Category: journals

New ReCALL journal Impact Factor 2024

Editors-in-Chief: Alex Boulton Université de Lorraine, France and Pascual Pérez-Paredes Universidad de Murcia, Spain


ReCALL is the journal of the European Association for Computer Assisted Language Learning (EUROCALL). It is published by Cambridge University Press.

It seeks to fulfil the stated aims of EUROCALL as a whole, i.e. to encourage the use of technology for the learning and teaching of languages and cultures, and especially the promotion and dissemination of innovative research and practice in areas relating to CALL including, but not limited to: Applied Linguistics, Corpus Linguistics, Digital Pedagogy, Digital Literacies, Computer-Mediated Communication, Learning Analytics, Second Language Acquisition, and Educational Science. 

The journal publishes research articles that report on empirical studies (quantitative, qualitative, or mixed methods), as well as occasional rigorous meta-analyses or other syntheses or surveys, and papers that make substantial contributions to theoretical, epistemological or methodological debates. Typical subjects for submissions include foreign or second language learning and development in technology-enhanced learning environments and practical applications at developmental stage, with firm theoretical anchoring in CALL; evaluative studies of the potential of technological advances in the delivery of language learning materials and enactment of language learning activities; and discussions of theory, policy or strategy at institutional and disciplinary levels with clear connections to technology-mediated language learning. 

ReCALL is a Gold Open Access journal.

Prof Pérez-Paredes to join the EB of Artificial Intelligence and Language Education (AILE)

Artificial Intelligence and Language Education (AILE) is a peer-reviewed international open-access journal that focuses on the intersection of artificial intelligence (AI) and language education. The journal welcomes submissions addressing the theoretical, empirical, and practical dimensions of AI-driven advancements in language teaching, learning, and assessment. By bringing together research from linguists, educators, AI experts, and technologists, Artificial Intelligence and Language Education aims to contribute to the ongoing transformation of language education and foster a global dialogue on the role of AI in shaping the future of language learning.

Prof Pérez-Paredes has accepted the invitation to join the Editorial Board of this new journal. His academic background in linguistics and specialisation in corpus-assisted discourse studies equip Prof Pérez-Paredes to critically engage with emerging intersections between language, technology, and pedagogy. His research has explored how digital tools and AI-driven applications are reshaping language practices, both in formal education settings and in broader multilingual environments. He brings experience in analysing large-scale linguistic data and applying discourse methods to examine evolving communicative norms, which can support critical evaluation of AI’s role in shaping language education. Prof Péerez-Paredes is particularly interested in how generative AI tools affect learner agency, feedback mechanisms, and language ideologies, especially in multilingual and southern Europe.

Prof Pérez-Paredes looks forward to contributing to the journal’s mission by fostering interdisciplinary dialogues and supporting rigorous, ethically grounded scholarship in this fast-developing area.

Free copy of our latest paper in Computer Assisted Language Learning

Our article, Language teachers’ perceptions on the use of OER language processing technologies in MALL, has just been published on Computer Assisted Language Learning Journal, Taylor & Francis Online.

50 free eprints can be downloaded from the following URL:

http://www.tandfonline.com/eprint/epWFWhVAGFZ4yRSIaMcA/full

Get yours now!!!!

Abstract

Combined with the ubiquity and constant connectivity of mobile devices, and with innovative approaches such as Data-Driven Learning (DDL), Natural Language Processing Technologies (NLPTs) as Open Educational Resources (OERs) could become a powerful tool for language learning as they promote individual and personalized learning. Using a questionnaire that was answered by language teachers (n = 230) in Spain and the UK, this research explores the extent to which OER NLPTs are currently known and used in adult foreign language learning. Our results suggest that teachers’ familiarity and use of OER NLPTs are very low. Although online dictionaries, collocation dictionaries and spell checkers are widely known, NLPTs appear to be generally underused in foreign language teaching. It was found that teachers prefer computer-based environments over mobile devices such as smartphones and tablets and that teachers’ qualification determines their familiarity with a wider range of OER NLPTs. This research offers insight into future applications of Language Processing Technologies as OERs in language learning.

KEYWORDS: Language learning, teachers’ perceptions, OER, MALL, natural language processing technologies, higher education

#CFP Language Technology for Digital Humanities: Language Resources and Evaluation Journal

From the Corpora List

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CALL FOR PAPERS
We invite submissions of papers to a special issue of the journal ”Language Resources and Evaluation”. The special issue will focus on the use of language technology for digital humanities and will have the title: Language Technology for Digital Humanities.
MOTIVATION:
The use of digital resources and tools across humanities disciplines has steadily increased, giving rise to new research paradigms and associated methods that are commonly subsumed under the term ”digital humanities”. Digital humanities does not constitute a new discipline in itself, but rather a new approach to humanities research that cuts across different existing humanities disciplines. While digital humanities extends well beyond language-based research, textual resources and spoken language materials play a central role in most humanities disciplines. Applying LT tools and data for digital humanities research implies new perspectives on these resources regarding domain adaptation, interoperability, technical requirements, documentation, and usability of user interfaces.
TOPICS:
We invite original contributions on completed work, not published before and not under consideration for publication elsewhere. Specific topics include, but are not limited to:
* Case studies of using language technology and/or language resources with the goal of finding new answers to existing research questions in a particular humanities discipline or addressing entirely new research questions
* Case studies of expanding the functionality of existing language processing tools in order to be able to address research questions in digital humanities
* The design of new language processing tools as well as annotation tools for spoken and written language, showcasing their use in digital humanities research
* Domain adaption of rule-based, statistical, or machine-learning models for language processing tools in digital humanities research
* Challenges posed for language processing tools when used on diachronic data, language variation data, or literary texts
* Showcasing the use of language processing tools in humanities disciplines such as anthropology, gender studies, history, literary studies, philosophy, political science, and theology
SUBMISSION:
Accepted papers will have a length of 20-30 pages, excluding references.
Authors are advised to use the online manuscript submission for the journal. Make sure to select the special issue when asked to provide the article type. More information, including formatting instructions for authors can be found on the journal’s webpage at:  http://www.springer.com/education+%26+language/linguistics/journal/10579#
Authors are requested to send a brief email to the guest editors (LTforDH@gmail.com) indicating their intention to participate as soon as possible, including their contact information and the topic they intend to address in their submission. Questions regarding the special issue should be sent to the same address.
IMPORTANT DATES:
* Submission deadline: 31 October 2017
* Author notification of acceptance: 15 January 2018
GUEST EDITORS:
Erhard Hinrichs, University of Tübingen
Marie Hinrichs, University of Tübingen
Sandra Kübler, Indiana University
Thorsten Trippel, University of Tübingen