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 Advances in Digital Language Learning and Teaching

Series Editors: Michael Thomas, University of Central Lancashire, UK, Mark

Peterson, Kyoto University, Japan, and Mark Warschauer, University of
California – Irvine, USA
Today’s language educators need support to understand how their learners
are changing and the ways technology can be used to aid their teaching and
learning strategies. The movement toward different modes of language
learning – from presence-based to autonomous as well as blended and fully
online modes – requires different skill sets such as e-moderation and new
ways of designing and developing language learning tasks in the digital age.
Theoretical studies that include practical case studies and high-quality
empirical studies incorporating critical perspectives are necessary to move
the field further. This new series is committed to providing such an outlet for
high-quality work on digital language learning and teaching. Volumes in the
series will focus on a number of areas including but not limited to:
– task-based learning and teaching approaches utilizing technology
– language learner creativity
– e-moderation and teaching languages online
– blended language learning
– designing courses for online and distance language learning
– mobile assisted language learning
– autonomous language learning, both in and outside of formal educational
contexts
– the use of Web 2.0/social media technologies
– immersive and virtual language learning environments
– digital game-based language learning
– language educator professional development with digital technologies
– teaching language skills with technologies
 Enquiries about the series can be made by contacting the series editors:
Michael Thomas (MThomas4@uclan.acuk), Mark Peterson
(tufsmp@yahoo.com) and Mark Warschauer (markw@uci.edu).

Titles in the Series

Autonomy and Foreign Language Learning in a Virtual Learning
Environment, Miranda Hamilton
Online Teaching and Learning: Sociocultural Perspectives, edited by Carla
Meskill
Teaching Languages with Technology: Communicative Approaches to
Interactive Whiteboard Use, edited by Euline Cutrim Schmid and Shona
Whyte
 WorldCALL
Sustainability and Computer-Assisted
Language Learning

Edited by
Ana Gimeno, Mike Levy, Françoise Blin and
David Barr

Bloomsbury Academic
An imprint of Bloomsbury Publishing Plc
 Contents
Foreword

Introduction Mike Levy, Ana Gimeno, David Barr and Françoise Blin
Part 1 Teacher Education and CALL
1 Learning for the Long Haul: Developing Perceptions of Learning
Affordances in CALL Teachers Karen Haines
2 Challenges and Opportunities for Developing Sustainable Digitally
Based Language Pedagogies in English Teacher Education Programs
Lucas Moreira dos Anjos-Santos and Vera Lúcia Lopes Cristovão
3 Creating Pedagogical Knowledge Through Electronic Materials in a
Telecollaboration Project for Pre-Service Teacher Trainees Marcin
Kleban and Mª Camino Bueno-Alastuey
4 Promoting Student Collaborative Reflective Interaction Using Wikis
and VoiceThreads Sabrina Priego
5 How Language Teachers Become Effective Users of CALL for Online
Teaching and Learning: A Case Study of Their Developmental
Processes in a Transformative e-Training Course Sandra Morales and
Scott Windeatt
Part 2 Normalization of CALL
6 Factors that Determine CALL Integration into Modern Languages
Courses in Brazil Claudia Beatriz M. J. Martins and Herivelto Moreira
7 Sustainable Interaction-Based Research in CALL Françoise Blin,
Catherine Caws, Marie-Josée Hamel, Trude Heift, Mathias Schulze and
Bryan Smith
8 Factors in Sustainable CALL Monica Ward
Part 3 CALL Systems
9 From a Vision to Reality: Paving the Way for CALL Sustainability by
Harmonizing Theory, Practice and Technology in the Creation of an
EFL b-Learning Environment for Chilean Learners Emerita Bañados
10 Building and Sustaining Online Communities of Practice Through
Language Economy Jonathan White
11 A Student Self-Evaluation System: Sustaining Outside-of-Class CALL
Activities in a University EFL Blended Learning Course Yasushige
Ishikawa, Reiko Akahane-Yamada, Misato Kitamura, Craig Smith,
Yasushi Tsubota and Masatake Dantsuji
Part 4 Mobile-Assisted Language Learning
12 An Evidence-Based Study of Hong Kong University Students’
Mobile-Assisted Language Learning (MALL) Experience Qing Ma
13 Students’ Perspectives on the Affordances and Constraints of Using
Mobile Devices and Applications for Learning Languages Caroline
Steel
14 Mobile App Design for Individual and Sustainable MALL:
Implications from an Empirical Analysis Heyoung Kim
15 Improving Learners’ Reading Skills Through Instant Short Messages:
A Sample Study Using WhatsApp Mar Gutiérrez-Colón Plana, Ana
Gimeno, Christine Appel and Joseph Hopkins
Part 5 Innovation in CALL
16 Eyetracking in CALL – Present and Future Breffni O’Rourke, Claire
Prendergast, Lijing Shi, Bryan Smith and Ursula Stickler
17 Using Text Analysers as an Aid to Examining the Effects of Task
Complexity on Academic L2 Writing Erifili Roubou
18 How to Tell Digital Stories with Handcrafted Video Clips: A (Multi-
)Literacies Approach to Foreign Language Teaching Eva Wilden and
Frauke Matz
Conclusion Françoise Blin, David Barr, Ana Gimeno and Mike Levy

Index
 Foreword
WorldCALL is the worldwide professional association for teachers and
educators interested in Computer-Assisted Language Learning (CALL).
WorldCALL aims to enhance computer-assisted language teaching and
learning in the global community by bringing educators from around the
world together. As an international organization, it (a) provides a worldwide
focus for the promulgation of innovative research, development and practice
in the areas of CALL in education and training; (b) enhances the
opportunities for knowledge and skills transfer to those nations currently
underserved in the areas of CALL; and (c) serves as a forum for exchanging
information and forging professional relationships among educators,
researchers and industry leaders across the world.
As the worldwide organization that is concerned with CALL in all of its
manifestations, that is, technology-enhanced language learning, network-
based language learning, and information and communications technologies
for language learning, WorldCALL is ideally placed to highlight the benefits
of emerging technologies. It plays a leading role in promoting a genuinely
global perspective and providing a forum for discussing the application of
state-of-the-art technologies for language learning, developing the virtual
classroom, supplying professional training and development for teachers and,
significantly, giving developing countries, through sponsorship, the
opportunity to project their culture worldwide and to become involved in the
application of new technologies in language learning.
One of WorldCALL’s concerns has always been ‘equity and access’, for
which reason it established a scholarships programme to enable postgraduate
students and junior academics to attend its conferences. The scholarships
programme, first introduced in 1998, is a positive way in which WorldCALL
brings the experiences of language professionals to colleagues working in
developing nations. The exchange of ideas and experiences also promotes the
development of international, informal human networks that bridge the gap