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Author:   Professor Michael Thomas (Liverpool John Moores University, UK) ,  Dr Hayo Reinders (King Mongkuts University of Technology T, Bangkok, Thailand) ,  Professor Mark Warschauer
Publisher:   Bloomsbury Publishing Plc
Imprint:   Bloomsbury Academic USA
Dimensions:   Width: 16.90cm , Height: 2.30cm , Length: 24.40cm
Weight:   0.862kg
ISBN:  

9781441193629

ISBN 10:   1441193626
Pages:   368
Publication Date:   22 November 2012
Audience:   College/higher education ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.
Language:   English

Table of Contents

Notes on Contributors \ Foreword by Mike Levy \ List of Figures and Tables \ Chapter 1: Contemporary Computer-Assisted Language Learning: The Role of Digital Media and Incremental Change, Michael Thomas, Hayo Reinders and Mark Warschauer \ SECTION I: The CALL Context \ Section Introduction, Michael Thomas, Hayo Reinders and Mark Warschauer \ Chapter 2: Historical Perspectives on CALL, Graham Davies, Sue E. K. Otto and Bernd Rüschoff \ Chapter 3: Researching Language Learning in the Age of Social Media, Carla Meskill and Joy Quah \ Chapter 4: Second Language Teacher Education for CALL: An Alignment of Practice and Theory, Gary Motteram, Diane Slaouti and Zeynep Onat-Stelma \ Chapter 5: Research on Computers in Language Testing: Past, Present and Future, James Dean Brown \ Chapter 6:Materials Design in CALL: Social Presence in Online Environments, Mirjam Hauck and Sylvia Warnecke \ SECTION II: CALL Learning Environments \ Section Introduction, Hayo Reinders, Michael Thomas and Mark Warschauer \ Chapter 7: Telecollaboration and CALL, Robert O'Dowd \ Chapter 8: Distance CALL Online, Marie-Noëlle Lamy \ Chaper 9: Language Learning in Virtual Worlds: Research and Practice, Randall Sadler and Melinda Dooly \ Chapter 10: Digital Games and Language Learning, Chun Lai, Ruhui Ni and Yong Zhao \ Chapter 11: Mobile-Assisted Language Learning, lGlenn Stockwell \ Chapter 12: CALL in Low-Tech Contexts, Dafne Gonzalez and Rubena St. Louis \ SECTION III: CALL in Language Education \ Section Introduction, Michael Thomas, Hayo Reinders and Mark Warschauer \ Chapter 13: Intelligent Computer-Assisted Language Learning, Mathias Schulze and Trude Heift \ Chapter 14: Technology-Enhanced Reading Environments, Youngmin Park, Binbin Zheng, Joshua Lawrence and Mark Warschauer \ Chapter 15: The Role of Technology in Teaching and Researching Writing, Volker Hegelheimer and Jooyoung Lee \ Chapter 16: CALL and Less Commonly Taught Languages, Richard M. Robin \ Chapter 17: CALL and Digital Feedback, Paige Ware and Greg Kessler \ Chapter 18: Task-Based Language Teaching and CALL, Michael Thomas \ Chapter 19: CALL and Learner Autonomy: Affordances and Constraints, Hayo Reinders and Philip Hubbard \ Glossary and Abbreviations

Reviews

The current volume amply demonstrates that CALL has developed massively in terms of the expertise it can draw upon. The authors in this book are highly regarded as experts and most if not all have spent long years researching their chosen topics. If we were to compare this work with one of even a decade ago, the differences would be resounding... This contextual understanding and attention to detail is evident chapter by chapter, topic by topics in this volume. Cumulatively, the text represents a huge resource for anyone involved in the research and practice of CALL, both old hands and newcomers alike... This now leads me to what has impressed me so much about this book on topics present and accounted for, the discussion is state-of-the-art and written by top experts in the field. It will not surprise you, therefore, that I wholeheartedly recommend it to you. -- Professor Mike Levy, The University of Queensland, Australia (From the Foreword)

The current volume amply demonstrates that CALL has developed massively in terms of the expertise it can draw upon. The authors in this book are highly regarded as experts and most if not all have spent long years researching their chosen topics. If we were to compare this work with one of even a decade ago, the differences would be resounding... This contextual understanding and attention to detail is evident chapter by chapter, topic by topics in this volume. Cumulatively, the text represents a huge resource for anyone involved in the research and practice of CALL, both old hands and newcomers alike... This now leads me to what has impressed me so much about this book on topics present and accounted for, the discussion is state-of-the-art and written by top experts in the field. It will not surprise you, therefore, that I wholeheartedly recommend it to you. -- Professor Mike Levy, The University Of Queensland, Australia (From The Foreword) 20121108

The current volume amply demonstrates that CALL has developed massively in terms of the expertise it can draw upon. The authors in this book are highly regarded as experts and most if not all have spent long years researching their chosen topics. If we were to compare this work with one of even a decade ago, the differences would be resounding... This contextual understanding and attention to detail is evident chapter by chapter, topic by topics in this volume. Cumulatively, the text represents a huge resource for anyone involved in the research and practice of CALL, both old hands and newcomers alike... This now leads me to what has impressed me so much about this book on topics present and accounted for, the discussion is state-of-the-art and written by top experts in the field. It will not surprise you, therefore, that I wholeheartedly recommend it to you. -- Professor Mike Levy, The University of Queensland, Australia (From the Foreword) 20121108

Author Information

Author Website:   http://www.gse.uci.edu/person/warschauer_m/warschauer_m_bio.php

Michael Thomas is Senior Lecturer in Language Learning Technologies at the University of Central Lancashire, UK, and Editor of International Journal of Virtual and Personal Learning Environments. Hayo Reinders is Head of Learner Development at Middlesex University, London, UK, and Editor of Innovation in Language Learning and Teaching. Mark Warschauer is a Professor in the Department of Education and the Department of Informatics at the University of California, Irvine, and co-editor of Language Learning and Technology.

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Author Website:   http://www.gse.uci.edu/person/warschauer_m/warschauer_m_bio.php

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