Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

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    (University of Hawaii National Foreign Language Resource Center, 2021-10-01) LLT Staff
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    The evolution of identity research in CALL: From scripted chatrooms to engaged construction of the digital self
    (University of Hawaii National Foreign Language Resource Center, 2021-10-01) Klimanova, Liudmila
    Drawing on past and current scholarship on digitally mediated communication in language learning, this review article examines the evolution of identity research in computer-assisted language learning (CALL) from the 1990s to the present day. The article offers an in-depth overview of critical issues and topics associated with language learner identification in educational digital settings and non-institutionally situated online cultures. A chronological approach is followed, addressing three main historical periods broadly related to the major conceptual shifts in applied linguistics: early developments and the communicative turn (1995-2000), the social and intercultural turns (2000-2010), and the critical and multilingual turns (2010-2020). Thus, this paper seeks to link the research on digital identity in CALL to second language acquisition (SLA) theories and highlight key studies and their importance for the field and the shifting paradigm. The article concludes with a summary of newly emerging themes in digital identity studies and outlines new directions for research on language learner identity in digital spaces. Singling out identity research within the discipline of CALL as a historically evolving topic that reflects the ever-changing realms of the digital world contributes to strengthening interdisciplinary ties between broadly conceptualized digital humanities, digital humanistic pedagogies, and computer-assisted language learning sciences.
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    Twenty-five years of computer-assisted language learning: A topic modeling analysis
    (University of Hawaii National Foreign Language Resource Center, 2021-10-01) Chen, Xieling ; Zou, Di ; Xie, Haoran R. ; Su, Fan
    The advance of educational technologies and digital devices have made computer-assisted language learning (CALL) an active interdisciplinary field with increasing research potential and topic diversity. Questions like “what topics and technologies attract the interest of the CALL community?,” “how have these topics and technologies evolved?,” and “what is the future of CALL?” are key to understanding where the CALL field has been and where it is going. To help answer these questions, the present review combined structural topic modeling, the Mann-Kendall trend test, and hierarchical clustering with bibliometrics to investigate the research status, trends, and prominent issues in CALL from 1,295 articles over the past 25 years ending in 2020. Major findings revealed that Social Sciences Citation Indexed journals such as Computer Assisted Language Learning, Language Learning & Technology, and ReCALL contributed most to the field. Topics that drew the most interest included mobile-assisted language learning, project-based learning, and blended learning. Topics drawing increasing research interest include mobile-assisted language learning, seamless learning, wiki-based learning, and virtual world and virtual reality. Additionally, the development of mobile devices, games, and virtual worlds continuously promote research attention. Finally, the review showed that scholars and educators are integrating different technologies, such as the mixed use of mobile technology and glosses/annotations for vocabulary learning, and their application into various contexts; one such context being the integration of digital multimodal composing into blended project-based learning.
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    Twenty-five years of digital literacies in CALL
    (University of Hawaii National Foreign Language Resource Center, 2021-10-01) Kern, Richard
    This article begins with a brief overview of how digital literacies have evolved in the context of recent technological and social changes. It then discusses three major domains in which digital literacies have made important contributions to language learning during this period: (a) agency, autonomy, and identity; (b) creativity; and (c) new sociality and communities. It then discusses a range of pedagogical issues related to digital literacies and some frameworks that have been proposed to address those issues. The conclusion summarizes some of what we have learned over the past 25 years and what we still have yet to learn.
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    Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL
    (University of Hawaii National Foreign Language Resource Center, 2021-10-01) Kalyaniwala, Carmenne ; Ciekanski, Maud
    While research on language learner autonomy and Computer-Assisted Language Learning (CALL) is abundant, few studies have sought to systematically explore the relationship between the two. By adopting a rigorous approach that identifies transparent inclusion and exclusion criteria, this paper presents a systematic review that seeks to identify: (a) the scope of interest, (b) features, and (c) the trends that emerge at the intersection of the empirical research on learner autonomy and CALL. A dataset comprising of 41 research articles published over a span of 22 years was coded and quantified, with the data extracted, then compared over two distinct periods, 1997 to 2010 and 2011 to 2020. Results show that there is a significant increase in the number of participants targeted for studies, which are situated in non-formal and informal learning contexts with an unstructured degree of formality. Moreover, online applications, such as social media and downloadable apps, seem to be favored and can be directly linked to the ubiquitous autonomous learning experience through either mobile-assisted language learning or informal learning.