Category: CALL

CFP Automated Writing Evaluation in Language Teaching: Theory, Development, and Application

Call for Papers

Special Issue: CALICO Journal 33.1, 2016
Guest editors: Volker Hegelheimer, Ahmet Dursun, Zhi Li, Iowa State University

Automated Writing Evaluation in Language Teaching: Theory, Development, and Application

The first automated writing evaluation (AWE) software for assessment purposes dates back to the 1960s (Project Essay Grade, Page Ellis). Rapid advances in the fields of artificial intelligence and natural language processing in the last few decades have led to the development of more powerful scoring engines, such as e-rater developed by ETS and IntelliMetric by Vantage Learning. Recent years have seen the application of scoring engines expand to language learning and teaching purposes. Likewise, much open-source and commercial AWE software has been released for use in the language learning (L2) classroom.

Opinions on the utility of AWE tools and their potential effects on educational practices vary, as shown by two frequently-cited books on AWE: Ericsson and Haswell (2006) and Shermis and Burstein (2013).  While many AWE tools are impressive in terms of scoring reliability, the use of AWE for assessment purposes in writing classrooms has seen fierce discussion and opposition, as articulated in the 2004 position statement of the Conference on College Composition and Communication (CCCC). More studies are needed to evaluate AWE tools in classrooms. This special issue will bring together a variety of studies related to AWE in the context of Computer-Assisted Language Learning (CALL). The issue will cover conceptual and empirical research on AWE tool development, AWE tool classroom implementation, and resulting pedagogical implications.  It will thus be of interest to AWE designers and developers, applied-linguistics researchers, and language teachers and practitioners. With an emphasis on AWE development for classroom use and its implementation, this issue will be a good complement to existing books on AWE, such as Ericsson & Haswell (2006) and Shermis & Burstein (2013).

Research articles that include a theoretical discussion and/or empirical research on the promise, challenges, and issues related to the development, implementation, or evaluation of AWE tools are invited.  These articles may investigate how AWE tools provide L2 learners, language teachers, and computational linguists with opportunities and challenges to:

* promote writing proficiency development
* encourage learner autonomy
* support pedagogical practices
* incorporate theories of Second Language Acquisition
* integrate L2 writing curricula
* develop theory-based AWE tools

By bringing together a variety of researchers and practitioners who have employed qualitative, quantitative, or mixed-method methodologies in researching different AWE tools across different contexts and genres, this Special Issue will raise the awareness of researchers and practitioners regarding the use of AWE tools as part of classroom instruction. This issue is timely as new commercial and academic AWE tools are being used or introduced. The papers in this issue can generate both valuable guidance for implementation and also offer suggestions for needed research on the use of AWE tools as potential language learning technologies.

It is our hope that this Special Issue will stimulate lively discussion about (1)  how to approach the theory-based design and use of different AWE tools in order to best address the needs of L2 learners in different contexts, (2) whether or not to integrate AWE tools into the L2 writing curriculum and use these tools as part of classroom instruction, and (3) how to effectively coordinate a variety of existing technologies in light of learner variables, such as self-regulated
learning, motivation, and learner autonomy.

In a wider sense, this Special Issue will illustrate how developers design and create AWE tools, how instructors implement these tools in their classes, and how learners use them to improve their L2 writing skills. We will thus de-mystify the development of AWE tools for pedagogical purposes and shed light on best practices for teaching L2 writing with AWE tools.

Please send inquiries and abstracts to Volker Hegelheimer (volkerh@iastate.edu) before 1st August 2014. Please list CALICO Journal Special Issue in the subject line of your email. For the submission of the manuscript, follow the online submission process and refer to the Author Guidelines of CJ. http://journals.sfu.ca/CALICO/index.php/calico/about/submissions. During the submission process, select ‘Special Issue AWE’ as the section.

Timeline:

First Call for Papers                                                 1 June  2014
Deadline for submission of abstracts                1 August 2014
Notification of contributors                                   1 September 2014
First draft of papers to be submitted                  1 January 2015
Returned to authors for changes                          15 March 2015
Second draft of papers to be submitted             15 June 2015
Returned to authors for final changes                1 September 2015
Special Issue to be published                              February 2016

Thanks to Mathias Schulze

CFP: Researching Language Learner Interaction Online: From Social Media to MOOCs

ALL FOR ABSTRACT SUBMISSIONS

The 2015 Volume in CALICO’s Monograph Book Series.

Guest editors

Dr Ed Dixon (University of Pennsylvania, USA)

Dr Michael Thomas (University of Central Lancashire, UK)

Book Title

Researching Language Learner Interaction Online: From Social Media to MOOCs

Overview

This timely volume aims to publish new empirical research on language learning in digitally-mediated environments and conceptual chapters that address new research approaches for effectively understanding the complex interactions taking place online. This dual focus distinguishes the volume from existing books in the field and is based on a recognition of the need for qualitative, multimodal and mixed methods research approaches that aim to capture a holistic understanding of learner interaction in online spaces.

According to advocates, social network sites and new learning spaces like Coursera, Instreamia and other MOOCs are set to have an unprecedented impact on educational practice and affect the ways students engage with language and culture over the next decade. The volume will also examine the process of language acquisition in globally networked learning environments and the role that international interactions play in enriching the language learning experience and perspectives of world cultures. Chapter authors will make important contributions towards a better understanding of how international online interactions in online environments such as social networking sites can achieve proficiency goals and aid learner interaction, intercultural understanding and digital literacy skills. Chapters are requested which explore how digital environments provide learners with opportunities to:

●      Engage in meaningful conversations and exchange viewpoints with like-minded learners worldwide;

●      Compare one’s own cultural reference with a multiplicity of different cultural perspectives of the target language and culture;

●      Connect with other disciplines through online courses that offer professional and academic courses in foreign languages;

●      Continue their study of the target language beyond the school setting in multicultural online communities of practice.

In addition to discussing the potential contribution of MOOCs and social networks in terms of enriching the language-learning experience and preparing students for global citizenship through the study of a foreign language, authors will address a multiplicity of issues affecting language education at pedagogical and institutional levels. At the pedagogical level, this volume will examine instructional methods, learning strategies, student feedback, peer assessment and lifelong learning. At the institutional level, we will investigate issues of teacher readiness, accreditation and articulation.

The volume will have two parts,

●      with the first addressing new approaches to researching online CALL environments using digital technologies and applications

●      and the second providing examples of empirical research on learner interaction online e.g., in social networking sites such as Livemocha, virtual worlds, telecollaboration, and online and blended language learning contexts.

In the first stage, abstracts of no more than 250-300 words are requested on the following or related topics:

●      Methods and approaches to language learning and teaching in MOOCS, social networks and blended environments

●      Cultural and social approaches to online language study

●      Language learner interaction in virtual worlds

●      Proficiency and assessment of online learners

●      Microblogging and language learning

●      Input and output in digital-learning environments

●      Institutional readiness and professional development

●      Accreditation, curricular integration and articulation

●      Using digital video and screen capture software

●      Eye tracking software and digital literacy

●      Multimodal and new approaches to researching language learning in social networks

●      Big data and learner interaction

●      The ethics of online research with language learners

Timeline:

First Call for Abstracts (1 March  2014)

Deadline for submission of abstracts (1 April  2014)

Notification of contributors (1 May 2014)

First draft of full papers to be submitted (1 October 2014)

Publication of the CALICO monograph (1 May 2015)

CFP: Researching Language Learner Interaction Online: From Social Media to MOOCs

ALL FOR ABSTRACT SUBMISSIONS

The 2015 Volume in CALICO’s Monograph Book Series.

Guest editors

Dr Ed Dixon (University of Pennsylvania, USA)

Dr Michael Thomas (University of Central Lancashire, UK)

Book Title

Researching Language Learner Interaction Online: From Social Media to MOOCs

Overview

This timely volume aims to publish new empirical research on language learning in digitally-mediated environments and conceptual chapters that address new research approaches for effectively understanding the complex interactions taking place online. This dual focus distinguishes the volume from existing books in the field and is based on a recognition of the need for qualitative, multimodal and mixed methods research approaches that aim to capture a holistic understanding of learner interaction in online spaces.

According to advocates, social network sites and new learning spaces like Coursera, Instreamia and other MOOCs are set to have an unprecedented impact on educational practice and affect the ways students engage with language and culture over the next decade. The volume will also examine the process of language acquisition in globally networked learning environments and the role that international interactions play in enriching the language learning experience and perspectives of world cultures. Chapter authors will make important contributions towards a better understanding of how international online interactions in online environments such as social networking sites can achieve proficiency goals and aid learner interaction, intercultural understanding and digital literacy skills. Chapters are requested which explore how digital environments provide learners with opportunities to:

●      Engage in meaningful conversations and exchange viewpoints with like-minded learners worldwide;

●      Compare one’s own cultural reference with a multiplicity of different cultural perspectives of the target language and culture;

●      Connect with other disciplines through online courses that offer professional and academic courses in foreign languages;

●      Continue their study of the target language beyond the school setting in multicultural online communities of practice.

In addition to discussing the potential contribution of MOOCs and social networks in terms of enriching the language-learning experience and preparing students for global citizenship through the study of a foreign language, authors will address a multiplicity of issues affecting language education at pedagogical and institutional levels. At the pedagogical level, this volume will examine instructional methods, learning strategies, student feedback, peer assessment and lifelong learning. At the institutional level, we will investigate issues of teacher readiness, accreditation and articulation.

The volume will have two parts,

●      with the first addressing new approaches to researching online CALL environments using digital technologies and applications

●      and the second providing examples of empirical research on learner interaction online e.g., in social networking sites such as Livemocha, virtual worlds, telecollaboration, and online and blended language learning contexts.

In the first stage, abstracts of no more than 250-300 words are requested on the following or related topics:

●      Methods and approaches to language learning and teaching in MOOCS, social networks and blended environments

●      Cultural and social approaches to online language study

●      Language learner interaction in virtual worlds

●      Proficiency and assessment of online learners

●      Microblogging and language learning

●      Input and output in digital-learning environments

●      Institutional readiness and professional development

●      Accreditation, curricular integration and articulation

●      Using digital video and screen capture software

●      Eye tracking software and digital literacy

●      Multimodal and new approaches to researching language learning in social networks

●      Big data and learner interaction

●      The ethics of online research with language learners

Timeline:

First Call for Abstracts (1 March  2014)

Deadline for submission of abstracts (1 April  2014)

Notification of contributors (1 May 2014)

First draft of full papers to be submitted (1 October 2014)

Publication of the CALICO monograph (1 May 2015)

CFP RESEARCH CHALLENGES IN CALL

The editor, associate editors and editorial board of Computer Assisted Language Learning (Taylor and Francis) extend a cordial invitation to attend our  XVIth International CALL Research Conference at Universiteit Antwerpen (Antwerp, Belgium), 7-9 July 2014.

RESEARCH CHALLENGES IN CALL

The starting points for this conference are the 12 challenges Jozef Colpaert recently identified and presented at WorldCALL 2013 in Glasgow, and which he classified into three categories:

contextual (academic meritocracy, academic value of CALL, myths/hypes and broad-public perception), methodological (design, replication, slow research and transdisciplinarity), and epistemological (open, psychological, smart and sustainable aspects).

Our three proposed session types reflect these categories:

-Keynote speakers – Piet Desmet (K.U. Leuven University) and Bryan Smith (Arizona State University) – will tackle the contextual challenges in thought-provoking plenary sessions.

-Research papers  should  focus on your current research and should discuss the methodological challenges you encounter. Two selected research papers will be awarded as plenary presentations.

-Pre- and post-conference surveys, polls, group discussions and panels will focus on epistemological challenges we define together. If we want academic evaluation to become more objective, fair and justifiable, then epistemological challenges need to be defined clearly in advance. We would like this conference to be a catalyst for discussions regarding the question: What priority research topics can be defined by our community?  This should lead to a document that can be used by all CALLers worldwide for supporting their research proposals.

Deadline for submissions is 30 November 2013. Please send your abstract (300 words) and biodata (100 words) to ann.aerts@uantwerpen.be.

Participants have the opportunity to combine the CALL conference with a Summer School in Design-Based Research (by Sven De Maeyer and Vincent Donche) or a Master Class in Educational Engineering (by Jozef Colpaert). Both events will be held from 30 June until 4 July. Further information will follow soon on the conference website www.antwerpcall.be.