Category: CALL

3rd workshop on #NLP for computer-assisted language learning #deadline Sept 25

3rd workshop on NLP for computer-assisted language learning

SLTC workshop, November, 13, 2014, Uppsala, Sweden

2nd Call for papers

Intelligent Computer-Assisted Language Learning (ICALL), i.e., the integration of Natural Language Processing (NLP) and Speech Technologies (ST) in language learning applications, is a rapidly developing area which has started to attract increased attention from the Language Technology (LT) community. ICALL research has generated a number of successful applications for alleviating a variety of (mechanical) tasks that teachers face daily in their work, for example grammar or spelling error marking, essay grading, preparation of text questions for reading activities, creating tests and exercises, etc.

However, reusing NLP/ST methods or tools (developed for other than pedagogical purposes) in pedagogical applications is not always pedagogically justifiable since they need to be adapted to the educational tasks, e.g. readability measures for legal texts adapted to the second language learning context. Thus, LT researchers who intend to re-use their algorithms and techniques in CALL applications need new datasets, specifically designed corpora, databases, etc. to fine-tune their tools for new target groups – the design and compilation of which are both critical for achieving good results and time-consuming.

There are other challenges that the area of NLP-based CALL faces: re-use and sharing of existing NLP/ST components, copyright issues, standardization of pedagogical framework, lack of collaboration with end-users – to name just a few. Probably the most significant challenge is to make sure that the research results reach actual end-users in the form of tools which can become a part of the educational process, and which are both easy of use and have a pedagogically sound basis.

This workshop aims to bring together (computational) linguists involved in research aiming at integrating NLP/ST in CALL systems and exploring the theoretical and methodological issues arising in this connection, with the purpose to share experiences, achievements and setbacks, and to discuss potential ways of addressing the challenges that need to be overcome.

This year we welcome papers

that describe research directly aimed at ICALL
that demonstrate actual or discuss potential use of existing NLP/ST tools or resources for language learning
that describe ongoing development of resources and tools with potential usage in ICALL, either directly in interactive applications, or indirectly in materials, application or curriculum development, e.g. collecting and annotating learner corpora; developing tools and algorithms for readability analysis, selecting optimal corpus examples, etc.
that discuss challenges and/or research agendas for ICALL
we are also interested in software demonstrations
We especially invite submissions describing the above-mentioned themes for the Nordic languages.

Submission information

We are using Nodalida 2013 template for the workshop this year. Authors are invited to submit papers between 7 and 14 pages of content, excluding title, abstract, references and author affiliations. Only pdf files will be accepted. Submissions will be managed through the electronic conference management system EasyChair. Final camera-ready versions of accepted papers will be given an additional page to address reviewer comments.

Papers should describe original unpublished work or work-in-progress. Every paper will be reviewed by at least 2 members of the program committee. As reviewing will be blind, please ensure that papers are anonymous. Self-references that reveal the author’s identity, e.g., “We previously showed (Smith, 1991) …”, should be avoided. Instead, use citations such as “Smith previously showed (Smith, 1991) …”. Submissions will be judged on appropriateness, clarity, originality/innovativeness, correctness/soundness, meaningful comparison, significance and impact of ideas or results. Accepted papers will be published in a NEALT Proceeding Series and, additionally, made available through ACL anthology.

Please note that NoDaLiDa 2013 format adopts a single-column, smaller page format, optimized for on-screen reading. In terms of actual word counts, the above page numbers correspond to approximately 4-8 pages, in a ‘classic’, two-column conference proceedings layout.

Important dates:

June, 16: first call for papers
August, 8: EasyChair opens for submissions
August, 14: second call for papers
September, 14: final call for papers
September, 25: paper submission deadline, via EasyChair
October, 16: notification of acceptance
October, 30: camera-ready papers for publication. You are also required to submit the NEALT transfer of copyright agreement (signed at least by the corresponding author and scanned) with your final submission.
November, 13, 9.00-12.00: workshop date

Invited speaker

We are happy to announce that our invited speaker will be

Prof. Detmar Meurers, University of Tübingen, Germany

Program committee:

Lars Ahrenberg, Linköping University, Sweden
Lars Borin, University of Gothenburg, Sweden
Antonio Branco, University of Lisboa, Portugal
Simon Dobnik, University of Gothenburg, Sweden
Robert Eklund, Linköping University, Sweden
Katarina Heimann Mühlenbock, DART, Sahlgrenska Universitetssjukhuset, Göteborg, Sweden
Thomas Francois, UCLouvain, Belgium
Arne Jönsson, Linköping University, Sweden
Sofie Johansson Kokkinakis, University of Gothenburg, Sweden
Ola Knutsson, Stockholm University, Sweden
Chris Koniaris, University of Gothenburg, Sweden
Peter Ljunglöf, University of Gothenburg, Sweden
Hrafn Loftsson, Reykjavik University, Iceland
Montse Maritxalar, University of the Basque country, Spain
Detmar Meurers, University of Tübingen, Germany
Martí Quixal, The Universty of Texas at Austin, US
Mathias Schulze, University of Waterloo, Canada
Joel Tetreault, Yahoo! Labs, US
Trond Trosterud, Universitetet i Tromsø, Norway
Cornelia Tschichold, Swansea University, UK
Francis Tyers, The Arctic University of Norway, Norway
Elena Volodina, University of Gothenburg, Sweden

Workshop organizers

Elena Volodina, Språkbanken, Department of Swedish, University of Gothenburg; elena dot volodina at svenska dot gu dot se (Organizing chair)
Lars Borin, Språkbanken, Department of Swedish, University of Gothenburg; lars dot borin at svenska dot gu dot se
Ildikó Pilán, Språkbanken, Department of Swedish, University of Gothenburg; ildiko dot pilan at svenska dot gu dot se

For all inquiries, please email Elena Volodina

#CALLabstracts EFL writing revision with blind expert and peer review using a CMC open forum

This cites “The types and effects of native speakers’ feedback on CMC“ Language, Learning & Technology article.

This exploratory computer assisted-language learning (CALL) study used a computer-mediated communication (CMC) interface to allow English as a foreign language (EFL) writing students in classes at two universities to give each other anonymous peer feedback about essay-writing assignments reacting to selected news stories. Experts also provided feedback review. Follow-up questions were facilitated by the interface.

The students felt that they benefitted from the instructional design, but found that the peer review focused most on things like grammar whereas the experts focused on organization and structure, making the expert feedback more valuable. Researchers found that more complex issues discussed in the source news articles resulted in lower outcome scores, based on a rubric, than did source material simpler issues.

The study also compared performance of students with higher and lower ability and evaluated the quality of the review comments. Conclusions and recommendations for practice are provided. This study is significant because it used CALL/CMC technology to provide online interactivity between students and reviewers in an open forum that allowed students to seek follow-up clarification to the comments of reviewers. The review process, therefore, was not a one-way anonymous communication from reviewer to student but rather allowed interactive discussion of the points and suggestions made by the reviewers.

DOI:10.1080/09588221.2014.937442

Authors: Wen-Chi Vivian Wua, Emily Petita & Ching-Huei Chenb

CFP: Digital games and language learning: A sociocultural perspective



Digital games and language learning: A sociocultural perspective  (Edited by Dr Mark Peterson and Dr Michael Thomas)

Rationale

In recent years there has been a surge of interest in the use of digital games in many spheres of education. The field of language education has also witnessed an expansion of work in this area (Peterson 2010). Language researchers frequently assert that the use of contemporary digital games in language education is a highly significant development (Sykes & Reinhardt 2012). The current literature suggests that playing many types of digital game may be particularly beneficial for second and foreign language learners (Peterson 2013). In the view of a growing number of researchers, digital games have the potential to provide access to optimal conditions for learning as they provide exposure to and opportunities to use the target language in a highly engaging, authentic and motivating context (Reinders & Wattana 2012; Sykes 2013). The expansion of interest on the use of games has coincided with advances in SLA research that stress the social nature of language learning. As many network-based digital games provide for extensive social interaction between players they have attracted interest from researchers who emphasize the importance of contextual and social factors in SLA (Thorne, Black & Sykes 2009).

Although there has been much discussion of the potential of digital games in the literature, research that explores learner game play is limited and many areas remain unexplored (Reinhardt 2013). Research that investigates the use of digital games from a sociocultural perspective has been conducted (Peterson 2012; Piiranen-Marsh & Tainio 2009; Zheng et al., 2009). However, studies remain restricted for the most part, to small scale experimental research. To date, few studies have addressed learner attitudes, gaming in out-of-school contexts or participation in game-related online communities (Peterson 2013). At the present time there is no dedicated collection that brings together state-of-the-art research on the use of digital games that is informed by sociocultural accounts of SLA. Moreover, there remains a lack of publications that provide classroom practitioners with a resource on which to draw. Through the presentation of theory-based work and studies conducted in the field it is anticipated that this edited volume will inform language educators in the pursuit of best practice.

Call for chapters

The proposed book will be divided into two parts: the first section will include theory-based papers that will provide a comprehensive overview of rationales for game-based learning that are informed by sociocultural accounts of SLA. The second section will focus on applied research and will include papers that report on actual learner game play, in-game interaction, attitudes and participation in game related online communities.

Chapters will be between 5,000 to 7,000 words long and will appeal to language teachers, graduate students and researchers working in the fields of applied linguistics, second language acquisition and the learning sciences. Submissions are encouraged focusing on one or more of the following areas:

Theory of game-based learning
Learner in-game interaction
Learner attitudes
Use of modified games
Gaming in out-of-school contexts
Integration of game-based learning
Learner participation in online game-related communities

Abstract submission and deadlines

Abstracts should be between 300 and 500 words and should be sent to both Dr Mark Peterson (tufsmp@yahoo.com) and Dr Michael Thomas (MThomas4@uclan.ac.uk).

The deadline is July 30th 2014. All proposals should include the following information:

Full name and title of the author(s)
Professional status
Professional address (department, employer, city and country)
Email addresses (home/work)
A short bio of each author (no more than 100 words)

All abstracts will be reviewed and a decision regarding possible inclusion in the monograph will be made within three weeks of receipt. Authors should note that acceptance of an abstract does not guarantee inclusion in the book, as the final chapter draft will be subject to further review.

The first chapter drafts are due on or before January 10th 2014.

Acceptance or rejection of papers is expected to take place within two to three weeks of the above date. Authors of accepted proposals will be sent further guidelines for the development of their chapter in due course. Prospective authors may submit more than one proposal. However, only one chapter can be accepted per individual author.

About the editors

Dr Mark Peterson is associate professor in the graduate school of human and environmental studies Kyoto University, Japan. His research focuses on the use of digital games in language education. He is author of Computer Games and Language Learning  (2013). Among his recent publications include papers in the journals ReCALL, Simulation and Gaming and Digital Education and Culture. Together with Dr Michael Thomas he recently co-edited a special edition of the CALICO Journal (2014) focusing on Web 2.0 and language learning.
http://www.peterson.h.kyoto-u.ac.jp/

Dr Michael Thomas is Senior Lecturer in Language Learning Technologies at the University of Central Lancashire, UK, and an affiliated fellow at the Brenkman Center for Internet Studies, Harvard University, for 2013/14. He has taught at universities in the UK, Germany and Japan. His research interests are in task-based learning and CALL and distance and online learning. He is editor of two book series, ‘Digital Education and Learning’ (with James Paul Gee and John Palfrey) and ‘Advances in Digital Language Learning and Teaching’ (with Mark Peterson and Mark Warschauer). Among his recent publications are Handbook of Research on Web 2.0 and Second Language Learning (2009), Task-Based Language Learning & Teaching with Technology (with H. Reinders) (2010), Digital Education (2011) and Online Learning (2011).
http://www.uclan.ac.uk/staff_profiles/michael_thomas.php

EUROCALL2014: Full programme available online

EUROCALL2014

Groningen, The Netherlands, 20-23 August, 2014

http://www.eurocall2014.nl/

EUROCALL2014 is the 21st annual conference of EUROCALL, the European
association of computer-assisted language learning. EUROCALL2014 will be
held at the University of Groningen in the Netherlands from 20th to 23rd
August 2014.

We are pleased to announce that the full programme for EUROCALL2014 is now
available online. The main conference programme is presented through
strands on Course Design, Instruction Models, Professional Development,
MALL, Open Education, Telecollaboration, Specific Skills, and many more.

Access the full programme from: http://www.eurocall2014.nl/?page_id=110.

Register now at: http://www.eurocall2014.nl/?page_id=103.

Message distributed by Sake Jager, Local organiser EUROCALL2014

CFP Mobile technology for foreign language teaching.


Journal of Universal Computer Science (J.UCS)
ISSN 0948-695x
 Online Edition: ISSN 0948-6968

Special Issue on:
  Mobile technology for foreign language teaching.
               Building bridges between non-formal and formal scenarios

To be published in October 2015

Guest Editors:

Jesús García Laborda (Universidad de Alcalá, Spain, jesus.garcialaborda@uah.es)
Elena Bárcena (UNED, Spain, mbarcena@flog.uned.es)
John Traxler, University of Wolverhampton, U.K., John.Traxler@wlv.ac.uk)

Background & Call for Manuscripts

Since the start of the new millennium, Mobile Assisted Language Learning (MALL) has grown to become a significant paradigm that educators cannot ignore. The primary motivation comes from two factors. Firstly, the wide scale adoption of mobile devices like smartphones and tablets. Secondly, the importance of speaking other languages both in the international professional world, for access and career development, and also in increasingly plurilingual societies. The inherently flexible nature of MALL enables students to be targeted within formal education, lifelong learning, outside formal education and even in situations of professional and social exclusion.

Researchers and developers worldwide have made the connection between mobile devices and foreign languages on the basis that the relevant competences can be trained socially, rather autonomously and, to some extent, developed incidentally. Regional and national boards of education and social affairs are, therefore, designing and implementing programs based upon what is possible to learn when users are mobile and interconnected. Furthermore, context is also taken into consideration in MALL as a significant and versatile element, which can be incorporated as part of the learning process.
This special issue draws together research and experiences that illustrate the recent advances in this field, both from a theoretical and/or a practical perspective to mainstream implementation. The issue intends to provide a multidisciplinary view of MALL, emphasizing the integration of methodological and technological innovation in order to effectively attend the language learning needs of mobile individuals and social groups in the 21st century. To this end, the issue will contain original, pertinent and relevant contributions along topics which include but are not limited to the following:

• Creating interactive and collaborative MALL environments
• Design and development of educational materials for MALL
• Specially significant MALL pilot projects and applications to mainstream implementation
• Mobile technology for language teacher training
• MALL assessment techniques, practices and certification
• From mobile to ubiquitous language learning: future trends in MALL

Important Deadlines

Submission by:                               31 December 2014
Notification of acceptance by:      31 March 2015
Revised submission by:                30 June 2015
Final version by:                             31 August 2015

Submission and Evaluation Procedure

The Journal of Universal Computer Science is a high-quality electronic publication that deals with all aspects of theoretical and applied computing technology. J.UCS has been appearing monthly since 1995 and is one of the oldest electronic journals with uninterrupted publication since its foundation. A number of special issues as well as the printed archive editions of the volumes are also available in print and can be ordered directly from J.UCS office. The impact factor of J.UCS is 0.669, the 5-year impact factor 0.788 (2010). For further information, please refer to  http://www.jucs.org/jucs_info/aims/unique_features.html.

Manuscripts should not exceed 20 double-spaced pages. Papers only prepared according to the JUCS’s guidelines for authors and submitted online (see procedure described below) will be included in the review process. Please refer to  http://www.jucs.org/ujs/jucs/info/special_issues/special_guidelines.html.

The guidelines for authors are available at  http://www.jucs.org/ujs/jucs/info/submissions/style_guide.html. Please submit your original and proof-read papers using the submission system to   https://www.easychair.org/conferences/?conf=malljucs15. Each article will be blind-reviewed by at least 3 reviewers. A selected set of reviewers with the appropriate expertise will be assigned to each article submitted according to its main subject.

Book proposals in the Advances in Digital Language Learning and Teaching series

Advances in Digital Language Learning and Teaching

The ADVANCES IN DIGITAL LANGUAGE LEARNING AND TEACHING book series is published by Bloomsbury with Dr Michael Thomas, Dr Mark Peterson and Professor Mark Warschauer as series editors. It has already published books on learner autonomy and CALL, sociocultural approaches to online language learning and teaching, and interactive whiteboards and language education. New proposals are sought from academics working in CALL for sole-author or edited collections. More information can be found below and via the publisher’s series website:
http://www.bloomsbury.com/uk/series/advances-in-digital-language-learning-and-teaching/

Today’s language educators need support to understand how their learners are changing and the ways technology can be used to aid their teaching and learning strategies. The movement toward different modes of language learning, from presence-based to autonomous as well as blended and fully online modes, requires different skill sets such as e-moderation and new ways of designing and developing language learning tasks in the digital age.
Theoretical studies that include practical case studies and high quality empirical studies incorporating critical perspectives are necessary to move the field further. This new series is committed to providing such an outlet for high quality work on digital language learning and teaching.

Volumes in the series focus on a number of areas including but not limited to:

task-based learning and teaching approaches utilizing technology
language learner creativity
e-moderation and teaching languages online
blended language learning
designing courses for online and distance language learning
mobile assisted language learning
autonomous language learning, both in and outside of formal educational contexts
the use of web 2.0/social media technologies
immersive and virtual language learning environments
digital game-based language learning
language educator professional development with digital technologies
teaching language skills with technologies

Enquiries about submitting a proposal for the book series can be made by contacting the series editors: Dr Michael Thomas (MThomas4@uclan.ac.uk), Dr Mark Peterson (tufsmp@yahoo.com) and Professor Mark Warschauer (markw@uci.edu).