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| Preface | |
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| Acknowledgments | |
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| Introduction | |
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| Overview | |
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| Defining Terms | |
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| History of Language Learning and Technology | |
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| Early Language Laboratories (1960s-2000s) | |
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| Early Methodologies | |
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| Traditional Roles of Learners and Instructors | |
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| Role of Computers and Limitations of Technology | |
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| Interface versus Interaction | |
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| Modern Smart Classrooms or E-Classrooms | |
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| Technical Considerations | |
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| Conclusion | |
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| Practical Work | |
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| Suggestions for Further Reading | |
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| Evaluating and Using Software, Online Applications, and Hardware | |
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| Overview | |
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| Evaluation | |
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| Early CALL Applications | |
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| Methodical Evaluation | |
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| Underlying Assumptions | |
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| The Learners | |
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| The Instructor | |
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| The Language and Culture | |
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| The Learning Process | |
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| Goals | |
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| Content | |
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| Technical Requirements | |
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| Copyright Laws and the Internet | |
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| Public Domain | |
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| Fair Use | |
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| The TEACH Act | |
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| Obtaining Copyright Permission | |
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| Technical Considerations | |
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| The Learning Curve | |
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| Conclusions | |
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| Practical Work | |
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| Suggestions for Further Reading | |
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| The World Wide Web | |
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| Overview | |
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| History of the Web | |
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| Understanding the Web | |
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| Understanding URL Addresses | |
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| Finding and Using What You Need | |
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| Using Web Pages for Teaching | |
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| Publishers' Pages | |
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| Dictionaries, Online Translation, and Academic Research | |
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| Corpus/Concordance Activities | |
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| Free Surfing | |
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| WebQuests | |
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| Class Presentations | |
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| Online Portfolios | |
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| Suggestions for Teaching with the Web | |
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| Follow-up Activities | |
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| Additional Uses for the Web | |
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| Class Management | |
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| Professional Development | |
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| Technical Considerations | |
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| Practical Work | |
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| Suggestions for Further Reading | |
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| Theories of Second Language Acquisition | |
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| Overview | |
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| SLA Theories | |
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| Property Theories | |
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| Transition Theories | |
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| Environmental Theories | |
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| Technology and Second Language Acquisition | |
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| A Brief History of SLA and Typology of CALL | |
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| Practical Work | |
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| Suggestions for Further Reading | |
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| Activity- and Task-Based Teaching for Technologically Enhanced Classrooms | |
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| Overview | |
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| Sociocultural Theory and CALL | |
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| Activity, Task, and Exercise | |
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| Types of Tasks in a CALL Environment | |
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| Participation Structures | |
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| Practical Work | |
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| Suggestions for Further Reading | |
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| National and International Standards in Teaching with Electronic Media | |
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| Overview | |
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| National Standards for Foreign Language Learning | |
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| Communication | |
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| Cultures | |
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| Connections | |
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| Comparisons | |
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| Communities | |
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| ISTE NETS-S | |
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| Creativity and Innovation | |
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| Communication and Collaboration | |
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| Research and Information Fluency | |
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| Critical Thinking, Problem Solving, and Decision Making | |
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| Digital Citizenship | |
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| Technology Operations and Concepts | |
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| ACTFL Teacher Standards | |
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| Language, Linguistics, Comparisons | |
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| Cultures, Literatures, Cross-Disciplinary Concepts | |
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| Language Acquisition Theories and Instructional Practices | |
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| Integration of Standards into Curriculum and Instruction | |
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| Assessment of Languages and Cultures | |
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| Professionalism | |
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| ISTE NETS-T | |
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| Facilitate and Inspire Student Learning and Creativity | |
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| Design and Develop Digital-Age Learning Experiences and Assessments | |
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| Model Digital-Age Work and Learning | |
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| Promote and Model Digital Citizenship and Responsibility | |
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| Engage in Professional Growth and Leadership | |
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| Practical Work | |
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| Suggestions for Further Reading | |
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| Synchronous Computer-Mediated Communication | |
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| Overview | |
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| Synchronicity and Tools for Synchronous CMC | |
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| MOO | |
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| Internet Chat | |
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| SMS, Text Messaging, or Texting | |
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| Instant Messaging | |
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| VoIP | |
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| Face-To-Face vs. CMC | |
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| Teaching Principles for Synchronous CMC | |
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| Preparing for Chat | |
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| The Task | |
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| Limit the Number of Participants | |
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| Have Specific Time Limits | |
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| Identify a Clear Goal that Students can Complete in the Time Allotted to Them | |
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| Help Latecomers and/or Those Who Weren't Paying Attention | |
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| Use the Transcripts | |
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| Technical Considerations | |
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| Fonts | |
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| Chat Customs | |
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| Conclusion | |
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| Practical Work | |
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| Suggestions for Further Reading | |
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| Asynchronous Computer-Mediated Communication | |
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| Overview | |
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| Asynchronous Tools | |
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| Email | |
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| Intranet Email Exchanges | |
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| Internet Email Exchanges | |
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| Listservs | |
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| Discussion Boards | |
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| Clarifying the Task | |
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| Monitoring | |
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| FAQs | |
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| Micropublishing | |
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| Blogs | |
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| Microblogs | |
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| RSS Feeds | |
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| Vodcasts and Podcasts | |
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| Wikis and Social Networking Sites | |
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| Technical Considerations | |
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| Practical Work | |
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| Suggestions for Further Reading | |
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| Computer-Based Language Testing | |
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| Overview | |
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| Purpose of Testing | |
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| Characteristics of Online Assessment | |
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| Reliability | |
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| Validity | |
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| Delivery | |
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| Presentation | |
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| Scoring | |
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| Washback | |
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| Creating Computer-Based Tests | |
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| Surveys | |
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| Exercises | |
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| Tests | |
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| Automatic Scoring of Tests | |
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| Constructed-Response Tests | |
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| Disadvantages in CALT | |
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| The Future of CBT | |
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| Technical Considerations | |
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| Practical Work | |
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| Suggestions for Further Reading | |
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| Alternative Assessment: Projects, Performances, and ePortfolios | |
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| Overview | |
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| Traditional vs. Alternative Approaches | |
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| Integrated Performance Assessment | |
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| Projects | |
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| Planning | |
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| Production | |
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| Evaluation | |
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| ePortfolios | |
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| LinguaFolio | |
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| Contents | |
| |
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| Assembling the ePortfolio | |
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| Checklists and Rubrics | |
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| Technical Considerations | |
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| Practical Work | |
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| Suggestions for Further Reading | |
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| The Future of CALL | |
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| Overview | |
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| Trends in Evaluation | |
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| Internet Trends | |
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| Task-Related Trends | |
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| Trends in Communication | |
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| Trends in Assessment | |
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| Appendix A | |
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| |
| Overview of Evaluation Criteria | |
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| Works Cited | |
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| Index | |