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Archive for June, 2013

Canadian Modern Language Review SPECIAL ISSUE 2015

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

The Canadian Modern Language Review



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




Revue canadienne des langues vivantes




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 :



The Canadian Modern Language Review ONLINE

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 -

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

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:


June 10, 2013 By: supyan Category: A. Announcements



Technology and Teaching Writing for Academic Disciplines

Iowa State University

October 18-19, 2013


Plenary Speaker:  John Flowerdew, City University of Hong Kong 

The Applied Linguistics and Technology program at Iowa State University invites proposals for the 2013 TSLL Conference. The current generation of electronic texts, computational tools and writing practices in academic disciplines presents an array of opportunities and challenges for the teaching of academic writing.  Collections of professional academic writing that used to be physically distant from writing instructors are now easily obtainable through electronic library collections and the Internet.  Electronic writing tools provide opportunities for students to access and analyze the professional texts in their disciplines.  The proximate texts, tools and technologies appear in a landscape where a strong need exists for educated people who can comprehend, produce, and evaluate technical materials in their disciplines as well as work across disciplines.  Teachers are therefore challenged to explore these new affordances for student learning.

TSLL will bring together researchers and teachers who aim to better understand and use technological resources to improve the teaching of academic writing.  We are especially interested in teaching writing for particular academic disciplines (e.g., biology, industrial engineering, and veterinary medicine).

Proposals are invited for papers and posters on current practices, challenges, and research directions in computer-assisted teaching of disciplinary writing. Proposal topics are encouraged to address one or more of the following areas:

·         What are successful practices in computer-assisted teaching of disciplinary writing?

·         How does the language teacher use technology to help meet the practical challenges of teaching discipline-specific writing?

·         How can students in a language class use technology to obtain useful models for and feedback on their discipline-specific writing?

·         How can technology help in assessing students’ learning of discipline-specific writing practices?

·         How can the analytic approaches from linguistics help teachers to use technology to understand discipline-specific writing and the challenges it presents to students?

·         How can work in corpus linguistics and computational linguistics help to develop appropriate tools for teaching discipline-specific writing?

·         What research is needed to advance the profession’s use of technology to meet the challenges of teaching discipline-specific writing?
Types of presentations

·         Papers: Theory-oriented presentations or reports on completed research related to the theme of the conference. The presenter will have 20 minutes to present, followed by 10 minutes for questions and comments.

·         Posters: Presentations of work in progress and research at the planning phase. All poster presenters will give a 5-minute introduction of their study to the whole audience, and will then host their posters for the rest of the session. This is a great opportunity for graduate students to discuss their research plans.

Submissions should be made by June 5, 2013 to: TSLL 2013 Abstract Submission Form.

Submissions should include the presenter’s name, contact information, co-presenter’s name(s), institutional affiliation, type of presentation, title of proposal and 250-word abstract.

If you have questions regarding the abstract submission, please email Acceptances will be sent by June 28.


Best Regards,

2013 TSLL Conference Organizing Committee


June 10, 2013 By: supyan Category: A. Announcements

ear AsiaCALLers,

This is a reminder for you, your teachers, your colleagues or your friends to please respond to this important survey.

Below is a call for participation.

All the best

Andrew Lian
President of AsiaCALL


AsiaCALL, the Asia Association of Computer Assisted Language Learning, has released a Graduate Thesis Survey designed to catalog all higher degree theses in the field of CALL/TELL in the Asian region. Please consider responding.

The purpose of this five-minute survey is to list as many as possible (ideally all) higher degree theses in the field of CALL/TELL in the Asian region currently undertaken or completed in the last 10 years.

The results of the survey will be made available on the AsiaCALL website ( and will (a) assist graduate students to discover what is being researched (or has recently been researched) by other graduate students, (b) enable researchers to contact each other and (c) provide information for researchers and CALL professionals to examine and develop the field of CALL/TELL.

Survey results will provide an invaluable source of CALL research information in that they will offer a snapshot of current research preoccupations as well as documenting the development of research
trends over time. Survey results, suitably anonymised, may be used for research purposes. Survey results will also be invaluable to the operation of the AsiaCALL Doctoral Consortium to be inaugurated at theAsiaCALL2013 International Conference in November 2013 at Khon Kaen University, Thailand.

It is intended to keep this research inventory up to date, so this will be an ongoing venture.

So… if you are currently enrolled for a graduate degree thesis or have recently completed one (within 10 years), please complete this survey and also please circulate this message to as many people as
possible who may be able to respond or who may know someone who can respond (teachers, friends, colleagues). That way we can hope to get maximum coverage of the field. .

The link below will provide direct access to the survey and the survey will only take about 5 minutes to complete. Thank you for your contributions.


Andrew Lian
President of AsiaCALL

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IALLT Journal is online Issue 1 of Volume 43

June 10, 2013 By: supyan Category: A. Announcements

Dear Colleagues:

I am very pleased to announce the the publication of the spring 2013 Issue of the IALLT Journal for Language Learning Technologies, a peer reviewed academic journal published by the International Association for Language Learning Technology (IALLT). The IALLT Journal is online and open-access and is available to the worldwide public at

Issue 1 of Volume 43 features articles that address current issues within the field of language learning technology: online peer editing at the elementary level, Asynchronous Computer Mediated Communication, a presentation of an online audio recording software program, and a discussion of computer-graded vs. instructor-graded online language learning activities.

In the Issue’s opening article, “Online peer feedback in beginners’ writing task,” Constanza Tolosa, Martin East, and Helen Villers present a project with eleven-year old students in which Spanish language learners in New Zealand interacted with English learners in Colombia. Their study investigates the quantity and quality of written corrective feedback in these interactions.

In our second article, “Exploring the Benefits of ACMC for Speaking Development,” Nicolás Pino-James presents a study in which Spanish language learners supplemented their in-class activities by engaging in asynchronous CMC speaking projects using the tool MyBrainshark, in order to provide more opportunities for working with the presentational mode of communication.

Similarly, Atsushi Fukada presents “An Online Oral Practice/Assessment Platform: Speak Everywhere.” Speak Everywhere is an online tool developed at Purdue University which allows instructors to design a variety of speaking tasks for students. He describes the kinds of activities that the software produces that can be used for oral practice and for the submission of speaking assignments.

Finally, in an article titled “Effectiveness of Computer-Graded vs. Instructor-Graded Homework Assignments in an Elementary Spanish Course: A comparative study at two undergraduate institutions,” Richard Dabrowski, Jean W. LeLoup, and Lunden MacDonald present the results of a comparative study conducted at Metropolitan State University in Denver and at the US Air Force Academy. They describe both the differences between the institutions which also reflect differences between computer-graded and instructor-graded homework assignments.

This issue concludes with our regular column by Judy Shoaf on Legal Issues & LLT. The column this time deals with recent legal developments relating to the extent to which instructors may use materials within a classroom setting. The issue continues to evolve, and there are signs that restrictions may be loosening. Finally, we welcome Deanne Cobb-Zygadlo as the contributor to the column “LLTI Highlights” — a compendium of issues discussed on the listserve maintained by IALLT and dealing with technology used to support the teaching and learning of languages.

If you are interested in submitting an article for consideration in the IALLT Journal, please send all inquiries and submissions to

With Best Wishes,
Dan Soneson
Managing Editor, IALLT Journal