For slides from more recent talks or copies of other papers contact me
2006-2009
A General Introduction to Computer Assisted Language Learning [Computer Assisted Language Learning: Critical Concepts in Linguistics, New York: Routledge, 2009]
Collaborative CALL Strategy Training for Teachers and Learners (with Howard Pomann) [slides from WorldCALL Conference, Fukoka, Japan, August, 2008; proceedings at http://www.j-let.org/~wcf/proceedings/d-009.pdf]
Help Shape TESOL’s New Technology Standards (with Greg Kessler) [slides from WorldCALL Conference, Fukoka, Japan, August, 2008; proceedings at http://www.j-let.org/~wcf/proceedings/d-025.pdf]
Pervasive CALL Learner Training for Improving Listening Proficiency (with Kenneth Romeo) [slides from WorldCALL Conference, Fukoka, Japan, August, 2008; proceedings at http://www.j-let.org/~wcf/proceedings/d-060.pdf]
Integrating Learner Training into CALL Classrooms and Materials [slides from GLoCALL Conference, Jakarta and Yogyakarta, Indonesia, November, 2008].
CALL and the Future of Language Teacher Education [slides from CALICO, May 2007]
What We can Learn by Becoming a Learner: Experiencing CALL from the Other Side [handout & slides from the 12th International CALL Conference, September, 2006]
Promoting learner autonomy in web-based listening courses [slides from EuroCALL, September, 2006]
Teacher Education in CALL: The Seven Central Questions [slides from International Conference on Computer Assisted Language Learning: Beijing, China. June 2006]
2000-2005
A Role-based Theoretical Framework for CALL [slides from CALICO, May, 2005]
Some Subject, Treatment, and Data Collection Trends in Current CALL Research [handout & slides from the 11th International CALL Conference, September, 2004]
Using Google as a Tool for Writing Instruction [handout & slides from EuroCALL, September, 2004]
Another Look at Tutorial CALL (with Claire Bradin Siskin) [reference list and slides from WorldCALL, Banff, Canada, May, 2003]
Technology, Techniques, and Materials for Web Listening (with Greg Kessler & John Madden) [support site from TESOL, Baltimore, March, 2003]
The Challenge of Learner Training for CALL [slides from CALICO, March, 2002]
Addressing both disk and web-based
applications, this presentation argues for going beyond teaching students how to
simply use technology to helping them understand why and when to use it for
meeting specific language learning objectives. It identifies areas in which
learners can acquire relevant skills and knowledge, including second language
learning theory and practice, so that they can make informed decisions about how
best to exploit language learning applications. Emphasizing pervasive and
repeated learner training in place of one-time tutorials, it discusses problems
with putting these principles into practice in the presenter's own language
courses and lessons learned from trying.
Extending and Enhancing Interactional
Sequences in Tutorial CALL [slides from CALICO, March, 2001]
The speaker presents a review of over
forty published computer programs for language learning, focusing on the
interactional sequences within them. Within the interactional sequences, he
identifies types of material presentations, prompts, learner responses, and
feedback. He then suggests a number of enhancement to tutorial CALL programs in
the three major interactional modes: presentation, exploration, and
interrogation.
Understanding Interactional Sequences in
Tutorial CALL [slides from TESOL, March, 2001]
The speaker presents a review of over
forty published computer programs for language learning, focusing on the
interactional sequences within them. Within the interactional sequences, he
identifies types of material presentations, prompts, learner responses, and
feedback. An understanding of these elements aids language professionals in CALL
development, evaluation, and implementation.
The Use and Abuse of Meaning Technologies [Contact,
Spring, 2001. Special Research Symposium issue, pp. 82-86]
I introduce web-based technologies for making the meaning of a
spoken or written text more comprehensible, such as online transcripts for audio
and video, hyperlinked monolingual and bilingual dictionaries, and machine
translation programs. I discuss the concern that these technologies can subvert
instructional goals by breaking the form-meaning bond that is crucial to
language acquisition. I conclude by suggesting ways in which these abuses can be
limited by carefully selecting language learning tasks and training students in
the appropriate use of these meaning technologies.
Taming Teaching Agents, Meaning Technologies, and Participatory Dramas
[slides from CALICO, June, 2000]
It is argued that the use of teaching agents,
meaning technologies, and participatory dramas in CALL will grow dramatically in
the near future due to both technological advances and their increasing
acceptance in non-CALL domains. Teaching agents are software characters that act
as a teacher. Meaning technologies include hyperlinked dictionaries, automatic
translation modules, speech to text encoders, etc. Computer-based participatory
dramas provide a direct language experience for the learner as a character in a
developing story. This presentation discusses the obvious promises and less
obvious pitfalls of all three and proposes directions for short and long-term
research and development.
BEFORE 2000
Teaching Agents in Tutorial CALL [slides from CALICO,
June, 1999]
Recent research in social psychology has
demonstrated that we interact with computers in many ways as if they were fellow
humans. Teaching agents, like the helpful paper clip in Microsoft Office,
are already playing a role in human-computer interaction. That role will expand
as agent programming becomes more sophisticated. In this presentation I begin by
exploring the status of teaching agents in current software, especially CALL
tutorials. I then suggest ways in which future CALL applications, both CD and
web-based, can make use of teaching agents to lead to effective teacher-learner
interaction when the teacher is not physically present.
Review of Hal's Legacy by David Stork [Language Learning & Technology, 1.1 (1997)]
An Integrated Framework for
CALL Courseware Evaluation [CALICO Journal, 6.2. pp. 51-72 (1988)]
The evaluation of courseware for CALL is one of the
more challenging tasks a language teacher is faced with. Currently, most
evaluation schemes consist of either a checklist or a list of questions to be
answered. This paper offers an alternative approach to evaluation in the form of
a flexible framework from which teachers can develop their own evaluation
procedures. The components of the three major sections of the
framework—operational description, teacher fit, and learner fit—and their
interactions are described and some suggestions for use are offered. The
evaluation framework described is one module of a more comprehensive framework
incorporating courseware development and implementation as well.
Updated March 31, 2013