An international bibliography of computer-assisted language learning: fifth instalment

Jung, Udo

doi:10.1016/s0346-251x(02)00019-2

Cited by 4 publications

(1 citation statement)

References 341 publications

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“…It was based on the 2400 entries of his International Bibliography of Computer Assisted Language Learning (Jung, 1988;Jung & Lieber, 1993). Four instalments of the bibliography later (Jung, 1994(Jung, , 1999(Jung, , 2005, the number of entries has risen to 5,301 and the once text-based bibliography has been transformed into a searchable database.…”

Section: Introductionmentioning

confidence: 99%

CALL: past, present and future — a bibliometric approach

Jung¹

2005

ReCALL

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A bibliometric approach is used not only to sketch out the development of CALL during the last 25 years, but also to assess the contribution of educational technology to 21st century foreign-language teaching and learning. This study is based on the six instalments of the author’s International (and multilingual) Bibliography of Computer Assisted Language Learning and the 5,301 entries contained therein. The once text-based bibliography has been transformed into a searchable database. Since index terms to describe both the contents and the nature of individual publications have been attached to the bibliographic data, it is now possible to query whether the 25,000 descriptors cluster around certain topics and to depict developments chronologically. The statistical evaluation of a large corpus also avoids the pitfalls of selective interpretation. Recent controversies about the chronologisation of CALL events as well as the internal consistency of such time chunks are addressed. The data suggest that the online/offline divide occurs around 1993 and that the latest additions to the foreign language teacher’s tool box – from e-mails to voicechats – overcome the language acquisition/language learning barrier. New and student-oriented forms of dealing with foreign language learning come to the fore. This has induced some researchers to concentrate on events where conversation breaks down, because learners must then ask for modified input or negotiate the meanings of lexical items. Such a strategy promises success in instructed second-language acquisition. It is suggested, however, that the foreign language teacher’s intervention is a necessary complement to second-language developmental processes. Educational technology may allow the teacher to let nature run its course nowadays. But when nature is unsympathetic to the cause of foreign language learning the teacher must rein in the student’s language acquisition device to protect him or her from certain sanctions the target community holds in store for the unsuccessful learner.

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Section: Introductionmentioning

confidence: 99%

CALL: past, present and future — a bibliometric approach

Jung¹

2005

ReCALL

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Tecnología y enseñanza del español en los Estados Unidos: hacia un mayor protagonismo del alumno como gestor de su propio aprendizaje

Román-Mendoza

2014

Journal of Spanish Language Teaching

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Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students

Ahluwalia

Gupta

2017

Multiculturalism and Technology-Enhanced Language Learning

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The present case study investigates the effectiveness of technology use in the writing skills of the students at the tertiary level. The subjects of this research were 80 students of an engineering college of Punjab, India. The project was implemented on the basis of the experimental method with a pretest-posttest control group design. At the outset of the project, all the subjects were given a standardized writing test. Following which, the students of the experimental group were made to perform their writing activities using technology in the language lab throughout the semester. Thereafter their performance was assessed and the results were further compared with the students of the control group as well as with their own performance in the pre-test. The results revealed that the achievement in the writing skills of the students under treatment improved significantly. Lastly, the researcher elicited information about students' perceptions on the use of technological tools.

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An international bibliography of computer-assisted language learning: fifth instalment

Cited by 4 publications

References 341 publications

CALL: past, present and future — a bibliometric approach

CALL: past, present and future — a bibliometric approach

Tecnología y enseñanza del español en los Estados Unidos: hacia un mayor protagonismo del alumno como gestor de su propio aprendizaje

Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students

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