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    Autoformation et multimédia    Didactique    Linguistique    Ingénierie de formation

CALICO Journal - Vol. 29, n° 3 - 2012

 

Eight research articles, the first Spotlight article, one book review (Leakey, 2011) and one software review (E-Tutor, an ICALL web-based courseware for German).

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In the leading article, Wang and Vasquez (2012) provide a synthesizing review of the research to date on the use of Web 2.0 technologies for language learning and discuss how this strand of research has expanded the range of topics explored in CALL from the traditional four broad language skills to learner identities, online collaboration, and learning communities.

Arnold, Ducate, and Kost (2012) explore the nature and success of revisions made in German course wikis and also task roles that developed during the project.

In a study of intercultural competence and cultural learning, Schenker (2012) employs Byram¹s (1997) model of intercultural competence to explore learner interest in their own and the target culture in an asynchronous telecollaborative project.

Mitchell (2012) examines student motivations for using (or not using) the social networking site Facebook, and students¹ evaluation of this tool for language learning purposes.

Sun (2012) explores how voice blogs might be used to increase speaking skills among Taiwanese learners of English.

Writing from an interactionist perspective, Yanguas (2012) compares the vocabulary development and student perceptions across face-to-face and audio and video SCMC modes of interaction.

Guided by Chapelle’s (2001) framework for CALL evaluation, Pardo-Ballester (2012) reports on a two-year empirical study of learners’ perceptions of the enjoyability and usefulness of LoMásTv, a Spanish teaching website, which draws heavily on the use of authentic videos.

Vorobel and Kim (2012) provide a picture of the topics and instructional contexts addressed in distance language-learning research since 2005.

It is in the spirit of broadening the scope of CALL research that a special section of the journal "Spotlight" is introduced. The inaugural contribution under this rubric is the article by Zhu, Fung, and Wang (2012), which offers a thorough investigation of a traditional teaching tool in the teaching of Chinese : flashcards for the learning of Chinese characters.