On CALL

On CALL News, Volume 22:3 (June 2005)

by User Not Found | 10/28/2011
In This Issue...
  • Leadership Updates
    • From the Chair
  • Articles
    • Future Visions of CALL
    • Discussion Session Reports From San Antonio 2005
    • True Anywhere, Anytime Learning With Mobile Phones
    • The Extensive Reading Web Site
  • Columns
    • Making Connections
  • Keeping Up With the Community
    • Photos From the Electronic Village, San Antonio Convention, 2005
    • Hooray for the EV ’05 Volunteers!
    • Call for Submissions
    • About This Member Community

Leadership Updates From the Chair

By Susan Gaer, e-mail: sgaer@yahoo.com

Welcome to an exciting new year. I want to welcome all our new members and thank all of you who continue to support the CALL IS with your time, effort, and considerable expertise.

If you are new to the CALL IS, you may not realize that this is one of the most active Interest Sections in TESOL. The CALL IS contributes to a very important part of TESOL by sharing its experience and knowledge in a number of ways, especially in planning and operating the Electronic Village (EV) at the annual convention and EV Online before the convention. We are an active, involved IS that is not just for experienced CALL practitioners. When I first joined the CALL Interest Section, I was afraid of my inexperience. I was amazed at all the expertise of the people involved. I knew nothing about CALL, but everyone helped me and made me feel good about myself.

Our San Antonio convention was one of our best yet. We developed our first ever program book from a TESOL special project grant and had a booth in the exhibition area. Perhaps some of you who are new to CALL are here because of the booth in the exhibition area. We also had an academic session that was Webcast-another first for the CALL IS. In case you were not able to get to the academic session, visithttp://www.homestead.com/prosites-vstevens/files/efi/papers/tesol/2005/call-is.htm.

We need your help to make TESOL 2006 in Tampa even better than TESOL 2005 in San Antonio. If you want to volunteer or help out, e-mail me atsgaer@yahoo.com.

Thank you to everyone who attended, presented, organized, and volunteered and thank you in advance to those who will be helping out in Tampa.

Susan Gaer is an associate professor of ESL and the technology trainer at Santa Ana College School of Continuing Education in Santa Ana, CA.

 



Articles Future Visions of CALL

By Susan Gaer, e-mail: Susan Gaer sgaer@yahoo.com

In the TESOL 2005 CALL IS Academic Session "Future Visions of CALL," participants were introduced to the latest in state-of-the-art technology, all currently available. Many of the applications were low cost or free. Also participating in this year's Academic Session were Vance Stevens, Jim Duber, Deborah Healey, and Karen Price.

Vance Stevens talked about tools he has been using in Webheads in Action, for professional development, to model how teachers can set up communicative, authentic, and constructivist learning activities with students. 

Deborah Healey talked about trends in software/hardware (as a counterpoint to the heavy Internet focus by others), including

  • voice recognition/speech to text and text to speech (e.g., Windows Speech SDK) that can change human-computer interactions,
  • laptop-based labs with wireless communication that change teacher-student and student-student interactions and enable movement out of the classroom,
  • easy-to-use creative tools such as iMovie and its Windows counterpart that let students become video authors, and
  • PDA-based language tools that are starting to allow people to put CALL into a pocket and carry it everywhere.

Jim Duber used Flash technology to show us innovative ways of interacting online. Jim describes his presentation at his audio blog athttp://duber.com/mediablog/. Find and play the entry for 2005-03-05 "Conference Presentation: TESOL 2005."

Karen Price offered a "show-and-tell of technologies not used (yet) in language learning contexts as counterpoint to some general thoughts about future trends/directions." Karen's presentation can be found at http://www.tiac.net/~kprice/TESOL_2005/.

The session was completely webcast and is available for viewing at http://www.homestead.com/prosites-vstevens/files/efi/papers/tesol/2005/call-is.htm. To view the webcast, you must be a member of Learning Times (membership is free).  

Susan Gaer is an associate professor of ESL and the technology trainer at Santa Ana College School of Continuing Education in Santa Ana, CA.

 


Discussion Session Reports From San Antonio 2005

Getting More From Authorware and Freeware

Andy Bowman
ielc.lab@wichita.edu
Intensive English Language Center 
Wichita State University
Wichita, Kansas, USA

Elizabeth Hanson-Smith
ehansonsmi@yahoo.com
Command Performance Language Institute/Computers for Education
Sacramento, California, USA

This discussion group shared comments about uses of free and commercial authorable software available either on CD or via the Internet. The talk revealed that although teachers pursue similar goals, their strategies for achieving them are quite diverse. For example, participants mentioned a variety of methods with little repetition in software titles.

Mentioned applications included

  • Hot PotatoesTM
  • Quia programs
  • Praat
  • CAN8
  • Flash
  • ToolBook
  • MS Visual Basic®

The background of the participants also differed. Though most were teachers, several identified themselves as administrators and designers. Platform preference was another point of distinction, with a majority indicating that they used PCs. Nonetheless, several were Mac users. 
  
One conclusion drawn from this discussion is that there would be some use for a tool that can manage a great variety of content, one that a user may customize to suit a particular interest or application, most likely with materials available on the Internet. Some of the discussion addressed the possibility of creating a user group that would have a hand in designing a tool that would make authoring easier and more flexible.

 

Professional Development Opportunities in CALL

Christine Bauer-Ramazani
cbauer-ramazani@smcvt.edu
Saint Michael's College
Colchester, Vermont, USA

Mary-Ellen Butler-Pascoe
mbutler@alliant.edu
Alliant International University
San Diego, California, USA

Twenty TESOLers from the United States, Brazil, Mexico, and Japan attended this early-morning discussion session on the first day of the convention in sunny San Antonio and discussed needs that they or the teachers in their organizations have for professional development in CALL.  They identified the following needs:

  1. international and national standards related to technology (e.g., ISTE, TESOL/NCATE)
  2. certificates indicating that standards in item 1 were met
  3. access to step-by-step tutorials or a database of handouts on basic uses of technology tools (Word, PowerPoint®, FrontPage®, Flash, Web templates, Web exercise/quiz/rubric/puzzle creators, etc.)
  4. a shared space where such tutorials and handouts can be accessed and submitted by TESOL members worldwide
  5. any tips on how to motivate teachers to sustain their professional development endeavors in using technology
  6. any tips (technical, pedagogical, classroom management) on how to use technology in a one-computer classroom in countries/environments with limited resources

The discussion group leaders resolved to establish a Yahoo!Group on a short-term basis for interaction among the participants and relaying the needs expressed by the group to the TESOL board for long-term solutions.

Learner Training for CALL

Phil Hubbard
phubbard@stanford.edu 
Stanford University
Stanford, California, USA 

Howard Pomann
pomann@ucc.edu 
Union County College
Elizabeth, New Jersey, USA

A group of 13 joined the two organizers in this lively discussion on the rationale and process of CALL learner training. They came from various countries, including at least three from Brazil, and taught age levels from kindergarten to adult.

The session began with a brief description of the parameters of learner training in CALL. These included

  • technical training in how to operate the computer in general as well as for specific applications, and
  • pedagogical training in how to connect the computer software or activity effectively to identified language-learning objectives.

The organizers stressed that these two types of training were not limited to tutorial software but also included the many uses of the computer as a tool.

One participant remarked that he had worked in a setting where independent learning occurred, and that he had found it helpful to train students in metacognitive strategies such as planning and locating language content. A point brought up by another participant was the importance of integration, particularly integration of CALL activities into a communicative/interactive curriculum that was project oriented. It was noted that learner training supported such integration by focusing learners' attention on strategies for language knowledge and skill. For example, if negotiation of meaning is a desired part of the process for a computer-mediated communication activity, then training could put some emphasis on the how and why of negotiation of meaning. Essentially, we can give students some "language teacher" training so that they address their tasks with more attention to actions (such as negotiation of meaning) that lead to the desired learning outcome (language acquisition).

Another participant noted that she taught young children and what worked best with them was a play-and-learn approach that let them explore the software. It was acknowledged that a strategy-based approach would probably not be appropriate for kids, though explicit technical training in operating the computer and software would be.

Other points mentioned were the importance of pre and post activities for CALL lessons, including class debriefings, the difficulty in getting students to use and transfer the strategies they have been taught, and the differences in learning styles.

The handout from the session with further information on CALL learner training is available at www.stanford.edu/~efs/lt-tesol05.

 

The What, How, and Why of CALL Research

Joy Egbert 
egbert@mail.wsu.edu
Washington State University  
Pullman, Washington, USA

Gina Petrie
gina_wsu@yahoo.com 
Washington State University  
Pullman, Washington, USA

Keun Huh
Keun70@yahoo.com
Washington State University  
Pullman, Washington, USA

At TESOL 2005, participants interested in computer-assisted language learning met to discuss CALL research. The group decided to use the short time allotted to discuss two topics:

  • where CALL research is currently; in other words what is being investigated by whom and how, and 
  • where we need to take CALL research to make it even more useful, valid, and interesting.

The two lists below present the topics discussed and by whom:  
Where we are

  • Scaffolding (Halliday)
  • Context Awareness (Hauck)
  • Engagement/Flow (Egbert)
  • Choices/Ergonomics (Raby)
  • Visuality/Images (Petrie)
  • Learning Styles/Multiple Intelligences/Field Dependence and  Independence (see an argument against this strand in a review and analysis of Gardner's three major works by Daniel T. Willingham in Reframing the mind, Education Next, 4(3), 18-24, http://www.educationnext.org/20043/18.html)
  • Blended/Hybrid Learning 
  • Presence/Identity/World View/Relationships (Burniske & Monke, Lankshear & Snyder, Warschauer) 

Where we need to go

  • Metacognition/Reflection 
  • Method/Time/Sample (Hubbard)
  • Instruction
  • Limited Technology/Value of Technology/Access
  • Individual Differences
  • Meaning-Making/Multimodality Theory (Salaberry 2002; Kress & Van Leeuven)
  • Media Literacy
  • Technology Affordances/Task-Technology Fit 

For other questions that researchers are asking and find important, check Phil Hubbard's Web site, "A Survey of Unanswered Questions in Computer Assisted Language Learning," at http://www.stanford.edu/~efs/callsurvey and for a study of CALL research see www.stanford.edu/~efs/call04. The group agreed to meet at the next TESOL conference to discuss what progress has been made.   

 

Using Movie Editing Programs in Student Classrooms

Sookhee Kim Plotkin.
Sookhee.Plotkin@pgcps.org
Prince George's County Public Schools
Maryland, USA

Steven K. Sharp
ssharp@pgcps.org  
Prince George's County Public Schools
Maryland, USA

About seven people attended this early Friday morning discussion session, which started with a brief introduction of who they were and what they used as far as video editing programs. A couple of people had created movies for their personal interests, but the majority of attendees had not used video editing programs with students in the classroom. The discussion session leaders shared their experiences in creating movies to engage elementary and secondary ESOL students in reading and writing projects. The discussions and questions centered around what equipment they need to get started and how to convert analog movie clips to digital format. The session leaders also shared their knowledge regarding computer hard drive and memory capacity, video editing programs available for Windows-based and Macintosh-based machines, and video cameras and cables for creating a video product. For those interested, the discussion notes and handouts for the related PCI session "Creating and Using Digital Video Projects" can be found athttp://www.pgcps.org/~esol/TESOL2005.

 

 


True Anywhere, Anytime Learning With Mobile Phones

By Tim Collins, e-mail: tgcollins@earthlink.net

Imagine this situation: You are a cab driver in Beijing. To keep your job through the coming Olympics you have to improve your spoken English. But your busy work schedule and family responsibilities don't give you time to take classes. What can you do? For many in this situation, giving up is, unfortunately, the most likely course of action. But the solution may literally be already at hand: our mobile phones.

Mobile phones are already becoming much more than a means for transmitting the human voice wirelessly. Mobile phones today support a variety of data and multimedia features, most notably short messages and photography, but also video photography and audio for playback of ringtones and music. Increasingly, mobile carriers are adding flat and dynamic content, including individual and interactive games and access to information (such as driving directions, travel information, e-mail, and more).

Mobile phone users can access information on fine wines; submit samples of music to find out the name of the song, artist, and record label; and submit pictures of famous buildings to access guidebook content. Museums such as the Uffizi Gallery in Florence are experimenting with using connected phones and PDAs to share information with visitors to enhance their experiences.

Also being developed is more traditional academic learning content using the current and forthcoming capabilities of mobile phones. Soon technology will enable the creation of rich mobile multimedia content suitable to the learning of ESL and EFL, including developing listening, speaking, and reading skills as well as cross-cultural awareness.

At present, technology supports delivery of a variety of educational content, ranging from text-only to rich multimedia (including audio and visual content) that can be delivered over the air to mobile phones for playback and storage. Simple text messaging technology is the most rudimentary, allowing the transmission of short text messages. In fact, simple text messaging was used in Greece during the recent Olympics to teach simple, relevant phrases in modern Greek to visitors.

Multimedia messaging takes the delivery a step further, allowing the integration of images, audio, and text. Applications such as Java and Brew allow the creation of sophisticated content with art, animation, rich audio, and more.

At present, the most sophisticated content delivery systems are in Asia (including China, the world's largest mobile phone market) and Europe. However, infrastructure is in place around the world to deliver mobile content to phone subscribers. Currently, about a quarter of mobile phones worldwide are able to support the more sophisticated forms of multimedia, and this number is expected to grow quickly, as new, more sophisticated models are rolled out.

Developing curriculum for mobile phones requires understanding of both the technology and good instructional practices. With current capabilities, a variety of educational content can be developed for language learning, including

  • Short dialogues as conversational models and for listening comprehension.
  • Read-alongs, which are recorded audio stories that allow the user to follow along with the printed text while listening to the reading. This technique can be used with news stories, recorded books, or other text passages to develop both listening comprehension and reading skills.
  • Picture dictionaries with illustrations of common objects and actions, plus audio playback of the words and examples and translations into the users' first languages.
  • Phrase books for travelers needing to access key language for travel needs.
  • Preparation for standardized testing, such as TOEFL and TOEIC.
  • Materials for phonics instruction.

Soon a number of interactive features will become available, including the following:

  • Ability for content producers to integrate a wider variety of media, including animation and short video, and the ability for users to record and play back their own voices.
  • Ability for users to submit sound files for evaluation of pronunciation and speaking skills, including automated evaluation.
  • Establishment of learner communities for interactive learning using shared tools and content.
  • Daily delivery of new content (such as a daily lesson) using a "push model."
  • Ability to identify and deliver location-specific content, using GPS technologies.

Mobile learning has been the subject of a number of major conferences in Europe and Asia, and organizations such as the European Commission are supporting advanced research in this area. Soon, people may be able to access not only outstanding educational content but even a live teacher or classmates around the world through their mobile phones for true anywhere, anytime learning.

Dr. Timothy G. Collins, PhD, is assistant professor, English as a second language and bilingual education, at National-Louis University, Chicago. The author of over more than books, Dr. Collins has served as educational consultant and mobile content designer for First International Digital, a Motorola spin-off and a leader in mobile content delivery and mobile education. 


The Extensive Reading Web Site

By Rob Waring, e-mail: waring_robert@yahoo.com

At TESOL 2005 in San Antonio, Marc Helgesen and I introduced the Extensive Reading Web site (http://extensivereading.net/). The Web site was set up and is maintained by Tom Robb, who oversees the many contributions to the site. The site is packed with useful advice for teachers who want to start an Extensive Reading (ER) program. But what is ER?

ER is an approach to reading that says that people need vast amounts of sustained silent reading to learn a language. For a person to read fluently, the reading should be easy and achievable, with very few unknown words. In this way fluency and reading speed can be promoted. In ER, self-selected reading is preferable over reading that is imposed by a course, and the reading is done mostly out of class. ER practitioners believe that reading is its own reward.

ER is often contrasted with Intensive Reading. In Intensive Reading the learners read very little text, usually only a few hundred words, and are examined on their understanding of the text with comprehension questions. This is often followed by vocabulary and grammar exercises. The aim is to learn about the language in the text, so they discuss it. By contrast, in ER, the reading is done for the pleasure of it. Because ER involves reading massive amounts of text, ER allows learners to pick up numerous new words and deepen their knowledge of the grammar and vocabulary by giving them chances to get a feeling for how the language works by noticing word patterns and collocations as well as grammar patterns as they read. As there is so little time in the classroom to teach all the necessary vocabulary and grammar as well as teach the four skills and so on, reading (or listening to) a massive amount of language allows the learners to meet the language they need enough times to develop the knowledge they need to be fluent in the language.

The ER Web site is divided into many sections. "What is ER?" (http://extensivereading.net/er/whatis.html) and "How to start an ER program" (http://extensivereading.net/er/start.html) allow those who are unfamiliar with ER to learn more about it and get some tips on how to start and maintain a program. The site also has some examples of model ER programs (http://extensivereading.net/er/model.html), some handouts (http://extensivereading.net/er/handouts.html) from various ER presentations, and some classroom worksheets that can help those new to ER get their bearings. Other sections of the site list the various ER materials (http://extensivereading.net/er/materials.html) that are available to teachers and learners. Very often within ER these materials are graded readers, which are books written within a limited vocabulary and set of grammar structures to be made accessible to second and foreign language learners. Often L1 materials are unsuitable as ER materials (for fluent reading) as they are written for natives and contain far too much unknown language, forcing the learner to return to a study-mode kind of reading.

The site also has many links to online articles (http://extensivereading.net/er/online.html) and there is a huge annotated bibliography (http://extensivereading.net/er/biblio.html) of several hundred articles, research, and more. For those interested in conducting research the site provides a list of teachers and researchers (http://extensivereading.net/er/group.html) who are working in ER and are willing to be contacted to discuss or help with ER.

Please take some time to review the site and consider adopting an ER program. More information can also be found at my own Extensive Reading (http://www1.harenet.ne.jp/~waring/er/index.html) and Extensive Listening (http://www1.harenet.ne.jp/~waring/el/index.htm) Web sites.

Dr. Rob Waring is an associate professor at Notre Dame Seishin University in Okayama, Japan. His research interests include curriculum development, reading, and vocabulary instruction.



Columns Making Connections

Introduction
By Suzan Stamper, e-mail: suzanstamper@yahoo.com

"Making Connections" is a new column focusing on a valuable CALL resource: our CALL-IS members. For each newsletter, I will invite a few members to answer a set of simple questions:

  • What is your favorite platform?
  • What is the one indispensable tool/web page?
  • What is your most unexpected source of information about CALL?
  • What was your favorite CALL creation?
  • What are you working on now?
  • What area would you like to see developed/researched?
  • In a sentence, what advice would you give to a newbie starting out in CALL?

The answers to the questions will reflect a variety of perspectives, experiences, and insights. My hope is that every reader-from new member to founding member-will enjoy this opportunity to compare experiences, to share advice, to nurture inspiration, and to make connections within our community.

In this first column, you will find four names often heard in our Electronic Village: 

These four members, who have served on the steering committee in the past or in the present, contribute to our interest section through the EV Online Sessions, EV Special Events, or the CALL-IS Web site.

Please e-mail me at suzanstamper@yahoo.com if you have suggestions or contributions to "Making Connections."

 

 

Christine Bauer-Ramazani

Bauer-Ramazani

Christine Bauer-Ramazani is in her second term as a member of the CALL-IS Steering Committee, serves on TESOL's Technology Advisory Committee, and is the cofounder of the Electronic Village Online sessions, which she coordinated from 2001 to 2004. She presents regularly at the TESOL convention and has been teaching online workshops for TESOL since 2002.

E-mail: cbauer-ramazani@smcvt.edu
Affiliation: Saint Michael's College
Years in the CALL-IS: 8

Q: Favorite platform?
A: PC

Q: For you, what is the one indispensable tool/web page?
A: My web editor-FrontPage

Q: What is your most unexpected source of information about CALL?
A: My own students (in the graduate CALL Online course)! Learning is ongoing and the most fun when teachers are not only mentors but also learners themselves.

Q: What was your favorite CALL creation?
A: My latest digital video clips of collaboration between Intensive English Program students and undergraduates in a TESL seminar using games and puzzles listed on my links compendium

Q: What are you working on now?
A: A book chapter on training CALL teachers online

Q: What area would you like to see developed/researched?
A: Quantitative data/studies on the effect of using the Internet for language development

Q: In a sentence, what advice would you give to a newbie starting out in CALL?
A: Attend the CALL-IS business meeting at the TESOL convention on Wednesday from 5 to 7 p.m. (see Program Book for location) and volunteer for a "job." It's the best and easiest way to get involved in CALL-IS and have fun doing what you enjoy doing-working with computers and with others who enjoy the same.

Back to Introduction

 

 

Douglas W. (Doug) Coleman

Coleman, DougDoug's first presentation at a CALL-IS event was in the Author's Showcase at TESOL 1989 in San Antonio. He's a past chair of the IS (1992-93) and past member of the CALL-IS Steering Committee (2002-04). For the past two years Doug has been the editor of the CALL-IS Electronic Village Program booklet for the annual convention.

 

E-mail: Douglas.Coleman@utoledo.edu
Affiliation: University of Toledo, Toledo, Ohio
Years in the CALL-IS: About 20. That is, probably since 1984. I didn't become active in the IS until the early 90s, though.

Q: Favorite platform?
A: The last stable version of DOS? Seriously, of what's current, probably WinXP Pro, mostly because of familiarity and, among Win versions, it has a combination of stability and ease of use.

Q: For you, what is the one indispensable tool/web page?
A: Word processing software. I could more easily go back to sketching by hand (instead of using Painter) or using a 3x5 card catalog in the library (instead of an online catalog) than I could go back to a typewriter. I think anybody who says something like "My Whiz-Bang JimmyCrack 7.2 WebTerminator Plus" or some such, in answer to this question, is just trying to show off.

Q: What is your most unexpected source of information about CALL?
A: The Web. (That's right; I did not misread the question.)

Q: What was your favorite CALL creation?
A: Could be TERRI, which ran on the Commodore 64 back in 1984 or so (written up in System in 1985). It understood what I said to it.

Q: What are you working on now?
A: Langland, a simulated English-speaking country presented in a first-person 3D environment (http://coarts_faculty.utoledo.edu/dcoleman/langland). The software and resources are being developed as open source.

Q: What area would you like to see developed/researched?
A: Langland. It's not about language learning-it's about learning how to communicate. And I need help; one person can't go it alone on a project of its scope.

Q: In a sentence, what advice would you give to a newbie starting out in CALL?
A: Don't just take what other people have made and use it for its intended purpose. Be creative. Sometimes you can do extremely interesting things with software simply by subverting it for your own (and your students') purposes.

Back to Introduction

 

 

Jeff Nelson 

Nelson, JeffJeff is our CALL-IS webmaster. He has also served on the steering committee, in discussion groups, and on the Electronic Village team during conventions.

 

 

E-mail: jtnelson@el-camino.net
Affiliation: Washington State University
Years in the CALL-IS: approximately 7

Q: Favorite platform?
A: For CALL, my favorite platform is the WWW. I prefer to use Apache as web server software, running on Debian Linux, with apps programmed in PHP/MySQL.

Q: For you, what is the one indispensable tool/web page?
A: I don't know what I'd do without Moodle http://www.moodle.org. I'm also addicted to Mozilla Firefox.

Q: What is your most unexpected source of information about CALL? 
A: New colleagues. This year I had a new officemate who showed me some CALL sites that I had never seen before.

Q: What was your favorite CALL creation?
A: I really enjoyed the "Love Page" that Doug Winther and Colin Sachs coordinated as a class project. The students translated several different phrases of love, such as "I like you," "I love you," and "I love you very much" into about 10 languages, made recordings, and put it all together in a nice HTML page. It was fun. Unfortunately, I think it has disappeared by now.

Q: What are you working on now?
A: I'm trying to troubleshoot network problems in a computer lab at a school in rural Colombia. Other ongoing projects are creating Moodle courses for typing (in Spanish); computer literacy courses; and grant-writing for my Colombia project. I also tend to work on motorcycles a lot. :-P

Q: What area would you like to see developed/researched?
A: I'd like to see free, open-source tools like Moodle used more in ESL. With Moodle, it's really easy to create an entire course that other teachers can upload and use on their own Moodle server, so we could avoid having to re-create the wheel so often.

Q: In a sentence, what advice would you give to a newbie starting out in CALL?
A: Don't bother becoming an expert on anything that will be obsolete in 5-10 years.

Back to Introduction

 

 

Sophie Ioannou-Georgiou

Ioannou-GeorgiouSophie has been a regular proposal reader and presenter for the CALL-IS. She has been a TAC member (2000-02) and chair of the TAC Portfolio on Technology Standards. She is a member of the CALL-IS Steering Committee and this year's coordinator of the EV Mini-Workshops.

 

 

E-mail: yiansoph@cytanet.com.cy
Affiliation: Cyprus Pedagogical Institute
Years in the CALL-IS: 5 (I think)

Q: Favorite platform?
A: I started off with PCs and carried on that way. You can't find many MACs in Cyprus.

Q: For you, what is the one indispensable tool/web page?
A: I think it has to be Google. I really like its noncluttered look and it is a pretty good search engine.

Q: What is your most unexpected source of information about CALL?
A: I tend to take it for granted now, but my most unexpected source of information was the online communities of friendly technophiles from NETEACH-L to IATEFL COMP-SIG, TESOL CALL-IS, and the WebHeads Community.

Q: What was your favorite CALL creation?
A: A series of activities for students to carry out while in a MOO [Multi-User Dimension, Object-Oriented]. I was also very happy with setting up a CALL conference in 2001 when we had a parallel online conference; we webcast the presentations and accepted questions from virtual participants. On one occasion we had a presenter webcast in to the live audience. He was given a slot in the regular conference and he gave his presentation while he was in Australia. It was really exciting when everything went smoothly and in 2001 we weren't so accustomed to this technology.

Q: What are you working on now?
A: I'm working on the final stages (writing up) of a comparative study of f2f [face to face] interactions and online synchronous text-based interactions as well as an in-depth analysis of MOO-based synchronous interactions and their effects in language learning.

Q: What area would you like to see developed/researched?
A: I would like to see much more research regarding learning outcomes of CALL implementation. Although we have been working in that direction, we still need to see much more research-preferably research that also employs qualitative analysis and longitudinal studies.

Q: What is your funniest CALL-related incident?
A: I have a stock of funny incidents, but this is the most recent one. I wanted to use the computer in a particular classroom, a month or so after the school year started. I asked the teacher if the computer was set up and she replied, "Yes." The next day I was ready to install the software I wanted and get to work with the students. I went to class and pulled away the computer cover but couldn't see the computer tower. I wondered where it was and stupidly started looking around the computer desk just in case it was somewhere there. It was nowhere to be found. The computer tower had been missing since the beginning of the year and no one had realized it!

Q: In a sentence, what advice would you give to a newbie starting out in CALL?
A: Find a good, supportive community to help you grow!

Back to Introduction



Keeping Up With the Community Photos From the Electronic Village, San Antonio Convention, 2005

A few photos from the convention.

Charles Kelly, OnCALL June2005OnCALL June 2005

 

 

 

 

 

OnCall2 June2005

OnCall4 June2005

 

 

 

 

 

 

 

OnCALL5 June2005

 

 

 

 

 

 


Hooray for the EV ’05 Volunteers!

By Laurie Moody, e-mail: dqm4884@nyu.edu

A few years ago in St. Louis, I broke my wrist while looking for a McDonald's on a riverboat along the river. (Proof positive that fast food is bad for you!) As a result, I missed the CALL meeting and somehow ended up on the committee that solicits volunteers for the EV. (Yet another reason to attend the EV organizing meetings!) Actually, this turned out to be a great job.

Since then, along with other committee members each year, we have put out a call for CALL Electronic Village volunteers through various electronic mailing lists and we have asked teacher-ed faculty to encourage their students to join us. In addition, the TESOL Central Office has included the EV as one of the general convention volunteer opportunities. This past year, Lupe Ruvalcaba from the local San Antonio Committee coordinated the efforts from the Central Office and sent us volunteers throughout the conference. We send her special thanks.

In San Antonio, we had an excellent and diverse group of volunteers. In the incomplete list below, you will find new and returning volunteers as well as current and past board members. Last-minute volunteers may not have been included. Please let me know if you are not listed.

Thank you, thank you, thank you all:

Christine Bauer-Ramazani, Buthaina Al Othman, Sayora Nurmatova, Felicita Putri, Irene Pannatier, David Winet, Michelina P. Bonanno, Alejandro Martinez, Dawn Bikowski, Larry Udry, Silvio Avendo, Nuuri Deen, Steven Sharp, Candi Rodrigues, Adrianna Mercado, Melissa Martin, Malika Lyon, Lisa Rodriguez-Placencio, Donette Artenie, Bonnie Aghai, Li Jin, Jerry Bicknell, Kathleen Rathburn, Larry Udry, Miho Endo, Sookee Kim Plotnik, Chi-Hua Tseng, Doug Worsham, Elizabeth Hanson-Smith, Lisa Davison, Claire Bradin Siskin, Sharon Sylvester, Renee Karaolis, Sandy Reno, Rae Lan, Naima Asri, Mania Missirian, Bunny Frost, Ron Belisle, Agnes Drath, Jane Smith, Susan Stamper (Moody), Norma Smith, John Madden, Chris Sauer, Elizabeth Low, Susan Gaer, Alison Hanks, Jane Petring, J. D. Boswell, Elizabeth Cambray, Rita Zainstejer, Liz Cambray.


Call for Submissions On CALL welcomes your contributions of articles, reviews, opinions, announcements, and reports of conference presentations. We also like hearing your suggestions, ideas, and questions. Send one or more of the above to Dawn Bikowski at bikowski@ohio.edu.
About This Member Community About the Computer-Assisted Language Learning Interest Section Interest Section

The Computer-Assisted Language Learning Interest Section (CALL IS) exists to work toward a definition of issues and standards in CALL, to facilitate communication and exchange, to contribute to the computer orientation of other members of TESOL, and to foster research into the role of CALL in language learning.

CALLIS 2005-2006 Community Leaders

Chair: Susan L. Gaer, e-mail sgaer@yahoo.com
Chair-Elect: Steven K. Sharp, e-mail ssharp@pgcps.org
Editor: Dawn M. Bikowski, e-mail bikowski@ohio.edu
Past Chair: Susanne E. McLaughlin, e-mail smclaugh@roosevelt.edu
Coeditor: Suzan E. Stamper, e-mail smoody@cuhk.edu.hk
Steering Committee Member: Randall S. Davis, e-mail rd@esl-lab.com
Steering Committee Member: Sophie Ioannou-Georgiou, e-mail yiansoph@cytanet.com.cy
Steering Committee Member: John P. Madden, e-mail jmadden@mail.utexas.edu
Steering Committee Member: Christopher S. Sauer, e-mail csauer@dwci.edu
Steering Committee Member: Sookhee Kim Plotkin, e-mail sookhee.plotkin@pgcps.org 
Steering Committee Member: Laurie Moody, e-mail dqm4884@nyu.edu
Steering Committee Member: Christine Bauer-Ramazani, e-mail cbauer-ramazani@smcvt.edu
Steering Committee Member: Buthaina Al-Othman, e-mail buthaina_3@yahoo.com

Web sites: http://darkwing.uoregon.edu/~call/ and http://www.tesol.org/callis/

Discussion E-List: Visit http://www.tesol.org/getconnected to subscribe to CALLIS-L, the discussion list for CALLIS members, or log in and visithttp://lists.tesol.org/read/?forum=callis-l if already a subscriber.