TESL Ontario, December 10-12, 2008, Toronto

What does computer technology offer for TESOL

Carol A. Chapelle, IowaStateUniversity

Research on instructed second language acquisition: “What is the best way to promote language learning in the classroom?” (LightbownSpada, Ch. 6)

Comprehensible input: Engaging language in context whose message the learner can understand. Language can come from anywhere: media, textbooks, friends, Internet.

Example: California Distance Learning Project

Help with comprehension: Help for learners in matching form and meaning. Help can come from anywhere: conversation partners, teachers, and computers.

Example: Rost, M., & Fuchs, M. (2003). Longman English Interactive 3. Pearson Education.

Feedback on performance: Feedback provides an opportunity for learners to see what they know and do not know. Feedback can come from anywhere: conversation partners, teachers, and computers. Different sources provide different types of feedback.

Meaning-focused conversation: Conversation helps learners to connect form and meaning, especially where negotiation of meaning occurs. Conversation beyond the classroom provides exposure to language other than classroom style language.

Readings on technology for second language learning

Belz, J.A., Kinginger, C. (2003). Discourse options and the development of pragmatic competence by classroom learners of German: the case of address forms. Language Learning, 53(4), 591-648.

Blake, R. (2000). Computer-mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4(1), 120-136.

Burston, J. (2001). Computer-based grammar checker and self-monitoring. CALICO Journal, 18(3), 499-515.

Chapelle, C.A. (2003). English language learning and technology: Lectures on teaching and research in the age of information and communication. Amsterdam: John Benjamins Publishing.

Chapelle, C. A., & Jamieson, J. (2008). Tips for ESL Teachers: Using CALL. White Plains, NY: Pearson Education.

Cowan, R., Choi, H.E., & Kim, D. H. (2003). Four questions for error diagnosis and correction in CALL. CALICO Journal, 20(3), 451-463.

Hubbard, P. (2004). Learner training for effective use of CALL. In S. Fotos & C. Browne, (Eds.), New perspectives on CALL for second language classrooms, (pp. 45-67). Mahwah, NJ: Lawrence Erlbaum Associates.

Jamieson, J., Chapelle, C.A., & Preiss, S. (2004). Putting Principles into Practice. ReCALL Journal, 16(2), 396-415.

Jones, L. C. & Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. Modern Language Journal, 86, 546-561.

Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183-210.

Lam, W.S E. (2000). Second language literacy and the design of the self: A case study of a teenager writing on the internet. TESOL Quarterly, 34(3): 457-482.

Lightbown, P., & Spada, N. (2006). How languages are learned, Third Edition. Oxford: OxfordUniversity Press.

Nagata, N. (1993). Intelligent computer feedback for second language instruction. The Modern Language Journal, 77 (3), 330-339.

Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson & P. Voller, (Eds.) Autonomy and independence in language learning, (pp. 192-203). London: Longman.

Payne, S. & Whitney, P. J. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 20(1), 7-32.

Plass, J. L., Chun, D. M., Mayer, R. E., and Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90, 25-36.

Rost, M., & Fuchs, M. (2004). Longman English interactive. New York: Pearson Education.

Sauro, S. (2001). The Success of Task Type in Facilitating Oral Language Production in OnlineComputer Mediated Collaborative Projects. Unpublished MA Thesis, Department of English, IowaStateUniversity, Ames, IA.

Schleppegrell, M. J., Achugar, M., & Orteíza, T. (2004). The grammar of history: enhancing content-based instruction through a functional focus on language. TESOL Quarterly, 38(1), 67-94.

Smith, B. (2004). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition, 26, 365-398.

Wang, J., & Munro, M. J. (2004). Computer-based training for learning English vowel contrasts. System, 32, 539-552.

Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly, 34, 511-535.

Yoshii, M., & Flaitz, J. (2002). Second language incidental vocabulary retention: The effect of text and picture annotation types. CALICO Journal, 20(1), 33-58.

Websites (just a few examples):

An on-line magazine for learners of English.

ESL Independent Study Lab, Louis and ClarkCollege.

Compleat Lexical Tutor, by Tom Cobb,

Dave’s ESL Café

Some Recent Books on CALL:

CALL dimensions: Options and issues in computer-assisted language learning. (Levy & Stockwell, Lawrence Erlbaum Associates, 2006).

CALL Environments, 2nd Edition. (Egbert and Hanson-Smith, editors, TESOL Publications).

Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching, (Ducate and Arnold, editors, CALICO Publications).

The Internet and the Language Classroom: A Practical Guide for Teachers (Dudeney, CambridgeUniversity Press, 2001).

Technology and teaching: English language learners,(Butler-Pascoe, & Wiburg, Pearson, 2003).

Journals on CALL:

CALICO Journal

Computer Assisted Language Learning: An International Journal

Language Learning & Technology

ReCALL Journal

Revue Apprentissage des Langues et Systèmes d'Information et de Communication

Professional organization in the North America: Computer Assisted Language Instruction Consortium (CALICO)