges and Implications Across UK HE

Date: 25th April 2014 (10:00-16:00)
Location: Scholar’s Suite, Preston Campus, University of Central Lancashire, UK
Funded by: The Higher Education Academy / School of Language, Literature and International Studies
Speakers include:
Professor Gerry Kelleher (Vice Chancellor of the University of Central Lancashire) Opening Address
Sir John Daniel (Vice Chancellor of the Open University, 1990-2001)
Stamenka Uvailc-Trubmic (Former Chair of UNESCO Higher Education Sector)
Jeffrey Young (Editor at the Chronicle of Higher Education, US)
Ben Brabon (Reader in English Literature and Digital Education, Edge Hill University)
Liam Murray (Associate Head of School, University of Limerick)
Participants need to register online via the HEA event web site:
This event is supported by the Higher Education Academy and entrance, lunch and refreshments are free to registered attendees.
Further details are available from the organiser: Dr Michael Thomas (mthomas4@uclan.ac.uk).

 

NEALLT Annual Conference 14 – 16 March 2014

February 06, 2014 By: supyan Category: O. Conferences

CALL FOR PROPOSALS

The Northeast Association for Language Learning Technology (NEALLT) will hold its annual conference at Swarthmore College, Swarthmore, PA from Friday, March 14 to Sunday, March 16, 2014. The conference will be hosted by the Swarthmore Language Resource Center.

This year’s theme will be “Technology and Language Learning: In the classroom and beyond…” We welcome proposals for presentations and panel discussions on topics including:

- Flipped Classrooms
- Social Networks
- Student Agency – tasks for student expression
- Scaffolding Student Learning
- Emerging technologies
- Resource Center management and design
- Mobile technology
- Online courses
- MOOCS
- Open Educational Resources

Presentations and panel discussions will be about 30 min. If you have an interesting topic for a 3-hour pre-conference workshop please let us know. We welcome a variety of perspectives and encourage presentations which report on ongoing or in-progress projects or research.

Proposals will be considered on a rolling basis and we encourage early submissions. Proposals should be submitted online at:

http://tinyurl.com/NEALLT-2014-proposals

For more information, please contact Michael Jones ( mjones1@swarthmore.edu or 610.328.8036).

Proposal deadline: no later than February 17th
Notification of acceptance: no later than February 21st

Registration: Conference registration and lodging will be posted soon on the NEALLT web site at http://www.neallt.org.

—————
Marc Siskin
Manager, Modern Language Resource Center
Carnegie Mellon University

 

CALICO Journal Volume 31, No. 1

February 06, 2014 By: supyan Category: I. CALL Journals

 

CALICO is proud to announce the publication of Volume 31, No. 1 of the CALICO Journal. This is a special issue on Web 2.0 and Language Learning: Rhetoric and Reality.  You can find the issue online at
The articles are available in full-text to current members and subscribers.  Read on for a description of what may be found in the articles in this issue.

In the first article, “Affordances of Web 2.0 Technologies for Collaborative Advanced Writing in a Foreign Language”, Carola Strobl investigates whether online collaboration can yield a positive effect on academic writing in a foreign language. The research is distinctive in that it explores peer feedback and collaboration among advanced level L2 learners.

         Digital gaming has become the focus of significantly more research in recent years. Claire Ikumi Hitosugi, Matthew Schmidt, and Kentaro Hayashi’s paper, “Digital Game–based Learning (DGBL) in the L2 Classroom: The Impact of the UN’s Off-the-Shelf Videogame, Food Force, on Learner Affect and Vocabulary Retention,” uses a mixed methods design in an examination of learners of Japanese as a second/foreign language.

         The role of virtual learning environments is the subject of Elena Martin-Monje’s paper, “Integration of Web 2.0 Tools in a VLE to Improve the EFL Spanish University Entrance Examination Results.” Utilizing a quasi-experimental design with EFL learners using Moodle, Web 2.0 based materials (e.g., forums, collaborative glossaries, social repositories with annotated past papers, podcasts, social bookmarking, a wiki, and a blog) were analyzed alongside learners’ use of traditional EFL resources.

         In “Second Language Teachers’ Identity Development through Online Collaboration with L2 Learners,” Keiko Kitade explores how Japanese student teachers play a tutor role in providing feedback on content and language in their own L2 online postings. Drawing on sociocultural and genetic theoretical frameworks, the study asked two primary research questions: What contradictions emerge during online activities? and How do the contradictions relate to student teachers’ identity development?

         Shenggao Wang and Camilla Vásquez continue the turn towards the use of Web 2.0 in non-English contexts in their paper, “The Effect of Target Language Use in Social Media on Intermediate-level Chinese Language Learners’ Writing Performance.” The results of the quasi-experimental study with two groups of learners, one utilizing Facebook and the other traditional forms of writing, suggested that the Facebook group produced more, while there was no significant difference in terms of quality.

         Mobile learning has been one of the most significant areas of research across education over the last fifteen years. Language learning has proved to be a particularly important area for research with a number of innovative applications being developed. Jack Burston’s paper “The Reality of MALL: Still on the Fringes” provides a thorough and critical literature review of the field and highlights a number of key challenges if MALL research is to advance.

 

Canadian Modern Language Review, Volume 70, Number 1, February 2014

February 06, 2014 By: supyan Category: I. CALL Journals

Canadian Modern Language Review/ La Revue canadienne des langues vivantes

Volume 70, Number 1, February 2014

http://bit.ly/cmlr701

This issue contains:

Le rôle de l’aspect lexical et de la fréquence des formes dans l’input sur la production des formes du passé par des enfants apprenants du français L2 en début d’acquisition

Anita Thomas

L’objectif de cette étude est d’examiner le rôle de l’aspect lexical et de la fréquence des formes dans l’input dans la production orale des formes du passé par des enfants suédois (âgés de 4 à 9 ans) apprenants du français langue seconde (L2) en immersion. Le rôle de la fréquence dans l’input est souvent négligé dans les études sur l’influence de l’aspect lexical tout comme les caractéristiques spécifiques des verbes le sont dans les études consacrées à l’influence de la fréquence des formes. L’analyse de 21 verbes dans l’input puis dans la production des cinq enfants durant les deux premières années d’exposition au français montre un recoupement entre les deux facteurs. Bien que les enfants produisent la plupart des verbes selon leur aspect lexical, les fréquences type et d’occurrence dans l’input permettent d’expliquer à la fois le marquage correct du passé ainsi que la variation que l’on trouve dans les groupes de verbes étudiés. Les résultats confirment ainsi les prédictions d’une approche basée sur l’usage selon laquelle les apprenants construisent leur grammaire à partir de leur expérience de l’input. DOI: 10.3138/cmlr.1636

http://utpjournals.metapress.com/content/v3730189816n40m7/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=0

 

Lexical Aspects of Very Advanced L2 French

Fanny Forsberg Lundell, Christina Lindqvist

 

The present study investigates the possibilities for adult learners to attain nativelikeness in the domain of lexis. Aspects investigated are general lexical knowledge (C-test), receptive deep knowledge, productive collocation knowledge, and productive lexico-pragmatic knowledge in a group of long-residency Swedish French second language (L2) users in France and a matched native control group. The analysis includes correlations between these different vocabulary aspects as well as their relation to the length of residence in the target-language (TL) community. The study reveals that it is possible for L2 learners to attain nativelikeness in general lexical knowledge and lexico-pragmatic knowledge, whereas deep knowledge and collocations are especially difficult for L2 learners, supporting earlier research findings. Furthermore, a strong correlation is found between general lexical knowledge and collocations, but surprisingly not between any of the other aspects, or between vocabulary aspects and length of residence. The results are discussed in light of individual differences in research. DOI: 10.3138/cmlr.1598

http://utpjournals.metapress.com/content/74224411j07x2303/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=1

 

Investigating What Second Language Learners Do and Monitor under Careful Online Planning Conditions

Mohammad Javad Ahmadian, Mansoor Tavakoli

 

This study used quantitative analyses complemented by the retrospective data obtained through a stimulated recall procedure to address three interrelated issues: (a) whether second language learners use online planning opportunities to carefully plan their speech to enhance the quality of the language they produce, (b) what kinds of self-repair behaviour the pressured and careful online planning conditions are likely to induce speakers to make, and (c) the way careful online planning affects EFL learners’ oral L2 performance as measured in terms of complexity, accuracy, and fluency. Thirty intermediate EFL learners were asked to perform an oral narrative task under careful and pressured online planning conditions. Results of the qualitative and quantitative analyses revealed that L2 learners use the planning time to monitor their speech for grammatical accuracy, to retrieve and monitor the appropriate lexical items, and to plan the message they will communicate. In addition, it was found that careful online planning conditions induce learners to execute more error repairs and fewer appropriacy and different-information repairs compared to the pressured online planning condition. An analysis in terms of complexity, accuracy, and fluency measures testified to the positive effects of careful online planning on L2 oral performance. DOI: 10.3138/cmlr.1769

http://utpjournals.metapress.com/content/d86517458442j434/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=2

 

Your Participation Is greatly/highly Appreciated: Amplifier Collocations in L2 English

Amanda Edmonds, Aarnes Gudmestad

 

The current study sets out to investigate collocational knowledge for a set of 13 English amplifiers among native and nonnative speakers of English, by providing a partial replication of one of the projects reported on in Granger (1998). The project combines both phraseological and distributional approaches to research into formulaic language to examine whether natives and nonnatives demonstrate similar patterns of saliency and agreement in their judgments of adverb-adjective collocations. A total of 55 English native speakers and 120 Francophone learners of English (first-year university students, third-year university students, and Master’s students) completed two tasks targeting such collocations. Our quantitative analysis reveals that Master’s students and native speakers performed similarly on the different tasks, and that both groups differed significantly from the first- and third-year university learners. This pattern holds for all analyses of salience and for all but one analysis of agreement. We interpret these findings as evidence of development toward nativelike patterns with respect to the collocations under study. DOI: 10.3138/cmlr.1704

http://utpjournals.metapress.com/content/826g04861135n480/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=3

FOCUS ON THE CLASSROOM

Collaboration between Content and Language Specialists in Late Immersion

Stella Kong

 

This paper reports a qualitative case study of a collaborative project between an ESL researcher and a history teacher teaching in a late immersion school in Hong Kong. The project aims to help a Grade 9 class to write history essays on their own instead of copying from the textbook, which is a common phenomenon in Hong Kong schools. The researcher and the history teacher collaborated on the design and teaching of four writing activities during a semester. The design of the writing activities was guided by a pedagogical framework for integrating content-language learning in late immersion, where content learning is increasingly complex and abstract and the language use is correspondingly more complex and specialized. The project was successful in helping students to write on their own and in improving that writing, particularly in terms of text structure. A major contribution to this success was the collaboration between a content specialist and a language specialist. Challenges faced in the collaboration between the content and language specialists and future directions for collaboration are shared.

DOI: 10.3138/cmlr.1607

http://utpjournals.metapress.com/content/578512g02537k88h/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=4

 

Book and Software Reviews / Critiques de livres et de logiciels

Marja-Liisa Olthuis, Suvi Kivelä, & Tove Skutnabb-Kangas, Revitalizing Indigenous Languages: How to Recreate a Lost Generation, reviewed by Margaret MacDonald

Kim McDonough & Alison Mackey (Eds.), Second Language Interaction in Diverse Educational Contexts, reviewed by Kris Van den Branden

Danièle Moore et Cécile Sabatier, Une semaine en classe en immersion française au Canada. Le projet CECA au Canada. reviewed by Sylvie Roy

Gabriela Steffen, Les disciplines dans l’enseignement bilingue. Apprentissage intégré des savoirs disciplinaires et linguistiques, reviewed by Cécile Sabatier

DOI: 10.3138/cmlr.70.1.123

http://utpjournals.metapress.com/content/x24x1306687vp784/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=5

 

 

 

The Canadian Modern Language Review ONLINE

www.utpjournals.com/cmlr

 

Hundreds of peer-reviewed articles, insightful book and software reviews, calendars of forthcoming events and research-based articles, in all areas of second language teaching and acquisition, from 1997 to the present await you at this comprehensive resource.

 

CMLR Online features a comprehensive archive of past and current issues and includes features that address the research needs of today’s second language teachers, administrators and researchers, worldwide. Subscribers to CMLR Online enjoy:

 

Enhanced features not available in the print version – supplementary information, colour photos, videos, audio files, etc. encouraging further exploration and research.

 

Early access to the latest issues – Did you know that most online issues are available to subscribers up to two weeks in advance of the print version? Sign up for e-mail alerts and you will know as soon as the latest issue is ready for you to read.

 

Access in the office, at home and “on the go” – experience everything CMLR Online has to offer from your desktop and mobile devices.

 

Everything you need at your fingertips – search through current and archived issues from the comfort of your office chair not by digging through book shelves or storage boxes. The easy to use search function allows you to organize results by article summaries, abstracts or citations and bookmark, export, or print a specific page, chapter or article.

 

Canadian Modern Language Review is also available at Project MUSE -http://muse.jhu.edu/journals/canadian_modern_language_review/

70 years of support to researchers, language educators and policy makers …

The Canadian Modern Language Review publishes peer-reviewed articles on second language learning and teaching. It is a bilingual (French and English) journal of international repute, serving researchers and language teaching professionals interested in the learning and teaching of English and French as second languages, as well as other modern, indigenous, heritage, and community languages.

Contributors to the quarterly issues include authors from Canada and around the world.

 

CMLR publishes 4 issues a year, offering its readership peer-reviewed research articles that inspire debate and question contemporary approaches in all areas of second language teaching and acquisition, including

 

- Applied Linguistics

- FSL and ESL studies

- Bilingual education

- L2 teacher education

- L2 research methodology

- International and indigenous languages

- Cultural contexts of L2 learning

- L2 pedagogy

- L2 assessment

- Multiple literacies

- Language policy

- Language learning

 

For more information about CMLR/ RCLV (in print or online) or for submissions information, please contact

University of Toronto Press — Journals Division
5201 Dufferin St., Toronto, ON,
Canada M3H 5T8
tel: (416) 667-7810 fax: (416) 667-7881
Fax Toll Free in North America 1-800-221-9985
email: journals@utpress.utoronto.ca

www.utpjournals.com/cmlr

 

UTP Journals on Facebook www.facebook.com/utpjournals

Join us for advance notice of tables of contents of forthcoming issues, author and editor commentaries and insights, calls for papers and advice on publishing in our journals. Become a fan and receive free access to articles weekly through UTPJournals focus.

CALL vs NON-CALL

September 23, 2013 By: supyan Category: M. Issues

  • Is CALL a study?
  • Is CALL a discipline?
  • Is CALL a method?
  • Is CALL a software? Or is CALL a courseware?
  • Is CALL a platform?
  • Is CALL a concept? What is the philosophy behind CALL?
  • Does CALL mean anything that is related to computer?
  • What are the characteristics of CALL? What qualifies something to be named CALL?

 

Canadian Modern Language Review SPECIAL ISSUE 2015

June 10, 2013 By: supyan Category: I. CALL Journals

The Canadian Modern Language Review

SPECIAL ISSUE 2015

CALL FOR PROPOSALS

The Editors of the Canadian Modern Language Review invite proposals for the annual special issue of the journal. Proposals should identify a contemporary topic which will allow for the exploration of recent advances in theory, research, and practice in second language learning and teaching. The proposed topic should also be one that will attract diverse perspectives, research methodologies, and pedagogical applications.

The special issue of the CMLR is an open call for papers; guest editors (usually a team of two) therefore manage the submissions, which consists of the standard double blind review process. At least one of the editors should be fluent in both English and French.

 

Proposals will be evaluated by the CMLR Editors and members of the Editorial Board. The criteria will include:  relevance to the mandate of the journal; significance of the topic to the field; and the qualifications of the invited editors. Please visit the CMLR website to view the journal mandate. The successful proposal will be announced in the summer of 2013.

Guest editors should refer to the Guidelines for Special Issue Proposals on the CMLR website for details on the submission requirements.

 

Due date for proposals:  June 1, 2013

 

Inquiries/Manuscripts should be directed to:

The Editors

The Canadian Modern Language Review

University of Toronto Press – Journals Division

Email: cmlr@utpress.utoronto.ca

www.utpjournals.com/cmlr

 

 

Revue canadienne des langues vivantes

NUMÉRO SPÉCIAL – 2015

APPEL À PROPOSITIONS DE THÈMES

 

Les rédacteurs de la Revue canadienne des langues vivantes invitent les personnes intéressées à proposer des thèmes pour le numéro spécial annuel de la revue. Chaque proposition devra porter sur un sujet contemporain ouvrant sur l’exploration des progrès récents en matière de théorie, de recherche et de pratiques en apprentissage et en enseignement des langues secondes. Le thème proposé devra également susciter des contributions sur des perspectives, des méthodes de recherche et des applications pédagogiques variées.

 

Pour ce numéro spécial de la RCLV, il y aura un appel général à contributions. Les rédacteurs invités (en règle générale, une équipe de deux personnes) auront donc à gérer les articles soumis au moyen du processus habituel d’évaluation en double aveugle. Au moins un des rédacteurs invités devra s’exprimer couramment en anglais et en français.

 

Les propositions seront évaluées par les rédacteurs en chef de la RCLV et les membres du conseil éditorial de la revue, selon les critères suivants : la pertinence du thème relativement au mandat de la revue, l’importance du sujet dans le champ d’études et les qualifications des rédacteurs invités. Merci de lire le mandat de la revue accessible sur notre site en cliquant sur le lien suivant. La proposition retenue sera annoncée en été 2013.

 

Pour tout renseignement concernant les exigences de soumission, les rédacteurs invités devront se référer aux Directives sur la proposition de thèmes pour le numéro spécial, disponible sur le site web de la RCLV.

 

Date limite d’envoi des propositions : 1 juin 2013

 

Pour renseignements et soumissions, merci de contacter:

Rédacteurs en chef

La Revue canadienne des langues vivantes

University of Toronto Press – Journals Division

Courriel : cmlr@utpress.utoronto.ca

www.utpjournals.com/Revue-canadienne-des-langues-vivante.html

 

 

The Canadian Modern Language Review ONLINE

http://www.utpjournals.com/cmlr

Hundreds of peer-reviewed articles, insightful book and software reviews, calendars of forthcoming events and research-based articles, in all areas of second language teaching and acquisition, from 1997 to the present await you at this comprehensive resource.

CMLR Online features a comprehensive archive of past and current issues and includes features that address the research needs of today’s second language teachers, administrators and researchers, worldwide.

Canadian Modern Language Review is also available at Project MUSE - http://muse.jhu.edu/journals/canadian_modern_language_review/

Almost 70 years of support to researchers, language educators and policy makers …

The Canadian Modern Language Review publishes peer-reviewed articles on second language learning and teaching. It is a bilingual (French and English) journal of international repute, serving researchers and language teaching professionals interested in the learning and teaching of English and French as second languages, as well as other modern, indigenous, heritage, and community languages.

Contributors to the quarterly issues include authors from Canada and around the world.

For more information about CMLR/ RCLV (in print or online) or for submissions information, please contact

University of Toronto Press — Journals Division
5201 Dufferin St., Toronto, ON,
Canada M3H 5T8
tel: (416) 667-7810 fax: (416) 667-7881
Fax Toll Free in North America 1-800-221-9985
email: journals@utpress.utoronto.ca

www.utpjournals.com/cmlr

Posted by T Hawkins, UTP Journals

 

CALICO Volume 30 issue 2

June 10, 2013 By: supyan Category: I. CALL Journals

CALICO is pleased to announce Volume 30 issue 2, a special issue on Learner Preparation in Technology-enhanced Language Learning Environments, with guest editors Chun Lai and Bruce Morrison.

In this issue you can find the following:
An introduction to the special issue by Lai and Morrison.
Hubbard puts forward a strong case for learner training in technology-enhanced language learning environments through analyzing the reasons behind the low priority given to learner training in CALL and citing current research to counter each of these reasons.

To enhance the learning opportunities in wiki-based language learning projects, Rott and Weber conceptualize a pedagogical framework that aims to prepare and scaffold students for greater collaboration and learning opportunities.

Prichard explores the learner preparation issues with regard to the use of another Web 2.0 tool, Facebook, in language learning.

Heiser, Stickler and Furnborough explore learner preparation in distance learning. Heiser and her colleagues conduct action research on the design of a learner-training program that aimed to develop relevant technical skills, enhance social presence and promote collaborative autonomous learning.
 Smith and Craig move beyond individual technological tools or platforms to explore a curriculum model that aims to facilitate EFL students’ autonomous use of CALL resources for language learning in general.
The articles are followed by five reviews: two book, two software, and one website.

As some of you may know, the Journal will be transitioning from it’s home on the CALICO website to the Public Knowledge Project site which offers some nice features to enhance the Journal and the Journal’s visibility.  You should visit the new site and set up an individual account for yourself so that you will not be surprised when the switch is finalized (in July).  The new issue is available on both sites:
Mrs. Esther Horn
CALICO Coordinator
214 Centennial Hall
San Marcos, TX 78666
Phone: 512-245-1417
Fax: 512-245-9089
Alt. Email: info@calico.org