A longitudinal analysis of highly cited papers in four CALL journals (original) (raw)
Related papers
Mehmet Akif Ersoy University Journal of Education Faculty, 2020
This study probes into the research studies on language learning with technology published in three CALL-focused flagship journals (Language Learning & Technology, CALL, and ReCALL) in the last 10 years (2010-2019). These journals are indexed in the Social Science Citation Index (SSCI) and they solely publish articles on the use of technology in language learning. The established criterion for article selection is that the studies should provide empirical evidence on the benefits of using a specific technological tool on a language area (e.g. main language skills, grammar, vocabulary, anxiety, and autonomy). A total of 286 studies were identified and the content analysis technique was used to track the publications‟ trends, methodologies, theories, research focus, the technology used, and language learning benefits. The findings showed that the commonly used technologies were corpus (data-driven learning), computer-mediated communication (CMC), virtual worlds, blogging, wikis, telecollaboration, and captioning. The language areas that mostly benefited from technology were writing, vocabulary, speaking, reading, autonomy, pronunciation, listening, grammar, pragmatics, anxiety, error correction, and motivation. The studies utilized technology mainly to support language learning by providing language-related assistance and encouragement. The results are discussed in line with some implications for integrating technology into language learning.
Laying the groundwork for a historical overview of high-impact CALL papers
2020
This study traces the evolution of Computer Assisted Language Learning (CALL) through published Research Articles (RAs) in four major journals: ReCALL, CALL, Language Learning & Technology (LL&T), and CALICO Journal. The paper outlines the rationale and the methodology of this, which begins with downloading all 2,397 full RAs published in English, from the very first issues up to the end of 2019. This preliminary report already gives an overview of the history of the field; in particular, the increasing number of papers attests to the healthy state of research in CALL. Subsequent analysis focuses on a subcorpus of 426 papers chosen by the frequency of citation in each year as a gauge of impact within the community. The final analysis will use computer tools to help identify methodologies, themes, and theories as they rise and fall over the years.
Pixel-Bit. Revista de Medios y Educación., 2019
El presente artículo aborda la evolución y el avance de las tecnologías del aprendizaje de lenguas asistido por ordenador (CALL por sus siglas en inglés, que corresponden a ComputerAssisted Language Learning) desde una perspectiva histórica. Esta revisión de la literatura sobre tecnologías del aprendizaje de lenguas asistido por ordenador comienza con la definición del concepto de CALL y otros términos relacionados, entre los que podemos destacar CAI, CAL, CALI, CALICO, CALT, CAT, CBT, CMC o CMI, para posteriormente analizar las primeras iniciativas de implementación del aprendizaje de lenguas asistido por ordenador en las décadas de 1950 y 1960, avanzando posteriormente a las décadas de las computadoras centrales y las microcomputadoras. En última instancia, se revisan las tecnologías emergentes en el siglo XXI, especialmente tras la irrupción de Internet, donde se presentan el impacto del e-learning, b-learning, las tecnologías de la Web 2.0, las redes sociales e incluso el aprendizaje de lenguas asistido por robots . The main focus of this paper is on the advancement of technologies in Computer-Assisted Language Learning (CALL) from a historical perspective. The review starts by defining CALL and its related terminology, highlighting the first CALL attempts in 1950s and 1960s, and then moving to other decades of mainframes and microcomputers. At the final step, emerging technologies in 21st century will be reviewed .
Mapping the landscape of Computer Assisted Language Learning: an inventory of research
2013
Purpose -The purpose of this study is to chart the development in computer-assisted language learning (CALL), by building a map of existing research work in the field. Based on a corpus of 163 manuscripts, published between January 2009 and September 2010 in four major journals devoted to CALL, it sets out to describe the range of topics covered under the umbrella of CALL and provide a holistic view of the field. Design/methodology/approach -The approach adopted in this research includes: development of the 2009-2010 CALL corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the CALL map version 1.0; refinement of the CALL map version 1.0 following a systematic approach of content analysis and development of the CALL map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the CALL map version 2.0 using card sorting technique; and finally development of the CALL map version 3.0. Findings -The research trends in the categories of the CALL map are discussed, as well as possible future directions in the field. Originality/value -This paper provides a holistic view of the field of CALL guiding both junior CALL researchers to place themselves in the field, and policy and decision makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.
Technology-Based Review on Computer-Assisted Language Learning: A Chronological Perspective
Journal Article, 2019
The main focus of this paper is on the advancement of technologies in Computer-Assisted Language Learning (CALL) from a historical perspective. The review starts by defining CALL and its related terminology, highlighting the first CALL attempts in 1950s and 1960s, and then moving to other decades of mainframes and microcomputers. At the final step, emerging technologies in 21st century will be reviewed
2009
The current study provides guidance for both junior computer-assisted language learning (CALL) researchers as they decide on the most appropriate forms and placement of scholarly activity and also for decision makers attempting to evaluate the scholarly activity of these CALL researchers in their quest for promotion and tenure. In this study, data from 35 online surveys from established CALL researchers were examined to determine their expert opinions on the quality of CALL-specific and general applied linguistics journals. These scholars were also asked to list the criteria they used to rank these journals and comment on the types of scholarly activity most beneficial to junior CALL scholars. Results suggest that the single most important element in the scholarly dossier of a CALL researcher is a series of refereed scholarly articles in highly ranked, peer-reviewed journals. A clear qualitative hierarchy of both CALL-specific and general applied linguistics journals emerged from the data. The data also show that scholars agree that the “best” journals for CALL research are those that reflect the highest quality of relevant articles and those that make a significant contribution to the field. Markedly less important to these CALL experts in determining journal quality are those more “objective” measures of quality such as acceptance rate, impact factor, and circulation.
OF CONTEMPORARY COMPUTER-ASSISTED LANGUAGE LEARNING Contemporary Computer-Assisted Language Learning
2013
Review by Ciara R. Wigham, Clermont Université Contemporary Computer-Assisted Language Learning, edited by Michael Thomas, Hayo Reinders, and Mark Warschauer, maps the parameters of contemporary computer-assisted language learning (CALL) and illustrates how a range of different areas, as well as research approaches, are shaping this field. The introductory chapter states four objectives fulfilled by the volume. Firstly, it offers an overview of the historical perspectives of CALL and identifies relationships with other disciplines. Secondly, it provides a critical synopsis of CALL research and ways in which this empirical base is leading to richer theoretical understandings. Thirdly, the introduction documents research that explores relationships between theory and practice in a range of educational settings, and finally, it outlines new research directions and approaches.