Research on CALL and Distance Learning: A Briefly Annotated Bibliography Aaron Ohlrogge University of Michigan Michigan State University

Hyewon Lee Michigan State University 1. Introduction This section of the volume provides an abbreviated version of an extensive and briefly annotated bibliography of work concerning a variety of CALL topics available at the CALICO website https://calico.org. In general, these citations reflect work done over the past 20 years with special focus on post-2000 studies, although the keen observer will note a few older classics here and there. The citations listed here have been compiled from a variety of sources such as the database available by Grgurovi (2007) and EUROCALL (2007, http://www.eurocalllanguages.org/resources/bibliography/index.html) as well as hand searches of CALL journals. Many, but not all, of the works cited in earlier chapters are annotated here as well. We would like to mention that while we are familiar with some of the works in this chapter, in many cases our keywords and summaries have been taken solely from abstracts. In cases in which the results of experimental studies can be summarized in a single sentence, we have attempted to do so. Works of an exploratory, critical, and/or theoretical nature are often summarized more broadly. Constrained as we were with only a single sentence with which to summarize these studies, we apologize in advance for any oversimplifications and/or misrepresentations of the works listed here. The abbreviated list of references included here focuses on distance learning and hybrid learning. A more expansive list of annotated references is included at the CALICO website, for it was too expansive to be included in the print version of this volume. In the works that follow, we have, wherever possible, included a list of keywords which denote three major categories across which these works have been classified. These categories are 1. Language The majority of language-learning settings described by these works feature European and Asian languages, although some works have focused on the use of CALL in teaching minority indigenous languages in North America (Jancewicz & MacKenzie, 2002) , Africa (Berg & Pretorius, 2003), and Australia (Auld, 2002). While the majority of research in this chapter has focused on second language learning settings, a few L1 studies particularly relevant to L2 CALL are included as well. Such studies are denoted accordingly. 2. Skill area While traditionally identified skill areas such as grammar, vocabulary, reading, writing, listening, and speaking are all featured here, additional skill areas such as discourse competence and cultural competence are also included. Indeed, many works, such as Hager (2005) and Kim

(2002) have reported many positive benefits of using websites to teach L2 cultural content. Where applicable, studies relating to language assessment, teacher training, and materials development are also identified, as well as works of special interest to those involved in distance learning. 3. Technology The past 20 years have seen an amazing transformation in the ways in which computers have been incorporated into language learning. While initially computers were largely used as new delivery devices of existing language materials, these days the situation is much different. The advancement of various types of synchronous and asynchronous CMC, including instant messaging, chat rooms, email, and bulletin boards, have led to fantastic opportunities for communication not only between language learners in the setting of a single class or course (e.g., Ene, Goertler, & McBride, 2005), but also between learners of each others language, a process known as tandem learning (e.g., Chung, Graves, Wesche, & Barfurth, 2005; Darhower, 2006). Furthermore, advances in both hardware and software have allowed for greatly enhanced feedback for learners on various types of output, including pronunciation and prosody (Hardison, 2005), grammar (Heift, 2003, 2006), and vocabulary (Cobb, 1997). Finally, several researchers and educators have begun to harness the potential of language corpora for pedagogical purposes as well (e.g., Granger, 2003). We hope that this resource list proves useful for your CALL and distance-education-related teaching, assessment, and research. Annotated References Abrams, Z. I. (2001). Computer-mediated communication and group journals: Expanding the repertoire of participant roles. System, 29 (4), 489-503.
Keywords: Writing, German Summary: CMC writers exhibited more participant roles in group writing than those who wrote group journals

Abrams, Z. I. (2002). Surfing to cross-cultural awareness: Using internet-mediated projects to explore cultural stereotypes. Foreign Language Annals, 35 (2), 141-160.
Keywords: culture, German, websites Summary: Use of target language websites shown to be effective cultural teaching tool

Abrams, Z. I. (2003a). Flaming in CMC: Prometheus Fire or Infernos? CALICO Journal, 20 (2), 245-260. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: German Summary: Describes how flaming can be a source of positive language learning

Abrams, Z. I. (2003b). The effect of synchronous and asynchronous CMC on oral performance in German. The Modern Language Journal, 87 (2), 157-167.
Keywords: writing, German, synchronous CMC Summary: Synchronous CMC group outperformed asynchronous, control groups in output quality and quantity

Abrate, J., & Bowling, T. (2000). Paris and the Web: Surfing along the Seine. The French Review, 73 (6), 1165-1178.
Keywords: culture, French, websites Summary: Describes how target language webpages can be used for cultural learning

Absalom, M., & Marden, M. P. (2004). Email communication and language learning at universityAn Australian case study. Computer Assisted Language Learning, 17 (3-4), 403-440.
Keywords: writing, Italian, email Summary: Qualitative description of email interactions between students and instructors

Ahern, T., Peck, K., & Laycock, M. (1992). The effects of teacher discourse in computermediated discussion. Journal of Educational Computing Research, 8 (3), 291309.
Keywords: writing, English (L1), asynchronous CMC Summary: Students produced most language when teacher adopted a conversational style in CMC, as opposed to making only direct statements or only posing questions

Alderson, J. C. (2000). Technology in testing: The present and the future. System, 28 (4), 593603.
Keywords: assessment, English, internet, CD-ROM Summary: Summarizes current and future trends in computer-based language assessment

Alderson, J. C., & McIntyre, D. (2006). Implementing and evaluating a self-assessment mechanism for the web-based language and style course. Language and Literature, 15 (3), 291-306.
Keywords: assessment, English (L1), web-based test Summary: Summarizes the development of a self-assessment tool for an online stylistics course

Aldrich, F., Rogers, Y., & Scaife, M. (1998). Getting to grips with interactivity: Helping teachers assess the educational value of CD-ROMs. British Journal of Educational Technology (BJET), 29 (4), 321-332.
Keywords: English (L1), CD-ROM Summary: Provides criteria for evaluating CD-ROMS for classroom use; British education oriented

Allum, P. (2002). CALL and the classroom: The case for comparative research. ReCALL, 14 (1), 146-166.
Keywords: CALL Summary: Reports a longitudinal study evaluating CALL program; argues for more comparative research

Allum, P. (2004). Evaluation of CALL: Initial vocabulary learning. ReCALL, 16 (2), 488-501.
Keywords: vocabulary Summary: Demonstrates positive results for active and passive vocabulary acquisition

Al-SaDi, R. A., & Hamdan, J. M. (2005). Synchronous online chat English: Computermediated communication. World Englishes, 24 (4), 409-424.
Keywords: English, chat Summary: Provides a linguistic description of CMC discourse; argues for CMC language as a hybrid of spoken and written English

Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5 (1), 202-232. (http://llt.msu.edu)
Keywords: vocabulary, English, video, and still image Summary: Finds video presentation of glosses more effective than still-photo glosses

Al-Seghayer, K. (2005). ESL readers perceptions of reading in well structured and less structured hypertext environment. CALICO Journal, 22 (2), 191-212. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: reading, English, hypertext Summary: Learners unanimously favored well structured hypertexts

Al-Seghayer, K. (2007). The role of organizational devices in ESL readers construction of mental representations of hypertext content. CALICO Journal, 24 (3), 531-559. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: reading, English, hypertext Summary: Better reading comprehension achieved with highly and clearly structured texts, especially among less proficient learners

Amiri, F. (2000). IT-literacy for language teachers: Should it include computer programming? System, 28 (1), 77-84.
Keywords: teacher training, English, programming Summary: Argues MA-TESOL teachers should learn programming to develop own CALL materials

Anderson, J. (2001). Web publishing in non-Roman scripts: Effects on the writing process. Language and Education, 15 (4), 229-249.
Keywords: writing, Urdu, Bengali, web-based publishing Summary: Describes use of desktop publishing for community language users in British secondary school

Anderson, L., Fyvie, B., Koritko, B., McCarthy, K., Paz, S. M., Rizzuto, M., et al. (2006). Best practices in synchronous conferencing moderation [Technical evaluation report]. International Review of Research in Open and Distance Learning, 7 (1), 1-6. (http://www.irrodl.org/index.php/irrodl)
Keywords: Synchronous CMC Summary: Discusses good practices for instructors conducting sychronous CMC oriented activities

Anderson-Hsieh, J. (1994). Interpreting visual feedback on suprasegmentals in computer-assisted pronunciation instruction. CALICO Journal, 11 (4), 5-22. (https://www.calico.org/p-5CALICO Journal.html)
Keywords: pronunciation, English, visual feedback Summary: Explains how visual feedback from computers can be used to teach suprasegmentals

Andrews, C. (2000). Project-oriented use of the World Wide Web for teaching and learning culture. Computer Assisted Language Learning, 13 (4-5), 357-376.
Keywords: culture, French, websites Summary: Qualitatively compares cultural learning via internet and traditional materials

Appel, C., & Mullen, T. (2002). A new tool for teachers and researchers involved in email tandem language learning. ReCALL, 14 (2), 195-208.
Keywords: email Summary: Describes a new teacher interface for a tandem learning project

Araujo e Sa, M. H., & Melo, S. (2007). Online plurilingual interaction in the development of language awareness. Language Awareness, 16 (1), 7-20.
Keywords: French, Italian, Spanish, Portuguese Summary: Describes how communication breakdowns in chat can lead to increased language awareness

Ariew, R., & Ercetin, G. (2004). Exploring the potential of hypermedia annotations for second language reading. Computer Assisted Language Learning, 17 (2), 237-259.
Keywords: reading, English, hypertext, Summary: Video and graphic annotations not found to improve reading comprehension; negative association between fixation on annotations and reading comprehension among lower lever learners

Armitage, N., & Bowerman, C. (2002). Knowledge pooling in CALL: Programming an online language learning system for reusability, maintainability and extensibility. Computer Assisted Language Learning, 15 (1), 27-53.
Keywords: materials development, Summary: Discusses technical issues related to creating CALL materials

Armitage, N., & Bowerman, C. (2005). The LOM approachA CALL for concern? Computer Assisted Language Learning, 18 (1-2), 109-118.
Keywords: pedagogy Summary: Critical discussion of pedagogical benefits of CALL

Arnold, N. (2007). Technology-mediated learning 10 years later: Emphasizing pedagogical or utilitarian applications? Foreign Language Annals, 40 (1), 161.
Keywords: pedagogy Summary: Survey of college foreign language teachers indicates most are using technology to some degree, although usage influenced by utilitarian concerns first and by pedagogy second

Arnold, N., & Ducate, L. (2006). Future foreign language teachers social and cognitive collaboration in an online environment. Language Learning & Technology, 10 (1), 42-66. (http://llt.msu.edu)
Keywords: teacher training, bulletin boards, Summary: Analyzes discussion between foreign language teacher trainees at two universities

Arnold, N., Ducate, L., Lomicka, L., & Lord, G.. (2005). Using computer-mediated communication to establish social and supportive environments in teacher education. CALICO Journal, 22 (3), 537-566. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: teacher training, bulletin boards, Summary: Analyzes discussion between foreign language teacher trainees at three universities

Ashby, W., & Ostertag, V. (2002). How well can a computer program teach German culture? Some preliminary findings from EthnoDeutsch. Die Unterrichtspraxis/Teaching German, 35 (1), 79-85.
Keywords: culture, German, software, Summary: Compares student evaluations of a culture-based CD-ROM to ACTFL guidelines

Atkinson, T. (1992). Hands off. Its my go! IT in the languages classroom. London: CILT in association with NCET. (ERIC document Reproduction Service No. ED 350873)
Keywords: CALL materials Summary: A guide on IT issues for teachers; topics include hardware, software, and program management

Atkinson T. (2002). WWW: the internet (2nd Ed.) (CILT Infotech Series No. 3), London: CILT.
Keywords: internet Summary: A guide for teachers on using the internet for language learning

Atwell, E., Howarth, P., Souter, C., Baldo, P, Bisiani, R., Pezzotta, D., et al. (2000). User-guided system development in interactive spoken language education. Natural Language Engineering, 6 (3-4), 229-241.
Keywords: materials development Summary: Argues for collaboration between language experts and CALL developers

Atwell, E., Howarth, P., Souter, C. (2003). The ISLE corpus: Italian and German spoken learners English. ICAME Journal, 27 (1), 5-18.
Keywords: Italian, German, corpora Summary: Describes a nonnative-speaker spoken corpus annotated for pronunciation errors

Auld, G. (2002). The role of the computer in learning Ndjbbana. Language Learning & Technology, 6 (2), 41-58. (http://llt.msu.edu)
Keywords: reading (L1), Ndjebbana, talking books; video touch screens Summary: Describes development of CALL materials to promote L1 literacy in endangered indigenous Australian language

Ayoun, D. (2000). Web-based elicitation tasks in SLA research. Language Learning & Technology, 3 (2), 77-98. (http://llt.msu.edu)
Keywords: grammar, French, software Summary: Describes two software programs used to elicit grammaticality judgments of various types

Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer Assisted Language Learning, 15 (3), 241-249.
Keywords: learner attitudes Summary: Describes learner reactions and attitudes about CALL in the language classroom

Baldzis, S. D., Eumeridou, E., & Kolalas, S. (2002). A complete and comprehensive system for modern Greek language processing proposed as a modern Greek language CALL method developer. Literary and Linguistic Computing, 17 (4), 373-400.
Keywords: grammar, vocabulary, Modern Greek, software, distance learning Summary: Describes an NLP program for Modern Greek that can be used to teach the language as well

Banados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal, 23 (3), 533-550. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: English, software, hybrid Summary: Describes English software program used for Chilean university students

Bangs, P., & Shield, L. (1999). Why change authors into programmers? ReCALL, 11 (1), 19-29.
Keywords: materials development Summary: Evaluates existing web-based CALL programs and provides guidelines for future developers

Bangs, P. (2002). Authoring, pedagogy and the Web: Expectations versus reality. International Journal of English Studies Monographs, 2 (Pt. 1).
Keywords: software Summary: Evaluates existing web-based CALL programs and provides guidelines for future developers

Bangs, P., & Cantos, P. (2004). What can computer assisted language learning contribute to foreign language pedagogy? International Journal of English Studies, 4 (1), 221-239.
Keywords: pedagogy Summary: Considers CALL history in relation to behaviorist and communicative methodology; explores future directions

Barile, A. L., & Durso, F. T. (2002). Computer-mediated communication in collaborative writing. Computers in Human Behavior, 18 (2), 173-190.
Keywords: writing, English (L1), email; synchronous CMC, Summary: Synchronous CMC group outperformed email group in collaborative writing task

Barker, A. (2001). Ancient Greek with Thrasymachus: A Web site for learning ancient Greek. CALICO Journal, 18 (2), 393-400. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: reading, grammar, vocabulary, Ancient Greek, website Summary: Details creation of a website to supplement print textbook

Bar-Lev, Z. (2004). Glyphs and other innovations for Hebrew and Arabic. CALICO Journal, 21 (3), 557-559. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: reading, orthography, Hebrew, Arabic, websites Summary: Describes website used to help teach Hebrew and Arabic scripts

Baron, N. S. (2004). See you online: Gender issues in college student use of instant messaging. Journal of Language and Social Psychology, 23 (4), 397-423.
Keywords: English, chat Summary: Describes gender differences among American college students while using instant messaging

Barr, D., Leakey, J., & Ranchoux, A. (2005). Told like it is! An evaluation of an integrated oral development pilot project. Language Learning & Technology, 9 (3), 55-78. (http://llt.msu.edu)
Keywords: speaking, French, software; computer supervisory hardware; speech recognition, Summary: Traditional classroom outperformed students using CALL for oral skills

Barr, J. D., & Gillespie, J. H. (2003). Creating a computer-based language learning environment. ReCALL, 15 (1), 68-78.
Keywords: CALL Summary: Explores the integrative uses of technology in the classroom

Barrette, C. M. (2001). Students preparedness and training for CALL. CALICO Journal, 19 (1), 5-36. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: Spanish, computer literacy Summary: Considers students' computer literacy as a factor in the effectiveness of CALL

Basharina, O., K. (2007). An activity theory perspective on student-reported contradictions in international telecollaboration. Language Learning & Technology, 11 (2), 36-58. (http://llt.msu.edu)
Keywords: writing, English, bulletin boards Summary: Discusses issues arising while using bulletin boards

Bax, S., & Chambers, A. (2006). Making CALL work: Towards normalisation. System, 34 (4), 465-479.
Keywords: CALL materials Summary: Discusses qualitative challenges to CALL

Bax, S. (2003). CALLpast, present and future. System, 31 (1), 13-28.

Keywords: CALL Theory Summary: Discusses various theoretical approaches to CALL

Beatty, K., & Nunan, D. (2004). Computer-mediated collaborative learning. System, 32 (2), 165183.
Keywords: reading, English (literature content focus), software Summary: Compares constructionist- and behaviorist-driven programs for literature comprehension; results failed to support superiority of constructionist materials

Beaudoin, M. (2004). A principle-based approach to teaching grammar on the web. ReCALL, 16 (2), 462-474.
Keywords: grammar, websites Summary: Discusses best practices in the creation of websites used for grammar teaching

Beaudoin, M. (2004). Educational use of databases in CALL. Computer Assisted Language Learning, 17 (5), 497-516.
Keywords: databases Summary: Describes the potential for using various types of databases for language education

Beauvois, M. H. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25 (5), 455-464.
Keywords: French, Portuguese, synchronous CMC Summary: An early discussion of the use of chat in the foreign language classroom

Becker, U. (2006). Publishing for a diaspora: The development of publishing in the international Esperanto movement. Language Problems & Language Planning, 30 (3), 269-301.
Keywords: reading, Esperanto, websites Summary: Describes the potential for using the internet to revive diasporadic languages such as Esparanto

BECTA. (2004). What the research says about using ICT in Modern Foreign Languages. Coventry: BECTA Retrieved December 19, from (http://www.becta.org.uk/page_documents/research/wtrs_mfl.pdf)
Keywords: literature review Summary: Summarizes literature on CALL, presented in context of British school system

Bednar, A. K., & Charles, M. T. (1999). A constructivist approach for introducing pre-service teachers to educational technology: Online and classroom education (Report No. IR019-676). San Antonio, TX: Society for Information Technology & Teacher Education.
Keywords: teacher training Summary: Discusses constructivist approach to classroom technology

Bell, F. L., & LeBlanc, L. B. (2000). The language of glosses in L2 reading on computer: Learners preferences. Hispania, 83 (2), 274-285.
Keywords: reading, Spanish, software Summary: Students strongly preferred L1 glosses to L2 glosses

Belz, J. A. (2001). Institutional and individual dimensions of transatlantic group work in network-based language teaching. ReCALL, 13 (2), 213-231.
Keywords: distance learning Summary: Explores social dimensions of distance learning

Belz, J. A. (2002). Social dimensions of telecollaborative foreign language study. Language Learning & Technology, 6 (1), 60-81. (http://llt.msu.edu)
Keywords: pragmatics, sociolinguistics, German, email, synchronous CMC Summary: Discusses collaborative projects between German- and English-speaking language learners

Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology, 7 (2), 68-117. (http://llt.msu.edu)
Keywords: culture, German, email, Summary: Discusses development of intercultural competence between German- and English-speaking students via email

Belz, J. A. (2004). Learner corpus analysis and the development of foreign language proficiency. System, 32 (4), 577-591.
Keywords: grammar, German, email Summary: Analyzes grammar in a corpus of learner and native speaker email correspondence

Belz, J. A. (2005). Intercultural questioning, discovery and tension in internet-mediated language learning partnerships. Language and Intercultural Communication, 5 (1), 3-39.
Keywords: culture, German, email Summary: Discusses process of question asking between German- and English-speaking students

Belz, J. A., & Mller-Hartmann, A. (2003). Teachers as intercultural learners: Negotiating German-American telecollaboration along the institutional fault line. The Modern Language Journal, 87 (1), 71-89.
Keywords: German, English, email Summary: Discusses academic institutional factors influencing a telecollaboration project

Belz, J. A., & Kinginger, C. (2002). The cross-linguistic development of address form use in telecollaborative language learning: Two case studies. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 59 (2), 189-214.
Keywords: pragmatics, German, French, email Summary: Analyzes personal pronoun use among German-English and French-English email partners

Belz, J. A., & Reinhardt, J. (2004). Aspects of advanced foreign language proficiency: Internetmediated German language play. International Journal of Applied Linguistics, 14 (3), 324-362.
Keywords: grammar, vocabulary, German, email Summary: Case study of an adult learner who engages in verbal word play in his second language via email

Belz, J., & Vyatkina, N. (2005). Learner corpus analysis and the development of L2 pragmatic competence in networked inter-cultural language study: The case of German modal particles. The Canadian Modern Language Review / La revue canadienne des langues vivantes, 62 (1), 17-48.
Keywords: grammar, German, corpora Summary: Discusses use of a learner corpus to develop usage of modal particles in L2 German

Berg, A. S., & Pretorius, R. S. (2003). Tsenang!: An interactive multimedia programme for learning beginner Setswana. Tydskrif vir Taalonderrig/Journal for Language Teaching, 37 (1), 1-12.
Keywords: Setswana (Tsewana), software Summary: Discusses the functions of a program for learning basic Setswana, the official language of Botswana, also spoken in parts of South Africa

Berge, Z. L. (1998). Conceptual frameworks in distance training and education. In D. A. Schreiber & Z. L. Berge (Eds.), Distance training: How innovative organizations are using technology to maximize learning and meet business objectives (pp. 19-36). San Franscisco: Jossey-Bass Publishers.
Keywords: distance learning Summary: Discusses transmission and transformation of knowledge in distance learning

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74 (3), 379-439.
Keywords: literature review, distance learning Summary: Overall analysis of 232 studies reveals that sychronous environments tend to favor real-time courses, while asynchronous formats tend to favor distance education; wide results variation in both

Bhattacharya, M., & Chatterjee, R. (2000). Collaborative innovation as a process for cognitive development. Journal of Interactive Learning Research, 11 (3), 295-312.
Keywords: internet Summary: Discusses cognitive benefits of collaboration; authors focus on the use of the internet as a collaborative medium

Bickerton, D., Stenton, T., & Temmermann, M. (2001). Criteria for the evaluation of authoring tools in language education. In A. Chambers & G. Davies (Eds.), ICT and language learning: A European perspective (pp. 53-66). Lisse: Swets & Zeitlinger.
Keywords: CALL evaluation Summary: Gives criteria for evaluating CALL authoring tools for language teachers

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Biesenbach-Lucas, S. (2005). Communication topics and strategies in email consultation: Comparison between American and international university students. Language Learning & Technology, 9 (2), 24-46. (http://llt.msu.edu)
Keywords: pragmatics, English, email Summary: Differences between American and international students email correspondence with an instructor analyzed; results similar to those found for face-to-face interactions

Biesenbach-Lucas, S. (2007). Students writing emails to faculty: An examination of e-politeness among native and non-native speakers of English. Language Learning & Technology, 11 (2), 59-81. (http://llt.msu.edu)
Keywords: pragmatics, English, email, Summary: Politeness strategies between native speakers and nonnative speakers in email requests to an instructor are considered in light of speech act theory; pedagogical recommendations for email politeness are provided

Biesenbach-Lucas, S., & Weasenforth, D. (2001). Email and word processing in the ESL classroom: How the medium affects the message. Language Learning & Technology, 5 (1), 135-165. (http://llt.msu.edu)
Keywords: English, email Summary: Compares word-processed and emailed texts across similar tasks; questions ability of email to benefit students' academic writing proficiency

Biesenbach-Lucas, S., Melonie, C., & Weasenforth, D. (2000). Use of cohesive features in ESL students email and word-processed texts: A comparative study. Computer Assisted Language Learning, 13 (3), 221-237.
Keywords: grammar, English, email, Summary: Analyzes differences between word-processed and emailed texts across similar tasks; text length and L1 differences noted

Binkley, S. C., & Hall, J. E. (2003). Sound pedagogical practice on the Web. The French Review, 76 (3), 564-579.
Keywords: materials development Summary: Stresses importance of making web-based materials pedagogically useful as well as attractive

Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4 (1), 120-136. (http://llt.msu.edu)
Keywords: grammar, vocabulary, Spanish, chat Summary: Examines incidental negotiation via chat across several tasks; lexical negotiations far more common than syntactic negotiations

Blake, R. (2001). What language professionals need to know about technology. ADFL Bulletin, 32(3), 93-99.
Keywords: CALL Overview Summary: Brief overview of CALL, debunks common myths and presents general benefits of CALL

Blake, R. J. (2005). Bimodal CMC: The glue of language learning at a distance. CALICO Journal, 22 (3), 497-511. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: Spanish, voice and written CMC, distance learning Summary: Describes a typical student's experience with distance learning Spanish program, framed in standard SLA terms (e.g. negotiation of meaning; error repair)

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Blake, R. J., & Zyzik, E. C. (2003). Whos helping whom?: Learner/heritage-speakers networked discussions in Spanish. Applied Linguistics, 24 (4), 519-544.
Keywords: grammar, vocabulary, pragmatics, Spanish, chat Summary: Explores communication breakdowns in paired second language learner and heritage learner task; both groups trigger and resolve miscommunications, although heritage users assisted partners far more often than vice versa

Blin, F., Chnik, N., & Thompson, J. (Eds.). (1998). CALL courseware development: A handbook. Hull, UK: EUROCALL, CTI Centre for Modern Languages, University of Hull.
Keywords: materials development Summary: provides extensive training modules for teachers to develop CALL materials. Available in English, Swedish, Finnish, and Italian

Blin, F. (2004). CALL and the development of learner autonomy: Towards an activitytheoretical perspective. ReCALL, 16 (2), 377-395.
Keywords: French Summary: Focuses on the use of CALL to develop learner autonomy

Bloch, J. (2002). Student/teacher interaction via email: The social context of internet discourse. Journal of Second Language Writing, 11 (2), 117-134.
Keywords: writing, English, email Summary: Analyzes communicative needs and rhetorical strategies used by nonnative speakers in L2 writing course

Bloch, J. (2004). Second language cyber rhetoric: A study of Chinese L2 writers in an online usenet group. Language Learning & Technology, 8 (3), 66-82. (http://llt.msu.edu)
Keywords: writing, English, listserv Summary: Describes how Chinese learners of English respond to a political issue discussed on a listserv by using traditional Chinese rhetorical moves while writing in English

Bloch, J. (2007). Abdullahs blogging: A generation 1.5 student enters the blogosphere. Language Learning & Technology, 11 (2), 128-141. (http://llt.msu.edu)
Keywords: writing, English, blogs Summary: Explores how blogs can be used to foster second language writing competance

Blok, H., Oostdam, R., Otter, M., & Overmaat, M.. (2002). Computer-assisted instruction in support of beginning reading instruction: A review. Review of Educational Research, 72 (1), 101-130.
Keywords: writing, English (L1) Summary: Meta-analysis of 42 studies published between 1990 and 2002; small effect size observed overall, although many studies found to have poor experimental design

Bhlke, O. (2003). A comparison of student participation levels by group size and language stages during chatroom and face-to-face discussions in German. CALICO Journal, 21 (1), 67-87. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: German, synchronous CMC Summary: Finds more egalitarian participation in online groups

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Bhlke, O. (2003). Adjective production by learners of German in chatroom and face-to-face discussions. Die Unterrichtspraxis/Teaching German, 36 (1), 67-73.
Keywords: grammar, vocabulary, German, chat rooms Summary: Similar levels of accuracy in adjective endings observed between classroom and chat room production; more adjective endings attempted in chat room discussion

Bolt, P., & Yazdani, M. (1998). The evolution of a grammar-checking program: LINGER to ISCA. Computer Assisted Language Learning, 11 (1), 55-112.
Keywords: grammar, English, grammar checker Summary: Examines two locally developed grammar checking programs and their use in ESL classroom

Bonvallet, S., & Luce, J. D. (2001). Roles for technology in collaborative teaching. CALICO Journal, 18 (2), 295-303. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: Latin, MOO, email Summary: Discusses benefits and limitations of technology in a collaborative teaching environment

Bouvet, E., & Close, E. (2006). Online reading strategy guidance in a foreign language: Five case studies in French. Australian Review of Applied Linguistics, 29 (1), 7.1-7.19.
Keywords: reading, French, online software Summary: Explores student use of glossing reading program

Bowles, M. A. (2004). L2 glossing: To CALL or not to CALL. Hispania, 87 (3), 541-552.

Keywords: vocabulary, Spanish, hypertext Summary: No significant differences in vocabulary acquisition in pencil-and-paper versus hypertext reading

Boyle, R. (1995). Language teaching at a distance: From the first generation model to the third. System, 23 (3), 283-294.
Keywords: distance learning Summary: Describes the history of distance learning through 1995

Brace-Govan, J., & Clulow, V. (2000). Varying expectations of online students and the implications for teachers: Findings from a journal study. Distance Education, 21 (1), 118135.
Keywords: distance learning Summary: Explores student reactions to distance learning; not specific to language learning

Bradley, T., & Lomicka, L. (2000). A case study of learner interaction in technology-enhanced language learning environments. Journal of Educational Computing Research, 22 (3), 347-368.
Keywords: French, Spanish Summary: Surveys students to gauge opinions of class time spent in computer lab

Braga Norte, M. (2005). Self-access study and cooperative foreign language learning through computers. Linguagem & Ensino, 8 (2), 145-169.
Keywords: CD-ROM, email Summary: Discusses use of CD-ROMs, email, and other CALL materials

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Brandl, K. (2002). Integrating internet-based reading materials into the foreign language curriculum: From teacher-to student-centered approaches. Language Learning & Technology, 6 (3), 87-107. (http://llt.msu.edu)
Keywords: reading, websites Summary: Provides recommendations for lesson planning based on internet readings

Brantmeier, C. (2003). Technology and second language reading at the university level: Informed instructors perceptions. The Reading Matrix: An International Online Journal, 3 (3).
Keywords: teacher training Summary: Surveys 10 students in a second language acquisition/CALL course to gauge their opinions of using CALL

Brantmeier, C. (2006). Advanced L2 learners and reading placement: Self-assessment, CBT, and subsequent performance. System, 34 (1), 15-35.
Keywords: assessment, reading, Spanish Summary: Details results of an online placement test and self-assessment instrument; finds self-assessment to be ineffective predictor for appropriate placement decision or future course success

Branz-Spall, A. M., Rosenthal, R., & Wright, A. (2003). Children of the road: Migrant students, our nations most mobile population. The Journal of Negro Education, 72 (1), 55-62.
Keywords: English, television, laptops, distance learning Summary: Details educational television and a project that gives laptops to migrant children

Braun, S. (2005). From pedagogically relevant corpora to authentic language learning contents. ReCALL, 17 (1), 47-64.
Keywords: corpora Summary: Argues that many corpora are of limited pedagogical use; presents ideas for more pedagogically oriented corpora

Brett, D. (2004). Computer generated feedback on vowel production by learners of English as a second language. ReCALL, 16 (1), 103-113.
Keywords: speaking, English, phonetics software Summary: Details the use of phonetics software for teaching vowels to Italian learners

Brett, P. (2000). Integrating multimedia into the business English curriculum: A case study. English for Specific Purposes, 19 (3), 269-290.
Keywords: listening, English, CD-ROM, English for specific purposes Summary: Details the use of two CD-ROMs for undergraduate business students

Brierley, B., & Kemble, I. (Eds.). (1991). Computers as a tool in language teaching. New York: Ellis Horwood.
Keywords: CALL methods Summary: Edited volume covering a variety of applications of computers for language learning purposes

Britain, S., & Liber, O. (1999). A framework for pedagogical evaluation of virtual learning environments, JISC technology applications (JTAP). Retrieved November 28, 2005, from http://www.jisc.ac.uk/uploaded_documents/jtap-041.doc
Keywords: CALL evaluation Summary: Provides criteria for evaluating CALL materials

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Britsch, S. J. (2005). But what did they learn? Clearing third spaces in virtual dialogues with children. Journal of Early Childhood Literacy, 5 (2), 99-130.
Keywords: English, email Summary: Details adult-child email correspondence related to curricular/content knowledge; questions suitability of medium to discuss content, while supportive of email medium to support writing skills

Brcher, K. H. (1993). On the performance and efficiency of authoring programs in CALL. CALICO Journal, 11 (2), 520. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development Summary: Discusses various aspects of CALL programming and materials development

Buckland, D. (2000). Putting achievement first: Managing and leading ICT in the MFL department (CILT Infotech series No. 5). London: CILT.
Keywords: CALL Summary: Details how electronic resources can be incorporated into the classroom

Bull, S. (1994). Learning languages: Implications for student modelling in ICALL. ReCALL, 6 (1), 34-39.
Keywords: materials development Summary: Argues for better student models in CALL materials design

Bump, J. (1990). Radical changes in class discussion using networked computers. Computers and the Humanities, 24 (1), 49-65.
Keywords: synchronous CMC Summary: Surveys students using synchronous CMC in classroom discussion and analyzes other classroom data; concludes that advantages of CMC far outweigh disadvantages

Burston, J. (1998). From CD-ROM to the WWW: Coming full circle. CALICO Journal, 15 (1-3), 67-74. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: French, CD-ROM, internet Summary: Details challenges and solutions in adapting a CD-ROM to the web; concludes CD-ROM/internet hybrids are best

Burston, J. (2001). Computer-mediated feedback in composition correction. CALICO Journal, 19 (1), 37-50. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: writing, French, software Summary: Explains how an annotation program can be used to give feedback in L2 writing

Burston, J. (2001). Exploiting the potential of a computer-based grammar checker in conjunction with self-monitoring strategies with advanced level students of French. CALICO Journal, 18 (3), 499-515. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, French, grammar checker Summary: Details use of a grammar checker in French L2 writing course

Burston, J. (2003). Proving IT works. CALICO Journal, 20 (2), 219-226. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: CALL evaluation Summary: Provides criteria for evaluating CALL materials; argues that evaluations must become more pedagogically oriented and less technologically oriented

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Burston, J. (2003). Software selection: A primer on sources and evaluation. CALICO Journal, 21 (1), 29-40. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: CALL evaluation Summary: Gives recommendations for teachers looking to select commercial CALL materials

Burston, J. (2005). Video dubbing projects in the foreign language curriculum. CALICO Journal, 23 (1), 79-92. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: speaking, pragmatics, video editing Summary: Introduces dubbing of previously shot footage as technique for speaking and pragmatics

Bush, M. D. (2000). Digital versatile disc (DVD): The new medium for interactive video. CALICO Journal, 17 (3), 453-474. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: DVD Summary: Gives background and technical details of DVD format; provides suggestions for classroom use

Bush, M. D., & Browne, J. M. (2004). Teaching Arabic with technology at BYU: Learning from the past to bridge to the future. CALICO Journal, 21 (3), 497-522. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: Arabic Summary: Details conversion of older existing CALL materials to newer formats

Byleen, E., & Byrd, P. (2001). Using a variety of technologies to create and maintain a longdistance materials development team. CALICO Journal, 19 (1), 51-65. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development, English, email, listserv Summary: Details electronic collaboration between authors and editors of ESL textbook series with accompanying website

Callahan, P., & Shaver, P. (2001). Formative considerations using integrative CALL. Applied Language Learning, 12 (2), 147-160.
Keywords: Russian, hybrid learning Summary: Discusses implementation of hybrid course; technological, administrative challenges noted

Canapero, M. (2004). Connecting, motivating and raising awareness via WELL: Developing elearning environments for science students. ReCALL, 16 (2), 330-344.
Keywords: English Summary: Discusses ways to motivate students with electronic resources

Cantos-Gomez, P. (2002). Integrating corpus-based resources and natural language processing tools into CALL. International Journal of English Studies, 2 (1), 129-165.
Keywords: Corpora Summary: Discusses computational linguistics tools that can be used for language learning

Care, D. (1995). Helping students to persist in a distance education program: The role of the teacher Paper presented to the Faculty of Nursing, University of Manitoba, Winnipeg, Manitoba, Canada. (ERIC Document Reproduction Service No. ED 389855)
Keywords: distance learning, Summary: Surveys students to determine most helpful teacher behaviors in distance learning

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Cartes-Enriquez, N., Rodriguez, M. I. S., Letelier, R. Q. (2004). Electronic texts or learning through textbooks: An experimental study. ReCALL, 16 (2), 539-557.
Keywords: English, websites Summary: Compares student learning in a web-based project and a communicative classroom

Cassell, J., & Tversky, D. (2005). The language of online intercultural community formation. Journal of Computer-Mediated Communication, 10 (2). (http://jcmc.indiana.edu/vol10/issue2/cassell.html)
Keywords: bulletin boards Summary: Details how language produced by youth from varied socio-economic and linguistic backgrounds converged over time in a particular online discourse community

Cavanaugh, C. S. (2001). The effectiveness of interactive distance education technologies in K12 learning: A meta-analysis. International Journal of Educational Telecommunications, 7 (1), 73-88.
Keywords: meta-analysis, distance learning Summary: Finds slight benefit to distance education across 19 studies in K-12 settings; results less positive for language learning than other subjects

Chalhoub-Deville, M. (2001). Language testing and technology: Past and future. Language Learning & Technology, 5 (2), 95-98. (http://llt.msu.edu)
Keywords: assessment Summary: Briefly discusses the history of technology in language testing, offers projections for the future

Chalmers, P. A. (2000). User interface improvements in computer-assisted instruction, the challenge. Computers in Human Behavior, 16 (5), 507-517.
Keywords: CALL Summary: Discusses user interface issues in various instructional materials

Chambers, A., & OSullivan, I. (2004). Corpus consultation and advanced learners writing skills in French. ReCALL, 16 (1), 158-172.
Keywords: writing, French, corpora Summary: Describes textual changes made after students consulted a corpus

Chambers, A., & Bax, S. (2006). Making CALL work: Towards normalisation. System, 34 (4), 465-479.
Keywords: CALL Summary: Discusses how CALL can be better integrated into learning as a whole

Chan, T.-P., & Liou, H.-C. (2005). Effects of Web-based concordancing instruction on EFL students learning of verb-noun collocations. Computer Assisted Language Learning, 18 (3), 231-250.
Keywords: vocabulary, collocations, English, concordancer Summary: Acquisition of collocations via concordancer program noted; differences in type of collocation and learner variables examined

Chan, W. M., & Kim, D.-H. (2004). Towards greater individualization and process-oriented learning through electronic self-access: Project e-daf. Computer Assisted Language Learning, 17 (1), 83-108.
Keywords: German, web software, distance learning Summary: Describes self-access for German program used at the National University of Singapore

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Chang, L. L. (2007). The effects of using CALL on advanced Chinese foreign language learners. CALICO Journal, 24 (2), 331-353. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: speaking, listening, Chinese, CD-ROM Summary: Students in CALL group significantly outperformed those in traditional classroom group; students also reacted positively to using the program

Chang, M.-M. (2005). Applying self-regulated learning strategies in a Web-based instruction An investigation of motivation perception. Computer Assisted Language Learning, 18 (3), 217-230.
Keywords: internet, distance learning Summary: Documents success of an online course design to build motivation and study skills

Chang, M. M. (2007). Enhancing web-based language learning through self-monitoring. Journal of Computer Assisted Learning, 23 (3), 187-196.
Keywords: reading, English, web software, distance learning Summary: Students who employ a self-monitoring strategy outperform those who do not; lower proficiency students benefit more from self-monitoring than higher proficiency students

Chang, M.-M., & Lehman, J. D. (2002). Learning foreign language through an interactive multimedia program: An experimental study on the effects of the relevance component of the ARCS model. CALICO Journal, 20 (1), 81-98. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: English, web software, distance learning Summary: Students shown relevancy of lesson to real-life outperformed students in a control group

Chapelle, C. (1997). CALL in the year 2000: Still in search of research paradigms? Language Learning & Technology, 1 (1), 19-43. (http://llt.msu.edu)
Keywords: research methods Summary: CALL research should follow other second language classroom research paradigms, particularly interactionist and discourse analysis approaches

Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2 (1), 22-34. (http://llt.msu.edu)
Keywords: materials development Summary: CALL design features should be based on ideal second language acquisitional situations

Chapelle, C. (2001). Computer applications in second language acquisition. Cambridge: Cambridge University Press.
Keywords: Pedagogy, Assessment, SLA Summary: Covers CALL in language learning, assessment, and SLA research

Chapelle, C. (2005). CALICO at center stage: Our emerging rights and responsibilities. CALICO Journal, 23 (1), 5-15. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: CALL Summary: Emphasizes the importance of CALL as a discipline; highlights connections between CALL users and the larger academic community

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Chapelle, C. A. (2004). Technology and second language learning: Expanding methods and agendas. System, 32 (4), 593-601.
Keywords: research Summary: Draws connections between research reported in this System issue and larger research agenda

Chapelle, C. A. (2005). CALL the Canadian Way. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 62 (1), 207-219.
Keywords: literature review Summary: Highlights Canadian contributions to CALL; examines Canadian CALL as a subfield

Chapelle, C. A. (2007). Challenges in evaluation of innovation: Observations from technology research. Innovation in Language Learning and Teaching, 1 (1), 3045.
Keywords: CALL evaluation Summary: Discusses the evaluation of CALL materials and practices

Chen, C.-F. E. (2006). The development of email literacy: From writing to peers to writing to authority figures. Language Learning & Technology, 10 (2), 35-55. (http://llt.msu.edu)
Keywords: Writing, Pragmatics, English, Email Summary: Longitudinal study of an L2 graduate student's development of email literacy and pragmatics

Chen, J., Belkada, S., & Okamoto, T. (2004). How a Web-based course facilitates acquisition of English for academic purposes. Language Learning & Technology, 8 (2), 33-49. (http://llt.msu.edu)
Keywords: English, web software, English for academic purposes, distance learning Summary: Compares different task types presented in a web-based English-for-academic-purposes course

Chenoweth, N. A., & Murday, K. (2003). Measuring student learning in an online French course. CALICO Journal, 20 (2), 285-314. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: French, web software, distance learning Summary: Compares an online French course to comparable classroom course, few differences between the two noted; traditional students reported studying more, and online students perform better in written production task

Chenoweth, N. A., Ushida, E.,& Murday, K. (2006). Student learning in hybrid French and Spanish courses: An overview of language online. CALICO Journal, 24 (1), 115-145. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: French, Spanish, hybrid learning Summary: Compares hybrid courses in two languages and at two levels to traditional counterparts; student performance similar across groups

Cherny, L. (1999). Conversation and community: Chat in a virtual world. Stanford: CSLI Publications.
Keywords: discourse, MUD, synchronous CMC Summary: Provides a discourse analysis of synchronous CMC in group settings (i.e., chat rooms)

Chikamatsu, N. (2003). The effects of computer use on L2 Japanese writing. Foreign Language Annals, 36 (1), 114-127.
Keywords: writing, Japanese, word processing, email Summary: Kanji produced on computer more accurate than with paper-and-pencil; computer did not lead to more efficient kanji writing; differences in results by proficiency level also noted

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Chin, K. L., & Kon, P. N. (2003). Key factors for a fully online E-Learning mode: A Delphi study. In G. Crisp, D. Thiele, I. Scholten, S. Barker & J. Baron (Eds.), Interact, integrate, impact: Proceedings of the 20th Annual Conference of the Australasia
Keywords: distance learning Summary: Survey of students, teachers, administrators and information technology staff finds different perspectives and priorities of each

Chisolm, I. M., & Beckett, E. C. (2003). Teacher preparation for equitable access through the integration of TESOL standards, multiple intelligences and technology. Technology, Pedagogy and Information, 12 (2), 249-275.
Keywords: English, young learners, multiple intelligences Summary: Argues for incorporating TESOL standards, CALL, and multiple intelligences to serve English language learners

Chiu, C.-Y., & Savignon, S. J. (2006). Writing to mean: Computer-mediated feedback in online tutoring of multidraft compositions. CALICO Journal, 24 (1), 97-114. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: writing, English Summary: Compares content and form-based feedback for two ESL writers; feedback given online

Choi, I.-C., Kim, K. S., Boo, J., &. (2003). Comparability of a paper-based language test and a computer-based language test. Language Testing, 20 (3), 295-320.
Keywords: assessment, English Summary: Computer-based test comparable to paper-based one

Chun, D. (1998). Signal analysis software for teaching discourse intonation. Language Learning & Technology, 2 (1), 61-77. (http://llt.msu.edu)
Keywords: pronunciation, software Summary: Reviews a variety of software programs used to teach suprasegmentals

Chun, D. (1989). Teaching tone and intonation with microcomputers. CALICO Journal, 7 (1), 21-46. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: pronunciation, visual feedback Summary: Discusses the history of and current uses of visual feedback for pronunciation

Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22 (1), 17-31.
Keywords: German, synchronous CMC Summary: Finds online discussions more interactive and egalitarian than face-to-face ones

Chun, D. M. (2001). L2 reading on the Web: Strategies for accessing information in Hypermedia. Computer Assisted Language Learning, 14(5), 367-403.
Keywords: Reading, Writing, German, Hypertext Summary: Examines use of textual resources while reading online to perform summarization task.

Chun, D. M. (2007). Come ride the wave: But where is it taking us? CALICO Journal, 24 (2), 239-252. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: literature review Summary: Literature review and future directions for CALL

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Chun, D. M., & Payne, J. S. (2004). What makes students click: Working memory and look-up behavior. System, 32 (4), 481-503.
Keywords: reading, vocabulary, German, CD-ROM, working memory Summary: Electronic vocabulary look-up negatively correlates with working memory

Chung, Y.-G., Graves, B., Wesche, M., & Barfurth, M. (2005). Computer-mediated communication in Korean-English chat rooms: Tandem learning in an international languages program. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 62 (1), 49-86.
Keywords: culture, Korean, English, chat, tandem learning Summary: Uses sociocultural theory to describe and investigate Korean and English tandem learning

Clark, N. (2001). Education, communication, and consumption: Piping in the academic community. In C. Werry & M. Mowbray (Eds.), Online communities: Commerce, community action, and the virtual university (pp. 129-151). Upper Saddle River, NJ: Prentice Hall.
Keywords: instructional technology administration Summary: Deconstructs marketing claims made by an educational technology company to depict how virtual interactions can decrease, rather than increase, a sense of community at an academic institution

Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System, 25 (3), 301-315.
Keywords: vocabulary, English, concordancer Summary: Use of concordancer shown to produce small but consistent gains in vocabulary acquisition

Coffin, C., & Hewings, A. (2005). Engaging electronically: Using CMC to develop students argumentation skills in higher education. Language and Education, 19 (1), 32-49.
Keywords: writing, chat room, distance learning Summary: Examines teleconferencing as a way to develop rhetorical skills

Coleman, J. A. (2005). CALL from the margins: Effective dissemination of CALL research and good practices. ReCALL, 17 (1), 18-31.
Keywords: CALL research Summary: Discusses how CALL research and practices can best be disseminated

Coll, J. F. (2002). Richness of semantic encoding in a Hypermedia-assisted instructional environment for ESP: Effects on incidental vocabulary retention among learners with low ability in the target language. ReCALL, 14 (2), 263-282.
Keywords: vocabulary, English, hypermedia Summary: Touts positive benefits of hypermedia for teaching English-for-special-purposes vocabulary

Collentine, J. (2000). Insights into the construction of grammatical knowledge provided by userbehavior tracking technologies. Language Learning & Technology, 3 (2), 44-57. (http://llt.msu.edu)
Keywords: grammar, Spanish, video clips; user behavior tracking Summary: User tracking used to investigate inductive grammatical learning in a paraphrasing task

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Colpaert, J. (2006). Pedagogy-driven design for online language teaching and learning. CALICO Journal, 23 (3), 477-497. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development Summary: Discusses theoretical frameworks and criteria for creating successful CALL materials

Colpaert, J. (2006). Toward an ontological approach in goal-oriented language courseware design and its implications for technology-independent content structuring. Computer Assisted Language Learning, 19 (2-3), 109-127.
Keywords: materials development Summary: Emphasizes "concepts" and "content" over "technologies" in developing CALL materials

Coniam, D. (2002). Technology as an awareness-raising tool for sensitising teachers to features of stress and rhythm in English. Language Awareness, 11 (1), 30-42.
Keywords: speaking, English, visual speech analysis Summary: Discusses use of visual speech analysis to teach suprasegmentals

Coniam, D. (2003). Perceptions of a multimedia syllabus-making the demands of a performance test more accessible. System, 31 (1), 55-70.
Keywords: assessment, teacher training, English, multimedia Summary: Notes benefits of using multimedia to prepare teachers for large-scale assessment.

Coniam, D. (2004). Using language engineering programs to raise awareness of future CALL potential. Computer Assisted Language Learning, 17 (2), 149-175.
Keywords: teacher training, English Summary: Describes activities designed to raise pre-service teachers' awareness of CALL

Coniam, D., & Wong, R. (2004). Internet relay chat as a tool in the autonomous development of ESL learners English language ability: An exploratory study. System, 32 (3), 321-335.
Keywords: grammar, English, chat Summary: Compares students who practiced a grammar point in unrecorded chat sessions with students who did not; chatters were more motivated and attempted more complex language in a later task, but no quantitative differences in grammatical accuracy found

Conrad, D. (2007). Quo Vadis? Reflections on the current state of research in distance education. Distance Education, 28 (1), 111-117.
Keywords: distance learning Summary: Argues that the quality of distance education research is being diluted by the increasing popularity of distance learning in the US

Conroy, P. V., Jr (2004). Email or blackboard: Teaching advanced French composition. The French Review, 77 (3), 550-559.
Keywords: writing, French, email, word processing Summary: Discusses use of email for collecting and tracking assignments and use of the computer for editing during class

Corbeil, G. (2007). Can PowerPoint presentations effectively replace textbooks and blackboards for teaching grammar? Do students find them an effective learning tool? CALICO Journal, 24 (3), 631-656. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, French, PowerPoint Summary: No quantitative differences found, but students react more positively to PowerPoint

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Corbeil, G. (2007). Using the French tutor multimedia package or a textbook to teach two French past tense verbs: Which approach is more effective? CALICO Journal, 24 (2), 313-330. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, French, software Summary: Students using multimedia software program outperform students using textbook to learn particular grammatical points; student surveys also indicate positive response to the software

Corda, A., & Stel, M. V. D. (2004). Web-based CALL for Arabic: Constraints and challenges. CALICO Journal, 21 (3), 485-495. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development, Arabic, software Summary: Describes Arabic CALL programs used at a given institution; includes history of programs, challenges and constraints related to development of current program

Corda, A., & Jager, S. (2004). ELLIPS: Providing web-based language learning for higher education in the Netherlands. ReCALL, 16 (1), 225-236.
Keywords: CALL Summary: Describes a collaborative CALL project between four Dutch universities

Cowan, R., Choi, H. E., Kim, C. D. (2003). Four questions for error diagnosis and correction in CALL. CALICO Journal, 20 (3), 451-463. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, English, concordancer, error correction software Summary: Describes use of a concordancing program to diagnose and correct grammar errors

Crisp, P. (2006). E-learning and language and style in Hong Kong. Language and Literature, 15 (3), 277-290.
Keywords: English, internet, hybrid learning Summary: Analyzes student journals written in hybrid course; finds that students want to retain major features of traditional learning, but supplemented with e-learning

Crooks, B., & Lamy, M.-N. (1995). Using combinations of video, audio and print to teach at a distance: A case study of the formative evaluative cycle. European Journal of Psychology of Education, 10 (2), 131-144.
Keywords: French, distance learning Summary: Describes the use and evaluation of a distance-learning French program

Crystal, D. (2001). Language and the internet. Cambridge University Press: Cambridge.
Keywords: email, internet, chat Summary: Analyzes the impact of email, webpages, chat groups, and virtual communities on language

Cucchiarini, C., Strik, H., & Boves, L. (2000). Different aspects of expert pronunciation quality ratings and their relation to scores produced by speech algorithms. Speech Communication, 30 (1), 109-119.
Keywords: pronunciation, assessment, Dutch Summary: Machine-generated ratings similar to and highly correlated with human-assigned ratings

Cui, Y., & Bull, S. (2005). Context and learner modelling for the mobile foreign language learner. System, 33 (2), 353-367.
Keywords: grammar, English, software, distance learning Summary: Introduces interactive, adaptive program that takes into account many user-specific variables

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Cumbreno Espada, A. B., M., Rico Garcia, Curado Fuentes, A., & Domnguez Gmez, E. (2006). Developing adaptive systems at early stages of childrens foreign language development. ReCALL, 18 (1), 45-62.
Keywords: hypermedia, young learners Summary: Evaluates the use of hypermedia for young learners

Cummings, M. C. (2004). Because we are shy and fear mistaking: Computer mediated communication with EFL writers. Journal of Basic Writing, 23 (2), 23-48.
Keywords: writing, English, asynchronous CMC, email, distance learning Summary: Details how CMC is used to overcome cultural barriers in a Japanese classroom

Cummins, J. (2000). Academic language learning, transformative pedagogy, and information technology: Towards a critical balance. TESOL Quarterly, 34 (3), 537-548.
Keywords: literature review Summary: Commentary on current issues in CALL

Curado Fuentes, A. (2002). Exploitation and assessment of a Business English corpus through language learning tasks. ICAME Journal, 26 (1), 5-31.
Keywords: English, English for specific purposes, corpora Summary: Describes uses of a corpus for English for specific purposes

Cushion, S. (2004). Increasing accessibility by pooling digital resources. ReCALL, 16 (1), 41-50.
Keywords: materials development, XML Summary: Argues for the use of XML to facilitate sharing and conversion of materials

Cushion, S. (2005). A software development approach for computer assisted language learning. Computer Assisted Language Learning, 18 (4), 273-286.
Keywords: materials development Summary: Argues that CALL can be seen as a subfield of software engineering and details what each field can offer the other

Cushion, S., & Hemard, D. (2002). Applying new technological developments to CALL for Arabic. Computer Assisted Language Learning, 15 (5), 501-508.
Keywords: materials development, Arabic, orthography, software, websites Summary: Explains how Java and Unicode can be used to create materials in non-Latin scripts

Cushion, S., & Hemard, D. (2003). Designing a CALL package for Arabic while learning the language Ab Initio. Computer Assisted Language Learning, 16 (2-3), 259-266.
Keywords: materials development, Arabic, software Summary: Relates positive benefits of a CALL developer learning a new language while developing materials for that language

Cziko, G. (2004). Electronic tandem language learning (eTandem): A third approach to second language learning for the 21st century. CALICO Journal, 22 (1), 25-39. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: tandem learning Summary: Describes process of tandem learning, in which pairs of learners collaborate to learn each other's first language; describes a variety of technologies useful for tandem learning

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Cziko, G. A., & Park, S. (2003). Internet audio communications for second language learning: A comparative view of six programs. Language Learning & Technology, 7 (1), 15-27. (http://llt.msu.edu)
Keywords: speaking, listening, tandem learning, audio and visual software, distance learning Summary: Reviews six free software programs used for audio/visual communication; considers their use in tandem learning situations

Dabrowski, R. (2003). Survey of USAF officers who speak a foreign language. Applied Language Learning, 13 (2), 161-182.
Keywords: language for specific purposes, CALL Summary: Officers indicate that they are interested in learning languages through CALL methods, but that they feel that they acquire and maintain languages best through contact with native speakers

Dall, S. A. (2001). Technology in the classroom: Teaching the process of editing. CALICO Journal, 18 (2), 401-403. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, translation, Latin, word processing Summary: Describes use of editing text with a word processor and projected on screen during class as a more collaborative method of translating English/Latin effectively

Dansuwan, S., Nishina, K., Akahori, K., & Shimizu, Y. (2001). Development and evaluation of a Thai learning system on the Web using natural language processing. CALICO Journal, 19 (1), 67-88. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, Thai, web software, natural language processing Summary: Describes an natural-language-processing-based grammar program that can be used to teach Thai word order

Darhower, M. (2002). Interactional features of synchronous computer-mediated communication in the intermediate L2 class: A sociocultural case study. CALICO Journal, 19 (2), 249277. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: discourse, Spanish, chat Summary: Describes chat in a Spanish course via Vygotskian sociocultural theory

Darhower, M. (2006). Wheres the community?: Bilingual internet chat and the Fifth C of the national standards. Hispania, 89 (1), 84-98.
Keywords: Spanish, English, chat, tandem learning Summary: Discusses how tandem learning can used to meet national education standards in the US.

Darhower, M. (2007). A tale of two communities: Group dynamics and community building in a Spanish-English telecollaboration. CALICO Journal, 24(3), 561-589. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: Discourse, Spanish, English, Chat, Tandem Learning Summary: Theoretical examination of "community" through Spanish-English tandem learning

Daud, N. M., & Husin, Z. (2004). Developing critical thinking skills in computer-aided extended reading classes. British Journal of Educational Technology, 35 (4), 477-487.
Keywords: English, concordancer Summary: Treatment group using a concordancer outperforms a control group that studies a text traditionally in a measure of critical thinking skills.

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Davies, G. (1988). Using the computer to stimulate conversation. In W. Khlwein & B. Spillner (Eds.), Sprache und Individuum. Tbingen: Gunter Narr Verlag.
Keywords: software Summary: Discusses how computer programs can stimulate conversations among learners

Davies, G. (1993). CALL in the new Europe: The spirit of co-operation. In P. Liddell (Ed.), CALL: Theory and application. Proceedings of CCALL2/CCELAO2, the Second Canadian CALL Conference, Victoria, Canada: University of Victoria.
Keywords: CALL history Summary: Discusses conferences and research groups active in the late 80s and early 90s

Davies, G. (1997). Lessons from the past, lessons for the future: 20 years of CALL. In A-K. Korsvold & B. Rschoff (Eds.), New technologies in language learning and teaching. Council of Europe Publishing.
Keywords: teacher training, CD-ROMS Summary: Emphasizes teacher training and awareness; argues for reliance on CD-ROMs over websites in providing best features for language learners

Davies, G. (1998, May). Exploiting internet resources offline. Paper presented at the Language Teaching online Conference University of Ghent, Belgium.
Keywords: internet Summary: Discusses advantages and disadvantages of using general purpose websites for CALL

Davies, G. (1998, July). True creativity often starts where language ends. Keynote paper presented at WorldCALL 98, University of Melbourne, Australia.
Keywords: internet Summary: Discusses relationship between texts available on the internet and human creativity

Davies, G. (1999a). The internet: An introduction for language teachers. Retrieved October 23, 2007, from http://www.camsoftpartners.co.uk/webintro.htm
Keywords: internet Summary: Provides a brief overview of the internet

Davies, G. (1999b). The internet: Write your own web pages. Retrieved October 23, 2007, from http://www.camsoftpartners.co.uk/webcreat.htm
Keywords: web design Summary: Refers the reader to a variety of resources useful for creating websites

Davies, G. (2001). Doing it on the web. Language Learning Journal (ALL), 24 (1), 34-35.
Keywords: internet Summary: Gives a brief overview of advantages and disadvantages of the internet

Davies, G. (2003a). Computer assisted language learning: Where are we now and where are we going? Retrieved October 23, 2007, from http://www.futurelab.org.uk/resources/publications_reports_articles/web_articles/Web_A rticle590
Keywords: CALL history Summary: Provides a brief history of CALL and discusses current and future directions for the field

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Davies, G. (2003b). ICT and modern foreign languages: Learning opportunities and training needs. Scottish Languages Review, 8. (http://www.scilt.stir.ac.uk/SLR/index.htm)
Keywords: CALL history Summary: Provides a history of technology in language learning and discusses CALL in modern classrooms

Davies, G. (2007). Computer assisted language learning: Where are we now and where are we going? Keynote paper presented at the UCALL Conference, University of Ulster, Coleraine, June 2005. Revised March 2007; retrieved December 19, 2007, from http://www.camsoftpartners.co.uk
Keywords: CALL history, internet Summary: Gives an extensive history of CALL; discusses the relationship between the internet and CALL

Davies, G., Bangs, P., Frisby, R., & Walton, E. (2005). Setting up effective digital language laboratories and multimedia ICT suites for Modern Foreign Languages. London: CILT. Retrieved October 23, 2007, fromhttp://www.languagesict.org.uk/managing/digital_language_labs.pdf
Keywords: CALL facilities Summary: A set of guidelines for creating CALL facilities; provides several case studies

de Bot, K., Coste, D., Ginsberg, R., & Kramsch, C. (Eds.). (1991). Foreign language research in cross-cultural perspectives. Amsterdam: John Benjamins.
Keywords: edited volume Summary: Edited volume covering a variety of CALL topics

De Ridder, I. (2000). Are we conditioned to follow links? Highlights in CALL materials and their impact on the reading process. Computer Assisted Language Learning, 13 (2), 183195.
Keywords: reading, vocabulary, French, hypertext Summary: Greater improvements in vocabulary retention but not reading comprehension found for hypertext users compared to control group.

De Ridder, I. (2002). Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process? Language Learning & Technology, 6 (1), 123-146. (http://llt.msu.edu)
Keywords: reading, vocabulary, French, hypertext Summary: Students utilize hypertext glosses significantly more when glosses are highlighted; however, increased look-up does not lead to slower reading times, greater vocabulary acquisition, or better text comprehension

Debourgh, G. A. (1999). Technology is the tool, teaching is the task: Student satisfaction in distance learning (Report No. IR-019-596). San Antonio, TX: Society for Information Technology & Teacher Education International Conference.
Keywords: distance learning Summary: Student surveys reveal instructor quality and pedagogy skills best predictors of satisfaction with distance learning; not specific to language learning

Debski, R. (2000). Exploring the re-creation of a CALL innovation. Computer Assisted Language Learning, 13 (4-5), 307-332.
Keywords: case study Summary: Discusses the development and use of a CALL program at the University of Melbourne

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Debski, R. (2003). Analysis of research in CALL (1980-2000) with a reflection on CALL as an academic discipline. ReCALL, 15 (2), 177-188.
Keywords: history of CALL, literature review Summary: 20-year literature review discusses researcher's growing confidence in CALL despite its marginalization

Deca, T. A., & Gonzalez, D. (2006). Becoming a Webhead: Bridging the gap from classroom to blended or online teaching. CALICO Journal, 23 (3), 569-580. (https://www.calico.org/p5-CALICO Journal.html)
Keywords: teacher training, distance learning Summary: Describes a 6-week electronic workshop available through TESOL's Electronic Village Online

Decamps, S., & Bauvois, C. (2001). A method of computer-assisted language learning: The elaboration of a tool designed for an un-schoolable public. Computer Assisted Language Learning, 14 (1), 69-96.
Keywords: CD-ROM, distance learning Summary: Describes a CD-ROM used for collaboration between learners in nine different countries

deHaan, J. W. (2005). Acquisition of Japanese as a foreign language through a baseball video game. Foreign Language Annals, 38 (2), 278.
Keywords: listening, reading, Japanese, video games Summary: Documents how a Japanese-as-a-foreign-language learner increased his listening and reading skills by playing a Japanese video game; aspects of controlled, repetitive, and highly contextualized dual audio-visual input seen as key factors

Dekaney, E. M. (2003). The effect of computerized versus classroom instruction on the phonetic pronunciation of English. Journal of Research in Music Education, 51 (3), 206-217.
Keywords: pronunciation, English, software Summary: Music students trained to read International Phonetic Alphabet via ESL software outperform those trained to read it via traditional classroom methods

Dellinger, M. A. (2004). La Alhambra for sale: A project-based assessment tool for the intermediate Business language classroom. The Journal of Language for International Business, 15 (2), 82-89.
Keywords: Spanish, websites, Summary: Illustrates value of teaching content through the L2 and incorporating project-based assessment in order to reduce anxiety and give students more control over their work

Delmonte, R. (2000). SLIM prosodic automatic tools for self-learning instruction. Speech Communication, 30 (2-3), 145-166.
Keywords: pronunciation, English, software Summary: Describes a locally developed software program used to teach pronunciation; cautions against overusing automatic speech recognition in learning contexts, particularly for assessment purposes

Delmonte, R. (2002). Feedback generation and linguistic knowledge in SLIM automatic tutor. ReCALL, 14 (2), 209-234.
Keywords: adaptive learning Summary: Describes a self-study program for beginners that touts quality and quantity of feedback provided to the learner

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Delmonte, R. (2003). Linguistic knowledge and reasoning for error diagnosis and feedback generation. CALICO Journal, 20 (3), 513-532. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, German, grammar checker Summary: Describes use of a grammar checker for improving German grammar

Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 3 9(3), 379-398.
Keywords: pronunciation Summary: Argues for more research and better practice in the teaching of pronunciation; critical of commercial products focusing on multimedia materials and segmentals over pedagogy, second language acquisition, and prosody

Deusen-Scholl, N. V., Frei, C., & Dixon, E. (2005). Coconstructing learning: The dynamic nature of foreign language pedagogy in a CMC environment. CALICO Journal, 22 (3), 657-678. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: CMC, tasks Summary: Explores relationships between in-class and out-of-class pedagogical tasks

Dibiase, D., & Rademacher, H. J. (2005). Scaling up: Faculty workload, class size, and student satisfaction in a distance learning course on geographic information science. Journal of Geography in Higher Education, 29 (1), 139-158.
Keywords: distance learning Summary: Finds that faculty workload increased proportionally to number of students taught via online learning; student achievement and satisfaction rates remained similar across varying class sizes

Dietz-Uhler, B., & Bishop-Clark, C. (2001). The use of computer-mediated communication to enhance subsequent face-to-face discussions. Computers in Human Behavior, 17 (3), 269-283.
Keywords: synchronous and asynchronous CMC Summary: Students who discuss a reading passage in synchronous or asynchronous mode more enjoy a subsequent discussion and included more perspectives than students who have not prediscussed the article

Dikli, S. (2006). An overview of automated scoring of essays. The Journal of Technology, Learning and Assessment, 5 (1), 4-35. (http://www.jtla.org)
Keywords: writing, assessment, automated essay scoring Summary: Provides an overview of several prominent automated essay scoring programs and considers their use in high and low-stakes assessment

Dillon, G. L. (1999). Studying phonetics on the net. Retrieved October 23, 2007, from http://faculty.washington.edu/dillon/PhonResources/PhonResources.html
Keywords: speaking Summary: Provides links to a variety of speaking and pronunciation-related sites and software

Ditfurth, M. S. v., & Legutke, M. K. (2002). Visions of what is possible in teacher education-or lost in complexity? ELT Journal, 56 (2), 162-171.
Keywords: teacher training, English Summary: Emphasize using computers as both the means and the subject of study

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Dlaska, A. (2002). Sites of construction: Language learning, multimedia, and the international engineer. Computers & Education, 39 (2), 129-143.
Keywords: German, multimedia software Summary: Encourages use of multimedia software for language for specific purposes

Dodigovic, M. (2002). Developing writing skills with a Cyber-Coach. Computer Assisted Language Learning, 15 (1), 9-25.
Keywords: writing, English, English for academic purposes, software Summary: Explores use of software for correcting sentence-level grammar errors in English-for-AcademicPurposes writing

Dodigovic, M. (2005). Vocabulary profiling with electronic corpora: A case study in computer assisted needs analysis. Computer Assisted Language Learning, 18 (5), 443-455.
Keywords: writing, vocabulary, English, corpora Summary: Comparison of student writing to other corpora is used to diagnose vocabulary needs

Doering, A., & Beach, R. (2002). Preservice English teachers acquiring literacy practices through technology tools. Language Learning & Technology, 6 (3), 127-146. (http://llt.msu.edu)
Keywords: teacher training, writing, English (L1), software, asynchronous CMC Summary: Describes a collaborative effort between preservice English (L1) teachers and middle school students to create multimedia/hypertext projects

Dolle, J., & Enjelvin, G. (2003). Investigating VLE-ffectiveness in languages. Computer Assisted Language Learning, 16 (5), 469-490.
Keywords: distance learning Summary: Discusses theoretical basis for distance learning and considerations for evaluation of it

Don, M. R. (2005). An investigation of the fundamental characteristics in quality online Spanish instruction. CALICO Journal, 22 (2), 285-306. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: Spanish, distance learning Summary: Discusses a rubric for evaluating distance learning Spanish programs

Donaill, C., & Coinnigh, M. M. (2006). The use of CALL in Irish language teaching: The way forward? Computer Assisted Language Learning, 19 (4-5), 287-300.
Keywords: vocabulary, Irish, video Summary: Outlines resources currently available for teaching Irish online; compares vocabulary acquisition across various tasks involving video clip input and reading text input

Donaldson, R. P., & Ktter, M. (1999). Language learning in cyberspace: Teleporting the classroom into the target culture. CALICO Journal, 16 (4), 531-558. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: German, MOO, tandem learning Summary: Describes results of MOO interactions between tandem German and English learners

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Dooly, M. (2007). Joining forces: Promoting metalinguistic awareness through computersupported collaborative learning. Language Awareness, 16 (1), 57-74.
Keywords: teacher training, tandem learning, English Summary: Describes a collaborative project between MA-TESOL students in US, EFL teacher trainees in Spain, and computer science students in Turkey; broad goals for project were language and technological awareness among all three groups

Dornisch, M. M. (2002). A case study of student use of asynchronous bulletin board systems (BBS) to support reflection and evaluation. Journal of Educational Technology Systems, 30 (3), 365-377.
Keywords: hybrid learning Summary: Encourages explicit scaffolding in online discussions to promote learning

Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7 (3), 50-80. (http://llt.msu.edu)
Keywords: tasks, psycholinguistics Summary: Illustrates how task-based language teaching principles can be applied to selecting appropriate CALL materials

Dreher, P. (2000). Electronic poetry: Student-constructed hypermedia. English Journal, 90 (2), 68-73.
Keywords: materials development, English, multimedia, hypermedia Summary: Explores teaching poetry using multimedia and hypermedia

Dubois, M., & Vial, I. (2000). Multimedia design: The effects of relating multimodal information. Journal of Computer Assisted Learning, 16 (2), 157-165.
Keywords: vocabulary, Russian, software Summary: Results suggest better acquisition occurs when multiple input modes reinforce one another

Dubreil, S., Herron, C., & Cole, S. (2004). An empirical investigation of whether authentic Web sites facilitate intermediate-level French language students ability to learn culture. CALICO Journal, 22 (1), 41-61. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: culture, French, websites Summary: Finds web surfing to be reasonably successful at teaching elements of French culture

DuFon, M. A. (2002). Video recording in ethnographic SLA research: Some issues of validity in data collection. Language Learning & Technology, 6 (1), 40-59. (http://llt.msu.edu)
Keywords: research methods, videotaping Summary: Incorporates ethnographic and anthropological theory in a discussion of practical issues surrounding videotaping for second-language-acquisition purposes

Dunkel, P. (Ed.). (1991). Computer assisted language learning and testing. New York: Newbury House.
Keywords: edited volume Summary: discusses the effectiveness, validity, social aspects and specific applications of CALL

Dunsmuir, S., & Clifford, V. (2003). Childrens writing and the use of information and communications technology. Educational Psychology in Practice, 19 (3), 171-187.
Keywords: writing, young learners Summary: Explores how technology can be used to facilitate first-language writing acquisition

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Dutt-Doner, K. M., & Powers, S. (2000). The use of electronic communication to develop alternative avenues for classroom discussion. Journal of technology and teacher education, 8 (2), 153-172.
Keywords: CMC Summary: Discusses use of a class newsgroup for class discussion

Dybkjaer, L., Bernsen, N. O., & Minker, W. (2004). Evaluation and usability of multimodal spoken language dialogue systems. Speech Communication, 43 (1-2), 33-54.
Keywords: speaking, software, hardware Summary: Reviews a variety of European and American unimodal and multimodal speech programs

Ebersole, J. (2004). Viewpoint: The future of graduate education. University Business. Retrieved September 3, 2007, from http://www.universitybusiness.com/page.cfm?p=597
Keywords: distance learning Summary: Notes that today's graduate students are increasingly female and older than in previous years; discusses educational implications of these and other changes

Edwards, V., Monaghan, F., & Hartley, T. (2000). Bilingual multimedia: Some challenges for teachers. Language, Culture and Curriculum, 13 (3), 264-278.
Keywords: reading, European minority languages, software, young learners Summary: Discusses issues related to the creation of electronic bilingual children's books

Edwards, V., Monaghan, F., & Knight, J. (2000). Books, pictures and conversations: Using bilingual multimedia storybooks to develop language awareness. Language Awareness, 9 (3), 135-146.
Keywords: reading, Welsh, software, young learners Summary: Describes use of a bilingual children's book presented via software that provides audio in both languages, sound effects accompanying the story, and textual marking effects; first-language literacy benefits also observed

Edwards, V., Pemberton, L., Knight, J., & Monaghan, F. (2002). Fabula: A bilingual multimedia authoring environment for children exploring minority language. Language Learning & Technology, 6 (2), 59-69. (http://llt.msu.edu)
Keywords: reading, European minority languages, software, young learners Summary: Describes FABULA, a European Commission funded project to produce multimedia books in a variety of European minority languages

Egbert , J., Paulus, T. M., Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning & Technology, 6 (3), 108-126. (http://llt.msu.edu)
Keywords: teacher training Summary: Surveys teachers who had taken a CALL course to see how it had impacted their teaching; familiarity issues, institutional support, and professional collaboration discussed

Egbert, J., & Thomas, M. (2001). The new frontier: A case study in applying instructional design for distance teacher education. Journal of Technology and Teacher Education, 9 (3), 391405.
Keywords: teacher training, distance learning Summary: Describes the creation and evaluation of a distance-learning course

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Egbert, J., & Yang, Y.-F. D. (2004). Mediating the digital divide in CALL classrooms: Promoting effective language tasks in limited technology contexts. ReCALL, 16 (2), 280291.
Keywords: Digital Divide Summary: Shows how teachers in less technologically developed contexts can use CALL effectively

Egert, C. (2000). Language Learning across Campuses. Computer Assisted Language Learning, 13 (3), 271-280.
Keywords: distance learning, tandem learning Summary: Discusses collaboration across various media by learners from three European countries

Ehsani, F., & Knodt, E. (1998). Speech technology in computer-aided language learning: Strengths and limitations of a new CALL paradigm. Language Learning & Teaching, 2 (1), 45-60.
Keywords: pronunciation, visual feedback Summary: Describes key design features of speaking feedback software

Ehsani, F., Bernstein, J., & Najmi, A. (2000). An interactive dialog system for learning Japanese. Speech Communication, 30 (2-3), 167-177.
Keywords: speaking, speech recognition Summary: Argues for incorporating automated speech recognition in language learning

Elder, C., Barkhuizen, G., Knoch, U., & Von Randow, J. (2007). Evaluating rater responses to an online training program for L2 writing assessment. Language Testing, 24 (1), 37-64.
Keywords: assessment, English, internet, distance learning Summary: Raters trained via online system performed slightly better than those without; wide variation across individual raters noted

Ene, E., Goertler, S. E., & McBride, K. (2005). Teacher participation styles in foreign language chats and their effect on student behavior. CALICO Journal, 22 (3), 603-634. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, German, chat Summary: Specific teacher behaviors seem to affect chat participation more than presence or absence of a teacher in monitored chat discussions; a focus-on-form style appeared to limit student production

England, L. (2007). Technology applications in English language teaching in Egyptian universities: A developing relationship. CALICO Journal, 24 (2), 381-406. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: English Summary: Survey results indicate high levels of interest in and use of CALL in Egypt

Ercetin, G. (2003). Exploring ESL learners use of Hypermedia reading glosses. CALICO Journal, 20 (2), 261-283. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: reading, vocabulary, English, hypertext Summary: Qualitative and quantitative comparison of intermediate and advanced learners' use of hypertext

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Ernest, P., & Hopkins, J. (2006). Coordination and teacher development in an online learning environment. CALICO Journal, 23 (3), 551-568. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: teacher training, English, distance learning Summary: Examines issues related to teacher training for online learning contexts

Esch, E., & Zahner, C. (2000). The contribution of information and communication technology (ICT) to language learning environments or the mystery of the secret agent. ReCALL, 12 (1), 5-18.
Keywords: materials development Summary: Argues that learners must be the key agents in the construction of new language learning environments

EUROCALL. (2007). CALL bibliography. Retrieved August 13, 2007 from http://www.eurocalllanguages.org/resources/bibliograpy
Keywords: CALL database Summary: Database of articles related to CALL compiled by Graham Davies

Everett, D. R. (1998). Taking instruction online: The art of delivery (Report No. Ir-018-813). Washington, DC: Society for Information Technology & Teacher Education International Conference. (ERIC Document Reproduction Service No. ED 421094)
Keywords: online education Summary: Relates survey results from the beginning and end of an online course; offers suggestions for future teaching

Ewing, M. C. (2000). Conversations of Indonesian language students on computer-mediated projects: Linguistic responsibility and control. Computer Assisted Language Learning, 13 (4-5), 333-356.
Keywords: grammar, discourse, Indonesian Summary: Production differences examined in grammar and discourse between students involved in web-based research projects and traditional classroom discourse

Fallahkhair, S., Pemberton, L., & Griffiths, R. (2007). Development of a cross-platform ubiquitous language learning service via mobile phone and interactive television. Journal of Computer Assisted Learning, 23 (4), 312-325.
Keywords: listening, culture, vocabulary, English, interactive television, mobile phone Summary: Describes and evaluates the TAMALLE project, which combines interactive video input with personalized access to hypervisual text available through learner's mobile phone

Fang, X., & Warschauer, M. (2004). Technology and curricular reform in China: A case study. TESOL Quarterly, 38 (2), 301-323.
Keywords: English Summary: Analyzes an attempt to introduce technology-based, project-oriented instruction in higher education in China; despite positive student reactions, cultural, and institutional barriers remain

Farabaugh, R. (2007). The isle is full of noises: Using Wiki software to establish a discourse community in a Shakespeare classroom. Language Awareness, 16 (1), 41-56.
Keywords: writing, English (L1), wiki software Summary: Favorable review of using wiki software in a Shakespeare course; benefits include creating an interactive writing environment and ability to create short writing assignments

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Farmer, R., & Gruba, P. (2006). Towards model-driven end-user development in CALL. Computer Assisted Language Learning, 19 (2-3), 149-191.
Keywords: materials development, software Summary: Emphasizes need to involve teachers (end users) in the development cycle of CALL software

Felix, U. (1999). Exploiting the Web for language teaching: Selected approaches. ReCALL, 11 (1), 30-37.
Keywords: internet, product review Summary: Surveys and evaluates a variety of CALL products; argues that in some language/subject areas, resources are already so plentiful that best practices among them should be consolidated and energies focused on global collaboration

Felix, U. (2001). Beyond Babel: Language learning online. Melbourne: Language Australia.
Keywords: edited volume Summary: discusses current state of CALL

Felix, U. (2001). The Webs potential for language learning: The students perspective. ReCALL, 13 (1), 47-58.
Keywords: websites, hybrid and distance learning Summary: Assesses student reactions to web-based learning; positives include time flexibility and wealth of information; negatives include lack of speaking practice and instructor oversight; significant differences across age and gender

Felix, U. (2002). The Web as a vehicle for constructivist approaches in language teaching. ReCALL, 14 (1), 2-15.
Keywords: internet Summary: Argues that web use is particularly suited for information gap and authentic project-oriented learning

Felix, U. (2003). Teaching languages online: Deconstructing the myths. Australian Journal of Educational Technology, 19 (1), 118-138.
Keywords: online learning Summary: Refutes common misconceptions regarding online learning

Felix, U. (2004). A multivariate analysis of secondary students experience of Web-based language acquisition. ReCALL, 16 (1), 237-249.
Keywords: CALL evaluation Summary: A qualitative evaluation of student reactions to web-based learning

Felix, U. (2005). Analysing recent CALL effectiveness research-towards a common agenda. Computer Assisted Language Learning, 18 (1-2), 1-32.
Keywords: literature review Summary: Literature review of CALL topics 2000-2004; argues for developing a coherent research agenda

Felix, U. (2005). E-learning pedagogy in the third millennium: The need for combining social and cognitive constructivist approaches. ReCALL, 17 (1), 85-100.
Keywords: constructivism Summary: argues for constructivism as a means to mediate current social and educational issues

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Felix, U. (2005). What do meta-analyses tell us about CALL effectiveness? ReCALL, 17 (2), 269-288.
Keywords: Meta-analysis Summary: A meta-analysis of several hundred CALL studies; strongest positive results noted for L1 spelling, reading, and writing

Feng, C., Ogata, H., Yano, Y. (2000). Mark-up-based writing error analysis model in an on-line classroom. Computer Assisted Language Learning, 13 (1), 79-97.
Keywords: writing, grammar, Japanese, grammar checker, corpora Summary: Describes an error-checking program that detects and provides feedback for a variety of morphological errors in Japanese writing and allows for creation of learner corpora

Fernandez Carballo-Calero, M. V. (2001). The EFL teacher and the introduction of multimedia in the classroom. Computer Assisted Language Learning, 14 (1), 3-14.
Keywords: teacher training, multimedia Summary: Emphasizes teacher training and adaptability in incorporating CALL into the classroom

Fernandez-Garcia, M., & Arbelaiz, A. M. (2003). Learners interactions: A comparison of oral and computer-assisted written conversations. ReCALL, 15 (1), 113-136.
Keywords: CMC, negotiation Summary: Compares negotiation in NS-NS, NNS-NNS, and NS-NNS oral and written interactions

Fernndez-Garca, M., & Martnez-Arbelaiz, A. (2002). Negotiation of meaning in nonnative speaker-nonnative speaker synchronous discussions. CALICO Journal, 19 (2), 279-294. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, Spanish, chat Summary: Examines negotiation of meaning in chat discussions; notes extensive use of first language by students

Ferney, D., & Waller, S. (2001). Reflections on multimedia design criteria for the international language learning community. Computer Assisted Language Learning, 14 (2), 145-168.
Keywords: materials development, CD-ROM Summary: Examines design criteria in multimedia CD-ROMs

Feuerman, K., Marshall, C., Newman, D., & Rypa, M. (1987). The CALLE project. CALICO Journal, 4 (1), 25-34. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, Spanish, chat Summary: Describes an early project that incorporated natural language processing into chat sessions to diagnose grammar errors

Feustle, J. A., Jr. (2001). Extending the reach of the classroom with Web-based programs. Hispania, 84 (4), 837-849.
Keywords: Spanish, internet Summary: Details use of various course management programs to enhance teaching

Fidler, M. (2004). Reading and studying culture with electronic materials. Canadian Slavonic Papers, 46 (1-2), 83-99.
Keywords: reading, culture, Czech, hypertext Summary: Discusses how to remedy student misconceptions resulting from a written online Czech corpus

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Finkbeiner, C. (2001). One and all in CALL? Learner-moderator-researcher. Computer Assisted Language Learning, 14 (3-4), 339-361.
Keywords: teacher training Summary: Argues for CALL's central role in training teachers to be good learners, moderators, and researchers

Fiori, M. L. (2005). The development of grammatical competence through synchronous computer-mediated communication. CALICO Journal, 22 (3), 567-602. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, Spanish, chat Summary: Benefits of form- and meaning-focused chat versus. meaning-only focused chat are discussed

Fitze, M. (2006). Discourse and participation in ESL face-to-face and written electronic conferences. Language Learning & Technology, 10 (1), 67-86. (http://llt.msu.edu)
Keywords: discourse, vocabulary, English, conferencing program Summary: Greater lexical range displayed during written conferences than oral, even when interactional discourse controlled for; discusses egalitarian discourse distribution

Fitzpatrick, A., & Davies, G. (Eds.). (2003). The impact of information and communications technologies on the teaching of foreign languages and on the role of teachers of foreign languages. Luxembourg: EC Directorate General of Education and Culture.
Keywords: information communication technology overview Summary: Presents overview of information communication technology in the UK.

Fleming, S., & Hiple, D. (2004). Distance education to distributed learning: Multiple formats and technologies in language instruction. CALICO Journal, 22 (1), 63-82. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: interactive television, internet, distance learning, hybrid Summary: Details how language proficiency level of a course may determine the most suitable CALL material(s) and media

Forester, L. (2002). Implications of research on human memory for CALL design. CALICO Journal, 20 (1), 99-126. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development Summary: Discusses basics of human memory and cognition in relation to various CALL products

Foster, J. Q., Harrell, L. F., & Raizen, E. (2004). The Hebrewer: A Web-based inflection generator. CALICO Journal, 21 (3), 523-540. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development, orthography, Hebrew Summary: Discusses a web-based program used to generate Hebrew characters for use in CALL materials

Fotos, S., & Browne, C. (Eds.). (2004). New perspectives on CALL for second language classrooms. Mahwah, NJ: Lawrence Erlbaum.
Keywords: edited volume Summary: covers various CALL methodologies, implementing CALL programs, and evaluating CALL

Fox, M. (1998). Breaking down the distance barriers: Perceptions and practice in technologymediated distance language acquisition. ReCALL, 10 (1), 59-67.
Keywords: distance learning Summary: Argues that research into CALL must be driven by examination of benefits to learner, and not just focus on human-computer interaction or human-human interaction via computer.

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Franco. H., Neumeyer, L., Digalakis, V. & Ronen, O. (2000). Combination of machine scores for automatic grading of pronunciation quality. Speech Communication, 30 (2-3), 121-130.
Keywords: pronunciation, French, speech recognition Summary: Argues for using a combination of speech recognizing algorithms as opposed to a single one in order to best predict the rating of a human evaluator; finds that nonlinear models outperform linear models

Freiermuth, M., & Jarrell, D. (2006). Willingness to communicate: Can online chat help? International Journal of Applied Linguistics, 16 (2), 189-212.
Keywords: English, chat Summary: Compared language produced in chat-mediated tasks and face-to-face tasks; found that subjects (female Japanese EFL students) felt more comfortable interacting in chat tasks

Freiermuth, M. R. (2001). Native speakers or non-native speakers: Who has the floor? Online and face-to-face interaction in culturally mixed small groups. Computer Assisted Language Learning, 14 (2), 169-199.
Keywords: English, chat Summary: Finds greater nonnative speaker output in online setting compared to face-to-face setting; also examines qualitative differences between the settings

Frisby, R. (2000). Digitisation of audio files. Retrieved October 23, 2007, from http://www.aulc.org/audio/digitisation.pdf
Keywords: speaking, listening Summary: Describes how to make sound files on the PC

Frisby R. (2004). Sound recording for language teachers. Retrieved October 23, 2007, from http://www.aulc.org/audio/digitisation.pdf
Keywords: speaking, listening Summary: Describes how to make sound files on the PC; appears to be updated version of Frisby (2000)

Fuchs, C. (2006). Exploring German preservice teachers electronic and professional literacy skills. ReCALL, 18 (2), 174-192.
Keywords: teacher training Summary: Explores preservice teachers' technological literacy

Fuente, M. J. d. l. (2003). Is SLA interactionist theory relevant to CALL? A study on the effects of computer-mediated interaction in L2 vocabulary acquisition. Computer Assisted Language Learning, 16 (1), 47-81.
Keywords: vocabulary, chat Summary: SLA-based discussion of vocabulary acquisition between chat and nonchat groups

Fuentes, A. C. (2001). Lexical behaviour in academic and technical corpora: Implications for ESP development. Language Learning & Technology, 5 (3), 106-129. (http://llt.msu.edu)
Keywords: vocabulary, English, English for academic purposes, corpora Summary: Describes how corpora can be used to teach English-for-academic-purposes vocabulary

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Fuentes, A. C. (2004). The use of corpora and IT in evaluating oral task competence for tourism English. CALICO Journal, 22 (1), 5-22. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: speaking, English for specific purposes, English, corpora, Summary: Uses corpora to determine appropriate evaluation criteria for oral tasks in English-for-specific-purposes setting

Furstenberg, G., Levet, S., English, K., & Maillet, K. (2001). Giving a virtual voice to the silent language of culture: The cultura project. Language Learning & Technology, 5 (1), 55102. (http://llt.msu.edu)
Keywords: culture, English, French, tandem learning Summary: Describes a collaborative group project between French and English tandem language students

Gabel, S. (2001). Over-indulgence and under-representation in interlanguage: Reflections on the utilization of concordancers in self-directed foreign language learning. Computer Assisted Language Learning, 14 (3-4), 269-288.
Keywords: vocabulary, English, corpora Summary: Analyzes differences between native speaker and nonnative speaker email corpora and suggests points for teaching based on over- and under-utilization of various items

Galusha, J. M. (1998). Barriers to learning in distance education (Information Analyses No. CE075-847). (ERIC Document Reproduction Service No. ED 416377)
Keywords: literature review, distance learning Summary: Lack of student motivation and faculty support noted among barriers to distance learning

Gamper, J., & Knapp, J. (2002). A review of intelligent CALL systems. Computer Assisted Language Learning, 15 (4), 329-342.
Keywords: artificial intelligence Summary: Reviews various CALL materials that involve artificial intelligence

Garcia Cabrero, J. C. (2002). Third generation telephony: New technological support for computer assisted language learning. International Journal of English Studies, 2 (1), 167178.
Keywords: Spanish, mobile phones, distance learning Summary: Describes a new system used for teaching Spanish for business purposes via mobile phones

Garrett, N. (1991). Technology in the service of language learning: Trends and issues. The Modern Language Journal, 75 (1), 74-101.
Keywords: review article Summary: Reviews various technologies available to the language teacher in 1991

Garrett, N. (1998). Where do research and practice meet? Developing a discipline. ReCALL, 10 (1), 7-12.
Keywords: CALL research Summary: Argues for the development of a sound research agenda for CALL

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Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning; Interaction is not enough. American Journal of Distance Education, 19 (3), 133148.
Keywords: distance learning Summary: Finds structure and leadership essential in planning and executing successful distance learning

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education, 15 (1), 7-23.
Keywords: discourse, asynchronous CMC Summary: Analyzes discourse in asynchronous CMC to investigate cognitive processes

Gascoigne, C. (2006). Explicit input enhancement: Effects on target and non-target aspects of second language acquisition. Foreign Language Annals, 39 (4), 551-564.
Keywords: orthography, French, Spanish, word processing Summary: Students doing dictation exercise on computer with instruction sheet for adding diacritics made significantly fewer diacritical mistakes than students transcribing the same passage on pen and paper

Gascoigne, C. (2006). Toward an understanding of incidental input enhancement in computerized L2 environments. CALICO Journal, 24 (1), 147-162. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: orthography, French, word processing Summary: Students doing dictation exercise on computer with instruction sheet for adding diacritics made significantly fewer diacritical mistakes than students using pen and paper

Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System, 32 (3), 301-319.
Keywords: writing, grammar, English, concordancer Summary: Details use of a concordancing program to help correct errors in lower intermediate writing; some successes noted, as well as opportunities for future improvement

Geslin, N., & Wade, R. (2000). Teaching discourse grammar in a multimedia program. Tydskrif vir Taalonderrig/Journal for Language Teaching, 34 (2), 157-169.
Keywords: grammar, English, multimedia Summary: Details how multimedia tools can be used to teach grammar

Gettys, S., Imhof, L. A., & Kautz, J. (2001). Computer-assisted reading: The effect of glossing format on comprehension and vocabulary retention. Foreign Language Annals, 34 (2), 91-106.
Keywords: reading, vocabulary, Russian, hypertext Summary: Dictionary definitions more effective than sentence-level glosses in promoting vocabulary retention; results unclear for textual comprehension

Ghadirian, S. (2002). Providing controlled exposure to target vocabulary through the screening and arranging of texts. Language Learning & Technology, 6 (1), 147-164. (http://llt.msu.edu)
Keywords: reading, vocabulary, English, software Summary: Describes a computer program that locates and sorts texts based on user-specific criteria for particular sets of target words

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Gillespie, J. H., & Barr, J. D. (2002). Resistance, reluctance and radicalism: A study of staff reaction to the adoption of CALL/C&IT in modern languages departments. ReCALL, 14 (1), 120-132.
Keywords: teacher training Summary: Finds that instructors are not generally opposed to CALL per se, but that reluctance to embrace it often stems from a variety of practical concerns

Gimeno-Sanz, A. (2002). E-language learning for the airline industry. ReCALL, 14 (1), 47-57.
Keywords: Spanish, language for specific purposes Summary: Discusses creation and evaluation of a CALL project for airline employees

Gitsaki, C., & Taylor, R. (1999a). Internet-based activities for the ESL classroom. ReCALL, 11 (1), 47-57.
Keywords: English, websites, lesson planning Summary: Provides lesson plan ideas for incorporating internet activities in the ESL classroom

Glendinning, E., & Howard, R. (2003). Lotus ScreenCam as an aid to investigating student writing. Computer Assisted Language Learning, 16 (1), 31-46.
Keywords: writing, English, screen camera, audio recording Summary: Documents revision process in group writing among different proficiency levels; discourse changes most often discussed, and nearly all proposed changes were made to final copy

Godwin-Jones, R. (1998). New developments in digital video. Language Learning & Technology, 2 (1), 11-13. (http://llt.msu.edu)
Keywords: listening, speaking, videotaping Summary: Explains various digital video file formats and associated technologies

Godwin-Jones, R. (2001). Language testing tools and technologies. Language Learning & Technology, 5 (2), 8-12. (http://llt.msu.edu)
Keywords: assessment Summary: Provides a brief introduction to uses of the internet for language testing

Godwin-Jones, R. (2001). Language Interactive: Language learning and the web. Retrieved October 23, 2007, from http://www.fln.vcu.edu/cgi/interact.html
Keywords: materials development, websites Summary: Provides a brief introduction for teachers wishing to create their own web-based materials

Godwin-Jones, R. (2003). Emerging technologies. Blogs and Wikis: Environments for online collaboration. Language Learning & Technology, 7 (2), 12-16. (http://llt.msu.edu)
Keywords: XML, blogs, wiki software Summary: Explains how blogs and wikis, which rely on XML formatting, can be useful for language learning

Godwin-Jones, R. (2005). Skype and podcasting: Disruptive technologies for language learning. Language Learning & Technology, 9 (3), 9-12. (http://llt.msu.edu)
Keywords: listening, speaking, Skype, podcasting Summary: Provides an overview of Skype and podcasting with suggestions for use in language learning

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Gonzlez-Lloret, M. (2003). Designing task-based CALL to promote interaction: En Busca de Esmeraldas. Language Learning & Technology, 7 (1), 86-104. (http://llt.msu.edu)
Keywords: materials development Summary: Outlines steps needed to create effective CALL materials, based on core second language acquisition principles; evaluates one particular program in light of SLA-based criteria

Goodfellow, R., Lamy, M.-N., & Jones, G. (2002). Assessing learners writing using lexical frequency. ReCALL, 14 (1), 133-145.
Keywords: writing, vocabulary, French Summary: Finds mixed results in using lexical frequency measure to assess vocabulary; tool appears better for selfassessment but is of limited pedagogical value as currently employed

Gorsuch, G. (2004). Test takers experiences with computer-administered listening comprehension tests: Interviewing for qualitative explorations of test validity. CALICO Journal, 21 (2), 339-371. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: listening, assessment, English Summary: Uses qualitative interviews with six test-takers to examine reliability (and thus validity) of a computerized listening test

Grace, C. (1998a). Retention of word meanings inferred from context and sentence-level translations: Implications for the design of beginning level CALL software. The Modern Language Journal, 82 (4), 533-544.
Keywords: vocabulary, French, software Summary: Argues for use of sentence level first-language translations to aid lower proficiency learners inferences about second language vocabulary

Grace, C. (1998b). Personality type, tolerance of ambiguity, and vocabulary retention in CALL. CALICO Journal, 15 (1-3), 19-45. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: vocabulary, French, software Summary: Differences in personality type do not appear to influence vocabulary acquisition in a CALL program that provides first-language translations at the sentence level

Grace, C. (2000). Gender differences: Vocabulary retention and access to translations for beginning language learners in CALL. The Modern Language Journal, 84 (2), 214-224.
Keywords: vocabulary, French, software Summary: No gender differences found for short-term or long-term retention of vocabulary learned through sentence-level L1 glosses, nor for amount of time spent on lookup between genders

Granger, S. (2003). Error-tagged learner corpora and CALL: A promising synergy. CALICO Journal, 20 (3), 465-480. file://localhost/(https/::www.calico.org:p-5-CALICO Journal.html)
Keywords: grammar, French, corpora Summary: Describes use of tagged learner corpora to diagnose and treat common errors

Grant, L., & Ginther, A. (2000). Using computer-tagged linguistic features to describe L2 writing differences. Journal of Second Language Writing, 9 (2), 123-145.
Keywords: assessment, writing, grammar, English, tagging software Summary: Tagging software found to reveal many differences between essays rated at different proficiency levels, although human coding needed to completely identify all significant differences

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Gray, C., Hagger-Vaughan, L., Pilkington, R., & Tomkins, S.-A. (2005). The pros and cons of interactive whiteboards in relation to the key stage 3 strategy and framework. Language Learning Journal (ALL), 32 (1), 38-44.
Keywords: interactive whiteboards Summary: Explores positives and negatives of using interactive whiteboards in the language classroom

Green, A., & Youngs, B. (2001). Using the Web in elementary French and German courses: Quantitative and qualitative study results. CALICO Journal, 19 (1), 89-123. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: French, German, hybrid learning Summary: No significant differences observed between hybrid or conventional students over two semesters

Greene, D. (2000). A design model for beginner-level computer-mediated EFL writing. Computer Assisted Language Learning, 13 (3), 239-252.
Keywords: writing, English Summary: Explores how practical considerations bridged the divide between theory and practice in developing a CALL-based writing course

Greenfield, R. (2003). Collaborative email exchange for teaching secondary ESL: A case study in Hong Kong. Language Learning & Technology, 7 (1), 46-70. (http://llt.msu.edu)
Keywords: writing, English, email Summary: Surveys students in Hong Kong about email collaboration with American teenagers; Hong Kong students report general satisfaction with project, but some frustration that it did not help them prepare for highstakes EFL testing

Greenman, C. (2004). Coaching academic English through voice and text production models. ReCALL, 16 (1), 51-70.
Keywords: speaking, writing, English, English for academic purposes Summary: Describes a system used to mark both spoken and written E glish-for-academic-purposes texts

Grgurovi, M. (2007). Research synthesis: CALL comparison studies by language skills/knowledge. Retrieved August 15, 2007 from http://tesl.engl.iastate.edu:591/comparison/synthesis.htm
Keywords: database Summary: Database of comparison studies with short summaries.

Grgurovi, M., & Hegelheimer, V. (2007). Help options and multimedia listening: Students use of subtitles and the transcript. Language Learning & Technology, 11 (1), 45-66. (http://llt.msu.edu)
Keywords: listening, English Summary: Students used subtitles significantly more than transcripts; often did not interact with help features when help features were activated on screen

Groot, P. J. M. (2000). Computer assisted second language vocabulary acquisition. Language Learning & Technology, 4 (1), 60-81. (http://llt.msu.edu)
Keywords: vocabulary, English, software Summary: Describes a software system that identifies keywords based on frequency and presents them in various conditions to learners

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Gross, A., & Wolff, D. (2001). A multimedia tool to develop learner autonomy. Computer Assisted Language Learning, 14 (3-4), 233-249.
Keywords: reading, software Summary: Describes a software program designed to assist students in comprehending foreign language texts

Gruba, P. (2004). Understanding digitized second language videotext. Computer Assisted Language Learning, 17 (1), 51-82.
Keywords: listening, Japanese, video Summary: Examines learner interactions with visual element of video recordings; notes how visual input shifts from primary to secondary source of information as listening comprehension develops

Gruba, P. (2006). Playing the videotext: A media literacy perspective on video-mediated L2 listening. Language Learning & Technology, 10 (2), 77-92. (http://llt.msu.edu)
Keywords: listening, Japanese, video Summary: Explores how student "play" with video texts through pausing, rewinding, discussing, signposting, and so on can lead to a high level of learner autonomy in processing a given text

Gruber-Miller, J., & Benton, C. (2001). How do you say MOO in Latin? Assessing student learning and motivation in beginning Latin. CALICO Journal, 18 (2), 305-338. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: Latin, MOO, email Summary: Depicts use of MOO and email to connect language and cultural content for Latin students

Guillot, M.-N. (2002). Corpus-based work and discourse analysis in FL pedagogy: A reassessment. System, 30 (1), 15-32.
Keywords: discourse, corpora Summary: Discusses how corpora can be used for discourse acquisition

Haag, M., & Coston, F. W. (2002). Early effects of technology on the Oklahoma Choctaw language community. Language Learning & Technology, 6 (2), 70-82. (http://llt.msu.edu)
Keywords: Choctaw, internet, distance learning Summary: Details cultural and political benefits of creating a distance learning program for dispersed members of the Choctaw Nation

Hada, Y., Ogata, H., & Yano, Y. (2002). Video-based language learning environment using an online video-editing system. Computer Assisted Language Learning, 15 (4), 387-408.
Keywords: speaking, English, video Summary: Describes an interactive video-based system that allows for teachers and learners to exchange emailbased messages and comments on video sections without transmitting large video files

Hadley, G. (1997). Sensing the winds of change: An introduction to data driven learning. In J. Field, A. Graham, & M. Peacock (Eds.), Insights 2. Whitstable: IATEFL.
Keywords: grammar, vocabulary, English, concordancer Summary: Advocates use of concordancers for "data-driven learning," reacting to communicative methods

Hager, M. (2005). Using German web sites to teach culture in German courses. CALICO Journal, 22 (2), 269-284. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: culture, German, websites Summary: Contrastive analysis of similar websites in first and second language used to teach cultural differences

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Hager, M., Rieper, A., Schmitt, E., & Shastri, M. (2001). Using the internet in elementary college German. CALICO Journal, 18 (3), 563-588. (https://www.calico.org/p-5CALICO Journal.html)
Keywords: German, websites Summary: Describes a variety of task-based applications of German websites

Hamilton, J., Reddel, S., & Spratt, M. (2001). Teachers perceptions of on-line rater training and monitoring. System, 29 (4), 505-520.
Keywords: assessment, English, internet, distance learning Summary: Evaluates a distance learning rater training system; users generally react positively to the design, although some lack of use of the system also noted; rater reliability and accuracy not discussed

Hammond, K. (2004). Initial steps in implementing WebCT into an academic reading and writing Course. ICU Language Research Bulletin, 19 (1), 67-79.
Keywords: reading, writing, English, WebCT Summary: Discusses successes and failures in incorporating WebCT for the first time

Hampel, R., & Hauck, M. (2003). Using Lyceum, an audio-graphic conferencing system, to talk at a distance. In D. Goodfellow, A.-B. Fenner, C. Garrido, & S. Tella (Eds.), The educational use of ICT in teacher education and distance language learning. Graz: European Centre for Modern Languages of the Council of Europe. Retrieved October 23, 2007, from http://www.ecml.at/distance_learning/files/tier2_1.htm
Keywords: German, distance learning Summary: Details an in-house audio-visual program used to teach synchronous distance courses

Hampel, R., & Hauck, M. (2004). Towards an effective use of audio conferencing in distance language courses. Language Learning & Technology, 8 (1), 66-82. (http://llt.msu.edu)
Keywords: German, distance learning Summary: Details an in-house audio-visual program used to teach synchronous distance courses

Hampel, R. (2003). Theoretical perspectives and new practices in audio-graphic conferencing for language learning. ReCALL, 15 (1), 21-36.
Keywords: conferencing, distance learning Summary: Applies second language acquisition theory to audio-visual CMC learning; evaluates a particular project

Hampel, R. (2006). Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL, 18 (1), 105-121.
Keywords: CMC, distance learning Summary: Applies current theory to audio-visual CMC; evaluates a particular project

Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18 (4), 311-326.
Keywords: teacher training, distance learning Summary: Outlines key aspects of teacher training necessary for distance-learning courses; goes beyond technical know-how to include pedagogically oriented aspects of preparation

Hancock, J. T., & Dunham, P. J. (2001). Language use in computer-mediated communication: The role of coordination devices. Discourse Processes, 31 (1), 91-110.
Keywords: chat Summary: Use of explicit turn markers in task-based CMC found to benefit communication

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Handley, Z., & Hamel, M.-J. (2005). Establishing a methodology for benchmarking speech synthesis for computer-assisted language learning (CALL). Language Learning & Technology, 9 (3), 99-119. (http://llt.msu.edu)
Keywords: speech synthesis Summary: Establishes criteria for evaluating speech synthesizers for CALL purposes

Hanna, D., Glowacki-Dudka, M., & Conceicao-Runlee, S. (2000). 147 practical tips for teaching online groups. Madison: Atwood Publishing.
Keywords: distance learning, hybrid learning Summary: Provides general, common-sense guidelines for teaching distance or hybrid learners

Hanna, B. E., & de Nooy, J. (2003). A funny thing happened on the way to the forum: Electronic discussion and foreign language learning. Language Learning & Technology, 7 (1), 7185. (http://llt.msu.edu)
Keywords: writing, discourse, French, bulletin boards Summary: Describes the experiences of four learners posting on L2 bulletin boards

Hansen, E. G., Mislevy, R. J., Steinberg, L., Lee, M., & Forer, D. (2005). Accessibility of tests for individuals with disabilities within a validity framework. System, 33 (1), 107-133.
Keywords: assessment, English Summary: Discusses interactions between accessibility and validity raised when computerized tests are adapted for individuals with disabilities

Hanson, J. L., Dembovskaya, S., & Lee, S. (2005). CALL research archive: How can an online knowledge base further communication among second language professionals. ReCALL, 17 (2), 245-253.
Keywords: CALL research Summary: In order to bridge the gap between teaching and research, the authors describe an online database of CALL articles that allows practicing teachers to comment on published works

Hansson, T. (2005). English as a second language on a virtual platform-tradition and innovation in a new medium. Computer Assisted Language Learning, 18 (1-2), 63-79.
Keywords: writing, English, software Summary: Discusses language interactions through a computer game; takes Vysotskian perspective

Hara, N., & Kling, R. (2001). Student distress in Web-based distance education. EDUCAUSE Quarterly, 3 (1), 68-69.
Keywords: distance learning Summary: Finds that technological problems and lack of clarity in instructions lead to most student stress in distance learning

Hardison, D. M. (2005). Contextualized computer-based L2 prosody training: Evaluating the effects of discourse context and video input. CALICO Journal, 22 (2), 175-190. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: pronunciation, French Summary: Use of visual feedback shown to be effective in improving L2 prosody

Hardisty, D., & Windeatt, S. (1989). CALL. Oxford: Oxford University Press.
Keywords: lesson planning Summary: Provides many examples of lesson plans centered around the computer

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Hardy, I. M., & Moore, J. L. (2004). Foreign language students conversational negotiations in different task environments. Applied Linguistics, 25 (3), 340-370.
Keywords: German Summary: Analyzes formal and content output of students across multiple tasks and CMC modes

Harker, M., & Koutsantoni, D. (2005). Can it be as effective? Distance versus blended learning in a Web-based EAP programme. ReCALL, 17 (2), 197-216.
Keywords: English, distance learning, hybrid learning Summary: Similar achievement and satisfaction levels seen between hybrid and distance learning students; better student retention in hybrid format

Harrington, M., & Levy, M. (2001). CALL begins with a C: Interaction in computer-mediated language learning. System, 29 (1), 15-26.
Keywords: CALL research, CMC Summary: Argues that although a coherent and transparent research agenda is needed for CALL, current interactionist approaches are insufficient to handle many modes of CMC currently in use

Hart, R. (1995). The Illinois PLATO foreign languages project. CALICO Journal, 12 (4), 15-37. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: CALL history, materials development Summary: Describes an early CALL project conducted at the University of Illinois at Urbana-Champaign in the 1970s

Hartz, Deborah. (2000). Literacy leaps as blind students embrace technology. English Journal, 90 (2), 52.
Keywords: English (L1) Summary: Describes technologies used to improve literacy among blind students

Hegelheimer, V., & Chapelle, C. A. (2000). Methodological issues in research on learnercomputer interactions in CALL. Language Learning & Technology, 4 (1), 41-59. (http://llt.msu.edu)
Keywords: reading, vocabulary, assessment Summary: Explores how modified input can lead to greater noticing, and how noticing can be evaluated

Hegelheimer, V., & Fisher, D. (2006). Grammar, writing, and technology: A sample technologysupported approach to teaching grammar and improving writing for ESL learners. CALICO Journal, 23 (2), 257-279. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: writing, grammar, English, corpora Summary: Relates how learner corpora can be used to teach grammar for English for academic purposes

Hegelheimer, V., & Tower, D. (2004). Using CALL in the classroom: Analyzing student interactions in an authentic classroom. System, 32 (2), 185-205.
Keywords: listening, grammar, assessment, English Summary: Explores ways in which learners utilize (or do not utilize) types of modified input in call tasks

Hegelheimer, V., Reppert, K., Broberg, M., Daisy, B., Grgurovi, M. Middlebrooks, K., et al. (2004). Preparing the new generation of CALL researchers and practitioners: What nine months in an MA program can (or cannot) do. ReCALL, 16 (2), 432-447.
Keywords: teacher training Summary: Documents student learning about CALL issues in an MA-TESL program

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Heift, T. (2001). Error-specific and individualised feedback in a Web-based language tutoring system: Do they read it? ReCALL, 13 (1), 99-109.
Keywords: grammar, vocabulary, German, grammar checker Summary: Nearly 80% of students read and attended to feedback given by an automated system; students paid more attention to it with increasing amounts of use of the program

Heift, T. (2002). Learner control and error correction in ICALL: Browsers, peekers, and adamants. CALICO Journal, 19 (2), 295-313. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, German Summary: Compares learner behavior in seeking grammar feedback with learner proficiency level

Heift, T. (2003). Multiple learner errors and meaningful feedback: A challenge for ICALL systems. CALICO Journal, 20 (3), 533-548. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, German, grammar checker Summary: Describes a customizable grammar-checking program that can prioritize different types of learner errors and/or exclude feedback on certain error types

Heift, T. (2005). Inspectable learner reports for web-based language learning. ReCALL, 17 (1), 32-46.
Keywords: German Summary: Finds students frequently accessed personalized learning reports and modified their behavior based on the reports

Heift, T. (2006). Context-sensitive help in CALL. Computer Assisted Language Learning, 19 (23), 243-259.
Keywords: grammar, German, grammar checker Summary: Examines influence of proficiency level, task type, and feedback type on learner use of help

Heift, T., & Schulze, M. (2003). Student modeling and ab initio language learning. System, 31 (4), 519-535.
Keywords: grammar, German, grammar checker, computer-adaptive assessment, distance learning Summary: Compares conceptual models behind a grammar-feedback program and an adaptive placement test for distance learning

Heller, I. (2005). Learner experiences and CALL-tool usabilityEvaluating the Chemnitz internet grammar. Computer Assisted Language Learning, 18 (1-2), 119-142.
Keywords: grammar, English, corpora, distance learning Summary: Evaluates a self-access program for English grammar that relies on authentic corpora data

Hemard, D. (2004). Enhancing online CALL design: The case for evaluation. ReCALL, 16 (2), 502-519.
Keywords: CALL evaluation Summary: Argues for stringent evaluation of CALL methods and materials

Hemard, D. (2006). Design issues related to the evaluation of learner-computer interaction in a Web-based environment: Activities v. tasks. Computer Assisted Language Learning, 19 (2-3), 261-276.
Keywords: materials development, pedagogy Summary: Evaluates pedagogical issues in using the web for language learning

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Hemard, D., & Cushion, S. (2000). From access to acceptability: Exploiting the Web to design a new CALL environment. Computer Assisted Language Learning, 13 (2), 103-118.
Keywords: materials development Summary: Emphasizes the importance of making CALL materials user friendly and interactive in order to reach out to students and instructors who have become disenfranchized by current technology

Hemard, D., & Cushion, S. (2002). Sound authoring on the Web: Meeting the users needs. Computer Assisted Language Learning, 15 (3), 281-294.
Keywords: listening, materials development Summary: Describes design process for creating CALL-based listening materials

Hemard, D., & Cushion, S. (2003). Design and evaluation of an online test: Assessment conceived as a complementary CALL tool. Computer Assisted Language Learning, 16 (2-3), 119-139.
Keywords: assessment, grammar, listening Summary: Describes the design and evaluation of a computerized language test for classroom assessment; evaluated via student and instructor questionnaires

Henry, G., & Zerwekh, R. (2002). SEAsite: Web-based interactive learning resources for southeast Asian languages and cultures. CALICO Journal, 19 (3), 499-512. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: listening, reading, Southeast Asian Languages, website Summary: Describes a website with reading and listening materials for a variety of Southeast Asian languages, as well as cultural materials written in English

Herron, C., York, H., Corrie, C., & Cole, S. (2006). A comparison study of the effects of a storybased video instructional package versus a text-based instructional package in the intermediate-level foreign language classroom. CALICO Journal, 23 (2), 281-307. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: listening, grammar, French, video Summary: Use of narrative video shown to increase listening comprehension and grammatical knowledge better than comparable text-based materials

Hew, S.-H., & Ohki, M. (2001). A study on the effectiveness and usefulness of animated graphical annotation in Japanese CALL. ReCALL, 13 (2), 245-260.
Keywords: listening, speaking, Japanese, animated graphics Summary: Use of animated graphics better for listening instruction than speaking instruction

Hew, S.-H., & Ohki, M. (2004). Effect of animated graphic annotations and immediate visual feedback in aiding Japanese pronunciation learning: A comparative study. CALICO Journal, 21 (2), 397-419. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: pronunciation, Japanese, software Summary: Use of colorful graphics to accompany Japanese characters and visual phonological feedback both shown to be effective in improving L2 Japanese pronunciation

Hewer, S. (1998). Summative evaluation report: Optimising the use of TELL productsAn evaluative investigation into TELL products in use. Hull, UK: The TELL Consortium, University of Hull.
Keywords: CALL review Summary: Reviews a variety of CALL projects and products developed at the University of Hull during the 90s

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Higgins, J. (1995). Computers and English language learning. Oxford: Intellect Books.
Keywords: software Summary: Collection of authors papers from the 80s and early 90s, some involving CALL

Hill, M., & Storey, A. (2003). SpeakEasy: Online support for oral presentation skills. ELT Journal, 57 (3), 370-376.
Keywords: speaking, English, synchronous CMC Summary: Explains use of a software program designed to improve presentation skills in English

Hincks, R. (2003). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15 (1), 3-20.
Keywords: pronunciation, English, visual feedback, Summary: Use of visual feedback more effective for stronger accented subjects than less accented ones

Hirata, Y. (2004). Computer assisted pronunciation training for native English speakers learning Japanese pitch and durational contrasts. Computer Assisted Language Learning, 17 (3-4), 357-376.
Keywords: pronunciation, Japanese, software Summary: Visual feedback leads to improved pronunciation as well as phonological perception

Hirvela, A. (2006). Computer-mediated communication in ESL teacher education. ELT Journal, 60 (3), 233-241.
Keywords: teacher training, English, listserv Summary: A class listserv was used to build a sense of community and professional collaboration among ESL teacher trainees

Ho, J. W. Y. (2006). Functional complementarity between two languages in ICQ. International Journal of Bilingualism, 10 (4), 429-451.
Keywords: English, Chinese, chat Summary: Argues that frequent use of code switching among Chinese/English bilinguals indicates that chatters use the two languages complimentarily to accomplish specific functions

Ho, M.-C., & Savignon, S. J. (2007). Face-to-face and computer-mediated peer review in EFL writing. CALICO Journal, 24 (2), 269-290. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: writing, English, word processing Summary: Examines learner reactions to and opinions about face-to-face and computer-based peer review

Hoeflaak, A. (2004). Computer-assisted training in the comprehension of authentic French speech: A closer view. Computer Assisted Language Learning, 17 (3-4), 315-337.
Keywords: listening, French Summary: Describes the development of a project designed to improve comprehension of spoken French

Holland, V. M., Maisano, R., Alderks, C., & Martin, J. (1993). Parsers in tutors: What are they good for? CALICO Journal, 11 (1), 28-46. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, German, grammar checker Summary: Claims that parsers can be useful for form-focused instruction, particularly among intermediate or advanced learners

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Holmberg, B. (2003). A theory of distance education based on empathy. In M. Moore & W. Anderson (Eds.), Handbook of distance education (pp. 79-86). Mahwah, NJ: Lawrence Erlbaum.
Keywords: distance learning Summary: Theorizes on distance education

Hood, P. (2000). The potential contribution of encyclopaedic foreign language CD-ROM packages to the acquisition of language and knowledge. ReCALL, 12 (2), 143-156.
Keywords: CD-ROM Summary: Provides qualitative and quantitative data to document learning via CD-ROM

Hopp, M. A., & Hopp. T. H. (2004). newSLATE: Building a Web-based infrastructure for learning non-Roman script languages. CALICO Journal, 21 (3), 541-555. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: 0rthography Summary: Describes a project involving online applications for non-Latin script languages

Horst, M., Cobb, T., & Nicolae, I. (2005). Expanding academic vocabulary with an interactive on-line database. Language Learning & Technology, 9 (2), 90-110. (http://llt.msu.edu)
Keywords: vocabulary, English, corpora Summary: Describes use of a free, web-based corpora site with a variety of vocabulary-related pedagogical tasks; pre- and posttest gains explored, as well as correlations between gains and task types

Horton, S. (2000). Web teaching guide: A practical guide to creating course Web sites. New Haven: Yale University Press.
Keywords: materials development, websites Summary: General guide to putting course materials on the web; not specific to L2 instruction

Hoshi, M. (2003). Examining a mailing list in an elementary Japanese language class. ReCALL, 15 (2), 217-236.
Keywords: Japanese, email Summary: Finds generally good reception to and positive benefits of use of class email list; some variation in student response observed

Hourigan, T., & Murray, L. (2006). Mapping successful language learning approaches in the adaptation of generic software. Computer Assisted Language Learning, 19 (4-5), 301316.
Keywords: writing, software Summary: Discusses pedagogical applications of a generic summarizing program

Houser, C., Yokoi, S., & Yasuda, T. (2002). Computer assistance for reading and writing Japanese as a foreign language. CALICO Journal, 19 (3), 541-549. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: reading, writing, Japanese, software Summary: Introduces and review software used for teaching reading and writing in Japanese

Houston, T. (2007). Retrofitted materials for WebCT: Guidelines for authors, Web designers, and users. CALICO Journal, 24 (3), 657-673. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development Summary: Discusses retrofitting existing materials for use with the web

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Hoven, D. (2006). Communicating and interacting: An exploration of the changing roles of media in CALL/CMC. CALICO Journal, 23 (2), 233-256. (https://www.calico.org/p-5CALICO Journal.html)
Keywords: CALL history, methodology Summary: Discusses shift in CALL from localized (e.g., CD-ROM, local area network) based work to interactive, web-based work, as well as relations between various CALL formats and materials

Hsu, H.-M., & Gao, L. (2002). Computer-mediated materials for Chinese character learning. CALICO Journal, 19 (3), 533-536. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: reading, writing, orthography, Chinese, software, websites Summary: Gives a brief overview of four programs for teaching Chinese characters electronically

Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33 (1), 27-37.
Keywords: constructivism Summary: Discusses the use of constructivism in teaching to adults online

Hubbard, P. (2003). A survey of unanswered questions in CALL. Computer Assisted Language Learning, 16 (2-3), 141-154.
Keywords: CALL methodology Summary: Reports results of a survey of CALL practitioners regarding the single question they would like answered most; trends in question type and variation across type of CALL practitioner (e.g., instructor, researcher, material designer)

Hubbard, P. (2005). A review of the subject characteristics in CALL research. Computer Assisted Language Learning, 18 (5), 351-368.
Keywords: research methods Summary: Critically reviews 4 years of publications from four major CALL journals; identifies a number of reccuring methodological concerns

Hubbard, P., & Siskin, C. B. (2004). Another look at tutorial CALL. ReCALL, 16 (2), 448-461.
Keywords: research methods Summary: Argues for continuing research, development and use of tutorial, as well as tool-based uses of CALL materials

Hudson, J., & Bruckman, A. (2002). IRC Francais: The creation of an internet-based SLA community. Computer Assisted Language Learning, 15 (2), 109-134.
Keywords: French Summary: Online discussions in French were more learner centered and led, while classroom discussions were largely teacher centered and led

Hughes, J., & Mcavinia, C. (2004). What really makes students like a web site? What are the implications for designing web-based language learning sites? ReCALL, 16 (1), 85-102.
Keywords: materials development Summary: surveys 14-18 year olds about features of popular, general service websites (not necesarily languagelearning ones); argue that such features must be built into language-learning sites in order to maintain and increase student interest

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Huifen, L., Tsuiping, C., & Dwyer, F. (2006). Effects of static visuals and computer-generated animations in facilitating immediate and delayed achievement in the EFL classroom. Foreign Language Annals, 39 (2), 203.
Keywords: vocabulary, English, animated and static visuals Summary: Students receiving animated input perform only slightly better than those receiving static visual input; most comparisons made in a MANCOVA analysis only approached statistical significance

Hulstijn, J. H. (2000). The use of computer technology in experimental studies of second language acquisition: A survey of some techniques and some ongoing studies. Language Learning & Technology, 3 (2), 32-43. (http://llt.msu.edu)
Keywords: CALL research Summary: Reviews major themes in CALL research

Hulstijn, J. H. (2003). Connectionist models of language processing and the training of listening skills with the aid of multimedia software. Computer Assisted Language Learning, 16 (5), 413-425.
Keywords: listening Summary: Explores how connectionism and symbolism, two key themes in cognitive science, can be incorporated into CALL materials

Hunt, T., & Hunt, B. (2006). Research and authority in an online world: Who knows? Who decides? English Journal, 95 (4), 89.
Keywords: writing, internet Summary: Stresses that the internet, the ubiquitous computer network that is more and more a two-way medium, a read/write web, contains all the elements of a good multigenre project.

Hurd, S., Beaven, T. & Ortega, A. (2001). Developing autonomy in a distance language learning context: Issues and dilemmas for course writers. System, 29 (4), 341-355.
Keywords: Spanish, distance learning Summary: Discusses the dichotomy between learner autonomy and the high amount of instructor/administrator control/organization in distance learning

Hwu, F. (2003). Learners behaviors in computer-based input activities elicited through tracking technologies. Computer Assisted Language Learning, 16 (1), 5-29.
Keywords: tracking program Summary: Reports results strongly correlating particular styles of learner behavior with acquisition gains; argues that instructors must monitor students' CALL usage in order to ensure appropriate use and, thus, successful learning

Hwu, F. (2004). On the applicability of the input-enhancement hypothesis and input processing theory in multimedia CALL: The case of Spanish preterite and imperfect instruction in an input application. CALICO Journal, 21 (2), 317-338. (https://www.calico.org/p-5CALICO Journal.html)
Keywords: grammar, Spanish Summary: Discusses some challenges in adapting existing videoclips for input enhancement materials

Hwu, F. (2007). Learners strategies with a grammar application: The influence of language ability and personality preferences. ReCALL, 19 (1), 21-38.
Keywords: grammar, Spanish Summary: Explores user variables in the effects of a grammar program

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Ishihara, N. (2007). Web-based curriculum for pragmatics instruction in Japanese as a foreign language: An explicit awareness-raising approach. Language Awareness, 16 (1), 21-40.
Keywords: pragmatics, Japanese, software Summary: Details use of a program featuring tasks built around audio clips designed to teach pragmatics

Iskold, L. V. (2003). Building on success, learning from mistakes: Implications for the future. Computer Assisted Language Learning, 16 (4), 295-328.
Keywords: multimedia Summary: Reports on a longitudinal study evaluating the development and incorporation of a multimedia courseware system

Itakura, H. (2004). Changing cultural stereotypes through email assisted foreign language learning. System, 32 (1), 37-51.
Keywords: culture, Japanese, Chinese, email Summary: Discusses how cultural stereotypes were variously formed, modified, discarded, and/or reinforced through an intercultural email exchange program

Itoh, R., & Hannon, C. (2002). The effect of online quizzes on learning Japanese. CALICO Journal, 19 (3), 551-561. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: assessment, Japanese, internet, hybrid learning Summary: Addition of online quizzes to Japanese course found to be beneficial, especially among less motivated and engaged learners

Jaccomard, H., & Kinder, J. J. (2001). Promoting multimedia projects among university language students. Cauce, 24 (1), 39-52.
Keywords: French, multimedia Summary: Describes and evaluates a multimedia French program

Jacobs, G., & Rodgers, C. (1999). Treacherous allies: Foreign language grammar checkers. CALICO Journal, 16 (4), 509-530. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, French, grammar checker Summary: Explores advantages and drawbacks of using grammar checkers for grammatical instruction

Jamieson, J. (2005). Trends in computer-based second language assessment. Annual Review of Applied Linguistics, 25, 228-242.
Keywords: assessment, corpora, natural language processing, computer-adaptive testing Summary: Reviews several years of development in computer-based testing, touching on transfers from paperbased to computer-based tests, computer adaptive testing, the use of corpus data to increase authenticity, and natural language processing developments in machine scoring of essays

Jamieson, J., Chapelle, C. A., & Preiss, S. (2004). Putting principles into practice. ReCALL, 16 (2), 396-415.
Keywords: CALL evaluation Summary: Provides criteria for evaluating CALL materials

Jamieson, J., Chapelle, C., Preiss, S. (2005). CALL evaluation by developers, a teacher, and students. CALICO Journal, 23 (1), 93-138. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: English, online courseware Summary: Evaluation of a CALL product by researchers, teachers, students, and materials developers

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Jancewicz, B., & MacKenzie, M. (2002). Applied computer technology in Cree and Naskapi language programs. Language Learning & Technology, 6 (2), 83-91. (http://llt.msu.edu)
Keywords: Cree, Naskapi Summary: A CALL history of the development and maintenance of two Native American languages

Jarvis, H. (2004). Investigating the classroom applications of computers on EFL courses at higher education institutions in UK. Journal of English for Academic Purposes, 3 (2), 111-137.
Keywords: CALL evaluation Summary: Proposes a framework for the evaluation of CALL; reports on a survey of CALL in the UK

Jeon-Ellis, G., R. Debski, & Wigglesworth, G. (2005). Oral interaction around computers in the project-oriented CALL classroom. Language Learning & Technology, 9 (3), 121-145. (http://llt.msu.edu)
Keywords: French, websites Summary: Details how project-based CALL can provide opportunities for acquisition via interaction and scaffolding

Jepson, K. (2005). Conversations-and negotiated interaction-in text and voice chat rooms. Language Learning & Technology, 9 (3), 79-98. (http://llt.msu.edu)
Keywords: chat, pronunciation Summary: Significantly more repair functions observed in internet voice chats as compared to text chats; voice chat repair moves often centered around pronunciation

Jiang, W., & Ramsay, G. (2005). Rapport-building through CALL in teaching Chinese as a foreign language: An exploratory study. Language Learning & Technology, 9 (2), 47-63. (http://llt.msu.edu)
Keywords: Chinese, email, sound files Summary: Discusses how email and electronic exchange of sound files can promote rapport between students and teachers

Jin, L., & Erben, T. (2007). Intercultural learning via instant messenger interaction. CALICO Journal, 24 (2), 291-311. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: culture, Chinese, chat Summary: Analysis of nonnative speaker chats with native speaker chats reveal positive personal and cultural benefits to participants

Jodoin, M. G. (2003). Measurement efficiency of innovative item formats in computer-based testing. Journal of Educational Measurement, 40 (1), 1-15.
Keywords: assessment Summary: IRT analysis reveals that while several types of novel items on a computer-based test function as well as or better than multiple-choice items, timing data reveals that multiple-choice items are still the most time efficient way of measuring the construct

Johnson, A., & Heffernan, N. (2006). The short readings project: A CALL reading activity utilizing vocabulary recycling. Computer Assisted Language Learning, 19 (1), 63-77.
Keywords: listening, vocabulary, English, website, Summary: Discusses the pedagogical foundations of www.english-trailers.com, a website that provides vocabularybased activities; reports results of a study showing positive gains after using the website

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Johnson, E. M. (2002). The role of computer-supported discussion for language teacher education: What do the students say? CALICO Journal, 20 (1), 59-79. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: teacher training, software, distance learning Summary: Teacher trainees wrote more than required amounts and freely shared much course information as well as general professional information in electronic discussions as part of a distance education course

Jonassen, D. (1994, April). Thinking technology: Toward a constructivist design model. Educational Technology, 34-37.
Keywords: constructivism Summary: Introduces and explains constructivism in education

Jones, C. (1986). Its not so much the program: More what you do with it: The importance of methodology in CALL. System, 14 (2), 171-178.
Keywords: English, software Summary: Illustrates use of a variety of computer programs to show how they are compatible with traditional taskbased teaching practices

Jones, J. F. (2001). CALL and the responsibilities of teachers and administrators. ELT Journal, 55 (4), 360-367.
Keywords: distance learning Summary: Encourages teachers to use CALL as a resource and not see it as an imposition of self-directed learning or distance learning in contexts where such practices are unsuitable

Jones, L. C. (2003). Supporting listening comprehension and vocabulary acquisition with multimedia annotations: The students voice. CALICO Journal, 21 (1), 41-65. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: listening, vocabulary, French, software Summary: Students given access to pictorial and/or written input accompanying vocabulary items outperform students without access to additional input; interviews with students confirms their preference for input enhancement

Jones, L. C. (2004). Testing L2 vocabulary recognition and recall using pictorial and written test items. Language Learning & Technology, 8 (3), 122-143. (http://llt.msu.edu)
Keywords: vocabulary, assessment, French, software Summary: Students given access to pictorial and/or written input accompanying vocabulary items outperform students without access to additional input; when tested, students perform best when test format matches learning format

Jones, L. C. (2006). Effects of collaboration and multimedia annotations on vocabulary learning and listening comprehension. CALICO Journal, 24 (1), 33-58. (https://www.calico.org/p5-CALICO Journal.html)
Keywords: listening, vocabulary, French, software Summary: Effects of input enhancment for second language vocabulary similar to Jones (2003) and Jones (2004); students working either alone or in pairs show similar vocabulary gains, while students in pairs show greater aural comprehension

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Jones, L. C., & Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86 (4), 546-561.
Keywords: listening, vocabulary, French, software Summary: Students given access to both pictorial and written input enhancement outperform students given only one type; greater effect sizes seen for pictorial annotations than written ones

Jones, R. H., Garralda, A., Li, D., & Lock, G. (2006). Interactional dynamics in on-line and faceto-face peer-tutoring sessions for second language writers. Journal of Second Language Writing, 15 (1), 1-23.
Keywords: writing, English, chat Summary: Tutors found to have greater control over face-to-face discussions, while online discussions were more egalitarian; face-to-face discussions focus more on forms and mechanics of writing, whereas online discussions focus more on content issues

Jung, U. O. H. (2005). An international bibliography of computer-assisted language learning: Sixth installment. System, 33 (1), 135-185.
Keywords: bibliography Summary: Lists over 5,000 CALL-related publications, most are 2001 or later; refers readers to earlier databases created by the author as well

Jung, U. O. H. (2005). CALL: past, present and futureA bibliometric approach. ReCALL, 17 (1), 4-17.
Keywords: bibliography Summary: Analyzes what a 5,000+ item corpus of CALL research has meant for language teachers and learners; discusses the teacher's changing role in CALL-based learning environments

Juozulynas, V. (1994). Errors in the composition of second-year German students: An empirical study of parser-based ICALI. CALICO Journal, 12 (1), 5-17. (https://www.calico.org/p5-CALICO Journal.html)
Keywords: grammar, German, corpora, grammar checker Summary: Analysis of German learner corpora finds majority of errors are syntactic or morphological; concludes that error-checking software should be able to identify about 80% of learner errors in a text

Kabata, K., & Yang, X. J. (2002). Developing multimedia lesson modules for intermediate Japanese. CALICO Journal, 19 (3), 563-570. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development, Japanese Summary: Reviews the development and use of CALL for a particular setting

Kabata, K., Wiebe, G., & Chao, T. (2005). Challenge of developing and implementing multimedia courseware for a Japanese language program. CALICO Journal, 22 (2), 237250. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development, Japanese Summary: Reviews the development and use of CALL for a particular setting; issues of accessibility, coordinating technology and pedagogy, and instructor specific variables are discussed

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Kaltenbock, G. (2001). Learner autonomy: A guiding principle in designing a CD-ROM for intonation practice. ReCALL, 13 (2), 179-190.
Keywords: pronunciation, distance learning Summary: Discusses the development of a pronunciation program with particular focus on making it useful for the independent learner

Kaltenboeck, G., & Mehlmauer-Larcher, B. (2005). Computer corpora and the language classroom: On the potential and limitations of computer corpora in language teaching. ReCALL, 17 (1), 65-84.
Keywords: English, corpora Summary: Discusses the advantages and disadvantages of using corpora for language learning

Kamhi-Stein, L. D. (2000). Looking to the future of TESOL teacher education: Web-based bulletin board discussions in a methods course. TESOL Quarterly, 34 (3), 423-455.
Keywords: teacher training, English, bulletin boards, Summary: Student participation greater, more egalitarian, and more cooperative in electronic setting, interaction is less teacher focused

Kang, Y.-S., & Maciejewski, A. A. (2000). A student model of technical Japanese reading proficiency for an intelligent tutoring system. CALICO Journal, 18 (1), 9-40. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: reading, Japanese, intelligent tutoring system Summary: Describes the development of a program designed to assess and give feedback on reading proficiency in technical Japanese documents

Kapec, P., & Schwienhorst, K. (2005). In two minds? Learner attitudes to bilingualism and the bilingual tandem analyser. ReCALL, 17 (2), 254-268.
Keywords: MOO, tandem learning Summary: Explores teacher and student reactions to program that analyzes amount of bilingualism occurring in tandem-learning MOOs

Karlstroem, P., Knutsson, O., Lindstrm, H., & Cerratto-Pargman, T. (2007). Tool mediation in focus on form activities: Case studies in a grammar-exploring environment. ReCALL, 19 (1), 39-56.
Keywords: writing, software Summary: Explores, via sociocultural theory, how a writing program benefits focus on form

Kasper, L. F. (2000). New technologies, new literacies: Focus discipline research and ESL learning communities. Language Learning & Technology, 4 (2), 105-128. (http://llt.msu.edu)
Keywords: English Summary: Explores how students benefit from improved technological literacy through semester-long internet projects

Kaur, J., & Hegelheimer, V. (2005). ESL students use of concordance in the transfer of academic word knowledge: An exploratory study. Computer Assisted Language Learning, 18 (4), 287-310.
Keywords: vocabulary, writing, English, concordancer Summary: Students shown to transfer vocabulary from a concordancing task to an academic-writing task

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Kawai, G., & Hirose, K. (2000). Teaching the pronunciation of Japanese double-mora phonemes using speech recognition technology. Speech Communication, 30 (2-3), 131-143.
Keywords: pronunciation, Japanese, software, distance learning Summary: Details a program used to teach phonemic length in Japanese; positive results documented

Kayser, A. (2002). Cultural appropriateness of networked-based language teaching in a Middle Eastern female Islamic context. Computer Assisted Language Learning, 15 (1), 55-67.
Keywords: English Summary: Discusses modifications to CALL methods that must be made for a particular social context

Kearsley, G. (2000). Learning and teaching in cyberspace. Retrieved October 23, 2007, from http://home.sprynet.com/~gkearsley/cyber.htm
Keywords: CALL overview Summary: Provides a brief introduction to major themes in CALL and provides links to hundreds of CALL-related websites and projects

Keegan, D. (1988). Theories of distance education: Introduction. In D. Stewart & B. Holmberg (Eds.), Distance education: International perspectives (pp. 63-67). New York: Routledge.
Keywords: distance education Summary: Theorizes on distance education

Kelm, O. R. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25 (5), 441-454.
Keywords: Portuguese, synchronous CMC Summary: Reports greater output and more interaction in second language chat as compared to face-to-face class

Kennedy, C., & Miceli, T. (2001). An evaluation of intermediate students approaches to corpus investigation. Language Learning & Technology, 5 (3), 77-90. (http://llt.msu.edu)
Keywords: Italian, corpora Summary: Discusses some student challenges in using corpora successfully

Kenning, M.-M. (2005). Language, media use, and mobility in contemporary society. The European Journal of Communication, 30 (4), 445-457.
Keywords: CALL Summary: Explores relationships between socio-geographical mobility, second language proficiency, and media access

Kenyon, D. M., & Malabonga, V. (2001). Comparing examinee attitudes toward computerassisted and other oral proficiency assessments. Language Learning & Technology, 5 (2), 60-83. (http://llt.msu.edu)
Keywords: assessment, speaking Summary: Compares student opinions of a face-to-face oral test, a cassette-mediated test, and a computer-mediated test

Kern, R. (1995). Restructuring interaction with networked computers: Effects on quantity and characteristics of language production. The Modern Language Journal, 79 (4), 457-476.
Keywords: synchronous CMC Summary: Reports greater output and more interaction in second language chat as compared to face-to-face class

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Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40 (1), 183-210.
Keywords: CALL overview Summary: Overview of current trends in CALL

Kern, R., Ware, P., & Warschauer, M. (2004). Crossing frontiers: New directions in online pedagogy and research. Annual Review of Applied Linguistics, 24, 243-260.
Keywords: distance learning Summary: Reviews recent research on distance learning; argue that there is no one specific effect of distance learning, but rather that effect(s) vary widely by various technological, sociological, and institutional factors

Kies, J. K., Williges, R. C., & Rosson, M. B. (1997). Evaluating desktop video conferencing for distance learning. Computers and Education, 28 (1), 79-91.
Keywords: video, distance learning Summary: Finds that although student performance does not suffer in conditions of poor video quality, student satisfaction does suffer

Kim, H.-R. (2002). Integrating culture into the EFL classroom using the Web. Journal of PanPacific Association of Applied Linguistics, 6 (3), 169-181.
Keywords: culture, English, websites Summary: Positive effects of using webpages for cultural learning are described

Kirby, E. (1999). Building interaction in online and distance education courses (Report No. IR019-600). San Antonio, TX: Society for Information Technology & Teacher Education International Conference. (ERIC Document Reproduction Service No. ED 432230)
Keywords: distance learning Summary: Concludes that interaction is the greatest factor in the success of distance education programs

Kitchen, D., & McDougall, D. (1998-99). Collaborative learning on the internet. Journal of Educational Technology Systems, 27 (3), 245-258.
Keywords: distance learning Summary: Survey of students in distance-learning course shows that students were satisfied with convenience and opportunities for collaboration, drawbacks included pedagogical and technological factors

Kish, J. M. (2000). Breaking the block: Basic writers in the electronic classroom. Journal of Basic Writing, 19 (2), 141-159.
Keywords: writing, English, hypertext Summary: Explores how hypertext can help basic writers who experience writing difficulty

Kitade, K. (2000). L2 learners discourse and SLA theories in CMC: Collaborative interaction in internet chat. Computer Assisted Language Learning, 13 (2), 143-166.
Keywords: grammar, Japanese, chat Summary: CMC provides potential benefits for learning: facilitating comprehensible, contextualized interaction, learners' self-correction, and a collaborative learning environment

Kitade, K. (2006). The negotiation model in asynchronous computer-mediated communication (CMC): Negotiation in task-based email exchanges. CALICO Journal, 23 (2), 319-348. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: discourse, Japanese, email Summary: Investigates how asynchronous CMC contributes to language learning

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Kitajima, R. (2002). Enhancing higher order interpretation skills for Japanese reading. CALICO Journal, 19 (3), 571-581. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development, Japanese, hypertext Summary: Computer-mediated reading materials can help learners improve their higher order interpretation skills for constructing coherent text representation.

Knight, P. (2005). Learner interaction using email: The effects of task modification. ReCALL 17 (1), 101-121.
Keywords: interaction, email Summary: Outlines the findings of a research project studying the effects of task modification on learner interaction when using email

Knutsson, O., Pargman, T. C., Eklundh, K., & Westlund, S. (2007). Designing and developing a language environment for second language writers. Computers & Education, 49 (4), 1122-1146.
Keywords: writing, Swedish, grammar checker Summary: Demonstrates that although most of the alarms from the grammar checker were accurate, some alarms were very hard for the students to judge correctly

Ktter, M. (2003). Negotiation of meaning and code switching in online tandems. Language Learning & Technology, 7 (2), 145-172. (http://llt.msu.edu)
Keywords: discourse, German, English, MOO, tandem learning Summary: Demonstrates that online tandems in the MOO have just as much potential as other forms of telecollaboration

Kohn, K. (2001). Developing multimedia CALL: The telos language partner approach. Computer Assisted Language Learning, 14 (3-4), 251-267.
Keywords: materials development, German, software, multimedia Summary: Looks at the multimedia dimension of CALL using an authoring tool developed for the production and customisation of online and offline multimedia language learning materials

Kol, S., & Schcolnik, M. (2000). Enhancing screen reading strategies. CALICO Journal, 18 (1), 67-80. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: reading, English Summary: Shows that in all question types, students reading from screen performed as well as those reading from paper

Komori, S., & Zimmermann, E. (2001). A critique of Web-based Kanji learning programs for autonomous learners: Suggestions for improvement of WWKanji. Computer Assisted Language Learning, 14 (1), 43-67.
Keywords: orthography, vocabulary, reading, Japanese, web-based kanji program Summary: Evaluates five web-based kanji programs to determine what features may promote learning for autonomous learners and provides suggestions for improving WWKanji, a web-based program

Konishi, M. (2003). Strategies for reading hypertext by Japanese ESL learners. The Reading Matrix: An International Online Journal, 3 (3).
Keywords: reading, English, hypertext Summary: Provides more objective and reliable data to support better instruction of second language reading with hypertext as its material

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Kormos, J., & Denes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32 (2), 145-164.
Keywords: speaking, English, transcription program Summary: Explores which variables predict native and nonnative speaking teachers' perception of fluency and distinguish fluent from nonfluent L2 learners

Kramsch, C., ANess, F., & Lam, W. S. E. (2000). Authenticity and authorship in the computermediated acquisition of L2 literacy. Language Learning & Technology, 4 (2), 78-104. (http://llt.msu.edu)
Keywords: literacy development, Spanish, English, CD-ROM, internet relay, chat Summary: Discusses what kind of second language literacy students acquire through the computer medium.

Krouglov, A. (2000). In search of the maximum effectiveness of CALL programmes. Rusistika, 21 (1), 7-11.
Keywords: materials development, Russian Summary: CALL can be an important aid in language instruction.

Krucli, T.E. (2004). Making assessment matter: Using the computer to create interactive feedback. English Journal, 94 (1), 47.
Keywords: assessment, English Summary: Investigates a more effective method of responding to student papers

Krger, A. (2002). Online writing and reading: Powerful communicative tools for L2 acquisition. Dimension, 53-63.
Keywords: writing, German, hypertext Summary: Explores the importance and impact of electronic literacy

Krger, A., & Hamilton, S. (1997). Individual language tutoring through intelligent error diagnosis. ReCALL, 9 (2), 51-58.
Keywords: Grammar, intelligent tutoring Summary: Describes use of intelligent error feedback to learners input in a role-play scenario

Kucera, O. (2006). A corpus-based exercise book of Czech language. The Prague Bulletin of Mathematical Linguistics, 85, 35-55.
Keywords: grammar, Czech, corpora Summary: Presents a system designed as an electronic corpus-based exercise book of Czech morphology and syntax with exercises directly selected from the Prague Dependency Treebank.

Kung, S.-C. (2002). Evaluation of a team model of digital language exchange. ReCALL, 14 (2), 313-324.
Keywords: interaction, English, bulletin board Summary: Describes an online collaborative model designed to allow meaningful, authentic interactions and suggest that collaborative activities may play an important role in fostering meaningful and lasting interactions

Kung, S.-C. (2004). Synchronous electronic discussions in an EFL reading class. ELT Journal, 58 (2), 164-173.
Keywords: reading, English, synchronous CMC Summary: Describes a project involving EFL learners in synchronous electronic discussions and makes recommendations for classroom implementations of synchronous electronic discussions

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Kupetz, R., & Ziegenmeyer, B. (2005). Blended learning in a teacher training course: Integrated interactive e-learning and contact learning. ReCALL, 17 (2), 179-196.
Keywords: teacher training, English, hypertext, hybrid learning Summary: Discusses a blended learning concept for a university teacher-training course for prospective teachers of English

Kupetz, R., & Ziegenmeyer, B. (2006). Flexible learning activities fostering autonomy in teaching training. ReCALL, 18 (1), 63-82.
Keywords: teacher training, English, CMC, digital recordings, hybrid learning Summary: Shows that flexible use of digital recordings as well as online communication with teaching experts are two promising ways of implementing e-learning in the context of teacher training

Labrie, G. (2000). A French vocabulary tutor for the web. CALICO Journal, 17 (3), 475-499. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: vocabulary, French, multimedia, html, JavaScript Summary: Reveals that web-based multimedia programs have some advantages over more traditional methods of vocabulary learning

Lafford, B. A., Lafford, P. A., & Sykes, J. (2007). Entre dicho y hecho : An assessment of the application of research from second language acquisition and related fields to the creation of Spanish CALL materials for lexical acquisition. CALICO Journal, 24 (3), 497-529. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: vocabulary, Spanish, software Summary: Brings together findings from research in various research fields related to Spanish second language acquisition in order to propose 10 design features of CALL software that can apply these insights to the creation of various types of computer-based lexical acquisition activities

Lafford, P. A., & Lafford, B. A. (2005). CMC technologies for teaching foreign languages: What's on the horizon? CALICO Journal, 22 (3), 679-709. (https://www.calico.org/p-5CALICO Journal.html)
Keywords: CMC Summary: Focuses on the challenges facing CMC implementation, offers some possible solutions to those problems and some speculation about future uses of these technologies to enhance second language learning

Lai, C., & Zhao, Y. (2006). Noticing and text-based chat. Language Learning & Technology, 10 (3), 102-120. (http://llt.msu.edu)
Keywords: grammar, English, chat Summary: Shows text-based online chat promotes noticing more than face-to-face conversations, especially in terms of learners noticing of their own linguistic mistakes

Lally, C. G. (2000). The effect of keyboarding on the acquisition of diacritical marks in the foreign language classroom. The French Review, 73 (5), 899-907.
Keywords: orthography, French, word processing Summary: Explores the effects of keyboarding on the recall of accent marks in French by comparing the outcome of pen-and-paper with computer-mediated dictation activities

Lam, H. C., Ki, W. W., Law, N., Chung, A. L. S., Ko, P. Y., Ho, A. H. S., & Pun, S. W. (2001). Designing CALL for learning Chinese characters. Journal of Computer Assisted Learning, 17 (1), 115-128.
Keywords: orthography, Chinese, software Summary: Shows supportive evidence for the feasibility and the need of integrating software with an affective and contextual way of teaching Chinese characters

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Lam, W. S. E. (2000). L2 literacy and the design of the self: A case study of a teenager writing on the internet. TESOL Quarterly, 34 (3), 457-482.
Keywords: identity, literacy, English, internet Summary: Shows how a Chinese immigrant teenager created literacy experiences for himself through involvement in various forms of CMC on the internet

Lam, W. S. E. (2004). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning & Technology, 8 (3), 44-65. (http://llt.msu.edu)
Keywords: English, Chinese, CMC, bilingual chat room Summary: Considers how global practices of English on the internet intersect with local practices of English in the territorial or national sphere in constructing the language experiences of immigrant learners

Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second-language teachers do or do not use technology in their classrooms. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 56 (3), 389-420.
Keywords: teacher attitudes Summary: Shows that teachers are not really technophobic and that institutions are perhaps overly technophilic in their rush to obtain the latest innovations without considering student and teacher needs

Lam, Y., & Lawrence, G. (2002). Teacher-student role redefinition during a computer-based second language project: Are computers catalysts for empowering change? Computer Assisted Language Learning, 15 (3), 295-315.
Keywords: teacher and student roles, Spanish Summary: Case study examining changes in teacher and student roles in a computer-based project

Lamy, M.-N. (1997). The Web for French grammar: A tool, a resource or a waste of time? ReCALL, 9 (2), 26-32.
Keywords: grammar, French, websites Summary: Reviews selected websites for French grammar from the students point of view and looks at the content of sites and their potential for learning

Lamy, M.-N. (2004). Oral conversations online: Redefining oral competence in synchronous environments. ReCALL, 16(2), 520-538.
Keywords: Speaking, French, Computer-conferencing Summary: Focuses on methodology for analysing learner-learner oral CMC conversations

Lamy, M.-N., & Goodfellow, R. (1999). Supporting language students interactions in webbased conferencing. Computer Assisted Language Learning, 12 (5), 457-477.
Keywords: French, asynchronous CMC Summary: Looks at online tutor strategies for the support of students learning a second language with the help of a web-based asynchronous textual conference

Land, S. M., & Dornisch, M. M. (2002). A case study of student use of an asynchronous bulletin board system to foster reflection and evaluation. Journal of Educational Technology Systems, 30 (3), 365-377.
Keywords: assessment, bulletin board Summary: Describes students' use of asynchronous bulletin board for fostering reflection and evaluation

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Larson, J. W. (2000). Testing oral language skills via the computer. CALICO Journal, 18 (1), 5366. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: assessment, speaking, software Summary: Discusses the importance of testing language students' oral skills and describes computer software developed for this

Last, R. W. (1984). Language teaching and the microcomputer. Oxford: Blackwell.

Keywords: CALL Summary: Addresses issues such as effective use of computer technology in language teaching

Last, R. W. (1989). Artificial intelligence techniques in language learning. Chichester, UK: Ellis Horwood.
Keywords: artificial intelligence Summary: Examines the current developmental level of CALL, disentangles the present state of the art of artificial intelligence relating to CALL, and establishes the extent to which artificial intelligence can be applied to CALL development

Latousek, R. (2001). Fifty years of classical computing: A progress report. CALICO Journal, 18 (2), 211-222. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: literature review, CD-ROM, Latin, Greek Summary: Discusses the history of the use of computers for research and instruction in classics, highlighting the use of mainframe applications, microcomputers, multimedia, CD-ROMs, web-based research tools, and the construction of VirtualRome online

Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning, 54 (3), 399-436.
Keywords: assessment, vocabulary, English, Summary: Describes the development and trial of a bilingual computerized test of vocabulary size

Laufer, B., & Hill, M. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning & Technology, 3 (2), 58-76. (http://llt.msu.edu)
Keywords: vocabulary, English Summary: Investigates the relationship between what students look up about new words when different kinds of information were available and how well they remember those words

Laurier, M. (2000). Can computerised testing be authentic? ReCALL, 12 (1), 93-104.

Keywords: assessment, computer-adaptive testing, portfolios Summary: Computers may be used as a tool to process data when learners use them to organize their portfolio in authentic assessment.

Laurillard, D. (Ed.). (1987). Interactive media: Working methods and practical applications. Chichester, UK: Ellis Horwood.
Keywords: multimedia Summary: Reviews the design and use of advanced multimedia interfaces for learning

Laurillard, D. (1996). Formative evaluation report: The TELL Consortium. Hull, UK: The TELL Consortium, University of Hull.
Keywords: software Summary: Covers the evaluation planning processes undertaken by the TELL software and the implementation of the formative stage

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Lawley, J. (2004). A preliminary report on a new grammar checker to help students of English as a foreign language. Arts and Humanities in Higher Education, 3 (3), 331-342.
Keywords: grammar, English, grammar checker, hybrid learning Summary: Details how a student, working with a grammar checker and independently from teachers, detected and corrected composition mistakes and shows how grammar checker can be improved and developed

Leahy, C. (2001). Bilingual negotiation via email: An international project. Computer Assisted Language Learning, 14 (1), 15-42.
Keywords: writing, speaking, English, German, email, tandem learning Summary: Examines selective results of an international email project

Leahy, C. (2004). Observations in the computer room: L2 output and learner behaviour. ReCALL, 16 (1), 124-144.
Keywords: speaking, writing, email, internet, electronic role-play Summary: Investigates output and learner behavior within an electronic role-play setting

Leahy, C. (2004b). Researching language learning processes in open CALL settings for advanced learners. Computer Assisted Language Learning, 17 (3-4), 289-313.
Keywords: materials development, German, electronic role-play Summary: Investigates how knowledge can be constructed collaboratively in a CMC-based open setting

Leakley, J., & Ranchoux, A. (2006). BLINGUA. A blended language learning approach for CALL. Computer Assisted Language Learning, 19 (4-5), 357-372.
Keywords: materials development, French, multimedia Summary: Reports on the first phase of a project designed to tackle the concepts of teaching and learning in a multimedia environment

Lee, J. F. K. (2003). Use of corpora in language learning. TESL Reporter, 36 (1), 23-29.
Keywords: grammar, English, internet, corpora Summary: Reviews the history of corpus studies in the English language, and recommends corpora presently accessible on the internet for classroom use to foster learner autonomy

Lee, J. S. (2006). Exploring the relationship between electronic literacy and heritage language maintenance. Language Learning & Technology, 10 (2), 93-113. (http://llt.msu.edu)
Keywords: literacy development, Korean, weblogs Summary: Describes electronic literacy practices for providing authentic opportunities to use the language and support the development of a social network of Korean speakers

Lee, L. (2002). Synchronous online exchanges: A study of modification devices on non-native discourse. System, 30 (3), 275-288.
Keywords: discourse, Spanish, synchronous CMC Summary: Reports the types of modification devices intermediate-level learners employed during synchronous online exchanges

Lee , L. (2004). Learners perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning & Technology, 8 (1), 83-100. (http://llt.msu.edu)
Keywords: Spanish, online collaboration Summary: Discusses a network-based collaborative project that focused on learning conditions

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Lee, L. (2005). Using web-based instruction to promote active learning: Learners perspectives. CALICO Journal, 23 (1), 139-156. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: web-based instruction Summary: Views the role of internet technology in the development of Spanish

Leech, G., & Candlin, C. N. (Eds.). (1986). Computers in English language teaching and research. Harlow. UK: Longman.
Keywords: CALL Summary: Explores the many uses of the computer in English language education

Leffa, V. J. (2005). Defining a CALL activity. Linguagem em (Dis)curso, 5 (2), 337-355.

Keywords: CALL Summary: Explains CALL through activity theory

Leh, A. S. C., & Som, Y. M. (1999). Challenges and considerations when conducting an online course. San Antonio, TX: Society for Information Technology & Teacher Education International Conference.
Keywords: online learning Summary: Reports challenges of and suggestions for conducting online courses

Lehtonen, T., & Tuomainen, S. (2003). CSCLA tool to motivate foreign language learners: The Finnish application. ReCALL, 15 (1), 51-67.
Keywords: Finnish Summary: Discusses the applications of the theory of computer-supported collaborative learning to teaching and learning a foreign language

LeLoup J., & Ponterio, R. (2003). Interactive and multimedia techniques in online language lessons: A sampler. Language Learning & Technology 7 (3), 4-17. (http://llt.msu.edu)
Keywords: Materials development, multimedia Summary: Examines techniques used in a variety of sites for language learning

Levin, L., Evans, D., & Gates, D. (1991).The Alice system: A workbench for learning and using language. CALICO Journal, 9 (1), 27-55. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, Japanese, intelligent tutoring Summary: Introduces ALICE, a multimedia framework for intelligent computer-assisted language instruction

Levine, A., Bejarano, Y., Carrell, P. L., & Vered, L. (2004). Comparing dictionary definitions and glosses in hypertext foreign language reading: Facilitating foreign language reading comprehension and vocabulary acquisition. CATESOL Journal, 16 (1), 59-68.
Keywords: reading, vocabulary, English, hypertext Summary: Investigates whether hypertext referencing of computerized texts facilitates foreign language reading comprehension and vocabulary acquisition

Levis, J., & Pickering, L. (2004). Teaching intonation in discourse using speech visualization technology. System, 32 (4), 505-524.
Keywords: intonation, pronunciation, English, speech visualization technology, Summary: Shows that the use of visualization technology is a crucial advance in the teaching of intonation

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Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford: Oxford University Press.
Keywords: CALL theory Summary: Provides a comprehensive overview of CALL, examines the relationship between CALL theory and application, describes how the computer is conceptualized as both tutor and tool, and discusses the implications for programming, language teaching, and learning

Levy, M. (1998). Two conceptions of learning and their implications for CALL at the tertiary level. ReCALL, 10 (1), 86-94.
Keywords: CALL theory Summary: Details the theoretical underpinnings of both Piaget's and Vygotsky's approaches and explores the implications as they relate to research and practice in CALL

Levy, M. (2000). Scope, goals and methods in CALL Research: Questions of coherence and autonomy. ReCALL, 12 (2), 170-195.
Keywords: literature review, corpora Summary: Considers the problem of coherence and direction in CALL research

Levy, M. (2002). CALL by design: Discourse, products and processes. ReCALL, 14 (1), 58-84.
Keywords: literature review Summary: Discusses description, analysis and interpretation with special attention given to the relationship between theory and design and the centrality of the task and the learner in the design process in CALL research

Levy, M. (2007). Culture, culture learning and new technologies: Towards a pedagogical framework. Language Learning & Technology, 11 (2), 104-127. (http://llt.msu.edu)
Keywords: culture, email, chat, discussion forum Summary: Seeks to improve approaches to the learning and teaching of culture using new technologies

Levy, M. (2007). Research and Technological Innovation in CALL. Innovation in Language Learning & Teaching, 1 (1), 180190.
Keywords: CALL Summary: Describes exemplary projects and strategies for research planning in CALL

Levy, M., & Farrugia, D. (1988). Computers in language teachingAnalysis, research and reviews. Footscray College of Technical and Further Education.
Keywords: CALL Summary: Builds, through description, analysis, examples, and discussion, a detailed picture of CALL

Levy, M., & Kennedy, C. (2004). A task-cycling pedagogy using stimulated reflection and audio-conferencing in foreign language learning. Language Learning & Technology, 8 (2), 50-68. (http://llt.msu.edu)
Keywords: materials development, Italian, audioconferencing Summary: Describes a task-cycling pedagogy for language learning using stimulated reflection

Lewis, A., & Atzert, S. (2000). Dealing with computer-related anxiety in the project-oriented CALL classroom. Computer Assisted Language Learning, 13 (4-5), 377-395.
Keywords: German Summary: Undertakes a qualitative analysis of a class of German students and recommends a "meta-level" approach to reducing computer-related anxiety and frustration

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Lewis, T. (2006). When teaching is learning: A personal account of learning to teach online. CALICO Journal, 23 (3), 581-600. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: teacher training, English, synchronous audiographic conferencing software Summary: Aims at educators who find themselves facing the need to develop their e-teaching skills, with little or no formal training or institutional support

Li, Y. (2000). Linguistic characteristics of ESL writing in task-based email activities. System, 28 (2), 229-245.
Keywords: writing, English, email, hybrid learning Summary: Investigates the efficacy of integrating task-based email activities into a process-oriented ESL writing class

Liang, J. K., Liu, T.-C., Wang, H.-Y., Chang, B., Deng, Y.-C., Yang, J.-C., et al. (2005). A few design perspectives on one-on-one digital classroom environment. Journal of Computer Assisted Learning, 21 (3), 181-189.
Keywords: CMC, hybrid learning Summary: Attempts to describe a few valuable one on one design perspectives for educational computing inside the classroom

Liaw, M.-L. (2006). E-learning and the development of intercultural competence. Language Learning & Technology, 10 (3), 49-64. (http://llt.msu.edu)
Keywords: culture, English, tandem Learning Summary: Presents findings on the efficacy of an online learning environment developed to foster EFL students intercultural competence via reading articles on topics of their own culture and communicating their responses with speakers of another culture

Liddell, P. (Ed.). (1993). CALL: Theory and application. Proceedings of CCALL2/CCELAO2, the Second Canadian CALL Conference, Victoria, Canada: University of Victoria.
Keywords: CALL Summary: Aims to take stock of recent applications in, and theories of, CALL development: the overall orientation is more towards to practical applications than theoretical issues

Liddell, P. (Ed.). (1997). FLEAT III: Foreign language education and technology. Proceedings of the Third Conference, Victoria, Canada: University of Victoria.
Keywords: CALL Summary: Describes a new tool for language teaching

Lim, K.-M., & Shen, H. Z. (2006). Integration of computers into an EFL reading classroom. ReCALL, 18 (2), 212-229.
Keywords: reading, English Summary: Shows that computer technology had a positive impact on students perceptions of their learning environment, especially in relation to learning materials and tasks and with regard to interaction and collaboration with a tutor and other students

Lin, H., & Chen, T. (2006). Decreasing cognitive load for novice EFL learners: Effects of question and descriptive advance organizers in facilitating EFL learners comprehension of an animation-based content lesson. System, 34 (3), 416-431.
Keywords: reading, English Summary: Shows that a question advance organizer is the most effective cognitive strategy to enhance EFL learners comprehension of content-based lessons

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Linder, D. (2004). The internet in every classroom? Using outside computers. ELT Journal, 58 (1), 10-17.
Keywords: materials development, lesson planning Summary: Suggests several activities that teachers can use

Liontas, J. I. (2002). CALL media digital technology: Whither in the new millennium? CALICO Journal, 19 (2), 315-330. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: multimedia Summary: Deals with theoretical considerations and didactic concerns involved in the integration of new interactive digital technologies into the instructional process

Liou, H.-C. (2000). Assessing learner strategies using computers: New insights and limitations. Computer Assisted Language Learning, 13 (1), 65-78.
Keywords: assessment Summary: Discusses pros and cons of assessment of learner strategies in CALL

Liou, H.-C. (2002). Development of a web project for English learning and teaching: Linking theories and practice. Asian Journal of English Language Teaching, 12 (2), 211-227.
Keywords: culture, English, website, WOO Summary: Discusses the development of an English learning website which provides knowledge of English teaching and learning, and a WOO (Web-based MOO, multi-user domain Object Oriented) environment for English use

Liou, H.-C., Chang, J. S., Chen, H.-J., Lin, C.-C., Gao, Z.-M., Jang, J.-S., et al. (2006). Corpora processing and computational scaffolding for a Web-based English learning environment: The CANDLE project. CALICO Journal, 24 (1), 77-95. (https://www.calico.org/p-5CALICO Journal.html)
Keywords: reading, writing, culture, English, corpora Summary: Describes the development of an innovative web-based environment for English language learning with advanced data-driven and statistical approaches

Lister, B., & Smith, T. (2001). Learning Latin by electronic media: Edging into the future. CALICO Journal, 18 (2), 235-248. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development, Latin, email tutors, hybrid learning Summary: Examines the decline in Latin teaching in schools and discusses practical, technical, and pedagogical issues of Latin classes without Latin specialists supported by web-based electronic resources and email tutors

Little, D., & Brammerts, H. (Eds.). (1996). A guide to language learning in tandem via the internet (CLCS Occasional Paper No. 46). Dublin: Trinity College, Centre for Language and Communication Studies.
Keywords: tandem learning Summary: Reports the development of instructional materials to facilitate tandem learning

Little, D., & Ushioda, E. (1998). Designing, implementing and evaluating a project in tandem language learning via email. ReCALL, 10 (1), 95-101.
Keywords: English, German, email, tandem learning Summary: Explores some of the theoretical implications of tandem language learning via email and reports on the pilot phase of an email tandem project

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Littlemore, J. (2001). Learner autonomy, self-instruction and new technologies in language learning: current theory and practice in higher education in Europe. In A. Chambers & G. Davies (Eds.), ICT and language learning: A European perspective (pp. 39-52). Lisse: Swets & Zeitlinger.
Keywords: CALL Summary: Deals with issues of learner autonomy, self-instruction, and CALL

Lixun, W. (2001). Exploring parallel concordancing in English and Chinese. Language Learning & Technology, 5 (3), 174-184. (http://llt.msu.edu)
Keywords: materials development, English, Chinese, concordancer Summary: Investigates the value of computer technology as a medium for the delivery of parallel texts in English and Chinese for language learning

Lo, J.-J., Wang, H.-M., & Yeh, S.-W. (2004). Effects of confidence scores and remedial instruction on prepositions learning in adaptive hypermedia. Computers and Education, 42 (1), 45-63.
Keywords: grammar, English, hypermedia Summary: Describes the development of hypermedia-based program for teaching prepositions

Loewen, S., & Erlam, R. (2006). Corrective feedback in the chat room: An experimental study. Computer Assisted Language Learning, 19 (1), 1-14.
Keywords: grammar, English, synchronous CMC Summary: Looks at the effectiveness of providing two types of corrective feedback to students in a synchronous learning environment

Lokan, J., & Fleming, M. (2003). Issues in adapting a computer-assisted career guidance system for use in another country. Language Testing, 20 (2), 167-177.
Keywords: assessment, English, software Summary: Steps in adaptation and validation are outlined following a brief discussion of elements of career guidance and a description of SIGI Plus itself.

Lomicka, L., & Lord, G. (2007). Social presence in virtual communities of foreign language (FL) teachers. System, 35 (2), 208-228.
Keywords: teacher training, electronic journal entries Summary: Focuses on how social presence is characterized according to the technological tools used to link a community of language teachers

Lomicka, L., Lord, G., & Manzer, M. (2003). Merging foreign language theory and practice in designing technology-based tasks. Dimension, 37-52.
Keywords: literature review Summary: Examines recent research in computer-assisted language learning (CALL) as well as online learning and presents a guide for designing and evaluating technology-based activities for a variety of languages and learner levels

Lonfils, C., & Vanparys, J. (2001). How to design user-friendly CALL interfaces. Computer Assisted Language Learning, 14 (5), 405-417.
Keywords: materials development Summary: Proposes a set of principles for more intuitive CALL interfaces

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Lopriore, L. (2002). The teaching of EFL in the Italian context: Issues and implications. Cauce, 25, 203-223.
Keywords: materials development, English Summary: Presents some of the main innovations that have influenced Italian teaching

Lord, G. (2005). (How) can we teach foreign language pronunciation? On the effects of a Spanish phonetics course. Hispania, 88 (3), 557-567.
Keywords: pronunciation, Spanish Summary: Investigates the effects of explicit instruction and self-analysis on Spanish pronunciation and indicates that those receiving explicit phonetics instruction improved their pronunciation on specific features

Lord, G., & Lomicka, L. (2004). Developing collaborative cyber communities to prepare tomorrow's teachers. Foreign Language Annals, 37 (3), 401-416.
Keywords: teacher training, chat, eportfolios, MOOs, bulletin board Summary: Offers a model for a collaborative course on Technology in Foreign Language Education that is built around computer-mediated discussion

Lotherington, H., & Xu, Y. (2004). How to chat in English and Chinese: Emerging digital language conventions. ReCALL, 16 (2), 308-329.
Keywords: discourse, English, Chinese Summary: Analyzes evolving changes in orthographic, syntactic, discourse, and sociocultural conventions occurring in English and Chinese in digital environments

Loucky, J. P. (2003). Using computerized bilingual dictionaries to help maximize English vocabulary learning at Japanese colleges. CALICO Journal, 21 (1), 105-129. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: vocabulary, English, electronic dictionaries Summary: examines Japanese college students' use of four kinds of electronic dictionaries for more rapid accessing and archiving of new second language terms; recommends more informed integration of their use into a systematic taxonomy of vocabulary-learning strategies

Loucky, J. P. (2005). Combining the benefits of electronic and online dictionaries with CALL web sites to produce effective and enjoyable vocabulary and language learning lessons. Computer Assisted Language Learning, 18 (5), 389-416.
Keywords: vocabulary, English, electronic dictionaries Summary: Analyzes and compares the types of dictionaries being used by Japanese college students in three college engineering classes

Loucky, J. P. (2006). Maximizing vocabulary development by systematically using a depth of lexical processing taxonomy, CALL resources, and effective strategies. CALICO Journal, 23 (2), 363-399. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: vocabulary Summary: Compares various studies to suggest how many of the features and functions of CALL tools can be used at the most appropriate stages of lexical processing and acquisition to make vocabulary learning smoother, quicker, and more effective

Ludwig-Hardman, S., & Dunlap, J. C. (2003). Learner support services for online students: Scaffolding for success. International Review of Research in Open and Distance Learning, 4 (1), 1-15. (http://www.irrodl.org/index.php/irrodl)
Keywords: virtual communities Summary: Describes learner support services strategies that can effectively address retention challenges

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Luke, C. L., & Britten, J. S. (2007). The expanding role of technology in foreign language teacher education programs. CALICO Journal, 24 (2), 253-267. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: teacher training Summary: Explains some of the expanding roles and affordances of technology in a collegiate foreign language education program and encourages continued research and development of instructional technology in teacher education programs

Lund, A. (2006). The multiple contexts of online language teaching. Language Teaching Research, 10 (2), 181-204.
Keywords: teacher training, English Summary: Discusses some communicative opportunities currently emerging in networked classrooms and their implications for didactics

Lyman-Hager, M. A. (2000). Bridging the language-literature gap: Introducing literature electronically to the undergraduate language student. CALICO Journal, 17 (3), 431-452. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: reading Summary: Reemphasizes reading and literature in foreign language education and suggests that computer-enhanced reading instruction holds promise as a means to reintroduce culturally dense texts into the curriculum

Lynch, B. K. (2000). Evaluating a project-oriented CALL innovation. Computer Assisted Language Learning, 13 (4-5), 417-440.
Keywords: assessment Summary: Describes the approach to program evaluation used in the Project-Oriented Computer Assisted Language Learning (PrOCALL) innovation

Ma, L., Van Vosselen, N., Gierts, S., & Vandamme, F. (2002). Evaluation of a virtual environment: The elementary spoken Chinese prototype (ESCvar Prototype). Communication and Cognition, 35 (3-4), 257-275.
Keywords: speaking, Chinese Summary: Reports positive results of the effectiveness evaluation of a elementary spoken Chinese environment, showing that virtual environments greatly enhance learning

Ma, Q., & Kelly, P. (2006). Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning, 19 (1), 15-45.
Keywords: vocabulary, English, software Summary: Focuses on the design and evaluation of a computer-assisted vocabulary-learning program

Machida, S. (2003). Computer assisted group project activities in a beginners' Japanese foreign language class. Australian Review of Applied Linguistics supplement 17, 44-59.
Keywords: materials development, Japanese Summary: Examines the implementation of computer-assisted group projects in a beginners' Japanese foreign language course

Mackenzie, J. L., & Hannay, M. (2001). Developing lexical competence: A computer-assisted, text-based approach. Cauce, 24, 541-563.
Keywords: vocabulary Summary: Describes a system designed to provide a constructive attitude to the task of acquiring a rich and flexible command of the target lexicon, while also giving students an introduction to hands-on linguistic and textual analysis in a computerized learning environment

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Mahoney, A. (2001). Tools for students in the Perseus digital library. CALICO Journal, 18 (2), 269-282. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development, Latin, Greek, digital library Summary: Introduces a digital library to Latin and Greek teachers.

Malabonga, V., Kenyon, D. M., & Carpenter, H. (2005). Self-assessment, preparation and response time on a computerized oral proficiency test. Language Testing, 22 (1), 59-92.
Keywords: assessment, Arabic, Chinese, Spanish Summary: Investigates technical aspects of a computer-mediated test, the Computerized Oral Proficiency Instrument (COPI), particularly in contrast to a similar tape-mediated test, the Simulated Oral Proficiency Interview (SOPI)

Mallon, A. (2006). eLingua Latina: Designing a classical-language e-learning resource. Computer Assisted Language Learning, 19 (4-5), 373-387.
Keywords: Latin Summary: Describes the nature and functionality of the eLingua Latina prototype, what it can do and what it cannot do but would like to try, and its potential as an experimental test bed for CALL research into the design of e-learning reference tools

Mandernach, B. J., Donnelli, E., Dailey, A., & Schulte, M. (2005). A faculty evaluation model for online instructors: Mentoring and evaluation in the online classroom. Online Journal of Distance Learning Administration, 8 (3). (http://www.westga.edu/~distance/ojdla)
Keywords: distance learning Summary: With a foundation in the best practices of online learning, adapted to meet the dynamics of a growing online program, the Online Instructor Evaluation System serves the dual purpose of mentoring and faculty evaluation

Mangenot, F., & Nissen, E. (2006). Collective activity and tutor involvement in e-learning environments for language teachers and learners. CALICO Journal, 23 (3), 601-622. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: network-based language teaching (NBLT), computer-supported collaborative learning (CSCL) Summary: Attempts to bridge the gap between NBLT and CSCL

Mansfield, C., & McNeill, T. (1998). Web skills for language learning. The WELL project. Retrieved December 19, 2007, from http://www.well.ac.uk/wellproj/wellbook.htm
Keywords: internet Summary: This short booklet provides an introduction to the use of the web for staff and students

Marr, P. M. (2000). Grouping students at the computer to enhance the study of British literature. English Journal, 90 (2), 120-125.
Keywords: reading, English, PowerPoint Summary: Describes a 3-week project in an English classroom in which students in small, mixed-ability groups used PowerPoint to enhance a unit on British literature

Marsh, D., Imogen, A., Ellis, N. Halliwell, J., Hodgins, C., & Malcom, S. (1997). Project MERLIN: A learning environment for the future. ReCALL, 9 (1), 52-54.
Keywords: English Summary: Describes an intermediate-level English program.

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Martin, B. (2006). Using a tablet PC in the German classroom to enliven teacher input. Die Unterrichtspraxis/Teaching German, 39 (1-2), 109-112.
Keywords: materials development, German, tablet PC Summary: Describes how integrating a tablet PC into daily teaching processes allows classroom teachers to provide improved comprehensible input

Martinez-Flor, A., & Fukuya, Y. J. (2005). The effects of instruction on learners production of appropriate and accurate suggestions. System, 33 (3), 463-480.
Keywords: pragmatics, English, email Summary: Groups given either implicit or explicit feedback for email pragmatics; both made improvements in their production of pragmatically appropriate and linguistically accurate suggestions

Mathes, P. G., Torgesen, J. K., & Allor, J. H. (2001). The effects of peer-assisted literacy strategies for first-grade readers with and without additional computer-assisted instruction in phonological awareness. American Educational Research Journal, 38 (2), 371-410.
Keywords: reading (L1) Summary: Computer-assisted phonological awareness does not improve reading ability in first grade students

Matsumura, S., & Hann, G. (2004). Computer anxiety and students preferred feedback methods in EFL writing. The Modern Language Journal, 88 (3), 403-415.
Keywords: writing, English Summary: Examines the effects of computer anxiety on students' choice of feedback methods and academic performance in EFL writing and reveals the importance of recognizing computer anxiety

Mayes, R. (2004). Review of Distance Education Literature (Occasional Paper No. 6). Appalachian Collaborative Center for Learning. Retrieved December 19, 2007, from http://www.acclaim-math.org/resoccasional.aspx
Keywords: literature review Summary: Conducts a review of research and expository articles on distance education; not directly related to CALL

McAlpine, J., & Myles, J. (2003). Capturing phraseology in an online dictionary for advanced users of English as a second language: A response to user needs. System, 31 (1), 71-84.
Keywords: vocabulary, English, electronic dictionaries Summary: Proposes a new type of electronic ESL dictionary that presents typical phraseology rather than words in isolation

McAvinia, C. (2006). CALLers and learning technologists: Where do they meet, and what do they have in common? Computer Assisted Language Learning, 19 (4-5), 389-403.
Keywords: material developments Summary: Examines common themes and approaches between CALL and what is often labeled 'learning technology' from a communities of practice perspective, and asks where and in what ways each can inform the development of the other

McAvinia, C., & Hughes, J. (2003). Sharing systems, sharing language: Designing and working in a virtual department. Computer Assisted Language Learning, 16 (5), 445-467.
Keywords: material developments, Danish, WebCT Summary: Investigates the use of WebCT as a tool for collaborative language teaching and learning

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McBride, N. (2002). Web-enhanced approaches to the teaching of linguistic variation in French. ReCALL, 14 (1), 96-108.
Keywords: grammar, French, internet Summary: Considers the progressive integration of a web resource in a language degree option centered on language varieties and linguistic variation in French and examines web-based facilities supporting interaction and collaboration among members of the learning group

McCarthy, B. (1996). Fully integrated CALL: Mission accomplished. ReCALL, 8 (2), 17-34.
Keywords: grammar, French Summary: Emphasizes the importance of CALL in developing grammatical knowledge

McCarthy, B. (2002). The grammar dilemma in university beginner's programs. Babel, 37 (1), 17-21.
Keywords: grammar, French, speaking Summary: The program of the second session of an introductory French course at U Woollongong, Australia, is summarized with focus on two components: core grammar and cued speaking activities.

McHenry, T. (2002). Words as big as the screen: Native American languages and the internet. Language Learning & Technology, 6 (2), 102-115. (http://llt.msu.edu)
Keywords: literature review, Native American languages, internet Summary: Explores the complex history of Native American language research and discusses how one Native school is utilizing web technology

McManus, B. F. (2001). The VRoma project: Community and context for Latin teaching and learning. CALICO Journal, 18 (2), 249-268. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: Latin Summary: Describes an online learning environment for Latin

McPherson, M. & Nunes, M. B. (2004). The failure of a virtual social space (VSS) designed to create a learning community: Lessons learned. British Journal of Educational Technology, 35 (3), 305-321.
Keywords: virtual environments, distance education Summary: Reports on the design, development, and extensive evaluation of a Virtual Social Space (VSS) to support a learning community for an online MA program

McShane, M. (2003). Redefining paradigm for computer-aided language instruction. Foreign Language Annals, 36 (2), 198-207.
Keywords: pedagogy Summary: Proposes a means by which inflectional paradigms can be promoted from their present status as references at the end of textbooks to a more central role in the language learning process and suggests a computer setting to enhance this process

Md Yunus, M. (2007). Malaysian ESL teachers use of ICT in their classrooms: Expectations and realities. ReCALL, 19 (1), 79-95.
Keywords: materials development, English, hybrid learning Summary: Reports on Malaysian ESL teachers use of Information and Communication Technology (ICT) in their classrooms

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Menzel, W., Herron, D., Moton, R., Pezzotta, D., Bonaventura, P., & Howarth, P. (2001). Interactive pronunciation training. ReCALL, 13 (1), 67-78.
Keywords: pronunciation, speech recognition technology Summary: Reports part of a project aimed at integrating state-of-the-art speech recognition technology into a pronunciation training environment for adult, intermediate level learners

Merkley, D. J., Schmidt, D. A., & Allen, G. (2001). Addressing the English language arts technology standard in a secondary reading methodology course. Journal of Adolescent and Adult Literacy, 45 (3), 220-231.
Keywords: reading, teacher training, English, email Summary: Offers suggestions for the integration of technology into teacher training

Merlet, S. (2000). Understanding multimedia dialogues in a foreign language. Journal of Computer Assisted Learning, 16 (2), 148-156.
Keywords: vocabulary, English, multimedia Summary: Examines the effects of lexical and semantic previews on the comprehension of a computer-presented illustrated dialogue

Meskill, C. (1999). Computers as tools for sociocollaborative language learning. In K. Cameron (Ed.), Computer assisted language learning (CALL) media design and applications (pp. 141-162). Lisse: Swets & Zeitlinger.
Keywords: CALL overview Summary: Reviews past developments, discusses current developments and presents pointers for future research in the field of computer-assisted language learning

Meskill, C. (2005). Triadic scaffolds: Tools for teaching English language learners with computers. Language Learning & Technology, 9 (1), 46-59. (http://llt.msu.edu)
Keywords: discourse, English Summary: Examines computer-supported classroom discourse and specific forms of instructional conversation employed by a veteran elementary teacher of beginning-level English language learners

Meskill, C., & Anthony, N. (2004-2005). Teaching and learning with telecommunications: Instructional discourse in a hybrid Russian class. Journal of Educational Technology Systems, 33 (2), 103-119.
Keywords: discourse, Russian, CMC, hybrid learning Summary: Examines the online teaching strategies employed by the teacher of a second-year Russian class that integrated computer-mediated communication (CMC) for extended language practice and additional "embedded" instruction

Meskill, C., & Anthony, N. (2005). Foreign language learning with CMC: Forms of online instructional discourse in a hybrid Russian class. System, 33 (1), 89-105.
Keywords: discourse, Russian, CMC, hybrid learning Summary: Examines the online teaching strategies employed by the teacher of a first-year Russian class that integrated CMC for extended language practice

Meskill, C., Anthony, N., Hilliker-Vanstrander, S., Tseng, C.-H., & You, J. (2006). CALL: A survey of K-12 ESOL teacher uses and preferences. TESOL Quarterly, 40 (2), 439-451.
Keywords: English, young learners Summary: Discusses whether and how changes in access to, and increased familiarity and experiences with, technology are affecting how New York State ESOL professionals use them for educational purposes

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Meskill, C., & Mossop, J. (2000). Electronic texts in ESOL classrooms. TESOL Quarterly, 34 (3), 585-592.
Keywords: English Summary: Provides a glimpse of a large-scale study of successful computer use by ESL learners in US public schools

Meskill, C., & Mossop, J. (2000). Technologies use with ESL learners in New York State: Preliminary report. Journal of Educational Computing Research, 22 (3), 265-284.
Keywords: English Summary: Examines how ESL teachers view and use technologies to help develop students' literacy skills

Meskill, C., Mossop, J., DiAngelo, S., & Pasquale, R. K. (2002). Expert and novice teachers talking technology: Precepts, concepts, and misconcepts. Language Learning & Technology, 6 (3), 46-57. (http://llt.msu.edu)
Keywords: English, discourse, young learners Summary: Compares and contrasts the "technology talk" of novice and expert teachers of K-8 ESL

Meskill, C., & Rangelova, K. (1995). US language through literature: A transatlantic research project. In M. Warschauer (Ed.), Virtual connections: Online activities and projects for networking language learners. Honolulu, HI: University of Hawaii Press.
Keywords: internet Summary: Attempts to systematically organize online projects and activities for language learning

Meunier, L. (1998). Personality and motivational factors in electronic networking. In J. Muyskens (Ed.), New ways of learning and teaching: Focus on technology and foreign language education (pp. 63126). Boston: Heinle.
Keywords: CMC Summary: Presents a provocative account of personality and motivational factors in CMC and provides a concise review of research on personality and motivational factors, as well as the results from a study examining student perspectives on these factors in CMC

Meyer, K. A. (2002). Does policy make a difference? An exploration into policies for distance education. Online Journal of Distance Learning Administration, 5 (4), 1-9. (http://www.westga.edu/~distance/ojdla)
Keywords: distance learning Summary: Focuses on the impact of various policies (e.g., faculty compensation, workload, intellectual property, geographic service areas) on distance education enrollment growth

Millard, D., & Ross, M. (2006). Web 2.0: Hypertext by any other name? In Proceedings of HT06 Conference, Odense, Denmark: ACM University Press.
Keywords: hypertext, internet Summary: Describes Web 2.0, the new generation of web applications, sites, and companies that emphasize openness, community, and interaction

Mills, D. (2000). Web-based technology as a resource for form-focused language learning. TESOL Quarterly, 34 (3), 603-615.
Keywords: grammar, English, CMC, hypertext Summary: Discusses the potential of interactive hypertext for form-focused learning

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Mills, N., Herron, C., & Cole, S. P. (2004). Teacher-assisted versus individual viewing of foreign language video: Relation to comprehension, self-efficacy, and engagement. CALICO Journal, 21 (2), 291-316. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: French, CD-ROM, video Summary: Similar performance observed between beginning college French students' viewing a video in a teacherassisted classroom and those viewing the video in an independent, computer-based classroom.

Mirzaiean, V., & Ramsay, A. (2005). Content-based support for Persian learners of English. ReCALL, 17 (1), 139-154.
Keywords: grammar, pronunciation, morphology, English Summary: Argues that language technology is now mature enough to support tools that address at least some semantic issues and describes a tool that attempts to provide appropriate support for a specific class of learners

Mishan, F., & Strunz, B. (2003). An application of XML to the creation of an interactive resource for authentic language learning tasks. ReCALL, 15 (2), 237-250.
Keywords: material development, English, XML Summary: Describes the development of an interactive electronic resource book of learning tasks for English language teaching

Mllering, M. (2000). Computer-mediated communication: Learning German online in Australia. ReCALL, 12 (1), 27-34.
Keywords: German, email, internet, distance learning Summary: Investigates the use of computer-mediated communication technologies in the context of teaching German by distance mode in Australia

Mllering , M. (2001). Teaching German modal particles: A corpus-based approach. Language Learning & Technology, 5 (3), 130-151. (http://llt.msu.edu)
Keywords: grammar, German, corpora Summary: Discusses teaching of German modal particles through corpus-based methods

Moore, M.G., & Kearsley, G. (1996). Distance education: A systems view. Belmont: Wadsworth Publishing Company.
Keywords: distance learning Summary: Investigates a systems approach to organize and justify material and includes information on the fundamental issues of distance education as well as the theory, research, and practice

Moore, M., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Scarborough, Ontario, Canada: Thomson.
Keywords: distance education Summary: Investigates a systems approach to organize and justify material and include information on the fundamental issues of distance education as well as the theory, research, and practice

Moore, M. G., & Anderson, W. G. (2003). Handbook of distance education. Mahwah, NJ: Lawrence Erlbaum Associates.
Keywords: distance education Summary: Deals with education that uses technology; focus is on teaching and learning and how its management can be facilitated through technology

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Moore, M. G. (2007). Handbook of distance education (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Keywords: distance education Summary: Deals with education that uses technology, focusing on teaching and learning and how its management can be facilitated through technology

Morgan, A. R. (1995). Improving student learning in distance education: Theory research and practice. European Journal of Psychology of Education, 10 (2), 121-130.
Keywords: distance learning Summary: Describes a project-based distance learning course design in an open university course; suggests that students are not as easily manipulated by instructional devices as course designers may think

Moreno, F. M. (2001). CALT: Exploiting internet resources and multimedia for TEFL in developing countries. Computer Assisted Language Learning, 14 (5), 461-468.
Keywords: English, internet, multimedia, videoconference, chat, email Summary: Discusses internet tools relevant to the teaching of English in developing countries, with particular focus on communicative language practice via videoconferences, chat rooms, and email

Morrell, K. S. (2001). Sunoikisis: Computer-mediated communication in the creation of a virtual department. CALICO Journal, 18 (2), 223-233. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: Greek, internet, online learning Summary: Describes a collaborative project for online learning

Morris, F. (2005). Child-to-child interaction and corrective feedback in a computer-mediated L2 class. Language Learning & Technology, 9 (1), 29-45. (http://llt.msu.edu)
Keywords: grammar, Spanish, young learners, CMC Summary: Examines the provision of corrective feedback and learner repair following feedback in the interactional context of child-to-child CMC conversations

Morton, H., & Jack, M. A. (2005). Scenario-based spoken interaction with virtual agents. Computer Assisted Language Learning, 18 (3), 171-191.
Keywords: speaking, Japanese, speech recognition Summary: Describes a CALL approach which integrates software for speaker independent continuous speech recognition with embodied virtual agents and virtual worlds to create an immersive environment in which learners can converse in the target language in contextualized scenarios

Motteram, G., & Forrester, G. (2005). Becoming an online distance learner: What can be learned from students experiences of induction to distance programmes? Distance Education, 26 (3), 281-298.
Keywords: distance learning Summary: Concludes that a fundamental understanding of both students' needs and their initial encounters with online distance education are important to ensure effective support is provided when students commence their studies

Mller-Hartmann, A. (2000). The role of tasks in promoting intercultural learning in electronic learning networks. Language Learning & Technology, 4 (2), 129-147. (http://llt.msu.edu)
Keywords: culture, English, email Summary: Focuses on the role of tasks in promoting intercultural learning in learning networks

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Muniandy, A. V. A. (2002). Electronic-discourse (E-Discourse): Spoken, written or a new hybrid? Prospect, 17 (3), 45-68.
Keywords: discourse, English, email, chat Summary: Argues that electronic discourse is developing and becoming a new form of communication in its own right and that teachers should be aware of it in the language classroom

Murphy, E. (2002). New tools in an old trade: Teachers talk about use of the internet in the teaching of French as a second or foreign language. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 59 (2), 215-235.
Keywords: French, internet Summary: Presents partial findings of a study of teachers' beliefs about teaching and learning French as a second or foreign language using the internet

Murphy-Judy, K., & Youngs, B. (2006). Technology standards for teacher education, credentialing, and certification. In P. Hubbard & M. Levy (Eds.), Teacher education in CALL (pp. 45-62). Amsterdam: John Benjamins.
Keywords: teacher training Summary: Addresses the need for a more considered and systematic approach to teacher education and training in CALL

Murphy, T. (2001). The emergence of texture: An analysis of the functions of the nominal demonstratives in an English interlanguage corpus. Language Learning & Technology, 5 (3), 152-173. (http://llt.msu.edu)
Keywords: grammar, English, corpora Summary: Investigates a corpus of short texts created at Yonsei University and examines various aspects of interlanguage cohesion within the corpus as a whole

Murray, D. E. (2000). Changing technologies, changing literacy communities? Language Learning & Technology, 4 (2), 43-58. (http://llt.msu.edu)
Keywords: literacy development Summary: Reviews changes in the technologies of literacy affect literacy practices and communities

Murray, D. E. (2000). Protean communication: The language of computer-mediated communication. TESOL Quarterly, 34 (3), 397-421.
Keywords: speaking, English, distance learning Summary: CMC should be viewed not in terms of its functionality but in terms of the ways in which users shape a new medium of communication to fit the needs of their speech community

Murray, D. E. (2005). Technologies for second language literacy. Annual Review of Applied Linguistics, 25, 188-201.
Keywords: literacy development Summary: Discusses both the parameters of information and communication technology and the scope of literacies

Mustafa, Z. (2001). Non-courseware factors involved in using multimedia in foreign language instruction. Grazer Linguistische Studien, 55 (1), 39-50.
Keywords: English, multimedia Summary: Examines the relationships between six variables (exam grades, GPA, grades in traditional language courses, computer familiarity, computer attitudes, and socioeconomic class) and influence on multimedia use

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Myers, M. J. (2002). Computer-assisted second language assessment: To the top of the pyramid. ReCALL, 14 (1), 167-181.
Keywords: assessment Summary: Explores the latest developments in computer technology and proposes directions of language testing in the light of the new findings

Myles, S. (1998). The language learner and the software designer: A marriage of true minds or ne'er the twain shall meet? ReCALL, 10 (1), 38-45.
Keywords: German, software Summary: Establishes what design features need to be incorporated into a software package to maximize effectiveness

Myles, F., & Mitchell, R. (2004). Using information technology to support empirical SLA research. Journal of Applied Linguistics 1 (2), 169-196.
Keywords: research design, French Summary: Argues the case for more widespread adoption of information technology in second language acquisition research

Nagata, N. (1996). Computer vs. workbook instruction in second language acquisition. CALICO Journal, 14 (1), 53-75. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, Japanese Summary: Compares the effectiveness of a Japanese CALL program with non-CALL instruction

Nagata, N. (2002). BANZAI: An application of natural language processing to web-based language learning. CALICO Journal, 19 (3), 583-599. (https://www.calico.org/p-5CALICO Journal.html)
Keywords: materials development, Japanese, culture, grammar, intelligent tutoring Summary: Presents an intelligent language tutor program designed to develop learners' grammatical and sentence production skills in Japanese as well as to instill cultural knowledge about Japan

Ndiaye, M., & Faltin, A. V. (2003). A spell checker tailored to language learners. Computer Assisted Language Learning, 16 (2-3), 213-232.
Keywords: orthography, spelling Summary: Presents a spell checker catering to the specific needs of language learners

Nelson, M. E. (2006). Mode, meaning, and synaesthesia in multimedia L2 writing. Language Learning & Technology, 10 (2), 56-76. (http://llt.msu.edu)
Keywords: writing, multimedia Summary: Case study of four second language writers' multimedia text creation processes

Nerbonne, J., Jager, S., & van Essen, A. (1998). Introduction. In S. Jager, J. Nerbonne & A. van Essen (Eds.), Language teaching and language technology (pp. 1-10). Lisse: Swets & Zeitlinger.
Keywords: CALL Summary: Assesses the importance of language technology to increasingly popular computer-assisted language learning work

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Neri, A., Cucchiarini, C., & Strik, H.. (2006). Selecting segmental errors in non-native Dutch for optimal pronunciation training. IRAL: International Review of Applied Linguistics in Language Teaching, 44 (4), 357-404.
Keywords: pronunciation, Dutch Summary: Aims at obtaining systematic information on segmental pronunciation errors made by learners of Dutch with different mother tongues

Neri, A., Cucchiarini, C., Strik, H., & Boves, L. (2002). The pedagogy-technology interface in computer assisted pronunciation training. Computer Assisted Language Learning, 15 (5), 441-467.
Keywords: pronunciation, Dutch Summary: Examines the relationship between pedagogy and technology in computer-assisted pronunciationtraining courseware

Nesselhauf, N., & Tschichold, C. (2002). Collocations in CALL: An investigation of vocabularybuilding software for EFL. Computer Assisted Language Learning, 15 (3), 251-279.
Keywords: vocabulary, English, software Summary: Test software for English vocabulary learning for its usefulness in learning collocations

Neumeier, P. (2005). A closer look at blended learningParameters for designing a blended learning environment for language teaching and learning. ReCALL, 17 (2), 163-178.
Keywords: materials development, hybrid learning Summary: Investigates writing and implementing CALL-supported material to shape blended learning

Neumeyer, L., Franco, H., Digalakis, V. & Weintraub, M. (2000). Automatic scoring of pronunciation quality. Speech Communication, 30 (2-3), 83-93.
Keywords: pronunciation, English, assessment Summary: Presents a paradigm for the automatic assessment of pronunciation quality by machine

Newlands, A., Anderson, A. H., & Mullin J. (2003). Adapting communicative strategies to computer-mediated communication: An analysis of task performance and dialogue structure. Applied Cognitive Psychology, 17 (3), 325-348.
Keywords: discourse, CMC Summary: Investigates how people adapt to text-based CMC, specifically focusing on how novice users change their communicative strategies over time to achieve effective communication

Ng, K. C. (2007). Replacing face-to-face tutorials by synchronous online technologies: Challenges and pedagogical implications. International Review of Research in Open and Distance Learning, 8 (1), 1-15. (http://www.irrodl.org/index.php/irrodl)
Keywords: materials development, synchronous CMC Summary: Investigates the implementation of a synchronous e-learning system for online tutorials in an information technology related course offered by the Open University of Hong Kong

Ngu, B. H. (2003). A comparative study of a mandarin module: Web-based learning versus conventional instruction. Journal of Chinese Language and Computing, 13.
Keywords: materials development, Mandarin Summary: Compares a web-based Mandarin module and a conventional Mandarin module that had the same content.

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Ngu, B. H., & Rethinasamy, S. (2006). Evaluating a CALL software on the learning of English prepositions. Computers & Education, 47 (1), 41-55.
Keywords: grammar, English, software Summary: Indicates that students who received a conventional lesson on prepositions outperformed those who received a CALL lesson

Nguyen, H. T., & Kellogg, G. (2005). Emergent identities in on-line discussions for second language learning. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 62 (1), 111-136.
Keywords: writing, identity, English, online discussion Summary: Examines identity in L2 learning by using discourse analysis and ethnographic observations to analyze electronic bulletin board postings by ESOL students in a content-based class

Nicholas, N., Debski, R., Lagerberg, R. (2004). Skryba: An online orthography teaching tool for learners from bilingual backgrounds. Computer Assisted Language Learning, 17 (3-4), 441-458.
Keywords: orthography, spelling, Russian Summary: Tests a system for students to practice spelling individually through an online tool which tests for students' performance on individual rules of spelling; adapts to test the rules the student is weakest at

Nielsen, J. (1995). Multimedia and hypertext: the internet and beyond. Boston: Academic Press.
Keywords: hypertext, multimedia Summary: Reflects the changes in the hypertext/multimedia market, including illustrated examples of a variety of new hypermedia systems, particularly those related to the internet, plus many examples of the use of Mosaic and HTML

Nielsen, H. L., & Carlsen, M. (2003). Interactive Arabic grammar on the internet: Problems and solutions. Computer Assisted Language Learning, 16 (1), 95-112.
Keywords: grammar, orthography, Arabic Summary: Provides a better understanding of the problems encountered when developing CALL-materials for languages written in non-roman scripts.

Nikolova, O. R. (2000). Affective aspects of student authoring for foreign language learning. ReCALL, 12 (2), 129-142.
Keywords: French, multimedia Summary: Compares the attitude toward instruction of two groups of participants: control subjects who used a multimedia instructional module for French created by the researcher and experimental subjects who created their own module

Nikolova, O. R. (2002). Effects of students participation in authoring of multimedia materials on student acquisition of vocabulary. Language Learning & Technology, 6 (1), 100-122. (http://llt.msu.edu)
Keywords: vocabulary, French, multimedia Summary: Investigates the effects on vocabulary acquisition of student participation in authoring a multimedia instructional module

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Nikolova, O. R. (2004). Effects of visible and invisible hyperlinks on vocabulary acquisition and reading comprehension for high- and average-foreign language achievers. ALSIC: Apprentissage des Langues et Systemes d'Information et de Communication, 7, 29-53. (http://alsic.u-strasbg.fr)
Keywords: vocabulary, reading, French, hypertext Summary: Investigates the effects of visible and invisible links for annotated words in a computer module for learning French on vocabulary acquisition and reading comprehension across two levels of students; higher level students benefited less from hypertext than did lower level students

Nilsson, I. V. (2003). Problems, procedures, and directions for computer assisted teaching. Gothenburg Studies in English, 84 (3), 333-345.
Keywords: grammar, English, internet, lesson planning Summary: Examines the role of the teacher in computer-assisted instruction, including a variety of pedagogical and administrative concerns

Nipper, S. (1989). Third generation distance learning and computer conferencing. In R. Mason & A. Kaye (Eds.), Mindweave: Communication, computers and distance education (pp. 6373). Oxford: Pergamon.
Keywords: CMC, distance education Summary: Reports on an international conference on CMC in distance education

Nishinoh, H. (2005). Information literacy in EFL CAI/CALL classes: Toward its integration into language learning activities. Doshisha Studies in Language and Culture, 7 (4), 529-546.
Keywords: literacy development, English Summary: Explores how learners are prepared with new kinds of literacy to use computer and network resources to their full potential

Nissim, C. (2004). Teaching Islam and Arabic over the internet. CALICO Journal, 21 (3), 561564. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: literacy development, Islam, Arabic, internet, Summary: Suggests that teaching Islam and Arabic through the internet in the classroom, or virtually, is not only possible, but also effective since it is exciting, especially when students are able to access materials pertinent to their own interests

Niwinski, W. (2002). CALLe svenska: An infinity of exercises, a single student in focus. Computer Assisted Language Learning, 15 (1), 85-90.
Keywords: grammar, Swedish, software Summary: Describes an interactive CALL package for Swedish as a second language designed to increase individualization of the teaching/learning process

North American Council for Online Learning (2006). Keeping pace with K-12 online learning: A review of state-level policy and practice. Naperville, IL: Learning Point Associates.
Keywords: online education Summary: Explores policies and practices governing online education with a particular focus on policies aiming to provide students with high-quality online learning experiences

OBrien, A., & Hegelheimer, V. (2007). Integrating CALL into the classroom: The role of podcasting in an ESL listening strategies course. ReCALL, 19 (3), 162-180.
Keywords: listening, English, English for academic purposes, podcasts Summary: Describes a structured attempt to integrate CALL activities in the form of podcasts into an English-foracademic-purposes course on listening strategies

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Ockey, G. J. (2007). Construct implications of including still image or video in computer-based listening tests. Language Testing, 24 (4), 517-537.
Keywords: listening, assessment, English, multimedia Summary: Finds little variation in test-taker engagement with still images while taking a computerized listening test, but wide variation in engagement with video; argues that listening construct can be slightly altered to incorporate still images but that it must be altered considerably to incorporate video

ODowd, R. (2003). Understanding the Other Side: Intercultural learning in a Spanish-English email exchange. Language Learning & Technology, 7 (2), 118-144. (http://llt.msu.edu)
Keywords: culture, Spanish, English, email, tandem learning Summary: Identifies key characteristics of email exchanges which helped to develop learners' intercultural communicative competence and outlines elements of email messages which may enable students to develop successful intercultural relationships

ODowd, R. (2005). Negotiating sociocultural and institutional contexts: The case of SpanishAmerican telecollaboration. Language and Intercultural Communication, 5 (1), 40-56.
Keywords: culture, Spanish, English, email, tandem learning Summary: Illustrates the need for telecollaborative models of exchange to be adaptable to different contexts of use; underlines the necessity for online exchanges to offer learners the opportunity to explore cultural stereotypes and prejudices about the two target cultures

ODowd, R., & Eberbach, K. (2004). Guides on the side? Tasks and challenges for teachers in telecollaborative projects. ReCALL, 16 (1), 5-19.
Keywords: culture, German, Irish, bulletin boards, tandem learning Summary: Report on research carried out on an intercultural telecollaborative exchange between language learners in Germany and Ireland and focuses particularly on what was required of the teachers in the development of the project

ODowd, R., & Ritter, M. (2006). Understanding and working with failed communication in telecollaborative exchanges. CALICO Journal, 23 (3), 623-642. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: culture, tandem learning Summary: Develops a structured inventory of factors which may lead to communication failures in online exchanges

Ogata, H., Liu, Y., Oci, Y., & Yano, Y. (2001). Neclle: Network-based communicative language-learning environment focusing on communicative gaps. Computers & Education, 37 (3-4), 225-240.
Keywords: speaking, Japanese, CMC Summary: Focuses on the problem of language transfer in foreign language learning in a CMC context

Oh, C. H. (2003). Information communication technology and the new university: A view on eLearning. Annals of the American Academy of Political and Social Sciences, 585 (1), 134-153.
Keywords: synchronous CMC, distance learning Summary: Explores aspects of learning that are perceived as helping foster successful eLearning for all participants separated by time and distance

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OHara, K., & Sellen, A. (1997). A comparison of reading paper and online documents. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 335342). New York: ACM.
Keywords: reading Summary: Reports on a laboratory study that compares reading from paper to reading on-line

Okuyama, Y. (2007). CALL vocabulary learning in Japanese: Does Romaji help beginners learn more words? CALICO Journal, 24 (2), 355-379. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: vocabulary, orthography, Japanese Summary: Investigates the effects of using Romanized spellings on beginner Japanese vocabulary learning

Opp-Beckman, L. (2002). Africa online: A web- and content-based English language teaching course. TESOL Journal, 11 (3), 4-8.
Keywords: materials development, English, internet Summary: Describes a distance education course, discussing its rationale, planning, implementation, schedule, topics, and outcomes

OReilly, T. (2005). What is Web 2.0? Design patterns and business models for the next generation of software. Retrieved December 19, 2007, from http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
Keywords: internet, software Summary: Clarifies what Web 2.0 means

ORourke, B. (2005). Form-focused Interaction in online tandem learning. CALICO Journal, 22 (3), 433-466. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, English, MOO Summary: Describes the theoretical background of instructed second-language acquisition that emphasizes the role of metalinguistic awareness and examines negotiation of meaning

Orsini-Jones, M. (2004). Supporting a course in new literacies and skills for linguists with a virtual learning environment. Results from a staff/student collaborative action-research project at Coventry University. ReCALL, 16 (1), 189-209.
Keywords: literacy development, WebCT Summary: Reports on the results of an action research project at Coventry University that consisted of the evaluation of a curriculum innovation supported by the use of WebCT

Ortega, L. (1997). Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion. Language Learning & Technology, 1 (1), 82-93. (http://llt.msu.edu)
Keywords: CMC Summary: Evaluates the potential benefits of computer-assisted classroom discussion in terms of second language acquisition theory

Ortega-Llebaria, M., Faulkner, A., & Hazan, V. (2001). Auditory-visual L2 speech perception: Effects of visual cues and acoustic-phonetic context for Spanish learners of English. Speech, Hearing and Language, 13 (1), 39-51.
Keywords: speaking, English, visual feedback Summary: Identifies English segmental speech contrasts that might be appropriate for computer-based auditoryvisual training of Spanish learners of English

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Orton, J. (2003). Maintaining the dialogue: Joint involvement in a stand-alone CD-ROM Chinese course. Australian Review of Applied Linguistics supplement 17, 25-43.
Keywords: speaking, assessment, Chinese, CD-ROM Summary: Reports on an innovative mode of self-assessment in tasks of length where the learner's efforts are novel, using annotated sample texts generated by other students

Osika, E. (2006). The concentric support model: A model for the planning and evaluation of distance learning programs. Online Journal of Distance Learning Administration, 9 (3). (http://www.westga.edu/~distance/ojdla)
Keywords: distance learning Summary: Identifies the various elements necessary to support a quality distance-learning program through the introduction of the concentric support model, a tool institutions can use in the planning and evaluation of their distance-learning program

Oskoz, A. (2005). Students dynamic assessment via online chat. CALICO Journal, 22 (3), 513536. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: assessment, chat Summary: Explores the possibility of applying dynamic assessment, which focuses on process rather than on the product, to CMC language development.

OSullivan, P. B., Hunt, S. K., & Lippert, L. (2004). Mediated immediacy: A language of affiliation in a technological age. Journal of Language and Social Psychology, 23 (4), 464-490.
Keywords: literacy development, CMC Summary: Shows that computer-mediated communication has the potential to be used in ways that are important for relationship initiation, development, and maintenance

Osuna, M. (2000). Promoting foreign culture acquisition via the internet in a sociocultural context. Journal of Educational Computing Research, 22 (3), 323-345.
Keywords: culture, internet Summary: Examines the use of new technologies in an advanced foreign language course, providing a detailed description of tasks used to acquire cultural knowledge through the use of the internet

Pachler, N. (2001). Electronic reference tools for foreign languages: Offline vocabulary programs. Language Learning Journal, 24 (1), 24-29.
Keywords: vocabulary, French, German, Spanish Summary: Reviews two lexicographic electronic reference applications, designed primarily for second language learners, using a taxonomy of glosses as an evaluation guideline

Paran, A., Furneaux, C., & Sumner, M. (2004). Computer-mediated communication in distance MA programmes: The students perspective. System, 32 (3), 337-355.
Keywords: teacher training, English, email, bulletin board, distance learning Summary: Reports on a study of CMC within the context of a distance MA in TEFL programme which used an email discussion list and a discussion board to focus on the computer/internet access and skills of the target population and their needs and desires

Park, K.-J., & Lee, O.-S. (2005). Idiosyncratic features of English expressions used by NNSs of English: With reference to online chatting data from KWCCDLP. Journal of Pan-Pacific Association of Applied Linguistics, 9 (2), 181-207.
Keywords: discourse, English, chat Summary: Examines idiosyncratic features of the expressions used by nonnative speakers when engaged in cyberspace interactions

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Parks, S., Huot, D., Hamers, J., & Lemonnier, F. (2003). Crossing boundaries: Multimedia technology and pedagogical innovation in a high school class. Language Learning & Technology, 7 (1), 28-45. (http://llt.msu.edu)
Keywords: English, multimedia Summary: Focuses on an innovative program in a Quebec high school, involving project-based teaching in networked classrooms equipped with laptop computers

Parks, S., Huot, D., Hamers, J., & Lemonnier, F. (2005). History of theatre Web sites: A brief history of the writing process in a high school ESL language arts class. Journal of Second Language Writing, 14 (4), 233-258.
Keywords: writing, English, software Summary: Reports on how Quebec Francophone high school students, enrolled in a program which featured an environment rich in information and communication technologies, appropriated the writing process

Pathak, A. (2001). Teaching and assessing multimedia-based oral presentations. Business Communication Quarterly, 64 (4), 63-71.
Keywords: materials development, multimedia Summary: Describes an 8-hour module the author uses to teach multimedia presentations to students

Pawan, F., Paulus, T. M., Yalcin, S., & Chang, C.-F.. (2003). Online learning: Patterns of engagement and interaction among in-service teachers. Language Learning & Technology, 7 (3), 119-140. (http://llt.msu.edu)
Keywords: Teacher training Summary: Analyzes the practice of collaborative teaching and learning so that assistance can be provided to support instructor efforts to include collaborative interactions in their courses

Payne, J. S., & Ross, B. M. (2005). Synchronous CMC, working memory, and L2 oral proficiency development. Language Learning & Technology, 9 (3), 35-54. (http://llt.msu.edu)
Keywords: speaking, CMC, real-time conversation, Summary: Extends the psycholinguistic framework reported in Payne and Whitney (2002) with discourse and corpus analytic techniques to explore how individual differences in working memory capacity may affect the frequency of repetition and other patterns of language

Payne, J. S., & Whitney, P. J. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working Memory, and interlanguage development. CALICO Journal, 20 (1), 7-32. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: speaking, CMC Summary: Participants in synchronous CMC group outperformed those in control group in oral task.

Pennington, M. (Ed.). (1989). Teaching languages with computers: The state of the art. La Jolla, CA: Athelstan.
Keywords: edited volume Summary: Explores current and potential applications of computer technology to foreign language teaching

Pennington, M. (Ed.). (1996). The power of CALL. Houston, TX: Athelstan.

Keywords: edited volume Summary: Provides an up-to-date and accessible overview of the field of CALL for administrators, teachers, and researchers

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Pennington, M., & Stevens, V. (Eds.). (1992). Computers in applied linguistics: An international perspective. Clevedon, Avon, UK: Multilingual Matters.
Keywords: edited volume Summary: Concerns the use of computers in applied linguistics CALL

Pennington, M. C. (2004). Cycles of innovation in the adoption of information technology: A view for language teaching. Computer Assisted Language Learning, 17 (1), 7-33.
Keywords: teaching methodology, English Summary: Presents a framework for viewing developments in information technology as an elaborated model of the adoption of innovations, with implications for language teaching

Perez, L. C. (2003). Foreign language productivity in synchronous versus asynchronous computer-mediated communication. CALICO Journal, 21 (1), 89-104. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: email, chat Summary: Investigates language productivity in a foreign language learner output obtained via two different modes of CMC: asynchronous (email dialog journals) and synchronous (chatroom sessions)

Perez-Sotelo, L., & Gonzalez-Bueno, M. (2003). IDEA: Electronic writing in L2: Accuracy vs other Outcomes. Hispania, 86 (4), 869-873.
Keywords: writing, Spanish, email Summary: Describes the effects of dialogue journaling through email on the language of first-semester-Spanish college students

Perry, D., & Smithmier, M. (2005). Peer editing with technology: Using the computer to create interactive feedback. English Journal, 94 (6), 23.
Keywords: writing, English (L1), word processing, Summary: Explains how features of current word processors can be used to track peer editing

Peters, E. (2007). Manipulating L2 learners online dictionary use and its effect on L2 word retention. Language Learning & Technology, 11 (2), 36-58. (http://llt.msu.edu)
Keywords: vocabulary, German, online dictionary Summary: Explores the effect of two enhancement techniques on second language learners' look-up behavior during a reading task and word retention afterwards among Flemish learners of German

Peters, O. (2003). Learning with new media in distance education. In M. Moore & W. Anderson (Eds.), Handbook of distance learning (pp. 87-112). Mahwah, NJ: Lawrence Erlbaum.
Keywords: distance learning Summary: Discusses the changes that new information and communication media will bring about distance learning

Peterson, M. (2000). Directions for development in hypermedia design. Computer Assisted Language Learning, 13 (3), 253-269.
Keywords: materials development, English, hypermedia Summary: Examines a relatively recent development in the field of CALL: the emergence of network-based hypermedia learning environments designed to facilitate second-language acquisition

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Peterson, M. (2001). MOOs and second language acquisition: Towards a rationale for MOObased learning. Computer Assisted Language Learning, 14 (5), 443-459.
Keywords: MOO Summary: Delineates a rationale for the use of MOOs, virtual-reality-based multi-user-object-oriented domains, in language education and examines a number of language-learning MOOs in an attempt to highlight possible future areas of research

Peterson, M. (2006). Learner interaction management in an avatar and chat-based virtual world. Computer Assisted Language Learning, 19 (1), 79-103.
Keywords: English, chat Summary: Reports on the findings of a study that investigated nonnative speaker interaction in a three dimensional virtual world that incorporates avatars and text chat

Petraglia, J. (1998). The real world on a short leash: The (mis)application of constructivism to the design of educational technology. Educational Technology Research and Development, 46 (3), 53-65.
Keywords: constructivism, distance learning Summary: Argues for consideration of constructivism's epistemological implications and suggests that educational technologists need to convince learners of a problem's authenticity

Peyton, J. K. (1999). Theory and research: Interaction via computers. In J. Egbert & E. HansonSmith (Eds.), CALL environments: Research, practice, and critical issues (pp. 17-26). Alexandria, VA: TESOL.
Keywords: CMC Summary: Takes recent research into CMC into account, and shows how classroom work can be transformed into activities involving several learners interacting

Pijls, F., Daelmans, W., & Kempen, G. (1987). Artificial intelligence tools for grammar and spelling instruction. Instructional Science, 16 (3), 319-336.
Keywords: grammar, orthography, intelligent tutoring Summary: Discusses grammar and spelling instruction and describes an intelligent computer-assisted instructional environment consisting of a linguistic expert system, a didactic module, and a student interface

Pintel, T., Raizen, E., Shemer, Y., & Strassberg, E. (2004). Hebrew Online Module. CALICO Journal, 21 (3), 565-570. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: literacy development, Hebrew Summary: Describes the Hebrew Online Module, an authoring and evaluation tool designed for administrating online assignments in Hebrew and English

Piper, A. (1986). Conversation and the computer: A study of the conversational spin-off generated among learners of English as a Foreign Language working in groups. System, 14 (2), 187-198.
Keywords: English, interaction Summary: Describes three small multilingual groups of learners of English as a foreign language that worked on three text-based computer-assisted language learning tasks

Pires, M. (2000). Language-learning CD-ROMs with speech recognition. Franco-British Studies, 29 (1), 77-92.
Keywords: literature review, speaking, writing, English, French, CD-ROM Summary: Reviews the evolution of computer applications using speech recognition to assist in the learning of English and French as second languages

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Plass, J. L. (1998). Design and evaluation of the user interface of foreign language multimedia software: A cognitive approach. Language Learning & Technology, 2 (1), 35-45. (http://llt.msu.edu)
Keywords: materials development, software Summary: Outlines criteria for the design and evaluation of user interfaces for foreign language multimedia software

Plass, J. L., Chun, D. M., Mayer, R., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19 (2), 221-243.
Keywords: vocabulary, German, multimedia Summary: Investigates when multiple representations of information in second-language learning help or hinder learning, using a multimedia computer program

Plummer, P., & Busse, B. (2006). E-learning and language and style in Mainz and Munster. Language and Literature, 15 (3), 257-276.
Keywords: materials development, English, distance learning Summary: Reports on how an online course was implemented and taught simultaneously and cooperatively at two German universities

Polisca, E. (2006). Facilitating the learning process: An evaluation of the use and benefits of a virtual learning environment (VLE)-enhanced independent language-learning Program (ILLP). CALICO Journal, 23 (3), 499-515. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: Italian, virtual learning, WebCT Summary: Describes and assesses a virtual-learning environment enhanced independent language learning program, based on the WebCT platform, for three groups of first- and second-year Italian students

Poole, B. (2004). How to tell Right from Wrong. English Today, 20 (2), 61-62.
Keywords: grammar, English, corpora Summary: Shows the didactic potential of corpora helpful in achieving native-like competence as they represent an alternative to hearing live speech

Poole, J. (2006). E-learning and learning styles: Students reactions to Web-based language and style at Blackpool and The Fylde College. Language and Literature, 15 (3), 307-320.
Keywords: student attitudes, distance learning Summary: Focuses on how learning styles seem to have affected students' attitudes to a web-based course and suggests that an initial assessment of learning styles can be useful in predicting materials most useful to individual students

Pooser, C. L. (2004). Bringing the Web to the foreign language writing class. The French Review, 78 (1), 94-102.
Keywords: writing, websites Summary: Presents a web-based project that could easily be adapted to serve the needs of different classrooms and the communities to which they belong

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Potts, D. (2005). Pedagogy, purpose, and the second language learner in on-line communities. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 62 (1), 137-160.
Keywords: CALL Summary: Examines online community formation among participants in a graduate seminar on modern language education and the pedagogical design that facilitated the development of norms of joint construction of knowledge, reciprocity, and sharing

Powell, R., McGuire, S., & Crawford, G. (1999). Convergence of student types: Issues of distance education. In A. Tait & R. Mills (Eds.), The convergence of distance and conventional education (pp. 1-4). New York: Routledge.
Keywords: distance education Summary: Focuses on the convergence of open and distance learning approaches with conventional education, driven to a considerable extent by a range of technologies which support learning and which are being adopted in all sectors

Precoda, K. (2004). Non-mainstream languages and speech recognition: Some challenges. CALICO Journal, 21 (2), 229-243. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: speaking, speech recognition Summary: Highlights some aspects of nonmainstream linguistic contexts that pose challenges to the usual model of speech recognition system development and suggests alternative ways to meet these challenges

Preece, J. (2000). Online communities: Designing usability, supporting sociability. Chichester, England: John Wiley & Sons.
Keywords: online communities Summary: Sets up a framework for discussions on social and technical issues of online communities

Preece, J. (2004). Etiquette, empathy and trust in communities of practice: Stepping-stones to social capital. Journal of Universal Computer Science, 10 (3), 294-302.
Keywords: pragmatics, online communities Summary: Describes online communities of practice activities but notes that social interactions also depend on who is involved, what their goals are, their personalities and the communitys norms and policies

Prince, S. (2001). The Perseus Project: Eight Latin lesson plans. CALICO Journal, 18 (2), 357374. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development, lesson planning, Latin Summary: Provides eight lesson plans using materials developed for the Perseus Project, suggesting how this site may be used in the classroom

Probst, K., Ke, Y., & Eskenazi, M. (2002). Enhancing foreign language tutorsIn Search of the Golden Speaker. Speech Communication, 37 (3-4), 161-173.
Keywords: pronunciation, materials development Summary: Examines whether there should be a choice of model speakers and what characteristics of a model's voice may be important to match when there is a choice.

Pujola, J.-T. (2002). CALLing for help: Researching language learning strategies using help facilities in a Web-based multimedia program. ReCALL, 14 (2), 235-262.
Keywords: English, help functions, multimedia, reading, listening Summary: Describes how learners use the help facilities of a web-based multimedia CALL program

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Pusack, J. P. & Otto, S. K. (1990). Applying instructional technologies. Foreign Language Annals, 23 (5), 409-417.
Keywords: CALL overview Summary: Provides an overview of the application of instructional technology to second-language instruction over the past two decades

Raia, A. (2001). An on-line program for intermediate level Latin readings. CALICO Journal, 18 (2), 375-391. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: reading, Latin Summary: Introduces the online Intermediate Latin Program to potential users by describing the goals and elements of the site

Ramachandran, S. (2004). Integrating new technologies into language teaching: Two activities for an EAP classroom. TESL Canada Journal/Revue TESL du Canada, 22 (1), 79-90.
Keywords: reading, writing, English for academic purposes Summary: Describes two ways of integrating technology into an English-for-academic-purposes curriculum that focuses on building students' reading and writing skills

Rammuny, R. M. (2005). Integrating media into Arabic instruction: Advantages and challenges. ADFL Bulletin, 37 (1), 40-52.
Keywords: speaking, Arabic, multimedia Summary: Reports on various components of the recently developed Arabic for Communication Interactive Multimedia Program at the University of Michigan

Rangil, V., & Grant, C. (2000). An analysis of CALL using thematically based media engine template lessons. IALL Journal of Language Learning Technologies, 32 (2), 23-35.
Keywords: Spanish Summary: Describes the components of a CALL program for an intensive elementary college-level Spanish lesson

Recski, L. J. (2003). Using WordSmith tools and tagged corpora as an aid to grammar learning. Trabalhos em Linguistica Aplicada, 41 (2), 147-161.
Keywords: grammar, English, WordSmith, corpora Summary: Illustrates the use of Mike Scott's (1996) WordSmith Tools, which runs on a personal computer using Windows 3.1 or higher, in application to tagged data in a million-word corpus of spoken and written English

Reeder, K., Macfadyen, L. P., Roche, J., & Chase, M. (2004). Negotiating cultures in cyberspace: Participation patterns and problematics. Language Learning & Technology, 8 (2), 88-105. (http://llt.msu.edu)
Keywords: culture, distance learning Summary: Reports findings of a multidisciplinary study of online participation by culturally diverse participants in a distance adult education course offered in Canada

Reichelt, M. (2001). A critical review of foreign language writing research on pedagogical approaches. The Modern Language Journal, 85 (4), 578-598.
Keywords: literature review, writing Summary: Reviews 32 studies regarding foreign language writing in the US, focusing on research that investigates relationships between various pedagogical practices, tasks types, and output; some discussion of use of computers in writing

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Reinhardt, J., & Nelson, B. K. (2004). Instructor use on online language learning resources: A survey of socio-institutional and motivational factors. ReCALL, 16 (2), 292-307.
Keywords: Spanish, attitudes Summary: Conducts a survey on instructor use of a popular online Spanish language learning resource to provide insight into how foreign language instructors' uses of online resources are influenced by socioinstitutional factors and instructor motivational factors

Reuer, V. (2003). Error recognition and feedback with lexical functional grammar. CALICO Journal, 20 (3), 497-512. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar Summary: Describes the error recognition module of an interactive ICALL system with a special focus on the underlying grammar theory

Reynard, R. (2003). Internet-based ESL for distance adult students: A framework for dynamic language learning. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 60 (2), 123-142.
Keywords: materials development, English, distance learning Summary: Investigates the potential of internet technology to provide a dynamic and autonomous languagelearning environment for adult distance language learners

Richards, C. (2000). Hypermedia, internet communication, and the challenge of redefining literacy in the electronic age. Language Learning & Technology, 4 (2), 59-77. (http://llt.msu.edu)
Keywords: literacy development, hypermedia Summary: Argues that the dominant hypermedia models of electronic literacy are too limited to do justice to new media and changing views of literacy in the electronic age, especially in terms of their recourse to postmodern theories of representation

Richards, C. (2005). The design of effective ICT-supported learning activities: exemplary models, changing requirements, and new possibilities. Language Learning & Technology, 9 (1), 60-79. (http://llt.msu.edu)
Keywords: CALL Summary: Investigates the changing requirements and new possibilities represented by the challenge of integrating information and communication technologies in education

Rico, M. G., & Vinagre, F. A. (2000). A comparative study in motivation and learning through print-oriented and computer-oriented tests. Computer Assisted Language Learning, 13 (45), 457-465.
Keywords: assessment, English Summary: Compares a print-oriented and a computer-assisted multiple-choice ESL test in relation to place of both tests in the students' learning process

Rilling, S., Dahlman, A., Dodson, S., Boyles, C. & Pazvant, O. (2005). Connecting CALL theory and practice in preservice teacher education and beyond: Processes and products. CALICO Journal, 22 (2), 213-235. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: teacher training, English, distance learning Summary: Integrates the theory and practice of computer pedagogies in a variety of language courses, stemming from participation in a graduate level course on computers in language teaching

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Rimrortt, A., & Heift, T. (2005). Language learners and generic spell checkers in CALL. CALICO Journal, 23 (1), 17-48. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: orthography, German Summary: Presents a study which examined spelling mistakes made by 34 learners of German in an online CALL exercise

Robb, T. N., & Susser, B. (2000). The life and death of software: Examining the selection process. CALICO Journal, 18 (1), 41-52. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development, software Summary: Describes the results of an internet-based survey asking how foreign language instructors chose courseware

Rodrigues, A. S. J. (2003). Face-work, writing and interaction in the FL classroom. Linguagem & Ensino, 6 (2), 163-189.
Keywords: reading, writing Summary: Proposes some suggestions as to how to develop written texts in Foreign Language classrooms

Roed, J. (2003). Language learner behaviour in a virtual environment. Computer Assisted Language Learning, 16 (2-3), 155-172.
Keywords: attitudes, Danish, CMC Summary: Shows that a virtual learning environment may constitute a more relaxed and stress free atmosphere than a classroom

Roever, C. (2001). Web-based language testing. Language Learning & Technology, 5 (2), 84-94. (http://llt.msu.edu)
Keywords: assessment Summary: Describes what a web-based language test (WBT) is, how WBTs differ from traditional computer-based tests, and what uses WBTs have in language testing

Rogers, C. V. (2002). Tradition and technology in language teaching. Dimension, 17-32.

Keywords: materials development, Spanish Summary: Compares a traditional classroom with a technology-enhanced language learning classroom, investigating the achievement and perceptions of university students in two first-semester classes of Spanish as a second language

Rogers, D. M., & Wolff, A. B. (2000). El Espanol a distancia!: Developing a technologybased distance education course for intermediate Spanish. The Journal of General Education, 49 (1), 44-52.
Keywords: Spanish, distance learning Summary: Describes the benefits of technology-based distance education

Rogerson-Revell, P. (2003). Developing a cultural syllabus for business language e-learning materials. ReCALL, 15 (2), 155-168.
Keywords: language for specific purposes Summary: Reports on an EU-funded e-learning project which aims to exploit online technology to develop intercultural business and language skills for European managers in the construction industry

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Rogerson-Revell, P. (2005). A hybrid approach to developing CALL materials: Authoring with Macromedia's Dreamweaver/Coursebuilder. ReCALL, 17 (1), 122-138.
Keywords: materials development, hybrid learning Summary: Describes some of the pedagogical and technical issues involved in adopting a hybrid approach to CALL materials development, and illustrates some of these issues with reference to a vocational CALL project, LANCAM, which took such a hybrid approach

Roman, E. (2002). Web-based instructional environments: Tools and techniques for effective second language acquisition. International Journal of English Studies, 2 (1), 31-58.
Keywords: course management system, English Summary: Reviews the nature of web-based course management systems, their advantages and disadvantages, and their potential for language learning

Roosmaa, T., & Prszky, G. (1998). GLOSSERUsing language technology tools for reading texts in a foreign language. In S. Jager, J. Nerbonne, & A. van Essen (Eds.), Language teaching and language technology. Lisse: Swets & Zeitlinger.
Keywords: reading, assessment Summary: Surveys technologies that are best suited to the testing in second language teaching

Ros I Sole, C., & Mardomingo, R. (2004). Trayectorias: A new model for online task-based learning. ReCALL, 16 (1), 145-157.
Keywords: materials development, internet Summary: Discusses a framework for designing online tasks that capitalizes on the possibilities that the internet and the web offer for language learning

Rosa, E. M., & Leow, R. P. (2004). Awareness, different learning conditions, and second language development. Applied Psycholinguistics, 25 (2), 269-292.
Keywords: Spanish Summary: Investigates the role of awareness in different learning conditions in relation to second language development

Rosa, E. M., & Leow, R. P. (2004). Computerized task-based exposure, explicitness, type of feedback, and Spanish L2 development. The Modern Language Journal, 88 (2), 192-216.
Keywords: grammar, Spanish Summary: Examines whether exposure to L2 data under different computerized task conditions had a differential impact on learners' ability to recognize and produce the target structure immediately after exposure to the input and over time

Rosell-Aguilar, F. (2004). WELL done and well liked: online information literacy skills and learner impressions of the web as a resource for foreign language learning. ReCALL, 16 (1), 210-224.
Keywords: writing, Spanish, internet Summary: Explores the web for foreign language learning as a resource for students to find information when researching essay topics

Rosell-Aguilar, F. (2005). Task design for audiographic conferencing: Promoting beginner oral interaction in distance language learning. Computer Assisted Language Learning, 18 (5), 417-442.
Keywords: speaking, Spanish, online conferencing, distance learning Summary: Presents the challenges involved in designing a full set of online tutorial materials for a beginners Spanish course for distance language learners utilizing an online audiographic conferencing virtual learning environment for synchronous oral interaction

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Rourke, L., & Anderson, T. (2002). Exploring social communication in computer conferencing. Journal of Interactive Learning Research, 13 (3), 259-275.
Keywords: CMC Summary: Explores the relationship between asynchronous, text-based forms of social communication and students' perceptions of the social climate of computer conferences

Rouzie, A. (2001). Conversation and carrying-on: Play, conflict, and serio-ludic discourse in synchronous computer conferencing. College Composition and Communication, 53 (2), 251-299.
Keywords: discourse, internet Summary: Examines how discourse that combines serious and playful purposes works to provoke and mediate conflict

Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5 (4), 319-332.
Keywords: distance learning Summary: Describes a study of graduate students that determined if a relationship existed between a sense of community and cognitive learning in an online distance education environment

Rovai, A. P., & Barnum, K. T. (2003). Online course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Education, 18 (1), 57-73.
Keywords: distance learning Summary: Analyzes 19 on-line graduate courses in order to determine how perceived learning varies by course and its relationship to active and passive participation by students in online discussions

Ruiperez, G. (2002). Web assisted language learning (WALL) and learning management systems (LMS) in virtual centres for foreign languages. International Journal of English Studies, 2 (1), 81-95.
Keywords: internet, software Summary: Describes a Learning Management System which has different uses in the teaching of modern languages: as a source of resources, as a window of multimedia applications, and as an e-learning platform

Rschoff, B., & Ritter, M. (2001). Technology-enhanced language learning: Construction of knowledge and template-based learning in the foreign language classroom. Computer Assisted Language Learning, 14 (3-4), 219-232.
Keywords: materials design, software Summary: Discusses template-based learning as a possible metaphor for the design of technology-enhanced learning materials for the next millennium aimed at providing learners with constructionist learning scenarios

Saarenkunnas M., Jrvel S., Hkkinen P., Kuure L., Taalas P., & Kunelius E. (2000). NINTERnetworked interaction: Theory-based cases in teaching and learning. Learning Environments Research, 3 (1), 35-50.
Keywords: CALL Summary: Describes the pedagogical framework of an interdisciplinary, international project

Saarenkunnas, M., Kuure, L., Taalas, P. (2003). The polycontextual nature of computersupported learningTheoretical and methodological perspectives. ReCALL, 15 (2), 202216.
Keywords: materials development, discourse Summary: Discusses some theoretical and methodological problems and issues in the study of computer-supported learning activities with special reference to a discourse perspective in research

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Saba, P. (2005). Critical issues in distance education: A report from the United States. Distance Education, 26 (2), 255-272.
Keywords: distance education Summary: Illustrates the growth of distance education in the United States, describes the social science paradigm of distance education, demonstrates the empirical evidence of this paradigm, and analyzes its ramifications for the field

Sagaz, M., Koulayan, N., & Detey, S. (2004). Perception of help pop-up windows in language learning software by Japanese learners of French. ICU Language Research Bulletin, 19 (1), 129138.
Keywords: French, help, software Summary: Investigates students' perception of help pop-up windows in language learning software

Salaberry, M. R. (1996). A theoretical foundation for the development of pedagogical tasks in computer mediated communication. CALICO Journal, 14 (1), 5-34. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: multimedia Summary: Reviews pedagogical claims of CALL, multimedia applications and outcomes, and new research in second language acquisition

Salaberry, M. R. (2000). L2 morphosyntactic development in text-based computer-mediated communication. Computer Assisted Language Learning, 13 (1), 5-27.
Keywords: grammar, Spanish, CMC Summary: Compares the effect of pedagogical tasks implemented in synchronous face-to-face tasks versus textbased computer mediated communication

Salaberry, M. R. (2000). Pedagogical design of computer mediated communication tasks: Learning objectives and technological capabilities. The Modern Language Journal, 84 (1), 28-37.
Keywords: literacy development, CMC Summary: Analyzes how specific pedagogical objectives are achieved through the design and implementation of instructional activities in CMC environments

Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal, 85 (1), 39-56.
Keywords: literature review Summary: Reviews the proposed pedagogical use of technological resources by means of a critical analysis of articles published in The Modern Language Journal since its first edition in 1916

Sampson, N. (2003). Meeting the needs of distance learners. Language Learning & Technology, 7 (3), 103-118. (http://llt.msu.edu)
Keywords: distance learning Summary: Shows the aims and philosophies of distance learning within the experiences of actual distance learners in order to see if learners' needs are being met by the program and to obtain a fuller understanding of core aspects of distance education

Samsonov, P., & Shih, D. (2000). Experimental teaching of Russian using email communication. IALL Journal of Language Learning Technologies, 32 (2), 15-22.
Keywords: Russian, email Summary: Examines students' attitudes and motivation in learning Russian with CMC enhanced teaching

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Sanders, R. (1991). Error analysis in purely syntactic parsing of free input: The example of German. CALICO Journal, 9 (1), 72-89. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, German Summary: Presents a typology for analyzing grammatical errors in student-written German compositions and discusses approaches to providing helpful error messages to student users of a parser-based writing aid

Sanders, R. (1995). Thirty years of computer assisted language instruction: Introduction. CALICO Journal, 12 (4), 5-14. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: CALL history Summary: Offers personal views about the early endeavors in the world of CALI and CALL, but its limited scope makes it of interest to a more select audience than a comprehensive history of the development of CALI and its evolution into present-day CALL might be

Sanders, R. (2005). Redesigning introductory Spanish: Increased enrollment, online management, cost reduction, and effects on student learning. Foreign Language Annals, 38 (4), 523-532.
Keywords: Spanish Summary: Examines whether the redesigned program was able to maintain student learning outcomes

Sanders, R. (2006). A comparison of chat room productivity: In-class versus out-of-class. CALICO Journal, 24 (1), 59-76. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: Spanish, chat, hybrid learning Summary: Compares language production of Spanish students using chat during class time with that of students meeting outside of class

Sanz, C., & Morgan-Short, K. (2004). Positive evidence versus explicit rule presentation and explicit negative feedback: A computer assisted study. Language Learning, 54 (1), 35-78.
Keywords: grammar, Spanish Summary: Investigates the effects of computer-delivered, explicit information on the acquisition of Spanish word order by comparing four groups comprised of [+/-Explanation] and [+/-Explicit Feedback]

Sarkissian, J. (2001). Monitoring student behavior in computerized Latin exercises. CALICO Journal, 18 (2), 339-355. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, Latin Summary: Presents a preliminary report on a program developed to provide elementary Latin students focused practice with a variety of grammatical elements they must control in order to be able to translate Latin

Sauro, S. (2004). Cyberdiscursive tug-of-war: Learner repositioning in a multimodal CMC environment. Working Papers in Educational Linguistics, 19 (2), 55-72.
Keywords: discourse, English Summary: Reanalyzes data collected during multimodal (synchronous voice and text chat) computer-mediated interaction between two English language learners to see if and how they made use of the multiple modes of computer-mediated communication to renegotiate speaker roles

Savignon, S. J., & Roithmeier, W. (2004). Computer-mediated communication: Texts and strategies. CALICO Journal, 21 (2), 265-290. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: English, CMC: bulletin boards, Summary: Considers evidence of the collaborative construction of texts and the use of communication strategies in asynchronous computer-mediated exchanges

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Sawaki, Y. (2001). Comparability of conventional and computerized tests of reading in a second language. Language Learning & Technology, 5 (2), 38-59. (http://llt.msu.edu)
Keywords: reading, assessment Summary: Evaluates the equivalence of the construct being measured in computerized and conventional second language reading tests and the generalizability of computerized reading test results to other reading conditions

Schauer, J., Rockwell, S. K., Fritz, S. M., & Marx, D. B. (2005). Implementing distance education: Issues impacting administration. Online Journal of Distance Learning Administration, 8 (3), 1-17. (http://www.westga.edu/~distance/ojdla)
Keywords: Distance Learning Summary: Suggests that implementing distance education is a collaborative effort between the department, college, and central administration

Scheffel-Dunand, D. (2006). Bimodal communication over Webcasts: From CSCL to CALL. Computer Assisted Language Learning, 19 (4-5), 341-355.
Keywords: speaking, writing, webcasts Summary: Shows a pilot experiment conducted in a foundation course in Computer Science at the University of Toronto with a webcasting system called ePresence; a system that builds upon a webcasting infrastructure through the addition of interactive slides

Schlig, C. (2005). Improving foreign language writing competence. Dimension, 45-61.

Keywords: writing, grammar, Spanish Summary: Examines different modalities of error correction in writing and awareness of the writing process.

Schmid, E. C. (2006). Investigating the use of interactive whiteboard technology in the English language classroom through the lens of a critical theory of technology. Computer Assisted Language Learning, 19 (1), 47-62.
Keywords: English Summary: Aims at contributing to the theoretical and methodological development of CALL research by throwing light on the potential benefits of using a particular conceptual framework

Schreiber, D. A. (1998). Organizational technology and its impact on distance training. In D. A. Schreiber & Z. L. Berge (Eds.), Distance training: How innovative organizations are using technology to maximize learning and meet business objectives (pp. 3-18). JosseyBass Publishers.
Keywords: distance learning Summary: Examines ways in which innovative organizations are using distance learning technology to maximize learning and meet business objectives

Schulze, M. (1997). TextanaText production in a hypertext environment. Computer Assisted Language Learning, 10 (1), 71-82.
Keywords: reading, writing, vocabulary, grammar, German, hypertext Summary: Reports on a package enabling students of German to develop their reading and writing skills, learn new vocabulary and syntactical structure, and enhance their competence in the production of text commentary

Schulze, M. (1999). From the developer to the learner: Computing grammar-learning grammar. ReCALL, 11 (1), 117-124.
Keywords: grammar Summary: Sketches the place and function of grammar in the context of language learning in general and attempts to show the relevance and usefulness of these formal concepts of grammar to CALL

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Schulze, M. (2003). Grammatical errors and feedback: Some theoretical insights. CALICO Journal, 20 (3), 437-450. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: grammar, parser Summary: Discusses selected theoretical aspects of providing error feedback on grammatical errors for language learners

Schulze, M., & Hamel, M.-J. (2000). Towards authentic tasks and experiences: The example of parser-based CALL. The Canadian Journal of Applied Linguistics/Revue canadienne de linguistique applique, 3 (1-2), 79-90.
Keywords: grammar, parser Summary: Discusses ways of achieving productive use of authentic language in a computer-assisted language learning environment

Schwienhorst, K. (2002). The state of VR: A meta-analysis of virtual reality tools in second language acquisition. Computer Assisted Language Learning, 15 (3), 221-239.
Keywords: virtual reality Summary: Explores virtual reality tools playing an increasingly important role in instructional-design theory, although the significance of virtual reality tools and their underlying concepts have largely been ignored in CALL

Schwienhorst, K. (2003). Learner autonomy and tandem learning: Putting principles into practice in synchronous and asynchronous telecommunications environments. Computer Assisted Language Learning, 16 (5), 427-443.
Keywords: email, MOO Summary: Investigates whether CALL development is technology or pedagogy based

Schwienhorst, K. (2004). Native-speaker/Non-native-speaker discourse in the MOO: Topic negotiation and initiation in a synchronous text-based environment. Computer Assisted Language Learning, 17 (1), 35-50.
Keywords: discourse, MOO, tandem learning Summary: Assesses whether a combination of tandem learning and a synchronous communication technology like the MOO can support learner participation and engagement in the language classroom and discusses whether the technology or the pedagogy is responsible for differences in learner engagement

Schwienhorst, K., & Borgia, A. (2006). Monitoring bilingualism: Pedagogical implications of the bilingual tandem analyser. CALICO Journal, 23 (2), 349-362. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: MOO, tandem learning Summary: Develops and tests a computerized tool, the Bilingual Tandem Analyser, that automatically analyzes and provides feedback on the languages that are used during a 'live' exchange, in an attempt to maintain equal language balance

Scida, E. E., & Saury, R. E. (2006). Hybrid courses and their impact on student and classroom performance: A case study at the University of Virginia. CALICO Journal, 23 (3), 517531. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: Spanish, hybrid learning Summary: Compares the impact of the hybrid course model with the traditional classroom model on student grades

Sedgwick, R. (1999). Annotated bibliography of the effectiveness of CALL. Retrieved December 19, 2007, from http://www.ict4lt.org/en/Sedgwick.htm
Keywords: annotated bibliography Summary: An annotated bibliography of the effectiveness of CALL

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Seferoglu, G. (2005). Improving students pronunciation through accent reduction software. British Journal of Educational Technology, 36 (2), 303-316
Keywords: pronunciation, English, visual feedback Summary: Finds significant improvement in group using visual feedback compared with control group

Segers, E., & Verhoeven, L. (2003). Effects of vocabulary training by computer in kindergarten. Journal of Computer Assisted Learning, 19 (4), 557-566.
Keywords: vocabulary, young learners Summary: Shows intensive vocabulary training by computer undertaken in a 2-year kindergarten program in the Netherlands, and presents an alternative and relatively teacher-independent method to enlarge children's vocabularies

Segers, E., & Verhoeven, L. (2005). Long-term effects of computer training of phonological awareness in kindergarten. Journal of Computer Assisted Learning, 21 (1), 17-27.
Keywords: pronunciation, young learners Summary: Examines the long-term effects of a computer intervention for the development of phonological awareness in Dutch kindergartners and shows significant immediate effects on rhyming and grapheme knowledge

Segler, T. M., Pain, H., & Sorace, A.. (2002). Second language vocabulary acquisition and learning strategies in ICALL environments. Computer Assisted Language Learning, 15 (4), 409-422.
Keywords: vocabulary Summary: Investigates the role of vocabulary learning strategies in CALL environments

Sehlaoui, A. S. (2001). Developing cross-cultural communicative competence via computerassisted language learning: The case of pre-service ESL/EFL teachers. ALT-J-Association for Learning Technology Journal, 9 (3), 53-64.
Keywords: teacher training, culture, English Summary: Examines the use of computer technology to develop critical cross-cultural communicative competence in ESL/EFL for preservice teachers

Sengupta, S. (2001). Exchange ideas with peers in network-based classrooms: An aid or a pain? Language Learning & Technology, 5 (1), 103-134. (http://llt.msu.edu)
Keywords: CMC Summary: Examines the nature of peer exchanges in two partially network-based classes and the conflicts learners face in this situation where all information is text-based and archived

Sercu, L. (2003). Educating future foreign language teachers for e-learning. The introduction of a self-tuition course in teacher training evaluated. Interface, 17 (2), 109-126.
Keywords: teacher training Summary: Reports on the innovation initiatives taken by the modern languages section of a teacher education institute as a result of an evaluation project

Sercu, L., & Peters, E. (2002). Learning e-learningA comprehensive investigation of course developers and language teacher trainees views regarding the usefulness and effectiveness of a multimedia self-tuition course. ReCALL, 14 (1), 32-46.
Keywords: teacher training, multimedia Summary: Presents the results of a comparative investigation of course developers' and teacher trainees' views regarding the usefulness and effectiveness of a multimedia self-tuition course

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Seror, J. (2005). Computers and qualitative data analysis: Paper, pens, and highlighters vs. screen, mouse, and keyboard. TESOL Quarterly, 39 (2), 321-328.
Keywords: software review Summary: Reviews the value of software designed for computer-assisted qualitative data analysis

Serrano, N. (2002). Teaching culture in foreign language programmes at third level education. Cauce, 25, 121-145.
Keywords: culture, Spanish, internet Summary: Discusses the importance and relevance of internet sources in teaching culture, autonomous learning, and cultural exposure

Sevigny, A. (2003). Towards an information-based procedural grammar for natural language understanding. The Canadian Journal of Applied Linguistics/Revue canadienne de linguistique applique, 6 (2), 187-217.
Keywords: discourse Summary: Describes a number of phenomena which must be taken into account in order to model aspects of information transmission/reception which occur during natural language processing

Shaban, S., & Head, C. (2003). E-learning classroom environment: Description, objectives, considerations and example implementation. International Journal on E-Learning, 2 (3), 29-35.
Keywords: online learning Summary: Describes the e-learning classroom environment and discuss its objectives and some implementation considerations, and provides a description of a unique implementation of the e-learning classroom environment

Shaalan, K. F. (2005). An intelligent computer assisted language learning system for Arabic learners. Computer Assisted Language Learning, 18 (1-2), 81-108.
Keywords: grammar, Arabic Summary: Describes the development of an intelligent computer-assisted language learning system for learning Arabic

Shamsudin, S., & Nesi, H. (2006). Computer-mediated communication in English for specific purposes: A case study with computer science students at Universiti Teknologi Malaysia. Computer Assisted Language Learning, 19 (4-5), 317-339.
Keywords: English for specific purposes, Windows NetMeeting Summary: Describes an English-for-special-purposes approach to the design and implementation of CMC tasks for computer science students and discusses the effectiveness of the chat feature of Windows NetMeeting

Sharp, W. G., & Hargrove, D. S. (2004). Emotional expression and modality: An analysis of affective arousal and linguistic output in a computer vs. paper paradigm. Computers in Human Behavior, 20 (4), 461-475.
Keywords: writing Summary: Hypothesizes that writing longhand and typing about a stressful experience are equivalent in terms of emotional arousal and essay content and suggests that at least a portion of the population (i.e., college students) is now comfortable or adept in expressing themselves via computer

Shattuck, K. (2007). Quality matters: Collaborative program planning at a state level. Online Journal of Distance Learning Administration, 10 (3). (http://www.westga.edu/~distance/ojdla)
Keywords: distance learning Summary: Describes an innovative response to the problem of assuring quality in sharable online courses encountered by MarylandOnline, a statewide consortium of 19 Maryland community colleges and 4-year institutions

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Shaughnessy, M. (2003). CALL, commercialism and culture: Inherent software design conflicts and their results. ReCALL, 15 (2), 251-268.
Keywords: culture, software Summary: Investigates commercial software design practices as they specifically relate to foreign language education

Shea, P. (2000). Leveling the playing field: A study of captioned interactive video for second language learning. Journal of Educational Computing Research, 22 (3), 243-263.
Keywords: video, captions Summary: Presents a study of integrated computer technology which incorporates pace-controlled syntactic chunking in a captioned video presentation and indicates that a well designed interactive video application can motivate, save time, and help learners

Shei, C.-C. (2005). Integrating content learning and ESL writing in a translation commentary writing aid. Computer Assisted Language Learning, 18 (1-2), 33-48.
Keywords: writing, English, CALL program Summary: Addresses the issue of second language writing, examines the translation commentaries written by 14 Chinese students on a MA translation program and discusses a variety of learner issues

Shei, C.-C., & Pain, H. (2000). An ESL writers collocational aid. Computer Assisted Language Learning, 13 (2), 167-182.
Keywords: writing, English, collocations Summary: Attempts to correct advanced Chinese learners' collocational ability in English to be similar to that of native speakers by developing an on-line correcting program which is able to detect some collocational errors in the learner's English

Shekary, M., & Tahririan, M. H. (2006). Negotiation of meaning and noticing in text-based online chat. The Modern Language Journal, 90 (4), 557-573.
Keywords: grammar, English, chat Summary: Argues that the hybrid nature of synchronic CMC promotes the noticing of target language forms, which may, in turn, stimulate the process of second language actuation, and suggests that what was of most benefit to learners was the nature of the uptake

Sherwood, K. (1998). A beginners guide to effective email. Retrieved December 19, 2007, from http://www.6-3socialstudies.com/pdsdocuments/A Beginner's Guide to Email.pdf
Keywords: email Summary: Describes the value of email in both corporate and personal domains

Shi, S. F. (2005). Teacher moderating and student engagement in synchronous computer conferences. Unpublished doctoral dissertation, Michigan State University, East Lansing, Michigan.
Keywords: CMC Summary: Investigates synchronous online application selection in the e-conferencing environment

Shield, L. (2003). MOO as a language learning tool. In U. Felix (Ed.), Language learning online: Towards best practice (pp. 97-122). Lisse: Swets & Zeitlinger.
Keywords: MOO Summary: Identifies key elements in the quest for best practice in online language teaching, considering online language teaching from three crucial perspectives: design, tools, and pedagogy

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Shield, L., Davies, L. B., Weininger, M. (2000). Fostering (pro)active language learning through MOO. ReCALL, 12 (1), 35-48. Keywords: MOO
Summary: Describes the design, development, and implementation of language-learning activities using text-based virtual reality or MOO in conjunction with the web

Shin, D.-S. (2006). ESL students computer-mediated communication. Language Learning & Technology, 10 (3), 65-84. (http://llt.msu.edu)
Keywords: English Summary: Examines how context is configured in ESL students language learning practices through CMC and highlights the fluidity of CMC language learning contexts

Shin, J.-E., & Wastell, D. G. (2001). A user-centered methodological framework for the design of hypermedia-based CALL systems. CALICO Journal, 18 (3), 517-537. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: hypermedia Summary: Investigates how to improve the educational quality of hypermedia-based CALL systems, reports progress so far in the use of the methodology, and provides broad support for the general approach of basing design on a constructivist model

Short, M. (2006). E-learning and language and style in Lancaster. Language and Literature, 15 (3), 234-256.
Keywords: online learning Summary: Focuses on a comparison of student responses to the varying ways in which a web-based course was used

Sifakis, N. C. (2003). Applying the adult education framework to ESP curriculum development: An integrative model. English for Specific Purposes, 22 (2), 195-211.
Keywords: English for specific purposes Summary: Brings together recent work in English for specific purposes and adult education and puts forward an integrative model for curriculum design, including a focus on CALL

Simina, V., & Hamel, M.-J. (2005). CASLA through a social constructivist perspective: WebQuest in project-driven language learning. ReCALL, 17 (2), 217-228.
Keywords: constructivism Summary: Discusses constructivism and second language acquisition

Simonson, M., Smaldino, S., Albright M., & Zvacek, S. (2003). Teaching and Learning at a distance: Foundations of distance education (3rd Ed.). Upper Saddle River, NJ: Prentice Hall.
Keywords: distance learning Summary: Provides a clear and complete picture of what distance education is and what it can do for learners and teachers and provides its readers with a common basis for discussion of distance education and emphasizes learning over technology

Simpson, J. (2005). Conversational floors in synchronous text-based CMC discourse. Discourse Studies, 7 (3), 337-361.
Keywords: discourse, English, synchronous CMC Summary: Presents a study of the discourse characteristics of interaction within a virtual community

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Simpson, J. (2005). Learning electronic literacy skills in an online language learning community. Computer Assisted Language Learning, 18 (4), 327-345.
Keywords: literacy development, English, synchronous CMC Summary: Focuses on the analysis of the concepts of collaboration and scaffolding in learning while using synchronous CMC

Sinclair, J. (1986). Basic computer processing of long texts. In G. Leech & C. Candlin (Eds.), Computers in English language teaching and research. Harlow, Essex: Longman.
Keywords: CALL Summary: Aims to promote principled approach to language education and other language-related concerns by encouraging inquiry into the relationship between theoretical and practical studies

Singer, N. R., & Zeni, J. (2004). Building bridges: Creating an online conversation community for preservice teachers. English Education, 37 (1), 30-49.
Keywords: speaking, teacher training, CMC Summary: Discusses how to encourage student teachers to continue to refine their practice and keep them connected to larger a community through computer-mediated communication

Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43 (6), 51-54.
Keywords: hybrid learning Summary: Provides a comprehensive view of blended learning, discusses possible dimensions and ingredients of blended learning programs, and provides a model to create the appropriate blend by ensuring that each ingredient

Skehan, P. (2003). Focus on form, tasks, and technology. Computer Assisted Language Learning, 16 (5), 391-411.
Keywords: grammar, English Summary: Explores connections between technology, especially web-based learning and current views of second language acquisition, in the shape of what is becoming known as the 'focus on form' literature

Skourtou, E. (2002). Connecting Greek and Canadian schools through an internet-based sisterclass network. International Journal of Bilingual Education and Bilingualism, 5 (2), 8595.
Keywords: Greek, English, tandem learning Summary: Outlines the basic theoretical principles underlining a sister-class project undertaken between schools in Canada and Greece and discusses the problems that arose during the implementation, as well as the outcomes

Skulstad, A. S. (2005). Competing roles: Student teachers using asynchronous forums. International Journal of Applied Linguistics, 15 (3), 346-363.
Keywords: teacher training. discourse, English, bulletin boards Summary: Examines communication in asynchronous forums by student teachers enrolled in a university course in the teaching of EFL

Slaouti, D. (2002). The World Wide Web for academic purposes: Old study skills for new? English for Specific Purposes, 21 (2), 105-124.
Keywords: English, English for specific purposes, internet Summary: Explores critical information processing skills of the web as part of an English-for-academic-purposes teaching and learning context and focuses on the role of evaluation of both product and process as a study skill

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Sloan-C. (2005). Growing by degrees. Online education in the United States, by I. Elaine Allen, Jeff Seaman. Needham. MA: The Sloan Consortium. Retrieved December 19, 2007, from http://sloan-c.org/publications/survey05.asp
Keywords: online courses Summary: The 2005 survey of online learning concludes that the breadth of online college courses may soon rival traditional face-to-face offerings and shows that more than three out of five institutions offering face-to-face undergraduate (63%) or graduate (65%) courses at the same level online

Sloan-C. (2006). Making the grade. Online education in the United States, by I. Elaine Allen, Jeff Seaman. Needham, MA: The Sloan Consortium. Needham. MA: The Sloan Consortium. Retrieved December 19, 2007, from http://sloanc.org/publications/survey/survey06.asp
Keywords: online education Summary: Aims at answering some of the fundamental questions about the nature and extent of online education

Sloan-C. (2007). Blending in: The extent and promise of blended education in the United States, by I. Elaine Allen, Jeff Seaman, Richard Garrett. Needham: The Sloan Consortium. Needham. MA: The Sloan Consortium. Retrieved December 19, 2007, from http://sloanc.org/publications/survey/blended06.asp
Keywords: hybrid learning Summary: Aims at answering some of the fundamental questions about the nature and extent of education in the United States, focusing on blended (also called hybrid) instruction

Smidt, E., & Hegelheimer, V. (2004). Effects of online academic lectures on ESL listening comprehension, incidental vocabulary acquisition, and strategy use. Computer Assisted Language Learning, 17 (5), 517-556.
Keywords: vocabulary, listening, English Summary: Investigates how authentic web-delivered video can inform ESL online instruction and enhance the incidental acquisition of vocabulary and listening comprehension

Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. The Modern Language Journal, 87 (1), 38-57.
Keywords: vocabulary, English, synchronous CMC Summary: Examines task-based, synchronous CMC among intermediate-level learners of English and reveals that learners do in fact negotiate for meaning in the CMC environment when nonunderstanding occurs

Smith, B. (2003). The use of communication strategies in computer-mediated communication. System, 31 (1), 29-53.
Keywords: vocabulary, English, synchronous CMC Summary: Examines communication strategy use among adult learners of English in a computer-mediated environment, and suggests that learners use a wide array of communication strategies during task-based CMC and that the CMC environment shapes this use

Smith, B. (2004). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition, 26 (3), 365-398.
Keywords: vocabulary, English, synchronous CMC Summary: Reports on a paired-groups experimental study that tests the interaction hypothesis in a computermediated communicative environment; reports positive negotiation when unknown lexical items encountered

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Smith, B. (2005). The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication. TESOL Quarterly, 39 (1), 33-58.
Keywords: vocabulary, English, synchronous CMC Summary: Explores whether a negotiation routine's complexity affects learner uptake in synchronous CMC

Smith, B., Alvarez-Torres, M. J., & Zhao, Y. (2003). Features of CMC technologies and their impact on language learners online interaction. Computers in Human Behavior, 19 (6), 703-729.
Keywords: vocabulary, English, synchronous CMC Summary: Reports an exploratory study of a networked ESL classroom that attempts to test a proposed framework for distinguishing and evaluating CMC technologies with empirical evidence; notes that differences in technologies may result in differences in learner interactions

Smith, B., & Gorsuch, G. J. (2004). Synchronous computer mediated communication captured by usability lab technologies: new interpretations. System, 32 (4), 553-575.
Keywords: speaking, English, synchronous CMC Summary: Reports on the use of a usability lab in gathering data on synchronous CMC among non-native English dyads

Smith, M. (2000). Factors influencing successful student uptake of socio-collaborative CALL. Computer Assisted Language Learning, 13 (4-5), 397-415.
Keywords: learner attitudes Summary: Investigates why certain students embrace sociocollaborative CALL more enthusiastically than others

Smith, P. (2005). Distance education: Past contributions and possible futures. Distance Education, 26 (2), 159-163.
Keywords: distance education Summary: Reviews the history and the future of distance learning

Smith, T. W. (1998). Distance education is a strategy: What is the objective? The American Journal of Distance Education, 12 (2), 63-72.
Keywords: distance education Summary: Reviews a number of strategic plans and the goals and objectives normally assigned to distance education and distinguishes the terms used in strategic thinking about distance education

Smith, W. (Ed.). (1987). Modern media in foreign language education: Theory and implementation. Lincolnwood, IL: National Textbook Company.
Keywords: edited volume Summary: discusses a variety of CALL-based projects

Smith W. (Ed.). (1989). Modern technology in foreign language education. Lincolnwood, IL: National Textbook Company.
Keywords: CALL Summary: Focuses on specific applications of advanced technology in the classroom

Smith, W. (Ed.). (1991). Modern media in foreign language education: Applications and projects. Lincolnwood, IL: National Textbook Company.
Keywords: edited volume Summary: discusses a variety of CALL-based projects

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Snellings, P., Van Gelderen, A., & De Glopper, K. (2002). Lexical retrieval: An aspect of fluent second language production that can be enhanced. Language Learning, 52 (4), 723-754.
Keywords: vocabulary Summary: Examines the feasibility of an experimental computerized training for fluent lexical retrieval in a second language in a classroom setting

Snellings, P., Van Gelderen, A., & De Glopper, K. (2004). The effect of enhanced lexical retrieval on second language writing: A classroom experiment. Applied Psycholinguistics, 25 (2), 175-200.
Keywords: writing, vocabulary Summary: Provides evidence that the enhanced fluency transferred to narrative writing because students used the trained words more often in narrative texts, and they showed significant improvement in their expression of essential content elements

Soboleva, O., & Tronenko, N. (2002). A Russian multimedia learning package for classroom use and self-study. Computer Assisted Language Learning, 15 (5), 483-499.
Keywords: Russian, culture, multimedia Summary: Assesses the efficiency of the 'Learning Russian on the Web' CALL course; shows that while working through the course students achieved a higher level of language competence and were aware of their progress

Sokolynskaya, H., & Goroshko, O. (2004). Linguistic aspects of synchronous chat discourse. Stylistyka, 13 (3), 315-328.
Keywords: discourse, chat, Ukrainian Summary: Reveals that chat is a highly interactive means of text-based oral communication with analogies to both face-to-face verbal interactions and written discourse

Sol, C. R., & Hopkins, J. (2007). Contrasting two approaches to distance language learning. Distance Education, 28 (3), 351-370.
Keywords: distance learning Summary: Contrasts two distance foreign language programs; discusses the similarities and differences between the two

Son, J.-B. (2002). Online discussion in a CALL course for distance language teachers. CALICO Journal, 20 (1), 127-144. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: teacher training, distance learning Summary: Investigates distance students' participation in an online discussion group established for an applied linguistic course

Son, J.-B. (2003). A hypertext approach to foreign language reading: Student attitudes and perceptions. Australian Review of Applied Linguistics supplement 17, 91-110.
Keywords: reading, Korean, hypertext Summary: Investigates foreign language learners' reactions to the three text formats, finding preference for hypertexts with links

Sontgens, K. (2001). Circling the globe: Fostering experiential language learning. ReCALL, 13 (1), 59-66.
Keywords: case study Summary: Describes a computer-supported experiential learning project at the University of Central England

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Sotillo, S. (2005). Corrective feedback via instant messenger learning activities in NS-NNS and NNS-NNS dyads. CALICO Journal, 22 (3), 467-496. (https://www.calico.org/p-5CALICO Journal.html)
Keywords: grammar, vocabulary, English, chat Summary: Examines corrective feedback in NS-NNS and NNS-NNS dyads while participants were engaged in communicative and problem-solving activities in chat

Sotillo, S. M. (2000). Discourse functions and syntactic complexity in synchronous and asynchronous communication. Language Learning & Technology, 4 (1), 82-119. (http://llt.msu.edu)
Keywords: discourse, CMC, English Summary: Investigates discourse functions and syntactic complexity in ESL output obtained via synchronous and asynchronous CMC

Soules, M. (2002). Animating the language machine: Computers and performance. Computers and the Humanities, 36 (3), 319-344.
Keywords: writing Summary: Explores a range of interdisciplinary discourses which consider the online writing space as a unique performance medium with characteristic protocols

Spiliotopoulos, V., & Carey, S. (2005). Investigating the role of identity in writing using electronic bulletin boards. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 62 (1), 87-109.
Keywords: identity, writing, English, WebCT, bulletin board, Summary: Addresses how to use WebCT's electronic bulletin board to improve writing in English, which offers opportunities for development of student identities in ways that are not as prevalent in traditional face-to-face classrooms

Spitzer, D. (1998, March/April). Rediscovering the social context of distance learning. Educational Technology, 52-56.
Keywords: distance learning Summary: Argues that the tendency to focus on the technical aspects of distance learning contributes to the infrequency of distance learning methods usage in education and training

Spodark, E. (2000). Pedagogical applications for the single computer teaching station: A case study in French language instruction. Computer Assisted Language Learning, 13 (3), 291-295.
Keywords: culture, French Summary: Takes into account the limitations imposed on foreign language instructors and offers a sample case study of what can be accomplished to advance the use of the target language and the study of the foreign culture in the classroom, despite technical constraints

Spodark, E. (2004). French in cyberspace: An online French course for undergraduates. CALICO Journal, 22 (1), 83-101. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: French, online learning Summary: Discusses the development of an online French language skills course, French in Cyberspace, promoting language skill development and an evaluation rubric for the course

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Staddon, S. (2001). Developing a web site for beginners French. Babel, 36 (1), 21-26.
Keywords: French, website Summary: Focuses on how the internet may provide a viable language learning environment to compensate for decreasing contact hours and increasing student numbers by presenting pedagogical and technological criteria in designing a Website for beginning French learners

Stein, D. S., Wanstreet, C. E., Calvin, J., Overtoom, C. & Wheaton, J. E. (2005). Bridging the transactional distance gap in online learning environments. American Journal of Distance Education, 19 (2), 105-118.
Keywords: distance learning Summary: Indicates that learner satisfaction with various elements of courses varies directly as a function of perceived progress in the course

Stenson, N., Downing, B., Smith, J., & Smith, K. (1992). The effectiveness of computer-assisted pronunciation training. CALICO Journal, 9 (4), 5-19. (https://www.calico.org/p-5CALICO Journal.html)
Keywords: pronunciation, English, visual feedback Summary: Finds high student interest in using IBM speech viewer, although no significant improvements noted compared to a control group

Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning & Technology, 6 (1), 165-180. (http://llt.msu.edu)
Keywords: attitudes, Spanish, internet, CD-ROM, tandem learning, threaded discussions, Summary: Presents survey data from beginning Spanish classes using a combination of technologies: internet activities, CD-ROM, electronic pen pals, and threaded discussions

Stevens, A. (1995). Issues in distance teaching in languages. ReCALL, 7 (1), 12-19.

Keywords: distance education, CALL Summary: Considers the nature of distance education, its students and costs, and presents specific ways in which computers and computer-assisted language learning (CALL)

Stevens, V. (Ed.). (1989). A direction for CALL: From behavioristic to humanistic courseware. In M. C. Pennington (Ed.), Teaching languages with computers: The state of the art (pp. 31-43). La Jolla, CA: Athelstan.
Keywords: materials development Summary: Describes a trend towards humanistic software characterized by three features comprising general criteria for development and evaluation of courseware

Stevens, V. (2007, March). Second life and online collaboration through peer to peer distributed learning networks. Paper presented at METSMaC Conference, Retrieved December 19, 2007, from http://prositesvstevens.homestead.com/files/efi/papers/metsmac/metsmac_secondlife.htm
Keywords: internet Summary: Discusses the concept of distributed learning networks and their potential for professional development and collaborative learning using the internet in peer-to-peer networks

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Stevenson, M., Schoonen, R., & de Glopper, K. (2006). Revising in two languages: A multidimensional comparison of online writing revisions in L1 and FL. Journal of Second Language Writing, 15 (3), 201-233.
Keywords: writing, English Summary: Indicates that, although revisions made to linguistic elements were more frequent in FL, there was little evidence that students' higher level revision processes were inhibited in foreign language writing and little relationship was found between revision frequencies and text quality

St-Jacques, C., & Barriere, C. (2005). Search by Fuzzy inference in a childrens dictionary. Computer Assisted Language Learning, 18 (3), 193-215.
Keywords: reading, vocabulary, online dictionary, Summary: Aims at promoting the usage of an online children's dictionary within a context of reading comprehension and vocabulary acquisition and introduces a software component which could be integrated in a computer assisted language learning (CALL) environment to promote first language vocabulary acquisition

St. John, E., & Cash, D. (1995). German language learning via email: A case study. ReCALL, 7 (2), 47- 51.
Keywords: German, email Summary: Explores the effectiveness of email for learning German

St. John, E. (2001). A case for using a parallel corpus and concordancer for beginners of a foreign language. Language Learning & Technology, 5 (3), 185-203. (http://llt.msu.edu)
Keywords: grammar, German, corpora, concordancer Summary: Discusses whether a parallel corpus and a concordancer would be appropriate tools to supplement a teaching program of German at the beginner level in an unsupervised environment

Stockwell, G. (2004). Communication breakdown in asynchronous computer-mediated communication (CMC). Australian Language & Literacy Matters, 12 (3), 7-10, 31.
Keywords: discourse, email Summary: Identifies the possible causes of communication breakdown in email between native speakers and nonnative speakers and what strategies are employed by both to repair the breakdown

Stockwell, G., & Gray, R. (2002). CAEST (computer-assisted English speaking test): A preliminary study. Australian Language Matters, 10 (2), 3, 8-9.
Keywords: assessment, speaking, English Summary: proposes an electronically administered semidirect speaking test, called the Computer-Assisted English Speaking Test (CAEST), which allows multiple applicants to be tested

Stockwell, G., & Harrington, M. (2003). The incidental development of L2 proficiency in NSNNS email interactions. CALICO Journal, 20 (2), 337-359. (https://www.calico.org/p-5CALICO Journal.html)
Keywords: Japanese, email, tandem learning Summary: Examines email exchanges between university learners of Japanese as a foreign language and native Japanese university students and is related to an interactionist account of L2 development embedded in the framework of CMC

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Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. International Review of Research in Open and Distance Learning, 7 (3), 124. (http://www.irrodl.org/index.php/irrodl)
Keywords: attitudes, online learning Summary: Discusses a research project of online learners who claim they miss face-to-face contact, and explores what exactly it is about the face-to-face contact that they miss

Stoks, G. (1993). Integrating new technologies into the modern languages curriculum. CALICO Journal, 11 (1), 76-93. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development Summary: Introduces computer technologies into the regular school system which have not been very successful, probably because of the lack of sound curricular integration

Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL, 19 (1), 57-78.
Keywords: attitudes, hybrid learning Summary: Addresses the views of students of a hybrid learning environment that combines face-to-face and CALL; explores the blended language-learning environment from the participants' perspective

Strambi, A. (2004). Learners perceptions of a web-enhanced learning environment: Insights from a longitudinal study. Australian Review of Applied Linguistics supplement 18, 8196.
Keywords: attitudes, Italian, WebCT Summary: Presents the results of a longitudinal study on the perceptions of a web-enhanced learning environment by a group of beginning-level students of Italian, confirming that the introduction of computing technology can contribute to learners' positive perceptions of online learning

Strambi , A., & Eric, B. (2003). Flexibility and interaction at a distance: A mixed-mode environment for language learning. Language Learning & Technology, 7 (3), 81-102. (http://llt.msu.edu)
Keywords: materials development, WebCT, CD-ROM Summary: Reports on the process of design and development of two language courses for university students at beginning levels of competence; learning materials and tasks to be distributed on CD-ROM, complemented by WebCT

Stricker, L. J. (2004). The performance of native speakers of English and ESL speakers on the computer-based TOEFL and GRE general test. Language Testing, 21 (2), 146-173.
Keywords: assessment, English, computer-based TOEFL, GRE Summary: Replicates previous research on the construct validity of the paper-based version of the TOEFL and extends it to the computer-based TOEFL and GRE

Stricker, L. J., Wilder, G. Z., & Rock, D. A. (2004). Attitudes about the computer-based test of English as a foreign language. Computers in Human Behavior, 20 (1), 37-54.
Keywords: assessment, English, TOEFL Summary: Assesses test takers' acceptance of the computer-based TOEFL (CBT), and the links between this acceptance, general attitudes about admissions tests, other possible determinants, and test performance; analyzes CBT data from a variety of countries

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Sullivan, K., & Lindgren, E. (2002). Self-assessment in autonomous computer-aided second language writing. ELT Journal, 56 (3), 258-266.
Keywords: assessment, writing, English Summary: Shows that all writers experienced useful, although different, insights into their own writing behaviors

Sun, Y., & Dong, Q. (2004). An experiment on supporting children's English vocabulary learning in multimedia context. Computer Assisted Language Learning, 17 (2), 131-147.
Keywords: vocabulary, English, multimedia, young learners Summary: Indicates that learning second language vocabulary in an animation-based context without any learning support was inefficient for young learners

Sun, Y. C. (2003). Extensive reading online: An overview and evaluation. Journal of Computer Assisted Learning, 19 (4), 438-446.
Keywords: reading, English Summary: Reports on the design and implementation of a reading program, Extensive Reading Online (ERO) and shows that students held a positive attitude toward the reading system

Supinski, S. B., Sutherland, R. L., & Valentine, S. M. (2001). Russian language development and maintenance at a distance: Methodology and technology. Applied Language Learning, 12 (1), 1-30.
Keywords: Russian, internet, email, CD, distance learning Summary: explores the use of internet, CD, and email to study the feasibility of conducting Russian language maintenance and development in a distance learning mode

Suzhou U, C. (2002). Effects of project-based CALL on Chinese EFL learners. Asian Journal of English Language Teaching, 12 (2), 195-210.
Keywords: writing, English Summary: Investigates whether CALL projects can achieve similar effects in a Chinese EFL context and concludes that CALL projects do have potential in motivating Chinese EFL learners and brings about positive learning effects

Sykes, J. M. (2005). Synchronous CMC and pragmatic development: Effects of oral and written chat. CALICO Journal, 22 (3), 399-431. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: pragmatics, synchronous CMC Summary: Examines the strength of the connection between synchronous CMC and pragmatic instruction by measuring the effects of three types of synchronous group discussion, oral chat, and traditional face-to-face discussion on the acquisition of second language speech acts

Tambor, J. (2004). The computer as a tool for teaching grammar: The program GrampolGramatyka Polska. Canadian Slavonic Papers, 46 (1-2), 111-119.
Keywords: grammar, Polish, software Summary: Describes a software program designed as an aid in teaching Polish to adult students, as well as nonnative speakers of Polish who wish to grasp the rules of grammar

Tan, C. L., & Morris, J. S. (2006). Undergraduate college students, laptop computers, and lifelong learning. The Journal of General Education, 54 (4), 316-338.
Keywords: laptops Summary: Examines the effectiveness of a college laptop program

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Tanskanen, S.-K. (2001). Avoiding conflict in computer-mediated discussions, or, fear of flaming. Anglicana Turkuensia, 23 (2), 227-242.
Keywords: writing, email Summary: Considers how writers attempt to avoid conflict in two types of computer-mediated discussions, email lists and bulletin boards, focusing on the use of text copying or text quoting

Tarantowicz-Gasiewicz, M. (2004). Linguistic computer tutors and learner autonomy. Studia Anglica Posnaniensia, 40 (2), 289-298.
Keywords: materials development, intelligent tutoring systems Summary: Explains that one-to-one mode of tutoring is an invaluable asset of intelligent tutoring systems because it guarantees fast progress of linguistic competence

Taylor, J. C. (2001, April). Fifth generation distance education. Keynote address delivered at the 20th ICDE World Conference on Open Learning and Distance Education. Dsseldorf. Retrieved December 19, 2007, from http://www.fernuni-hagen.de/ICDE/D2001/final/keynote_speeches/Wednesday/taylor_keynote.pdf
Keywords: distance learning Summary: discusses distance education in the past

Taylor, R. (1980). The computer in the school: Tutor, tool, tutee. New York: Teachers College Press.
Keywords: CALL history Summary: provides a foundation for understanding the basic issues involved in using computers in schools, the teacher's role in helping the student make full use of computing, and the general limitations of computer use

Taylor, A. (2006). The effects of CALL versus traditional L1 glosses on L2 reading comprehension. CALICO Journal, 23 (2), 309-318. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: reading, vocabulary Summary: Explores factors explaining how and when computer-assisted L1 glosses can be effective in L2 reading comprehension

Taylor, A., Lazarus, E., & Cole, R. (2005). Putting languages on the (Drop Down) menu: Innovative writing frames in modern foreign language teaching. Educational Review, 57 (4), 435-455.
Keywords: writing, German Summary: presents findings from a school-based collaborative research project, the InterActive Education Project, which linked teachers, teacher educators and university researchers in English secondary schools

Taylor, C., Jamieson, J., & Eignor, D. (2000). Trends in computer use among international students. TESOL Quarterly, 34 (3), 575-585.
Keywords: literacy development, English, computer technology Summary: provides empirical data on the extent to which English language learners around the world actually use computers

Taylor, R. P., & Gitsaki, C. (2003). Teaching WELL in a computerless classroom. Computer Assisted Language Learning, 16 (4), 275-294.
Keywords: technology resources, English Summary: Outlines how to use the web as a resource for enhancing English in a computerless classroom

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Teeler, D., & Gray, P. (2000). How to use the internet in ELT. Harlow: Longman.
Keywords: teacher training, internet Summary: Helps in training teachers to use the internet in classroom

Ten Hacken, P., & Tschichold, C. (2001). Word manager and CALL: Structured access to the lexicon as a tool for enriching learners' vocabulary. ReCALL, 13 (1), 121-131.
Keywords: vocabulary Summary: Reveals that an adequate use of morphology, in both inflection and word formation, can facilitate the acquisition of foreign language vocabulary in a software program

Tennant, J., & Gardner, R. C. (2004). The computerized Mini-AMTB. CALICO Journal, 21 (2), 245-263. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: motivation, French, CALL Summary: Investigates a computerized version of the mini-AMTB, a brief form of the Attitude Motivation Test Battery, in CALL

Ternore, F. B. (2000). Speaking my mind. English Journal, 90 (2), 17-19.

Keywords: materials development, English Summary: Explains why using computers and technology in the English classroom is a good idea

Thomas, P. (2003). Avoiding the virtual: Building learning communities in off-campus language learning. Australian Review of Applied Linguistics supplement 17, 111-124.
Keywords: Indonesian, internet, hybrid learning Summary: Explores the virtual nature of experiences in online learning in the context of the design and recent implementation of an off-campus distributed Indonesian course

Thomas, P. L. (2005). Grading student writing: High-stakes testing, computers, and the human touch. English Journal, 94 (5), 28-30.
Keywords: assessment, writing, English Summary: Discusses the benefits of computer-assisted writing instruction and assessment offered to both students and teachers

Thompson, G. (2003). The effectiveness of computer pods in the mainstream classroom. English Journal, 92 (4), 87-89.
Keywords: interaction, English Summary: Suggests that, in a constructivist setting, the computer must facilitate social interaction among students and provide for independent acquisition of shared knowledge

Thoms, J., Liao, J., & Szustak, A. (2005). The use of L1 in an L2 on-line chat activity. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 62 (1), 161-182.
Keywords: discourse, Chinese, German, Spanish Summary: Investigates the extent and function of first language use by means of a sociocultural theoretical framework and suggests that across all three languages, the students used their first language (English) to varying degrees and for a variety of functions.

Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7 (2), 38-67. (http://llt.msu.edu)
Keywords: culture, CMC, email Summary: develops a conceptual framework for understanding how intercultural communication, mediated by cultural artifacts (i.e., internet communication tools), creates compelling, problematic, and surprising conditions for additional language learning

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Thorne, S. L., & Payne, J. S. (2005). Evolutionary trajectories, internet-mediated expression, and language education. CALICO Journal, 22 (3), 371-397. (https://www.calico.org/p-5CALICO Journal.html)
Keywords: synchronous CMC Summary: Describes the evolution of communication technologies, accompanying transformations in everyday communicative activity, and pedagogical possibilities these tools support in second and foreign language settings

Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21 (2), 217-228.
Keywords: vocabulary, English, mobile phones Summary: Presents three studies in mobile learning and represents that language learners evaluated the site using video-capable mobile phones, finding few technical difficulties, and rating highly its educational effectiveness

Thorson, H. (2000). Using the computer to compare foreign and native language writing processes: A statistical and case study approach. The Modern Language Journal, 84 (2), 155-169.
Keywords: writing, German, computerized tracking device Summary: Examines whether university students studying a foreign language use the same processes and writing strategies in foreign language and first language writing in two different genres (letter and article)

Thurmond, V. A., Wambach, K., Connors, H. R., & Frey, B. B. (2002). Evaluation of student satisfaction: Determining the impact of a web-based environment by controlling for student characteristics. American Journal of Distance Education, 16 (3), 169-189.
Keywords: online learning Summary: Discusses findings of an evaluation of university web-based courses that used the input-environmentoutcome assessment model to control for student characteristics in order to decrease bias

Timucin, M. (2006). Implementing CALL in an EFL context. ELT Journal, 60 (2), 262-271.
Keywords: English Summary: Presents a case study of the implementation of an CALL program in an EFL university setting

Todd, R. W. (2003). EAP or TEAP? Journal of English for Academic Purposes, 2 (2), 147-156.
Keywords: materials development, English for academic purposes Summary: Identifies six key approaches to the teaching of English for academic purposes: inductive learning, process syllabuses, learner autonomy, authenticity, technology, and team teaching

Toole, J., & Heift, T. (2002). The Tutor Assistant: An authoring tool for an intelligent language tutoring system. Computer Assisted Language Learning, 15 (4), 373-386.
Keywords: English, software Summary: Describes the Tutor Assistant, an authoring tool for an intelligent language tutoring system for ESL

Torii-Williams, E. (2004). Incorporating the use of Email into a language program. Computer Assisted Language Learning, 17 (1), 109-122.
Keywords: culture, Japanese, email Summary: Investigates how the use of email in the target language motivates and enhances the students' learning of the language

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Torlakovic, E., & Deugo, D. (2004). Application of a CALL system in the acquisition of adverbs in English. Computer Assisted Language Learning, 17 (2), 203-235.
Keywords: grammar, vocabulary, English, software Summary: Examines whether and the extent to which CALL grammar instruction contributes to improving learners' performance and confidence in positioning adverbs in an English sentence; significant improvement seen in computer group

Toyoda, E. (2000). Arduous but exciting: Web-creation project in Japanese. Computer Assisted Language Learning, 13 (4-5), 441-448.
Keywords: materials development, Japanese Summary: Describes the dynamics of a project-oriented class in Japanese as a second language.

Toyoda, E., & Harrison, R. (2002). Categorization of text chat communication between learners and native speakers of Japanese. Language Learning & Technology, 6 (1), 82-99. (http://llt.msu.edu)
Keywords: Japanese, chat, tandem learning Summary: examines negotiation of meaning that takes place between students and native speakers of Japanese, highlighting language aspects that are crucial for communication but that has been neglected in teaching

Tozcu, A., & Coady, J. (2004). Successful learning of frequent vocabulary through CALL also benefits reading comprehension and speed. Computer Assisted Language Learning, 17 (5), 473-495.
Keywords: vocabulary, reading, English Summary: Students using CALL program improved more than control group in vocabulary knowledge, reading comprehension, and speed of word recognition

Tribble, C. (1997). Improvising corpora for ELT: Quick-and-dirty ways of developing corpora for language teaching. In J. Melia & B. Lewandowska-Tomaszczyk (Eds.), PALC 97 Proceedings. Lodz: Lodz University Press.
Keywords: corpora Summary: Discusses the potential of small, very specific corpora for language learning

Tribble C. & Barlow M. (Eds.). (2001). Using corpora in language teaching and learning. Language Learning & Technology [special issue], 5 (3), 2-3. (http://llt.msu.edu)
Keywords: corpora Summary: Investigates the kinds of corpora that are most helpful for language learning and teaching; covers uses of corpora for language learning

Tribble, C., & Jones, G. (1990). Concordances in the classroom. Harlow, UK, Longman.
Keywords: corpora, concordancers, English for specific purposes Summary: Explains the use of concordances for language teaching including a wide range of classroom-tested examples of concordance use covering grammar, vocabulary, literature, and English for specific purposes

Trinder, R. (2002). Multimedia in the business English classroom: The learners point of view. Computer Assisted Language Learning, 15 (1), 69-84.
Keywords: interaction, English, English for specific purposes, multimedia, CD-ROM Summary: Focuses on the reactions and comments of 30 students of Business English during and after a semesterlong use of a CD-ROM presenting the language of negotiating and discusses the strengths and weaknesses of the programme as perceived by the respondents

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Troffer, A. (2000). Writing effectively online: How to compose hypertext. Retrieved December 19, 2007, from http://homepage.mac.com/alysson/httoc.html
Keywords: writing, materials development Summary: Offers theory and practical tips on how to compose high-quality hypertext that readers will find easy to read and navigate

Troia, G. A. (2004). Migrant students with limited English proficiency: Can fast ForWord Language(trademark) make a difference in their language skills and academic achievement? Remedial and Special Education, 25 (6), 353-366.
Keywords: English, software, young learners Summary: Evaluates the efficacy of the computer-assisted intervention program known as FastForWord Language in a sample of migrant students in Grades 1 through 6 who were native Spanish speakers

Trotta, J. (2002). Webheads, googlewhackers and anosmiacs: A desultory survey of selected netbased English language resources. Moderna Sprak, 96 (2), 150-153.
Keywords: vocabulary, English, internet Summary: Sites devoted to answering questions about language and language usage are briefly discussed, quoting some of the advice and explanations given at yaelf.com and halfbakery.com; a list of addresses with links to English websites is attached.

Truscott, S., & Morley, J. (2001). Cross-cultural learning through computer-mediated communication. Language Learning Journal, 24 (1), 17-23.
Keywords: culture, electronic conferencing Summary: Discusses a project in which electronic conferencing is used to replace the conventional seminar as a means of heightening cross-cultural awareness.

Tschichold, C. (2003). Lexically driven error detection and correction. CALICO Journal, 20 (3), 549-559. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: vocabulary Summary: Reveals that single and multiword lexemes should not only be explicitly taught in CALL but could also provide the key to more effective feedback on the language production by learners

Tseng, Y.-C., & Liou, H.-C. (2006). The effects of online conjunction materials on college EFL students writing. System, 34 (2), 270-283.
Keywords: attitudes, grammar, writing, English, hybrid learning Summary: Indicates that students generally hold a positive attitude toward the online unit and demonstrates statistically significant improvements in the use of connectors in both test and free production contexts

Tsou, W., Wang, W., & Li, H.-Y. (2002). How computers facilitate English foreign language learners acquire English abstract words. Computers & Education, 39 (4), 415-428.
Keywords: vocabulary, English Summary: Investigates abstract word learning and reveals that students learning with CALL learned significantly more abstract words than students in regular language learning class

Tsou, W., Wang, W., & Tzeng, Y. (2006). Applying a multimedia storytelling website in foreign language learning. Computers & Education, 47 (1), 17-28.
Keywords: English, multimedia, website Summary: Developed a multimedia storytelling website to study how web-based technology can assist overcoming the obstacles and supports the significance and the education value of the multimedia storytelling website on EFL teaching and learning

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Tsubota, Y., Dantsuji, M., & Kawahara, T. (2004). An English pronunciation learning system for Japanese students based on diagnosis of critical pronunciation errors. ReCALL, 16 (1), 173-188.
Keywords: pronunciation, English Summary: developed an English pronunciation learning system which estimates the intelligibility of Japanese learners' speech and ranks their errors from the viewpoint of improving their intelligibility to native speakers

Tsutsui, M. (2004). Multimedia as a means to enhance feedback. Computer Assisted Language Learning, 17 (3-4), 377-402.
Keywords: speaking, Japanese, software Summary: identifies the requirements for an effective delayed feedback tool, then introduces this software tool, and discusses the theoretical basis for its development to demonstrate the potential of multimedia technology for use in delayed feedback

Tudini, V. (2003). Conversational elements of online chatting: Speaking practice for distance language learners? ALSIC: Apprentissage des Langues et Systemes d'Information et de Communication, 6 (2), 83-99. (http://alsic.u-strasbg.fr)
Keywords: speaking, Italian, chat Summary: Provides some evidence of the high level of interactivity and hence of the oral nature of computer-based chat discourse

Tudini, V. (2003). Using native speakers in chat. Language Learning & Technology, 7 (3), 141159. (http://llt.msu.edu)
Keywords: interaction, Italian, chat Summary: Indicates that learners do in fact negotiate for meaning and modify their interlanguage when engaged in open-ended conversational tasks with unfamiliar interlocutors, with lexical and structural difficulties triggering most negotiations

Tudini, V. (2004). Virtual immersion: Native speaker chats as a bridge to conversational Italian. Australian Review of Applied Linguistic, Supplement 18, 63-80.
Keywords: discourse, Italian, chat, Summary: Suggests that native speaker chat discourse can provide learners with exposure to colloquial and regional varieties of Italian, which are generally unavailable in language textbooks and native speaker chat line discourse offers learners a type of informal conversational practice

Turnbull, M., & Lawrence, G. (2003). Core French teachers and technology: Classroom application and belief systems. The Journal of Educational Thought/Revue de la Pense Educative, 37 (3), 303-328.
Keywords: attitudes, French Summary: Reveals three principle constructs defining core French teacher belief systems towards computer technology, two representing affective perceptions towards computers, and one representing a more cognitive perception of the educational utility of computers

Twigg, C. A. (2003, September/October). Improving learning and reducing costs: New models for online learning. EDUCAUSE, 29-38.
Keywords: administration Summary: Describes five course redesign models (supplemental, replacement, emporium, fully online, and buffet) which can help colleges redesign instruction using technology to achieve quality enhancements as well as cut costs

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Twigg, C. A. (2004). Improving learning and reducing costs: Lessons learned from Round III of the Pew grant program in course redesign. Troy, NY: Center for Academic Transformation.
Keywords: administration Summary: Conducts an analysis of the online learning projects supported by the Pew Charitable Trusts

Ulitsky, H. (2000). Language learner strategies with technology. Journal of Educational Computing Research, 22 (3), 285-322.
Keywords: multimedia Summary: Examines use of learning strategies by experienced adult learners of foreign languages

Underwood, J. (1984). Linguistics, computers and the language teacher: A communicative approach. Rowley, MA: Newbury House.
Keywords: CALL overview Summary: Provides an overview of CALL for the language teacher

Underwood, J. (1989). On the edge: Intelligent CALL in the 1990s. Computers and the Humanities, 23 (1), 71-84.
Keywords: CALL overview Summary: Examines the possibilities of developing CALL based on the best of modern technology

Ushida, E. (2005). The role of students attitudes and motivation in second language learning in online language courses. CALICO Journal, 23 (1), 49-78. (https://www.calico.org/p-5CALICO Journal.html)
Keywords: motivation, online learning Summary: Investigates the role of students' motivation and attitudes regarding second language study within an online language course context; shows that motivated students studied regularly and productively to take every opportunity to perfect their language skills

Ushioda, E. (2000). Tandem language learning via email: From motivation to autonomy. ReCALL, 12 (2), 121-128.
Keywords: email, tandem learning Summary: Examines the affective dimension of tandem language learning via email

Van de Poel, K., & Swanepoel, P. (2003). Theoretical and methodological pluralism in designing effective lexical support for CALL. Computer Assisted Language Learning, 16 (2-3), 173-211.
Keywords: materials development, CD-ROM Summary: Describes a package that can be used alone for self-study or can be integrated partly or wholly into a conventional second-language instruction program

Vance, K. (2003). Using WebCT to teach grammar selectively. Hermes, 31 (1), 83-103.
Keywords: grammar, software, WebCT Summary: Indicates that WebCT can facilitate the development and delivery of lessons

Vandergriff, I. (2006). Negotiating common ground in computer-mediated versus face-to-face discussions. Language Learning & Technology, 10 (1), 110-138. (http://llt.msu.edu)
Keywords: negotiation, CMC Summary: Explores learner communication strategies across media, task and learner. Finds that medium alone has little effect on outcomes

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Verdugo, D. R., & Belmonte, I. A. (2007). Using digital stories to improve listening comprehension with Spanish young learners of English. Language Learning & Technology, 11 (1), 87-101. (http://llt.msu.edu)
Keywords: listening, English, young learners Summary: examines the effects that digital stories may have on the understanding of spoken English by a group of 6-year-old Spanish learners, indicating that the experimental group outperformed the control group in the final test administered

Vetter, A., & Chanier, T. (2006). Supporting oral production for professional purposes in synchronous communication with heterogeneous learners. ReCALL, 18 (1), 5-23.
Keywords: speaking, English, synchronous CMC Summary: Shows that false beginners can cope with professional conversations at different levels of complexity

Vick, R. M., Crosby, M. E., & Ashworth, D. E. (2000). Japanese and American students meet on the web: Collaborative language learning through everyday dialogue with peers. Computer Assisted Language Learning, 13 (3), 199-219.
Keywords: Japanese, English, MUD, MOO, tandem learning Summary: discusses the design, implementation, and results of a series of collaborative Japanese language-learning sessions conducted synchronously and asynchronously

Villa, D. J. (2002). Integrating technology into minority language preservation and teaching efforts: An inside job. Language Learning & Technology, 6 (2), 92-101. (http://llt.msu.edu)
Keywords: heritage language maintenance, Navajo Summary: Presents a pilot study that attempts to both implement technology in an appropriate manner and surmount the problems faced by out-group language researchers by training an in-group member

Vinagre, M. (2005). Fostering language learning via email: An English-Spanish exchange. Computer Assisted Language Learning, 18 (5), 369-388.
Keywords: culture, English, Spanish, email Summary: Describes an email project carried out jointly by two universities which generated a wealth of data raising some interesting points and the information gathered from one particularly successful partnership

Vincent, J. (2006). Children writing: Multimodality and assessment in the writing classroom. Literacy, 40 (1), 51-57.
Keywords: writing, multimedia Summary: Suggests that assessment of multimodal composition, both narrative and other texts, should be developed to help teachers accept the value of introducing multimodal literacies into the classroom

Vinther, J. (2004). Can parsers be a legitimate pedagogical tool? Computer Assisted Language Learning, 17 (3-4), 267-288.
Keywords: materials development, attitudes, English, Portuguese, parsing software Summary: Investigates the effectiveness of a pedagogical parsing program and student attitude towards it

Vinther, J. (2005). Cognitive processes at work in CALL. Computer Assisted Language Learning, 18 (4), 251-271.
Keywords: grammar, English Summary: presents a think-aloud study conducted with university students of EFL using a CALL program to learn English syntax

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Vitanova, G. (2000). Computer technology in the ESL classroom: An outline of three major applications. College ESL, 9 (1-2), 53-66.
Keywords: CALL overview, English Summary: Outlines three major areas of technology use in second language educationcomputers as a writing tool, multimedia software, and the internet andexamines the advantages and shortcomings of each of these domains and discusses the teacher's role in a computer-mediated classroom

Vogel, T. (2001). Learning out of control: Some thoughts on the World Wide Web in learning and teaching foreign languages. In A. Chambers & G. Davies (Eds.), ICT and language learning: A European perspective. Lisse: Swets & Zeitlinger.
Keywords: internet Summary: Explores whether the web can be said to constitute a new naturalistic language-learning environment and addresses the challenge of "authenticity"

Vogt, K. (2006). Can you measure attitudinal factors in intercultural communication? Tracing the development of attitudes in email projects. ReCALL, 18 (2), 153-173.
Keywords: culture, attitudes, German, English, email Summary: Explores whether attitudinal components can be measured quantitatively in telecollaborative environments and suggests that the instruments can help teachers to describe evidence of attitudes in interaction and trace developments

Volchok, D., Caines, M., & Graf, D. (2006). Continuous assessment for improved student outcomes: Examples from WebCT's exemplary course project. In S. Howell & M. Hricko (Eds.), Online assessment and measurement (pp. 1-14). London: Idea Group.
Keywords: assessment, WebCT Summary: views WebCT for assessment as an activity that is integral to the full scope of learning process

Volle, L. M. (2005). Analyzing oral skills in voice email and online interviews. Language Learning & Technology, 9 (3), 146-163. (http://llt.msu.edu)
Keywords: speaking, Spanish, distance learning Summary: Investigates the acquisition of speaking skills in an online distance education course of 19 first semester Spanish learners

von der Emde, S., Schneider, J., & Ktter, M. (2001). Technically speaking: Transforming language learning through virtual learning environments (MOOs). The Modern Language Journal, 85 (2), 210-225.
Keywords: German, English, MOO Summary: Suggests how MOOs can help achieve the long-sought goal of securely anchoring intermediate or even elementary language learning back into the liberal arts curriculum

Vongpumivitch, V., & Carr, N. (2001). An interview with J. Charles Alderson. Issues in Applied Linguistics, 12 (1), 91-109.
Keywords: assessment Summary: An interview on language testing with J. Charles Anderson addresses issues in four principal areas and emphasizes the centrality of language testing within applied linguistics.

Wade, S. E., & Fauske, J. R. (2004). Dialogue online: Prospective teachers discourse strategies in computer-mediated discussions. Reading Research Quarterly, 39 (2), 134-160.
Keywords: teaching training, discourse, CMC Summary: Aims to examine the range of discourse strategies and genres of dialogue that male and female prospective teachers used in CMC to achieve various purposes

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Wade-Stein, D. & Kintsch, E. (2004). Summary street: Interactive computer support for writing. Cognition and Instruction, 22 (3), 333-362.
Keywords: writing, software Summary: Promotes a software program designed to provide students with extensive writing practice without increasing the teacher's workload

Wagener, D. (2006). Promoting independent learning skills using video on digital language laboratories. Computer Assisted Language Learning,19 (4-5), 279-286.
Keywords: digital video Summary: Examines the potential for developing independent learning skills using the digital language laboratory with particular reference to exploiting the increasingly available resource of digital video

Wagner, E. (2007). Are they watching? Test-taker viewing behavior during an L2 video listening test. Language Learning & Technology, 11 (1), 67-86. (http://llt.msu.edu)
Keywords: assessment, listening Summary: Finds wide variation in test taker behavior during a video listening test; while some students watched the video intently, others rarely glanced at it

Walker, R. (2003). Interactive whiteboards in the Modern Foreign Languages classroom. TELL & CALL, 3 (3), 14-16.
Keywords: materials development, interactive whiteboard, Summary: Explores the potential of interactive whiteboard technology for the teaching a foreign language

Walther, J. B. (2004). Language and communication technology: Introduction to the special issue. Journal of Language and Social Psychology, 23 (4), 384-396.
Keywords: language change, language use Summary: Discusses the importance of language variables in the study of communication technology

Walz, J. (2001). Reading Hypertext: Higher-level processes. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 57 (4), 590-606.
Keywords: reading, hypertext Summary: proposes pedagogical solutions to problems with hypertexts.

Wang, X., & Munro, M. J. (2004). Computer-based training for learning English vowel contrasts. System, 32 (4), 539-552.
Keywords: pronunciation, English Summary: Applies training techniques from previous work in a pedagogically oriented approach in which participants had some control over lesson content and worked at a self-determined pace

Wang, Y. (2004). Distance language learning: Interactivity and fourth-generation internet-based videoconferencing. CALICO Journal, 21 (2), 373-395. (https://www.calico.org/p-5CALICO Journal.html)
Keywords: Chinese, NetMeeting, distance learning Summary: Provides a report on NetMeeting as an appropriate fourth-generation tool for interactive language learning in distance mode

Wang, Y. (2004). Supporting synchronous distance language learning with desktop videoconferencing. Language Learning & Technology, 8 (3), 90-121. (http://llt.msu.edu)
Keywords: Chinese, videoconferencing, distance learning Summary: Explores distance language education as the context, videoconferencing as the technology, and the provision of synchronous oral and visual interaction in distance learning as the core research problem

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Wang, Y. (2006). Negotiation of meaning in desktop videoconferencing-supported distance language learning. ReCALL, 18 (1), 122-145.
Keywords: Chinese, CMC, videoconferencing Summary: Reveals the dynamics of focus on form in task completion via videoconferencing

Wang, Y. (2007). Task design in videoconferencing-supported distance language learning. CALICO Journal, 24 (3), 591-630. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: Chinese, videoconferencing, distance learning Summary: Addresses a pervasive need in the area of videoconference-supported distance language learning: task design and proposes a set of criteria for evaluating videoconferencing-based tasks

Wang, Y., & Sun, C. (2001). Internet-based real time language education: Towards a fourthgeneration distance education. CALICO Journal, 18 (3), 539-561. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: distance learning Summary: Examines the development of distance education for foreign languages

Ward, M. (2002). Reusable XML technologies and the development of language learning materials. ReCALL, 14 (2), 283-292.
Keywords: materials development, XML Summary: Describes a CALL template that has been developed using XML technologies

Ward, M. (2004). The additional uses of CALL in the endangered language context. ReCALL, 16 (2), 345-359.
Keywords: literacy development, endangered languages Summary: considers the uses of CALL in the endangered language context

Ward, M. (2006). Using software design methods in CALL. Computer Assisted Language Learning, 19 (2-3), 129-147.
Keywords: materials design Summary: Reviews software design principles and their relevance to CALL

Ward, M., & Van Genabith, J. (2003). CALL for endangered languages: Challenges and rewards. Computer Assisted Language Learning, 16 (2-3), 233-258.
Keywords: materials development, endangered languages, software Summary: Develops a software template and suggested syllabus for the production of CALL materials for endangered languages

Ware, P. (2005). Missed communication in online communication: Tensions in a GermanAmerican telecollaboration. Language Learning & Technology, 9 (2), 64-89. (http://llt.msu.edu)
Keywords: discourse, German, tandem learning Summary: Explores the factors that contributed to limited interactional involvement in a telecollaborative project linking two groups of participants

Ware, P. D., & Kramsch, C. (2005). Toward an intercultural stance: Teaching German and English through telecollaboration. The Modern Language Journal, 89 (2), 190-205.
Keywords: culture, German, asynchronous CMC Summary: Discusses the challenges of web-based teaching for language teachers and describes in detail an extended episode of misunderstanding that occurred between two students

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Warner, C. N. (2004). Its just a game, right? Types of play in foreign language CMC. Language Learning & Technology, 8 (2), 69-87. (http://llt.msu.edu)
Keywords: discourse, German, MOO Summary: Focuses on the various playful uses of language that occurred during a semester-long study of two German language courses using one type of synchronous network-based medium, the MOO

Warschauer, M. (1995). Email for English teaching: Bringing the internet and computer learning networks into the language. Alexandria, VA: TESOL.
Keywords: email Summary: Explores the effectiveness of email for language teaching

Warschauer, M. (Ed.). (1995). Virtual connections: Online activities and projects for networking language learners. Honolulu, HI: University of Hawaii Second Language Teaching and Curriculum Center.
Keywords: materials development, lesson planning Summary: Slightly dated but excellent resource for teachers; provides dozens of ideas for classroom activities involving the internet for various types of collaboration

Warschauer, M. (1996a). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13 (2-3), 7-25. (https://www.calico.org/p-5CALICO Journal.html)
Keywords: CMC Summary: Investigates whether computer-mediated communication results in more equal participation among students by comparing face-to-face and electronic discussion

Warschauer, M. (1996b). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching. Tokyo: Logos International.
Keywords: CALL overview Summary: Provides brief overview of how computers have been used and are being used for language teaching

Warschauer, M. (Ed.) (1996c). Telecollaboration in foreign language learning. Honolulu, HI: University of Hawaii Second Language Teaching and Curriculum Center.
Keywords: CALL overview Summary: Introduces a conceptual framework for understanding the role of computer-mediated interaction based on a sociocultural analysis of the relationship among text, talk, and learning

Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, 81 (3), 470-481.
Keywords: CALL overview Summary: Introduces a conceptual framework for understanding the role of computer-mediated interaction based on a sociocultural analysis of the relationship among text, talk, and learning

Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education. Hillsdale, NJ: Lawrence Erlbaum.
Keywords: CALL overview Summary: Provides an excellent resource for teachers and administrators interested in understanding the effects of new technologies on language teaching and learning

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Warschauer, M. (2000a). The changing global economy and the future of English teaching. TESOL Quarterly, 34 (3), 511-535.
Keywords: English Summary: Analyzes the emergence of a new stage of global capitalism, called informationalism, and its consequences for English language teaching, focusing on three critical issues

Warschauer, M. (2000b). The death of cyberspace and the rebirth of CALL. English Teachers Journal (Israel), 53 (1), 61-67.
Keywords: English Summary: Examines CALL to argue that it must be revamped to equip students to function effectively in the 21st century

Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36 (3), 453-475.
Keywords: English, videoconferencing, Summary: Suggests that both language and technology are tools for individual and societal development; introduces a developmental approach to integrating technology in language education based on consideration of both product and process

Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. System, 24 (1), 1-14.
Keywords: CALL Summary: Examines whether computer networks can empower second-language learners, focusing on three aspects: autonomy, equality, and learning skills

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31 (1), 57-71.
Keywords: CALL overview Summary: provides an overview of current teaching practices and research related to the uses of computers in the language classroom

Warschauer, M., Grant, D., Del Real, G., & Rousseau, M. (2004). Promoting academic literacy with technology: Successful laptop programs in K-12 schools. System, 32 (4), 525-537.
Keywords: literacy development, English, laptops Summary: Presents case studies of two K-12 schools that successfully employ high-technology environments, including laptop computers for each student, toward the development of English language learners' academic language proficiency and academic literacy

Warschauer, M., & Ware, P. (2006). Automated writing evaluation: Defining the classroom research agenda. Language Teaching Research, 10 (2), 157-180.
Keywords: Writing assessment, English, automated writing evaluation Summary: Analyzes recent developments in automated writing evaluation, explains the bases on which these systems operate, synthesizes research with these systems, and proposes a multifaceted process/product research program on the instructional use of automated writing evaluation

Weasenforth, D., Biesenbach-Lucas, S., & Meloni, C. (2002). Realizing constructivist objectives through collaborative technologies: Threaded discussions. Language Learning & Technology, 6 (3), 58-86. (http://llt.msu.edu)
Keywords: English Summary: Presents a situated study of the implementation of threaded discussions, a widely used instructional technology, to meet constructivist curricular objectives in university ESL classes

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Web-based Education Commission .(2000). The power of the internet for learning: Moving from promise to practice. Senator Bob Kerrey, chair. Representative Johnny Isakson, vice chair. Washington, DC: US Department of Education. Retrieved December 19, 2007, from http://www.edu.gov/offices/AC/WBEC.FinalReport/WBECReport.pdf
Keywords: internet Summary: Government report on the educational benefits of the internet

Weber, V., & Abel, A. (2003). Preparing language exams: An online learning system with dictionary and email tandem. ReCALL, 15 (2), 169-176.
Keywords: assessment, Italian, German Summary: Presents an on-line learning system for Italian and German especially created to help those living in the Autonomous Province of Bolzano/Bozen prepare for a bilingual proficiency exam

Weinberg, A. (2002). Virtual misadventures: Technical problems and student satisfaction when implementing multimedia in an advanced French listening comprehension course. CALICO Journal, 19 (2), 331-357. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: listening, French, HTML, JavaScript, multimedia Summary: Illustrates the advantages and difficulties of using multimedia from the point of view of both the teacher and the learner

Weinberg, A. (2005). Les chansons de la francophonie web site and its two web-usage-tracking systems in an advanced listening comprehension course. CALICO Journal, 22 (2), 251268. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: listening, French, HTML, JavaScript, Summary: Describes a website based on French songs

Weinberg, A., & Knoerr, H. (2003). Learning French pronunciation: Audiocassettes or multimedia? CALICO Journal, 20 (2), 315-336. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: French, pronunciation, multimedia Summary: Describes a two phase experiment using audiocassettes and multimedia while teaching French phonetics, intonation, and pronunciation to a group of low-intermediate-level language students

Weininger, M. J., & Shield, L. (2003). Promoting oral production in a written channel: An investigation of learner language in MOO. Computer Assisted Language Learning, 16 (4), 329-349.
Keywords: discourse, English, MOO Summary: Applies discourse analysis techniques and word frequency counts to samples of nonnative speaker MOO-discourse and compares the results with those of earlier analyses to see how online learner language compares to native sp[eaker usage

Whistle, J. (1999). Concordancing with students using an off-the-Web corpus. ReCALL, 11 (2), 74-80.
Keywords: corpora, concordancer Summary: Describes how a pedagogic corpus can be downloaded from the web as well as its experimental exploitation with first and second year undergraduates

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White, C. (2003). Language learning in distance education. Cambridge: Cambridge University Press.
Keywords: distance education Summary: Presents language teachers and learners with a new set of challenges, opportunities, and practical realities

White, C. (2007). Innovation and identity in distance language learning and teaching. Innovation in Language Learning and Teaching, 1 (1), 97110.
Keywords: identity, distance learning Summary: Explores the process of innovation in distance language teaching from the point of view of teachers and the ways in which their identities are disrupted and challenged as they enter new distance teaching environments

Whithaus, C. (2004). The development of early computer-assisted writing instruction (19601978): The double logic of media and tools. Computers and the Humanities, 38 (2), 149162.
Keywords: writing Summary: Traces a distinction between computer-mediated writing environments that are tools for correcting student prose and those that are media for communication

Wible, D., Kuo, C. H., Tsao, N. L., Liu, A., & Lin, H. L. (2003). Bootstrapping in a language learning environment. Journal of Computer Assisted Learning, 19 (1), 90-102.
Keywords: interaction, feedback Summary: Emphasizes the importance of archived teacher feedback

Wichmann A., Fligelstone S., Knowles G., & McEnery A. (Eds.). (1997). Teaching and language corpora. Harlow, UK: Pearson Education (Longman).
Keywords: corpora Summary: Explores the application of corpora to language teaching, aiming to show teachers and students how to create materials using corpora and how to develop their own corpora

Wildner-Bassett, M. E. (2005). CMC as written conversation: A critical social-constructivist view of multiple identities and cultural positioning in the L2/C2 classroom. CALICO Journal, 22 (3), 635-656. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: culture, German Summary: Proposes a model for a critical social-constructivist approach to the use of CMC in language/culture education; focuses on the learning of culture rather than on second language acquisition

Williams, H. S., & Williams, P. N. (2000). Integrating reading & computers: An approach to improve ESL students reading skills. Reading Improvement, 37 (3), 98-100.
Keywords: reading, English Summary: Investigates whether the integration of reading and computers will improve ESL students' reading skills

Windeatt, S., Hardisty, D., & Eastment, D. (2000). The internet. Oxford: Oxford University Press.
Keywords: internet Summary: Gives examples of classroom activities, including searching on the web, evaluating webpages, creating language learning material, and communicating using the internet

Winke, P., & MacGregor, D. (2001). [Review of version 5, Hot Potatoes]. Language Learning & Technology, 5 (1), 2833. (http://llt.msu.edu)
Keywords: materials design, assessment, software Summary: Reviews a software program for classroom materials and test development

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Winkler, B. (2001). English learners dictionaries on CD-ROM as reference and language learning tools. ReCALL, 13 (2), 191-205.
Keywords: dictionary, English, CD-ROM Summary: Investigates how students of English used two English learners' dictionaries on CD-ROM

Witt, S., & Young, S. (1998). Computer-assisted pronunciation teaching based on automatic speech recognition. In S. Jager, J. Nerbonne, & A. van Essen (Eds.), Language teaching and language technology. Lisse: Swets & Zeitlinger.
Keywords: pronunciation Summary: Presents an overview of previous work on pronunciation teaching, and shows a pronunciation scoring algorithm based on automatic speech recognition, whereby scores at a phonemic level can be calculated

Wolcott, L. L. (1996, October). Distant, but not distanced. Techtrends, 27, 23-28.
Keywords: distance learning Summary: Presents three phases of learner-centered distance teaching: preactive, interactive, and postactive

Wolfe, E. W., & Manalo, J. R. (2004). Composition medium comparability in a direct writing assessment of non-native English speakers. Language Learning & Technology, 8 (1), 5365. (http://llt.msu.edu)
Keywords: writing, assessment, English, word processing Summary: Investigates whether performance on a direct writing assessment is comparable for examinees when given the choice to compose essays in handwriting versus word processing

Wood, J. (2001). Can software support childrens vocabulary development? Language Learning & Technology, 5 (1), 166-201. (http://llt.msu.edu)
Keywords: literacy development, software, young learners Summary: Finds that many products make no explicit claims about fostering vocabulary learning and that the potential of technology to help students understand word meanings has yet to be fully exploited

Woodin, J. (1997). Tandem language learning via email: From motivation to autonomy. ReCALL, 9 (1), 22-33.
Keywords: motivation, email, tandem learning Summary: Examines the affective dimension of tandem language learning via email

Wright, D. (2003). Asynchronous negotiations: Introducing electronic portfolios to promote professional development in foreign-language business classrooms. Global Business Languages, 8 (1), 88-107.
Keywords: German, language for specific purposes, portfolios Summary: Describes a case study on the use of electronic portfolios for Business German to supplement current foreign language course materials by introducing a focus on real-world situations and communication skills

Xie, T. (2002). Using internet relay chat in teaching Chinese. CALICO Journal, 19 (3), 513-524. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: reading, writing, Chinese, chat Summary: Explores the feasibility of using chat to facilitate Chinese language teaching and learning, and describes procedures for organizing and conducting chat sessions and discusses the benefits and problems of this method

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Yang, J. C., & Akahori, K. (2000). A discourse structure analysis of technical Japanese texts and its implementation on the WWW. Computer Assisted Language Learning, 13 (2), 119141.
Keywords: discourse, writing, language for specific purposes, Japanese, internet Summary: Deals with a discourse structure analysis of technical Japanese texts for developing a Japanese writing CALL system whose goal is to assist students in learning to write technical Japanese texts

Yang, P. (2004). The web-based online virtual language center. IALLT Journal of Language Learning Technologies, 36 (1), 41-61.
Keywords: internet Summary: describes a web-based virtual language center as a ready-made model, designed for those interested in setting up a web-based language center with some practical suggestions

Yang, S. C. (2001). Integrating computer-mediated tools into the language curriculum. Journal of Computer Assisted Learning, 17 (1), 85-93.
Keywords: attitudes, internet, Summary: investigates second-year junior college students' attitudes and perceptions towards the web as an educational resource and shows that computer networks have the potential to empower students when they are implemented appropriately

Yang, S. C., & Chen, Y.-J. (2007). Technology-enhanced language learning: A case study. Computers in Human Behavior, 23 (1), 860-879.
Keywords: materials development, English, internet Summary: Explores participant views regarding the integration of internet tools in language learning activities

Yeh, S.-W., & Lo, J.-J. (2005). Assessing metacognitive knowledge in web-based CALL: A neural network approach. Computers & Education, 44 (2), 97-113.
Keywords: assessment Summary: Presents a neural network model that automatically assesses learners' metacognitive knowledge level by observing their online browsing behavior

Yeh, Y., & Wang, C.-W. (2003). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. CALICO Journal, 21 (1), 131-144. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: vocabulary, English, multimedia Summary: Investigates the effectiveness of three types of vocabulary annotations on vocabulary learning for EFL college students in Taiwan and considers different learner perceptual styles

Yoshii, M., & Flaitz, J. (2002). Second language incidental vocabulary retention: The effect of text and picture annotation types. CALICO Journal, 20 (1), 33-58. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: vocabulary, English, multimedia Summary: Examines the effect that annotation type has on second language incidental vocabulary retention in a multimedia reading setting

Yoshii, M. (2006). L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology, 10 (3), 85-101. (http://llt.msu.edu)
Keywords: vocabulary, English, multimedia Summary: Examines the effectiveness of first and second language glosses on incidental vocabulary learning in a multimedia environment

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Young, S., & Bloothooft, G. (Eds.). (1997). Corpus-based methods in language and speech processing. Dordrecht: Kluwer Academic Publishers.
Keywords: CALL overview Summary: Attempts to give both a clear overview of the main technologies used in language and speech processing, along with sufficient mathematics to understand the underlying principles

Young, S. S. C. (2003). Integrating ICT into second language education in a vocational high school. Journal of Computer Assisted Learning, 19 (4), 447-461.
Keywords: English, internet Summary: Investigates the potential impacts of integrating the internet into an ESL class in a vocational senior high school in Taiwan

Wei, Y. H. & Davies G. (1997). Do grammar checkers work? In J. Kohn, B. Rschoff, & D. Wolff (Eds.), New horizons in CALL: Proceedings of EUROCALL 96. Szombathely, Hungary: Dniel Berzsenyi College.
Keywords: grammar checker Summary: Seeks to assess the effectiveness of a popular grammar and style checker based on empirical evidence

Zabaleta, F. (2007). Developing a multimedia, computer-based Spanish placement test. CALICO Journal, 24 (3), 675-692. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: assessment, Spanish, multimedia Summary: Outlines the author's experience designing and piloting a language placement test for a university level Spanish program and offers rationale for the project as well as step-by-step instructions and commentary on how to build such a test

Zhner, C. (1991). Word grammars in ICALL. In H. Savolainen & J. Telenius (Eds.), EuroCALL 91 proceedings. Helsinki: Helsinki School of Economics.
Keywords: intelligent CALL Summary: Focuses on works discussing intelligent computer-assisted language learning

Zapata, G. C. (2004). Second language instructors and CALL: A multidisciplinary research framework. Computer Assisted Language Learning, 17 (3-4), 339-356.
Keywords: literature review Summary: Proposes a multidisciplinary research frameworkintegrating three theories from cultural psychology, linguistics, and sociologythat allows researchers to address these issues

Zapata, G. C., & Heras, M. O. (2004). CALL and task-based instruction in Spanish for Business classes. The Journal of Language for International Business, 15 (1), 62-74.
Keywords: culture, Spanish, language for specific purposes Summary: Examines how approaches to culture teaching based on reflection, task-based instruction and the use of CALL can enhance second language learning

Zeiss, E., & Isabelli-Garcia, C. L. (2005). The role of asynchronous computer mediated communication on enhancing cultural awareness. Computer Assisted Language Learning, 18 (3), 151-169.
Keywords: culture, CMC Summary: Investigates the effect of CMC participation on language learners' willingness to learn more about the target culture through study abroad

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Zena, M. (2006). Technology and teaching culture: What Spanish teachers do. Foreign Language Annals, 3 9(4), 579.
Keywords: culture, Spanish Summary: Gathered data on Spanish public school teachers' use of existing technologies to teach culture

Zhang, H. (2002). Teaching business Chinese online. CALICO Journal, 19 (3), 525-532. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: Chinese, internet, language for specific purposes Summary: Describes a program offering step-by-step language instruction with sample texts and dialogues, focused exercises, grammar explanations, and vocabulary, while the simulation presents real-world situations for problem solving through language use

Zhang, X., & Chan, T.-S. (2003). Two in one: Recognizing dialect expressions and translating them into the lingua franca. Computer Assisted Language Learning, 16 (4), 367-382.
Keywords: writing, Chinese Summary: Introduces a program to test improve students' ability in Cantonese dialect recognition and Putonghua translation, at both lexical and grammatical levels

Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21 (1), 7-27. (https://www.calico.org/p-5-CALICO Journal.html)
Keywords: materials development, English, multimedia Summary: Examines two multimedia secondary EFL classrooms to identify what changes, pedagogical or otherwise, have taken place in technologically integrated classroom practice

Zhao, Y., Alvarez-Torres, M. J., Smith, B., & Tan, H. S. (2004). The non-neutrality of technology: A theoretical analysis and empirical study of computer mediated communication technologies. Journal of Educational Computing Research, 30 (1), 23-54.
Keywords: vocabulary, CMC Summary: Suggests that differences in the features of two CMC sub-technologies result in different effects on student-student interactions and vocabulary learning

Zhao, Y., Lei, J., Yan, B., Tan, H. S., & Lai, C. (2005). What makes the difference? A practical analysis of research on the effectiveness of distance education. Teachers College Record, 107 (8), 1836-1884.
Keywords: distance learning Summary: Identifies factors that affect the effectiveness of distance education

Zhong, Y. X., & Shen, H. Z. (2002). Where is the technology-induced pedagogy? Snapshots from two multimedia EFL classrooms. British Journal of Educational Technology, 33 (1), 39-52.
Keywords: English, multimedia Summary: Examines two Chinese multimedia secondary EFL classrooms to identify changes that have taken place in technologically integrated classroom practice

Zhou, L., Burgoon, J. K., Zhang, D., & Nunamaker, J. F. (2004). Language dominance in interpersonal deception in computer-mediated communication. Computers in Human Behavior, 20 (3), 381-402.
Keywords: discourse, CMC Summary: Linguistic analysis of deceptive behavior in CMC

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Zic Fuchs, M. (2002-2003). Communication technologies and their influence on language: An example from Croatian. Studia Romanica et Anglica Zagrabiensia, 47-48, 597-608.
Keywords: discourse, Croatian, text messages Summary: Analyzes a language-specific feature found in text messages in Croatian, the use of the Croatian past tensethe aorist

Zitzen, M., & D. Stein (2004). Chat and conversation: A case of transmedial stability? Linguistics, 42 (5), 983-1021.
Keywords: pragmatics, discourse Summary: Compares chat discourse with conversation

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