CALL Bibliography

A Topical Bibliography on Computer-Assisted Language Learning (CALL)

Ferit KILIÇKAYA

Available as PDF from  Education Resources Information Center (ERIC)

This bibliography aims to serve the language teacher educators who are working in the field of Computer-Assisted Language Learning (CALL) by making a collection of 1732 bibliographic entries, which stem from mainly books and journal articles in English that date back to 1980 and provide good discussions on the theory of technology in language teaching/learning but with a special focus on the years between 2003 and 2009- March.  Most of the articles and books are inspected at the Library of Middle East Technical University through the electronic databases that are subscribed and the ULAKBIM (Turkish Academic Network and Information Center).

The bibliography includes practical books and articles as well as the ones discussing theories regarding the use of technology in language teaching and learning and it can be said that the bibliography presents the developments in CALL especially starting from 2000 to January 2009. EndNote X2 has been used to create the entries, which are alphabetically sorted and formatted according to APA (5th ed.) style. The references then were categorized in line with the main focus of the article/book; however, it is due to note that some of them may deal with more topics or can fall into more than one topic.

Every effort has been made to make the entries accurate and free of spelling mistakes; however, I take all the blame for any mistake in the bibliography.

Many thanks go to those who share their ideas, studies through the articles, and books they publish after meticulous work. I hope this bibliography proves useful for your CALL teaching, assessment, and research. 

1. CALL/CBI/ICT

Alavi, M., & Leidner, D. (2001). Research commentary: Technology-mediated learning-A call for greater depth and breadth of research. Information Systems Research, 72(1), 1-10.

Allum, P. (2002). CALL and the classroom: The case for comparative research. ReCALL, 14(1), 146-166.

Almekhlafi, A.G. (2006). The effect of computer assisted language learning (CALL) on United Arab Emirates English as a Foreign Language (EFL) school students' achievement and attitude. Journal of Interactive Learning Research, 17(2), 121-142.

Apple, M., & Kikuchi, K. (2007). Practical PowerPoint group projects for the EFL classroom. The JALT CALL Journal, 3(3), 110-122.

Armitage, N., & Bowerman, C. (2002). Knowledge pooling in CALL: Programming an online language learning system for reusability, maintainability and extensibility. Computer Assisted Language Learning, 15(1), 27-53.

Armitage, N., & Bowerman, C. (2005). The LOM approach-a CALL for concern? Computer Assisted Language Learning, 18(1/2), 109-118.

Arnold, N. (2007a). Technology-mediated learning 10 years later: Emphasizing pedagogical or utilitarian applications? Foreign Language Annals, 40(1),161-181. 

Arnold, N., & Ducate, L. (2006). CALL: Where are we and where do we go from here? In N. Arnold & L. Ducate (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (CALICO Monograph Series, Vol. 5, pp. 1-20). San Marcos, TX: CALICO.

Atkinson,  T. (2002) WWW: The Internet. London: CILT Publications

Aydin, S. (2007). The use of the Internet in ESL learning: problems, advantages and disadvantages. Humanising language teaching, 9(1).

Barren, A. E., Orwig, G. W., Ivers, K., & Lilavois, N. (2002). Technologies for education: A practical guide (4th ed.). USA:  Libraries Unlimited.

Barson, J. & Debski, R. (1996). Calling back CALL: Technology in the service of foreign language learning based on creativity, contingency, and goal-oriented activity. In M. Warschauer (Ed.), Telecollaboration in foreign language learning: Proceedings of the Hawaii symposium, Honolulu, HI: University of Hawaii, Second Language Teaching and Curriculum Centre.

Bax, S. (2000). Putting technology in its place: ICT in modern foreign language learning. In K. Field (Ed.), Issues in modern foreign language teaching (pp. 208-219). Routledge.

Bax, S. (2003). CALL - Past, present, and future. System, 31(1), 13-28.

Beatty, K. (2003). Teaching and researching computer assisted language learning. London: Pearson Education.

Beatty, K. (2004). Computer-assisted language learning. In D. Nunan (Ed.), Practical English language teaching (pp. 247-266). Beijing: Higher Education Press.

Beaudoin, M. (2004a). Educational use of databases in CALL. Computer Assisted Language Learning, 17(5), 497-516.

Beynon, A. L. (1985). An investigation into the use of CAL and the dialogue strategy in a tutorial context. Journal of Computer Assisted Learning, 1(1), 15-24.

Bingham, S., & Larson, E. (2006). Using CALL as the major element of study for a university English class in Japan. The JALT CALL Journal, 2(3), 39-52.

Boulton, A., Chateau, A., Pereiro, M., Azzam-Hannachi, R. (2008). Learning to learn languages with ICT- But how? CALL-EJ Online, 9(2).

Brett, P. (Ed.) (2001). CALL in the 21st Century.  Whitstable: IATEFL.

Bush, M. D. (2008). Computer-Assisted language learning: From vision to reality? CALICO Journal, 25(3), 443-470.

Butler-Pascoe, M. E. & Wiburg, K. (2003). Technology and teaching English language learners. Boston: Pearson Education.

Cameron, K. (1999). CALL: The virtual revolution and the millennium. Computer Assisted Language Learning, 12(5), 401-407.

Cameron, K. (2001). (Ed.).  CALL - The challenge of change. Exeter: Elm Bank Publications

Cameron, K. (Ed.) (1998).  Multimedia CALL: Theory and practice.  Exeter: Elm Bank Publications.

Chaka, C. (2009). Portable handheld language learning: From CALL, MALL to PALL. In R. C. V. Marriott &  P. L. Torres.  (Eds.). Research on e-learning methodologies for language acquisition (pp. 539-553). New York: Information Science Reference.

Chambers,  A., &  Davies, G.  (Eds.) (2001). ICT and language learning: A European perspective, Lisse: Swets & Zeitlinger Publishers.

Chambers, A., & Bax, S. (2006). Making CALL work: Towards normalization. System, 34(4), 465-479.

Chambers, A., Conacher, J.E., & Littlemore J. (Eds.) (2004).  ICT and language Learning: Integrating pedagogy and practice. Birmingham: University of Birmingham Press

Chapelle, C. A. (1998b). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning and Technology, 2(1), 22-34.

Chapelle, C. A. (2002). Computer-assisted language learning. In R. B. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 498-505). NY: OUP.

Chapelle, C. A. (2005a). Computer-assisted language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum.

Chapelle, C. A. (2005b). CALICO at center stage: Our emerging rights and responsibilities. CALICO Journal, 23(1), 5-15.

Chapelle, C. A. (2005c). Interactionist SLA theory in CALL research. In J. Egbert & G. Petrie (Eds.), Research perspectives on CALL (pp. 53-64). Mahwah, NJ: Erlbaum.

Chapelle, C. A. (2005d). CALL the Canadian way. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 62(1), 207-219.

Chapelle, C. A. (2007). Technology and second language acquisition. Annual Review of Applied Linguistics, 27, 98-114.

Chapelle, C. A., & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to computer-assisted language learning. USA: Pearson Education, Inc.

Chapelle, C.A.  (2001a). Innovative language learning: Achieving the vision. ReCALL, 13(1), 3-14.

Chappelle, C.A. (2004). Technology and second language learning: Expanding methods and agenda.  System, 32(4), 593-601.

Chen, L. (2005). Examining the role of the computer in EFL instruction. Electronic Journal for the Integration of Technology in Education, 4, 30-63.

Coleman, J.A. (2005). CALL from the margins: Effective dissemination of CALL research and good practices. ReCALL, 17(1), 18-31.

Colpaert, J. (2002). The world of CALL [Editorial]. Computer Assisted Language Learning, 15(5), 437-439.

Conacher, J.E., Taalas, P., & Vogel, T. (2004). New language learning and teaching environments: How does ICT fit in? In A. Chambers, J.E. Conacher, & J. Littlemore (Eds.), ICT and language learning: Integrating pedagogy and practice (pp. 9-33). Birmingham, AL: University of Birmingham.

Coniam, D. (2004). Using language engineering programs to raise awareness of future CALL potential. Computer Assisted Language Learning, 17(2), 149-175.

Cubillos, J. H. (1998). Technology: A step forward in the teaching of foreign languages. In J. Harper, M. Lively, & M. Wiliams (Eds.), The coming of age of the profession: Issues and emerging ideas for the teaching of foreign languages (pp. 37-52). Boston: Heinle & Heinle.

Curt Dudley-Marling, D. S. (1989). Computers and language learning: Misguided assumptions. British Journal of Educational Technology, 20(1), 41-46.

Cushion, S. (2006). What does CALL have to offer computer science and what does computer science have to offer CALL? Computer Assisted Language Learning, 19(2/3), 193-242.

Cushion, S., & Hemard, D. (2002). Applying new technological developments to CALL for Arabic. Computer Assisted Language Learning, 15(5), 501.

Cushion, S., & Hemard, D. (2003). Designing a CALL package for arabic while learning the language ab initio. Computer Assisted Language Learning, 16(2/3), 259-266.

Cutrim Schmid, E. (2009). Interactive whiteboards and the normalization of CALL. In R. C. V. Marriott &  P. L. Torres (Eds.), Research on e-learning methodologies for language acquisition (pp. 39-52). New York: Information Science Reference

David, C. (2004). Using language engineering programs to raise awareness of future CALL potential. Computer Assisted Language Learning, 17(2), 149-175.

Davies, T. & Williamson, R. (1998). The ghost in the machine: Are 'teacherless' CALL programs really possible? Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 55(1), 7-18.

Davison,  C. (2005). Information technology and innovation in language education. Hong Kong: Hong Kong University Press.

Debski, R. (2000). Exploring the re-creation of a CALL innovation. Computer Assisted Language Learning, 13(4/5), 307-332.

Debski, R. (2003). Analysis of research  in CALL (1988-2000) with a reflection on CALL as an  academic discipline. ReCALL,  15(2), 177-188.

Delcloque, P. (2000). The history of CALL.

Dias, J. (2007). Networking... netplaying: From a New York minute to a Mixi second. The JALT CALL Journal, 3(3), 123-124.

Diaz-Santos, G. (2000).Technothrillers and English for science and technology. English for Specific Purposes, 19(3),221-236.

Doughty, C. (1987). Relating second-language acquisition theory to CALL research and application. In W. F. Smith (Ed.), Modern media in foreign language education: Theory and implementation (pp. 133-167). Lincoln wood, IL: National Textbook Company.

Ducate, L. C. and Arnold, A. (Eds.) (2006) Calling on CALL: From theory and research to new directions in foreign language teaching. CALICO Monograph Series Volume 5. Texas: Texas State University. 

Dunkel, P. (1987). Computer-assisted instruction (CAI) and computer-assisted language learning (CALL): Past dilemmas and future prospects for audible CALL. Modern Language Journal, 71(3), 250-60.

Eacute, & Mard, D. (2004). Enhancing online CALL design: The case for evaluation. ReCALL, 16(2), 502-519.

Egbert, J. & Petrie, G. (Eds.) (2005).  CALL Research Perspectives. Mahwah, NJ: Lawrence Erlbaum

Egbert, J. (2005). CALL Essentials: Principles and practice in CALL classrooms. Alexandria, VA:TESOL.

Egbert, J., &  Hanson-Smith, E. (Eds.). (1999). CALL Environments: Research, practice, and critical issues. Alexandria, VA: TESOL.

Egbert, J., & Yang, Y.-F. (2004). Mediating the digital divide in CALL classrooms: Promoting effective language tasks in limited technology contexts. ReCALL, 16(2), 280-291.

Egbert, J., Chao, C, & Hanson-Smith, E. (1999). Computer-enhanced language learning environments. In J. Egbert & E. Hanson-Smith (Eds.), CALL environments: Research practice and critical issues (pp. 1-13). Alexandria, VA: TESOL.

Erben, T., Ban, R., & Castaneda, M. (2009). Teaching English language learners through technology. UK: Routledge.

Farmer, R., & Gruba, P. (2006). Towards model-driven end-user development in CALL. Computer Assisted Language Learning, 19(2/3), 149-191.

Felix, U.  (2005a). What do meta-analyses tell us about CALL effectiveness? ReCALL, 17(2), 269-288.

Felix, U. (2005c). Multiplying modalities: Opening up the fourth dimension to the online learner. The JALT CALL Journal, 1(3), 17-32.

Felix, U. (2008). The unreasonable effectiveness of CALL: What have we learned in two decades of research? ReCALL, 20(2), 141-161.

Field, M. H. (2002). Towards a CALL pedagogy: Student use and understanding.  In P. Lewis  (Ed.), The  changing face of CALL: A Japanese perspective (pp. 3-17). Lisse: Swets & Zeitlinger.

Finkbeiner, C. (2001). One and all in CALL? Learner-moderator-researcher. Computer Assisted Language Learning, 14(3/4), 339-361.

Flowerdew, L. (1995). Designing CALL courseware for an ESP situation: A report on a case study. English for Specific Purposes, 14(1), 19-35.

Fotos, S. & Browne, C. M. (Eds.). (2004). New Perspectives on CALL for Second Language Classrooms. Mahwah, NJ: Lawrence Erlbaum.

Fotos, S. & Browne, C.M.  (2004). The development of CALL and current options. In S. Fotos & C. Browne (Eds.), New perspectives on CALL for second language classrooms (pp. 3-14). Mahwah, NJ: Lawrence Erlbaum.

Freire, M., & Pereira, M. (Eds.). (2008). Encyclopedia of Internet technologies and applications. USA: Information Science Reference.

Gamper, J., & Knapp, J. (2002). A review of intelligent CALL systems. Computer Assisted Language Learning, 15(4), 329-342.

Garcia, E. (2009). CALL evaluation for early foreign language learning: A review of the literature and a framework for Evaluation. CALICO Journal, 26(2).

Gillespie, J., & Mckee, J. (1999). Does it fit and does it make any difference? Integrating CALL into the curriculum. Computer Assisted Language Learning, 12(5), 441-455.

Gimeno Sanz,  A. (2002a). CALL software design and implementation. Valencia: Universidad Politécnica de Valancia. 

Glenn, S. (2007). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL, 19(2), 105-120.

Goodison, T.  (2002a). Enhancing  learning with  ICT at  primary level. British Journal of Educational Technology, 33(2), 215-228.

Goodison, T. (2002b). Learning with ICT at primary level: Students'  perceptions.  Journal  of  Computer  Assisted Language Learning, 18(3), 282-295.

Goodison, T. (2003). Integrating ICT in the classroom: A case study of two contrasting lessons. British Journal of Educational Technology, 34(5), 549-566.

Gruba, P.  (2004a). Computer Assisted language  learning.  In A. Davies & C. Elder  (Eds.), The  handbook  of  applied  linguistics  (pp.  623-648). Oxford: Blackwell.

Gündüz, N. (2005). Computer assisted language learning (CALL). Journal of Language and Linguistic Studies, 1(2), 193-214.

Haddad, W.D. & Jurich, S. (2002). ICT for education: Potential and potency. In W.D. Haddad and A. Draxler (Eds.) Technologies for education: Potential, parameters and prospects (pp. 28-40). UNESCO and Academy for Educational Development

Haggstrom, M. A. (2007). Changing language education through CALL. Taylor & Francis.

Hanson-Smith, E. & Bauer-Ramazani, C. (2004). Professional development: The electronic village online of the TESOL CALL interest section. TESL-EJ, 8(2).

Hanson-Smith, E. (2001). Computer-assisted language learning. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 107-113). UK: CUP.

Hanson-Smith, E., & Rilling, S. (2006).  Learning languages through technology. Alexandria, VA:  TESOL Publications.

Harrington, M., & Levy, M. (2001).  CALL begins with a "C": Interaction in computer-mediated language learning. System, 29(1), 15-26.

Hegelheimer, V., & Tower, D. (2004). Using CALL in the classroom: Analyzing student interactions in an authentic classroom. System, 32(2), 185-205.

Heift, T. (2008). Modeling learner variability in CALL. Computer Assisted Language Learning, 21(4), 305-321.

Heift, T., & Schulze, M. (2007).  Errors and intelligence in computer-assisted language learning: Parsers and pedagogues. New York: Routledge

Holzmann, C., Koleff, I.-A., & Peters, K. (2005). TELL and CALL in the third millenium: Pegagogical approaches in a growing eu-community[Editorial]. ReCALL, 17(1), 1-3.

Hoyles, C., & Sutherland, R. (1987). Ways of learning in a computer-based environment: Some findings of the logo maths project. Journal of Computer Assisted Learning, 3(2), 67-80.

Hubbard,   P.   (1996).   Elements   of  CALL  methodology:   Development,   evaluation,   and implementation. In M. Pennington (Ed.), The power of CALL (pp. 15-32). Houston, TX: Athelstan.

Hubbard, P. (1987). Language teaching approaches, the evaluation of CALL software, and design implications. In W. Flint Smith (Ed.), Modern Media in Foreign Language Education: Theory and implementation (pp. 227-254). Lincolnwood, IL: National Textbook Company.

Hubbard, P. (1988). An integrated framework for CALL courseware evaluation. CALICO Journal, 6(2), 51-72.

Hubbard, P. (1992). A methodological framework for CALL courseware development. In M. Pennington & V. Stevens (Eds.), Computers in Applied Linguistics (pp. 39-65). Clevedon: Multilingual Matters.

Hubbard, P. (2003). A survey of unanswered questions in CALL. Computer Assisted Language Learning, 16(2/3), 141-154.

Hubbard, P. (2005). A review of subject characteristics in CALL research. Computer Assisted Language Learning, 18(5), 351-368.

Hubbard, P. (2009). Computer assisted language learning. Routledge.

Hubbard, P., & Siskin, C. (2004). Another look at tutorial CALL. ReCALL, 16(2), 448-461.

Hui, W., Hu, P. J.-H., Clark, T. H. K., Tam, K. Y., & Milton, J. (2008). Technology-assisted learning: A longitudinal field study of knowledge category, learning effectiveness and satisfaction in language learning. Journal of Computer Assisted Learning, 24(3), 245-259.

Hwu, F. (2003). Learners' behaviors in computer-based input activities elicited through tracking technologies. Computer Assisted Language Learning, 16(1), 5-29.

Ioannou-Georgiou, S. (2006). The future of CALL. ELT Journal, 60(4), 382-384.

Johns, T. F., Hsingchin, L., & Wang, L. (2008). Integrating corpus-based CALL programs in teaching English through children's literature. Computer Assisted Language Learning, 21(5), 483-506.

Johnson, E. M., & Brine, J. W. (2000). Design and development of CALL courses in Japan. CALICO Journal, 17(2), 251-268.

Jung, U. O. H. (2002). An international bibliography of computer-assisted language learning: Fifth instalment. System, 30(3), 349-381.

Jung, U. O. H. (2005). An international bibliography of computer-assisted language learning: Sixth instalment. System, 33(1), 135-185.

Khosrow-Pour, M. (Ed.) (2009). Encyclopedia of information science and technology (2nd ed.). USA: Information Science Reference.

Leffa, V. J. (2009). CALL as action. In R. C. V. Marriott &  P. L. Torres.  (Eds.). Research on e-learning methodologies for language acquisition (pp. 39-52). New York: Information Science Reference.

LeLoup, J. and Ponterio, R. (2003). Second language acquisition and technology: A review of the research.  Digest.

Levy, M. & Hubbard, P. (2005). Why call CALL 'CALL'? (Guest editorial). Computer Assisted Language Learning, 18(3), 1-6.

Levy, M. & Stockwell, G. (2006). CALL Dimensions: Options and issues in computer assisted language learning. Mahwah, NJ: Lawrence Erlbaum.

Levy, M. (1997). CALL: Context and conceptualization. Oxford: Clarendon Press.

Levy, M. (2002). CALL by design: Discourse, products and processes. ReCALL, 14(1), 58-84.

Levy, M., & Green, A. (1995). CALL bibliography for postgraduate study. System, 23(1), 87-106.

Lewis, P. (2002). The changing face of CALL: A Japanese perspective. Lisse: Swets & Zeitlinger.

Littlejohn, A.  (2005). Key  issues  in  the design and delivery of  technology-enhanced  learning. In P. Levy & S. Roberts (Eds.), Developing the new  learning  environment: The  changing  role of the academic librarian (pp. 70-90). London: Facet Publishing.

Liu, G.-Z. (2008). Innovating research topics in learning technology: Where are the new blue oceans? British Journal of Educational Technology, 39(4), 738-747.

Liu, M., Moore, Z., Graham, L., & Shinwoong, L. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 1990-2000. Journal of Research on Technology in Education, 34(3), 250-273.

Lomicka, L., & Cooke-Plagwitz, J. (Eds.). (2004). Teaching with technology. Boston MA: Heinle.

Macià, E., Cervera, A. S., & Ramos, C. R. (2006). Information technology in languages for specific purposes: Issues and prospects. Springer.

Mandinach, E. B. & Cline, H. F. (1994). Classroom Dynamics: Implementing a technology-based learning environment. Hillsdale, NJ: Lawrence Erlbaum.

Min, L., Moore, Z., Graham, L., & Shinwoong, L. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 1990-2000. Journal of Research on Technology in Education, 34(3), 250-273.

Mohan, B. (1992). Models of the role of the computer in second language development. In M. Pennington & V Stevens (Eds.), Computers in applied linguistics: An international perspective (pp. 110-126). Clevedon, UK: Multilingual Matters, Ltd.

Murray, D. E., & McPherson, P. (2004) Using the web to support language learning. Sydney: NCELTR. 

Pennington, M. C. (2008). Computer assisted language learning. Routledge. 

Pennington, Martha C. (1996).  The power of CALL. Houston: Athelstan.

Prensky, M. (2001b). Digital natives, digital immigrants: Part I. On the Horizon, 9(5), 1-6.

Prensky, M. (2001c). Digital natives, digital immigrants: Part II. Do they really think differently? On the Horizon, 9(6).

Redfield, M., & Campbell, P. (2005). Comparing CALL Approaches: Self-access versus hybrid classes. The JALT CALL Journal, 1(3), 50-61.

Reinders, H., Lewis, M. (2006). How well do self-access CALL materials support self-directed learning? The JALT CALL Journal, 1(2), 41-50.

Reynolds, D., Treharne, D., & Tripp, H. (2003). ICT: The hopes and the reality. British Journal of Educational Technology, 34(2), 151-167.

Salaberry, R. (1999). CALL in the year 2000: Still developing the research agenda (commentary). Language Learning and Technology, 3(1), 104-107.

Sokolik, M. (2001). Computers in language teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 477-488). Boston, MA: Heinle.

Son, J.-B. (Ed.) (2004) Computer-Assisted language learning: Concepts, contexts and practices. USA: iUniverse.

Son, J.-B.,  O'Neill, S. (Eds.) (2005).  Enhancing learning and teaching: Pedagogy, technology and language. Flaxton: Post Pressed.

Spreen C.A. (Ed.). (2002).  New technologies and language learning: Issues and options. Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center. 

Stockwell, G. (2007b). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL, 19(2), 105-120.

Tearle, P. (2003). ICT implementation: What makes the difference?  British Journal of Educational Technology, 34(5), 403-417.

Thompson, J. (2005). Computer-assisted language learning (CALL). In  J.A. Coleman, & J. Klapper  (Eds), Effective learning and teaching in modern languages (148-52). London: Routledge.

Uzunboylu, H. & Ozcinar, Z. (2009). Research and trends in computer-ssisted language learning during 1990-2008:  Results of a citation analysis.  Egitim Arastirmalari-Eurasian Journal of Educational Research, 34, 133-150.

Vinther,  J.  (2005).  Cognitive  processes  at  work  in  CALL. Computer Assisted Language Learning, 18(4), 251-271.

Warschauer,  M.,  &  Meskill,  C.  (2000).  Technology and  second  language  learning.  In  J. Rosenthal  (Ed.), Handbook of second language education (pp. 303-318). Mahwah, NJ: Lawrence Erlbaum.

Warschauer, M. (1996a). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo: Logos International.

Warschauer, M. (2004b). Technological change and  the future of CALL. In S.F.C. Brown (Ed.), New perspectives on CALL for second and foreign language classrooms (pp. 15-25). Mahwah, NJ: Lawrence Erlbaum.

Warschauer, M., Shetzer, H., & Meloni, C. (2000). Internet for English teaching. Alexandria, VA: TESOL.

Zaphiris,  P., & Zacharia, G. (2006). User-Centered computer aided language learning. Hershey: Idea Group Publishing.

Zhang, F., & Barber, B. (Eds.). (2008). Handbook of research on computer-enhanced language acquisition and learning. USA: Information Science Reference.

Zhao, Y. (2003a). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21(1), 7-27.

Zhao, Y. (Ed.). (2005). Research in technology and second language Learning: Developments and directions. Greenwich: Information Age Publishing

Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.

Zhao, Y., Tan, S. H., & Mishra, P. (2000). Teaching and learning: Whose computer is it? Journal of Adolescent & Adult Literacy, 44(4), 348-354.

2. Attitudes and Beliefs/Perceptions

Abbitt, J. T., & Klett M. D. (2007). Identifying influences on attitudes and self-efficacy beliefs towards technology integration among pre-service educators. Electronic Journal for the Integration of Technology in Education, 6, 29-42.

Abbott, J. A., & Faris, S. E. (2001). Integrating technology into preservice literacy instruction: A survey of elementary education students' attitudes toward computers. Journal of Research on Computing in Education, 33(2), 149-161.

Ajayi, L. (2009). An exploration of pre-service teachers' perceptions of learning to teach while using asynchronous discussion board. Educational Technology & Society, 12(2), 86-100. 

Albirini, A. (2006).Teachers' attitudes toward information and communication technologies. Journal of Computer & Education, 47, 373-398.

Alshumaimeri, Y. A. (2008). Perceptions and attitudes towards using CALL in English classrooms among Saudi secondary EFL teachers. The JALT CALL Journal, 4(2), 29-46.

Annetta, L., Murray, M., Gull Laird, S., Bohr, S., & Park, J. (2008). Investigating student attitudes toward a synchronous, online graduate course in a multi-user virtual learning environment. Journal of Technology and Teacher Education, 16(1), 5-34.

Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer-Assisted Language Learning Journal, 15(3), 241-249.

Barr, D. (2004a). Students and ICT: An analysis of student  reaction to the use of computer technology in language learning. IALLT Journal, 36(2), 19-39.

Bonds-Raacke, J. M. (2006). Students' attitudes toward the introduction of a course website. Journal of Instructional Psychology, 33(4), 251-255.

Burnett, J. (1998). Language alternation in a computer-equipped foreign language classroom: The intersection of teacher beliefs, language, and technology. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 55(1), 97-124.

Christensen, R. (1997). Effect of technology integration education on the attitudes of teachers and their students. Journal of Research on Technology in Education, 34(4), 411-433.

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.

Ertmer, P., Addison, P., Lane, M., Ross, E. & Woods, D. (1999) Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72.

Fernández Carballo-Calero, M.V. (2005). Does familiarization with CALL improve students' attitudes towards CALL? Porta Linguarum, 4, 69-75.

Gobbo, C. & Girardi, M. (2001). Teachers' beliefs and integration of information and communications technology in Italian schools. Journal of Information Technology for Teacher Education, 10(1/2), 63-85.

Gray, K. C. (2001). Teachers' perceptions of innovation adoption. Action in Teacher Education, 23(2), 30-35.

Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155-192.

Holmes, B. (1998). Initial perceptions of CALL by Japanese university students. Computer Assisted Language Learning, 11(4), 397-409.

Holmes, B. (1998). Initial perceptions of CALL by Japanese university students. Computer Assisted Language Learning, 11(4), 397-409.

Hsu, H.-Y., Wang, S.-K., & Comac, L. (2008). Using audioblogs to assist English-language learning: An investigation into student perception. Computer Assisted Language Learning, 21(2), 181-198.

Hui-Yin, H., Shiang-Kwei, W., & Comac, L. (2008). Using audioblogs to assist English-language learning: An investigation into student perception. Computer Assisted Language Learning, 21(2), 181-198.

Kapec, P., & Schwienhorst, K. (2005). In two minds? Learner attitudes to bilingualism and the bilingual tandem analyser. ReCALL, 17(2), 254-268.

Kavaliauskiene, G. (2003). Learning ESP on the Internet: Learners' attitudes and difficulties. English for Specific Purposes World, 4(2).

Kay, R. H. (2006). Addressing gender differences in computer ability, attitudes and use: The laptop effect. Journal of Educational Computing Research, 34(2), 187-211.

Kern, R. (2006). Perspectives on  technology  in  learning and  teaching  languages. TESOL Quarterly, 40(1), 185-210.

Kessler, G. (2007). Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20(2), 173-188.

Kirkwood, A. , & Price, L.  (2005).  Learners and learning in the twenty-first century: What do we know about students' attitudes towards and experiences of information and communication technologies that will help us design courses? Studies in Higher Education, 30(3), 257-74.

Krish, P., & Wong, B. E. (2009). Malaysian learners and their perceptions towards online English language courses.  Turkish Online Journal of Distance Education, 10(2).

Kung, S.C., & Chuo, T.W. (2002). Students' perceptions of English learning through ESL/EFL Web sites. TESL-EJ, 6(1).

Lambert, J., Gong, Y., & Cuper, P. (2008b). Technology, transfer and teaching: The impact of a single technology course on preservice teachers' computer attitudes and ability. Journal of Technology and Teacher Education, 16(4), 385-410.

Lin, N., Kajita, S., & Mase, K. (2008). Mobile user behavior and attitudes during story-based kanji learning. The JALT CALL Journal, 4(1), 3-18.

Mcalpine, J., & Myles, J. (2003). Capturing phraseology in an online dictionary for advanced users of English as a second language: A response to user needs. System, 31(1), 71-84.

Mckinnon, D. H., Nolan, C. J. P., & Sinclair, K. E. (2000). A longitudinal study of student attitudes toward computers: Resolving an attitude decay paradox. Journal of Research on Computing in Education, 32(3), 325-335.

Milbrath, Y. L., & Kinzie, M. B. (2000). Computer technology training for prospective teachers: Computer attitudes and perceived self-efficacy. Journal of Technology and Teacher Education, 8(4), 373-396.

Mitra, A. & Steffensmeier, T. (2000). Changes in student attitudes and student computer use in a computer-enriched environnement. Journal of Research on Computing in Education, 32(3), 417-438.

Murray, L., Hourigan, T., Jeanneau, C., & Chappell, D. (2005). Netskills and the current state of beliefs and practices in student learning: An assessment and recommendations. British Journal of Educational Technology, 36(3), 425-438.

Niederhauser, D. S., & Stoddart, T. (2001). Teachers' instructional perspectives and use of educational software. Teaching and Teacher Education, 17(1), 15-31.

Rizza, M. G. (2000). Perspectives on preservice teachers' attitudes toward technology. The Teacher Educator, 36(2), 132-147.

Robert, A. (2002). Learner attitudes towards the use of CALL. Computer-AssistedLanguage Learning, 15(3), 241-249.

Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning & Technology 6(1), 165-180.

Taiwo, S. (2009). Teachers' perception of the role of media in classroom teaching in secondary schools. The Turkish Online Journal of Educational Technology, 8(1), 75-83.

Vallance, M. (2007). An information and communications technology (ICT)-enabled method for collecting and collating information about pre-service teachers' pedagogical beliefs regarding the integration of ICT. ALT-J, 15(1), 51 - 65.

Vogt, K. (2006). Can you measure attitudinal factors in intercultural communication? Tracing the development of attitudes in e-mail projects. ReCALL, 18(2), 153-173.

Walker, B. (1994). EFL teachers' attitudes about CALL. CAELL Journal, 5(3), 12-15.

Wang, Y. M. (2002). When technology meets beliefs: preservice teachers' perception of the teacher's role in the classroom with computers. Journal of Research on Technology in Education, 35(1), 150-162.

Wong, S. L., Ng, S. F., Nawawi, M., & Tang, S. H.  (2005). Experienced and inexperienced Internet users  among pre-service  teachers: Their use  and  attitudes  toward the Internet.  Journal of Educational Technology  and Society, 8(1), 90-103.

Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies: Teachers' perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173-2007.

Y?ld?r?m, S. (2000). Effects of an educational computing course on preservice and inservice teachers: A discussion and analysis of attitudes and use. Journal of Research on Computing in Education, 32(4), 479-495.

Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13(4), 257-283.

3. Collaboration

Aacute, Guti, N., Eacute, & Rrez, G. A. (2003). Beyond interaction: The study of collaborative activity in computer-mediated tasks. ReCALL, 15(1), 94-112.

Aacute, Guti, N., Eacute, & Rrez, G. A. (2006). Sociocultural theory and its application to CALL: A study of the computer and its relevance as a mediational tool in the process of collaborative activity. ReCALL, 18(2), 230-251.

An, H., Kim, S., & Kim, B. (2008). Teacher perspectives on online collaborative learning: Factors perceived as facilitating and impeding successful online group work. Contemporary Issues in Technology and Teacher Education, 8(1), 65-83.

Beatty, K., & Nunan, D. (2004). Computer-mediated collaborative learning. System, 32(2), 165-183.

Beldarrain ,   Y. ( 2006 ). Distance  education  trends:  Integrating  new  technologies  to  foster student interaction and collaboration .   Distance Education, 27(2), 139-153.

Belz, J. A. (2002). Social dimensions of telecolaborative foreign language study. Language Learning and Technology, 5(1), 60-81.

Belz, J. A., & Kinginger, C. (2002). The cross-linguistic development of address form use in telecollaborative language learning: Two case studies. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 59(2), 189-214.

Biesenbach-Lucas, S. (2004). Asynchronous web discussions in teacher training courses: Promoting collaborative learning-or not? AACE Journal, 12(2), 155-170. 

Bruton, A. (2007). Vocabulary learning from dictionary reference in collaborative EFL translational writing. System, 35(3), 353-367.

Coleman, D., & Levine, S. (2008). Collaboration 2.0: Technology and best practices for successful collaboration in a single web 2.0 world. CA: Authors.

Crawford, B., Marx, R., & Krajcik, J. (1999). Developing collaboration in a middle school project-based science classroom. Science Education, 83(6), 701-23.

Dede, C. (2004). Enabling distributed learning communities via emerging technologies- Part two. T.H.E. Journal, 3(2), 12-22.

Ebersbach, A., Glaser, M., Heigl, R., & Warta, A. (2008). Wiki: Web collaboration (2nd ed.). Heilderberg: Springer.

Eisenlohr, P. (2004). Language revitalization and new technologies: Cultures of electronic mediation and the refiguring of communities. Annual Review of Anthropology, 33(1), 21-45.

Garza, L. S. and hern, T. (2006). Using wikis as collaborative writing tools: Something wiki this way comes-or not!

Godwin-Jones, R. (2003). Emerging technologies: Blogs and wikis: Environments for on-line collaboration. Language Learning & Technology, 7(2), 12-16.

Gordin, D. N., Gomez, L. M., Pea, L. M., & Fishman, B. J. (1996). Using the World Wide Web to build learning communities in K-12. Journal of Computer-Mediated Communication, 2(3).

Gutiérrez, G. A. G. (2003). Beyond interaction: The study of collaborative activitiy in computer-mediated tasks. ReCALL, 15(1), 94-112.

Hargis, J., & Wilcox, S. M. (2008). Ubiquitious, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education, 9(4).

Jakes, D. (2006). Wild about wikis: Tools for taking student and teacher collaboration to the next level. Technology & Learning, 27(1).

Jones, L. (2006a). Effects of collaboration and multimedia annotations on vocabulary learning and listening comprehension. CALICO Journal, 24(1), 33-58.

Kasper, F. L. (2000). New technologies, new litereacies: Focus discipline research and ESL learning communities. Language Learning & Technology, 4(2), 105-128.

Keranen, N., & Bayyurt, Y. (2006). Intercultural telecollaboration: In-service EFL teachers in Mexico and Pre-service EFL teachers in Turkey. TESL-EJ, 10(3).

Kern, R. , & Warschauer, M. (2000). Introduction: Theory and practice of networked-based language teaching. In M. Warschauer, & R. Kern (Eds.), Network-based language teaching: Concepts and practice.

Kikuchi, K., & Otsuka, T. (2008). Investigating the use of social networking services in Japanese EFL classrooms. The JALT CALL Journal, 4(1), 40-52.

K?l?çkaya, F. (2008). Pbwiki: Web 2.0 tool for collaboration. Teaching English with Technology, 8(2).

Kinginger, C., Gouvès-Hayward, A., & Simpson, V. (1999). A tele-collaborative course on French-American intercultural communication. French Review, 72(5), 853-866.

Krajka, J. (2008). Understanding web 2.0 collaboration tools for the language classroom - towards  conceptualisation and implementation.  In O. L. Golubenko, W.E. Krasnopolskij, E.G. Mikwabija, J.P. Lisih (Eds.), Modern trends in computer-assisted language learning (vol.5, pp. 109-116).  ?uga?sk (Ukraina): East-Ukrainian Volodymyr Dahl National University.

Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.

Leahy, C. (2008). Learner activities in a collaborative CALL task. Computer Assisted Language Learning, 21(3), 253-268.

Lee, L. (2004). Learners' perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning & Technology, 8(1), 83-100.

Lee, L. (2008). Focus-on-form through collaborative scaffolding in expert-to-novice online interaction. Language Learning & Technology, 12(3), 53-72.

LeLoup, J. W., & Ponterio, R. (1995a). Networking with foreign language colleagues: Professional development on the Internet. Northeast Conference Newsletter, 37, 6-10.

Leuf, B., & Cunningham, W. (2001). The Wiki way: Quick collaboration on the web. Boston: Addison-Wesley.

Linder, U., & Rochon, R. (2003). Using chat to support collaborative learning: Quality assurance strategies to promote success. Educational Media International, 40(1/2), 75-90.

McDonald, K. (2008). Fostering departmental communication and collaboration with online discussion forums. The JALT CALL Journal, 4(2), 17-28.

Meskill, C., & Ranglova, K. (2000). Curriculum innovation in TEFL: A study of technologies supporting socio-collaborative language learning in Bulgaria. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 20-40). Cambridge: Cambridge University Press.

Mizuno, K. (2005). Improving TOEFL writing scores through collaborative learning on the Internet.  APACALL Newsletter Series, 7, 2-12.

O'Dowd, R., & Eberbach, K. (2004). Guides on the side? Tasks and challenges for teachers in telecollaborative projects', ReCALL, 16(1), 5-19.

O'Dowd, R. (2005). Negotiating sociocultural and institutional contexts: The case of Spanish-American telecollaboration. Language and Intercultural Communication, 5(1), 40-56.

Orsini-Jones, M. (2004). Supporting a course in new literacies and skills for linguists with a virtual learning environment. Results from a staff/student collaborative action-research project at coventry university. ReCALL, 16(1), 189-209.

Preece, J. & Maloney-Krichmar, D. (2003). Online communities. In J. Jacko & A. Sears (Eds.), Handbook of Human-Computer Interaction (pp. 596-620). Mahwah, NJ: Lawrence Erlbaum.

Preece, J. (2000). Online communities: Designing usability, supporting sociability. Chichester, UK: Wiley.

Salmons, J., & Wilson, L. (Eds.). (2009). Handbook of research on electronic collaboration and organizational Synergy. USA: Information Science Reference.

Smith, M. (2000). Factors influencing successful student uptake of socio-collaborative CALL. Computer Assisted Language Learning, 13(4/5), 397-415.

Stevens, V., & Altun, A. (2002). The process of language learning: An EFL  perspective.  In Z.  Syed  (Ed.),  The Webheads community of language learners  (pp. 285-316). Abu Dhabi: The Military Language Institute.

Strehle, E. L., Whatley, A., Kurz, K. A., & Hausfather, S. J. (2001). Narratives of collaboration: Inquiring into technology integration in teacher education. Journal of Technology and Teacher Education, 10(1), 27-47.

Sze, P. (2008). Online collaborative writing using wikis. The Internet TESL Journal, XIV(1).

Warschauer, M., & Kern, R. (Eds.). (2000). Network-based language teaching: Concepts and practice. New York: Cambridge University Press.

Weasonforth, D., Biesenbach-Lucas, S., & Meloni, C. (2002). Realizing constructivist objectives through collaborative technologies: Threaded discussions. Language Learning & Technology, 6(3), 58-86.

Wenger, E. (2004). Communities of practice: Learning, meaning, and  identity. Cambridge, MA: Cambridge University Press.

Whitton, N., & Hollins, P. (2008). Collaborative virtual gaming worlds in higher education. ALT-J, 16(3), 221 - 229.

4. Vocabulary

Abraham, L. B. (2008). Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning, 21(3), 199-226.

Acha, J. (2009). The effectiveness of multimedia programmes in children's vocabulary learning. British Journal of Educational Technology, 40(1), 23-31.

Allum, P. (2004). Evaluation of CALL: Initial vocabulary learning. ReCALL, 16(2), 488-501.

Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative  study. Language Learning  and Technology,  5(1).

Baturay, M., Y?ld?r?m, S., & Dalo?lu, A. (2009). Effects of web-based spaced repetition on vocabulary retention of foreign language learners.  Egitim Arastirmalari-Eurasian Journal of Educational Research, 34, 17-36.

Belz, J. A. (2004). Learner corpus analysis and the development of foreign language proficiency. System, 32(4), 577-591.

Blok, H., Van Daalen-Kapteijns, M. M., Otter, M. E., & Overmaat, M. (2001). Using computers to learn words in the elementary grades: An evaluationframework and a review of effect studies. Computer Assisted Language Learning, 14(2), 99-128.

Braun, S. (2005). From pedagogically relevant corpora to authentic language learning contents. ReCALL, 17(1), 47-64.

Browne, C., & Culligan, B. (2008). Combining technology and IRT testing to build student knowledge of high frequency vocabulary. The JALT CALL Journal, 4(2), 3-16.

Chambers, A. (2007). Integrating corpora in language learning and teaching. ReCALL, 19(3), 249-251.

Christensen, E., Merrill, P., & Yanchar, S. (2007). Second language vocabulary acquisition using a diglot reader or a computer-based drill and practice program. Computer Assisted Language Learning, 20(1), 67-77.

Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183-198.

Coll, J. F. (2002). Richness of semantic encoding in a hypermedia-assisted instructional environment for ESP: Effects on incidental vocabulary retention among learners with low ability in the target language. ReCALL, 14(2), 263-284.

Dalo?lu, A. Baturay, M., & Yildirim, S. (2009). Designing a constructivitist vocabulary learning material. In R. C. V. Marriott &  P. L. Torres.  (Eds.). Research on e-learning methodologies for language acquisition (pp. 186-203). New York: Information Science Reference.

De la Fuente, M.J. (2003). Is SLA interactionist theory relevant to CALL? A study of the effects of computer-mediated interaction in L2 vocabulary acquisition. Computer Assisted Language Learning, 16(1), 47-81.

Deridder,  I. (2003). Reading from the screen in a second language: Empirical studies on the effect of marked hyperlinks on incidental vocabulary learning, text comprehension and the reading process. Antwerp-Apeldoorn: Garant.

Gabel, S. (2001). Over-indulgence and under-representation in interlanguage: Reflectionson the utilization of concordancers in self-directed foreign language learning. Computer Assisted Language Learning, 14(3/4), 269-288.

Gettys, S., Imhof, L., & Kautz, J. (2001). Computer-assisted reading: The effect of glossing format on comprehension and vocabulary retention. Foreign Language Annals, 34(2), 91-106.

Ghadirian, S. (2003). Providing controlled exposure to target vocabulary through the screening and arranging of texts. Language Learning & Technology, 6(1), 147-164.

Goodfellow, R., & Laurillard, D. (1994). Modeling lexical processes in lexical CALL. CALICO Journal, 11(3), 19-46.

Groot, P.  (2000). Computer  assisted  second  language vocabulary acquisition. Language Learning & Technology, 4(1), 60-81.

Guillory. H. G. (1998). Retention of word meanings inferred from context and sentence-level translations: Implications for the design of beginning-level CALL software. The Modern Languge Journal, 82(4), 533-544.

Hill, M., & Laufer, B. (2003). Type of task, time-on-task, and electronic dictionaries in incidental vocabulary acquisition. IRAL, 41(2), 87-106.

Hirata, Y., & Hirata, Y. (2007). Independent research project with web-derived corpora for language learning. The JALT CALL Journal, 3(3), 33-48.

Horst, M., Cobb,T., & Nicolae, I. (2005). Expanding academic vocabulary with an interactive online database. Language Learning & Technology, 9(2), 90-110.

Hu, H.-P., & Deng, L.-J. (2007). Vocabulary acquisition in multimedia environment. US-China Foreign Language, 5(8), 55-59.

Joana Acha (2009). The effectiveness of multimedia programmes in children's vocabulary learning. British Journal of Educational Technology, 40(1), 23-31.

Johnson, A., & Heffernan, N. (2006). The short readings project: A CALL reading activity utilizing vocabulary recycling. Computer Assisted Language Learning, 19(1), 63-77.

Jones, L.  (2003). Supporting listening comprehension and vocabulary acquisition with multimedia annotations: the students' voice. CALICO Journal, 21(1), 41-65.

Jones, L. (2004). Testing L2 vocabulary recognition and recall using pictorial and written test items. Language Learning & Technology, 8(3), 122-143.

Jones, L. (2009). Supporting student differences in listening comprehension and vocabulary learning with multimedia annotations. CALICO Journal, 26(2).

Jones, L., & Plass, J. (2002). Supporting listening comprehension and vocabulary acquisition  in French with multimedia annotations.  The Modern Language Journal, 86(4), 546-561.

Kaltenb, Ouml, Ck, G., & Mehlmauer-Larcher, B. (2005). Computer corpora and the language classroom: On the potential and limitations of computer corpora in language teaching. ReCALL, 17(1), 65-84.

Kaltenböck,  G.,  &  Mehlmauer-Larcher,  B.  (2005). Computer corpora and the language classroom: On the potential and limitations of computer corpora in language teaching. ReCALL, 17(1), 65-84.

Kaur, J., & Hegelheimer, V. (2005). ESL students' use of concordance in the transfer of academic word knowledge: An exploratory study. Computer Assisted Language Learning, 18(4), 287-310.

Kim, D., & Gilman, D. A. (2008). Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning. Educational Technology & Society, 11(3), 114-126. 

Laufer, B., & Hill, M. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning and Technology, 3(2), 58-76.

Lenders, O. (2008). Electronic glossing-- Is it worth the effort? Computer Assisted Language Learning, 21(5), 457-481.

Loucky, J. P. (2002). Improving access to target vocabulary using computerized bilingual dictionaries. ReCALL, 14(2), 295-314.

Loucky, J. P. (2005). Combining the benefits of electronic and online dictionaries with CALL web sites to produce effective and enjoyable vocabulary and language learning lessons. Computer Assisted Language Learning, 18(5), 389-416.

Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515-525.

Ma, Q., & Kelly, P. (2006). Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning, 19(1), 15-45.

Nakata, T. (2006). Implementing optimal spaced learning for English vocabulary learning. The JALT CALL Journal, 2(2), 19-36.

Nakata, T. (2008). English vocabulary learning with word lists, word cards and computers: Implications from cognitive psychology research for optimal spaced learning. ReCALL, 20(1), 3-20.

Nesselhauf, N., and Tschichold, C. (2002). Collocations in CALL: An investigation of vocabulary-building software for EFL. Computer Assisted Language Learning, 15(3) 251-279.

Ringlstetter, C., Schulz, K. U., & Mihov, S. (2006). Orthographic errors in web pages: Toward cleaner web corpora. Computational Linguistics, 32(3), 295-340.

?ahin, M. (2009). Second language vocabulary acquisition in synchronous computer-mediated communication.  Egitim Arastirmalari-Eurasian Journal of Educational Research, 34, 115-132.

Segers, E., & Verhoeven, L. (2003). Effects of vocabulary training by computer in kindergarten. Journal of Computer Assisted Learning, 19(4), 557-566.

Segler, T. M., Pain, H., & Sorace, A. (2002). Second language vocabulary acquisition and learning strategies in ICALL environments. Computer Assisted Language Learning, 15(4), 409-422.

Smidt, E., & Hegelheimer, V. (2004). Effects of online academic lectures on ESL listening comprehension, incidental vocabulary acquisition, and strategy use. Computer Assisted Language Learning, 17(5), 517-556.

Song, Y. (2008). SMS enhanced vocabulary learning for mobile audiences. International Journal of Mobile Learning and Organisation, 2(1), 81-98.

Song, Y., & Fox, R. (2008). Using PDA for undergraduate student incidental vocabulary testing. ReCALL, 20(3), 290-314.

Stevens, V. (1995). Concordancing with language learners: Why? When? What? CAELL Journal, 6(2), 2-10.

St-Jacques, C., & Barriãre, C. (2005). Search by fuzzy inference in a children's dictionary. Computer Assisted Language Learning, 18(3), 193-215.

Stockwell, G. (2007a). Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor. Computer Assisted Language Learning, 20(4), 365-383.

Suarcaya, P. (2008). Increasing student participation in English vocabulary classes by providing time flexibility in accomplishing exercises. The JALT CALL Journal, 4(1), 19-29.

Sun, Y.-C & Dong, Q. (2004). An experiment on supporting children's English vocabulary learning in multimedia context. Computer Assisted Language Learning, 17(2), 131-147.

Sun, Y.-C., & Wang, L.-Y. (2003). Concordancers in the EFL classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16(1), 83-94.

Tozcu, A., & Coady, J. (2004). Successful  learning of frequent vocabulary through CALL also benefts reading comprehension and speed. Computer Assisted Language Learning, 17(5), 473-495.

Turnbull, J., & Burston, J. (1998). Towards independent concordance work for students: Lessons from a case study. ON-CALL, 12(2), 10-21.

Van De Poel, K., & Swanepoel, P. (2003). Theoretical and methodological pluralism n designing effective lexical support for CALL. Computer Assisted Language Learning, 16(2/3), 173-211.

Yanqing, S., & Qi, D. (2004). An experiment on supporting children's English vocabulary learning in multimedia context. Computer Assisted Language Learning, 17(2), 131-147.

Yeh, Y., &  Wang,  C. (2003). Effects of multimedia vocabulary annotations and learning styles  on vocabulary learning. CALICO Journal, 21(2), 131-144.

Yip, F.W.M., & Kwan, A.C.M. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary.  Educational  Media  International,  43(3), 232-249.

Yoshii, M., & Flaitz, J. (2002). Second language incidental vocabulary retention: The effect of picture and annotation types. CALICO, 20(1), 33-58.

Yun, S., Miller, P. C., Baek, Y., Jung, J., & Ko, M. (2008). Improving recall and transfer skills through vocabulary building in web-based second language learning: An examination by item and feedback type. Educational Technology & Society, 11(4), 158-172. 

Zapata, G., & Sagarra, N. (2007). CALL on hold: The delayed benefits of an online workbook on L2 vocabulary learning. Computer Assisted Language Learning, 20(2), 153-171.

5. Computer-mediated Communication (CMC)

Abrams, Z.  I. (2003). The effect of synchronous and asynchronous CMC on oral performance in German. The Modern Language  Journal,  87(2),  157-167.

Abrams, Z. I. (2001). Computer-mediated communication and group journals: Expanding the repertoire of participant roles. System, 29(4), 489-503.

Abrams, Z. I. (2006). From theory to practice: Intracultural CMC the L2 classroom. In L. Ducate & N. Arnold (Eds.) Calling on CALL: From theory and research to new directions in foreign language teaching (CALICO Monograph Series, Vol. 5, pp. 181-209). San Marcos, TX: CALICO.

Absalom, M., & Marden, M. P. (2004). Email communication and language learning at university -An australian case study. Computer Assisted Language Learning, 17(3/4), 403-440.

Aharony, N. (2006). The use of deep and surface learning strategies among students learning English as a foreign  language in an Internet environment. British Journal of Educational Psychology, 76(4), 851-866.

Ahern, T., & El-Hindi, A. E. (2000). Improving the instructional congruency of a computer-mediated small group discussion: A case study in design and delivery. Journal of Research on Computing in Education, 32(3), 385-401.

Alahmadi, B. (2007). The viability of computer-assisted classroom discussion (CACD) as a facilitator of communicative interaction. The JALT CALL Journal, 3(3), 3-32.

Allum, P. (2001). Principles applicable to the production of CALL-ware: Learning from the field of human computer interaction (HCI). ReCALL, 13(2), 146-166.

Almeida-d'Eca, T. (2003). The use of chat in EFL/ESL. TESL-EJ, 7(1).

Arnold, N. (2007b). Reducing foreign language communication apprehension with computer-mediated communication: A preliminary study. System, 35(4), 469-486.

Beauvois, M. (1998b). Conversations in slow motion: Computer-mediated communication in the foreign language classroom. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 54(2), 198-217.

Beauvois, M. H. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25(5), 455-63.

Beauvois, M. H. (1997). Computer-mediated communication: Technology for improving speaking and writing. In M. D. Bush (Ed.), Technology enhanced language learning (pp. 165-184). Lincolnwood, IL: National Textbook Company.

Belz, J. A. (2007). The role of computer mediation in the instruction and development of L2 pragmatic competence. Annual Review of Applied Linguistics, 27(1), 45-75.

Benbunan-Fich, R., & Hiltz, S. R. (1999). Educational applications of CMCs: Solving case studies through asynchronous learning networks. Journal of Computer-Mediated Communication, 4(3).

Biesenbach-Lucas, S., & Weasenforth, D. (2002). Virtual office hours: Negotiation strategies in electronic conferencing. Computer Assisted Language Learning, 15(2), 147-165.

Bishop, J. (2007). Increased participation in online communities: A framework for human-computer interaction. Computers in Human Behavior, 23(4), 1881-1893.

Blake, R. (2000). Computer-mediated communication: A window on Spanish interlanguage. Language Learning & Technology, 4(1), 120-136.

Blake, R. (2006). Two heads as better than one: C[omputer] m[ediated] c[communication] for the L2 curriculum. In R. P. Donaldson & M. A. Haggstrom, Changing language education through CALL (pp. 229-248). Abingdon, Oxon, and New York: Routledge.

Bölke, O.  (2003). A comparison of student participation levels by group size and language stages during chatroom and face-to-face discussions in German. CALICO Journal, 21(1),  67-87.

Bradley, T., & Lomicka, L. (2000). A case study of learner interaction in technology-enhanced language learning environments. Journal of Educational Computing Research, 22(3), 347-68.

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Ciekanski, M., & Chanier, T. (2008). Developing online multimodal verbal communication to enhance the writing process in an audio-graphic conferencing environment. ReCALL, 20(2), 162-182.

Clerehugh, Y. J. (2002).  Information and communication technology as a motivator for disaffected pupil.  Pedagogy, Culture and Society 10(2),  209-22.

Coffin, C., North, S., & Martin, D. (2009). Exchanging and countering points of view: A linguistic perspective on school students' use of electronic conferencing. Journal of Computer Assisted Learning, 25(1), 85-98.

Coniam, D. (2008). Evaluating the language resources of chatbots for their potential in English as a second language. ReCALL, 20(1), 98-116.

Coniam, D., & Wong, R. (2004). Internet relay chat as a tool in the autonomous development of ESL learners' English language ability: An exploratory study. System, 32(3), 321-335.

Conole, G. and M. Dyke (2004) What are the affordances of information and communication technologies?  Research in Learning Technology, 12(2), 113-24.

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De Bakker, G., Sloep, P., & Jochems, W. (2007). Students and instant messaging: A survey of current use and demands for higher education. ALT-J, 15(2), 143 - 153.

Deaney, R., & Hennessy, S. (2007). Sustainability, evolution and dissemination of information and communication technology-supported classroom practice. Research Papers in Education, 22(1), 65-94.

Downing, K. J., Lam, T.-F., Kwong, T., Downing, W.-K., & Chan, S.-W. (2007). Creating interaction in online learning: A case study. ALT-J, 15(3), 201 - 215.

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Fernandez-Garcia, M., & Martinez-Arbelaiz, A. (2002). Negotiation of meaning in normative speaker-normative speaker synchronous discussions. CALICO Journal, 19(2), 279-294.

Fiori, M. L. (2005).The development of grammatical competence through synchronous computer-mediated communication. CALICO Journal, 22(3), 567-602.

Freiermuth, M. R. (2001). Native speakers or non-native speakers: Who has the floor? Online and face-to-face interaction in culturally mixed small groups. Computer Assisted Language Learning, 14(2), 169-199.

Freiermuth, M. R. (2002). Internet chat: Collaborating and learning via e-conversations. TESOL Journal, 11(3), 36-40.

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Godwin-Jones, R. (2005a). Messaging, gaming, peer-to-peer sharing: Language learning strategies and tools for the millennial generation. Language Learning and Technology, 9(1), 17-22.

Gonzalez, D. (2003). Teaching and learning through chat: A taxonomy of educational chat for EFL/ESL. Teaching English with Technology, 3(4).

Gray, R., & Stockwell, G. (1998). Using computer mediated communication for language and culture acquisition. On-CALL, 12(3).

Hampel, R.  (2003). Theoretical  perspectives and new practices  in  audio-graphic conferencing  for  language  learning. ReCALL, 15(1),  21-36.

Hanna, B.E., & de Nooy, J. (2003). A funny thing happened on the way to the forum: Electronic discussion and foreign  language  learning. Language Learning & Technology, 7(1), 71-85.

Hanson, J. L., Dembovskaya, S., & Lee, S. (2005). CALL research archive: How can an online knowledge base further communication among second language professionals. ReCALL, 17(2), 245-253.

Hauck, M., & Youngs, B. L. (2008). Telecollaboration in multimodal environments: The impact on task design and learner interaction. Computer Assisted Language Learning, 21(2), 87-124.

Hegelheimer, V., & Chapelle, C. A. (2000). Methodological issues in research on learner-computer interactions in CALL. Language Learning & Technology, 4(1), 41-59.

Heins, B., Duensing, A., Stickler, U., & Batstone, C. (2007). Spoken interaction in online and face-to-face language tutorials. Computer Assisted Language Learning, 20(3), 279-295.

Hémard, D. (2006). Design issues related to the evaluation of learner computer interaction in a Web-based environment:  Activities  v.  tasks.  Computer  Assisted Language Learning, 19(2), 261-276.

Henry, P., & Li, X. (2005). Choices in asynchronous communication for postgraduate teaching students. The JALT CALL Journal, 1(1), 3-11.

Herring, S. C. (Ed.) (1996). Computer-mediated communication: Linguistic, social, and cross-cultural perspectives. Amsterdam: John Benjamins Publishing.

Hoven, D. (2006). Communicating and interacting: anexploration of the changing roles of media in CALL/CMC. CALICO Journal, 23(2), 233-256.

Howard, L., & Monfils, G. (2007). Is chatspeak destroying English? Learning & Leading with Technology, 35(3), 8-9.

Iwasaki, J., & Oliver, R. (2003). Chat-line interaction and negative feedback. Australian Review of Applied Linguistics, 17, 60-73.

Jarrell, D., & Freiermuth, M. R. (2005). The motivational power of Internet chat. RELC Journal, 36(1), 59-72.

Jarvis, H. (2006). Issues of computer-mediated communication for English language teaching. British Journal of Education Technology, 37(4), 643-645.

Jauregi, K., & Banados, E. (2008). Virtual interaction through video-web communication: A step towards enriching and internationalizing language learning programs. ReCALL, 20(2), 183-207.

Jeon-Ellis, G., Debski, R. & Wigglesworth, G. (2005). Oral interaction around computers in the project-oriented CALL classroom. Language Learning & Technology, 9(3), 121-145.

Jepson, K. (2005). Conversations-and negotiated interaction-in text and voice chat rooms. Language Learning & Technology, 9(3), 79-98.

Johnson, G. (2006). Synchronous and asynchronous text-based CMC in educational contexts: A review of recent research. TechTrends: Linking Research & Practice to Improve Learning, 50(4), 46-53.

Joiner, R., Littleton, K., Chou, C., & Morahan-Martin, J. (2006). Gender and information communication technology. Journal of Computer Assisted Learning, 22(5), 317-319.

Kern, R. (1992). Teaching second language texts: Schematic interaction, affective response and the directed reading-thinking activity. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 48(2), 307-25.

Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language Journal, 79(4), 457-76.

Kern, R. (1996). Computer-mediated communication: Using e-mail exchanges to explore personal histories in two cultures. In M. Warschauer (Ed.), Telecollaboration in foreign language learning. Honolulu, HI: University of Hawai'i Second Language Teaching and Curriculum Center.

Kinginger, C. (2000). Learning the pragmatics of solidarity in the networked foreign language classroom. In J. K. Hall & L. S. Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 23-46). Mahwah, NJ: Erlbaum.

Kitade,  K.  (2000).  L2  learners'  discourse  and  SLA theories in CMC: Collaborative interaction in Internet chat.  Computer  Assisted  Language  Learning,  13(2), 143-166.

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Klaus, S. (2004). Native-speaker/non-native-speaker discourse in the MOO: Topic negotiation and initiation in a synchronous text-based environment. Computer Assisted Language Learning, 17(1), 35-50.

Knight, P. (2005). Learner interaction using email: The effects of task modification. ReCALL, 17(1), 101-121.

Lafford, P., & Lafford, B.  (2005). CMC  technologies for teaching foreign languages: What's on the horizon. CALICO Journal, 22(3), 679-709.

Lai, C., & Zhao, Y. (2006). Noticing and text-based chat. Language  Learning  and  Technology,  10(3),  102-120.

Lam, W. S. E. (2004). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning & Technology, 8(3), 44-65.

Lamy, M. N. & Hampel, R. (2007). Online communication in language learning and teaching.  NY: Palgrave Macmillan.

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Leahy, C. (2001). Bilingual negotiation via e-mail: An international project. Computer Assisted Language Learning, 14(1), 15-42.

Lee, L. (2001). Online interaction: Negotiation of meaning and strategies used among learners of Spanish. ReCALL, 13(2), 232-244.

Leu Jr., D. J., Kinzer, C. K., Corio, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association.

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The JALT CALL Journal, 3(1/2), 95-103.

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Perez, L. C. (2003). Foreign language productivity in synchronous versus asynchronous computer-mediated communication. Language Learning & Technology, 21(1),  89-104.

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Smith, B. (2003a). The use of communication strategies in computer-mediated communication. System, 31(1), 29-53.

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Smith, B. (2005). The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication. TESOL Quarterly, 39(1), 33-58.

Smith, B. (2009). The relationship between scrolling, negotiation, and self-initiated self-repair in an SCMC environment. CALICO Journal, 26(2).

Smith, B., & Gorsuch, G. J. (2004). Synchronous computer mediated communication captured by usability lab technologies: New interpretations. System, 32(4), 553-575.

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Stockwell, G. (2003). Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers. ReCALL, 15(1), 37-50.

Stockwell, G. (2005). Syntactical & lexical development in NNS-NNS Asynchronous CMC. The JALT CALL Journal, 1(3), 33-49.

Stockwell, G., & Harrington, M. (2003).The incidental development of L2 proficiency in NS-NNS email interactions. CALICO Journal, 20(2), 337-359.

Stockwell, G., & Levy, M. (2001). Sustainability of e-mail interactions between native speakers and nonnative speakers. Computer Assisted Language Learning, 14(5), 419-442.

Sykes, J. (2005). Synchronous CMC and pragmatic development: Effects of oral and written chat. CALICO Journal, 22(3), 399-431.

Tanaka, N. (2005). Collaborative interaction as the process of task completion. The JALT CALL Journal, 1(2), 21-40.

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Tudini, V. (2003). Using native speakers in chat. Language Learning & Technology, 7(3), 141-159.

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6. Teacher education and technology integration

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Bax,  S.  (2008).  Bridges,  chopsticks  and  shoelaces: 'Normalising' computers and computer technologies in  language classrooms.  Plenary  paper  presented  at  WorldCALL  2008,  Fukuoka, Japan, 6-8 Aug.

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Murray, L. (1998). CALL and web training with teacher self-empowerment: A departmental and long-term approach. Computers & Education, 31(1), 17-23.

Nagata, N. (1998). Input vs. output practice in educational software for second language acquisition. Language Learning & Technology, 1(2), 23-40.

Natasha Anne Rappa, D. K. H. Y., Shi Chen Baey, (2009). The role of teacher, student and ict in enhancing student engagement in multiuser virtual environments. British Journal of Educational Technology, 40(1), 61-69.

NCATE. (1997). Technology and the new professional teacher: Preparing for the 21st century classroom.

Northrup, P. & Little, W. (1996). Establishing instructional technology benchmarks for teacher preparation programs. Journal of Teacher Education, 47(3), 213-222.

O'Hear, S. (2006). E-learning 2.0- How web technologies are shaping education. 

O'byrne, B., Securro, S., Jones, J., & Cadle, C. (2006). Making the cut: The impact of an integrated learning system on low achieving middle school students. Journal of Computer Assisted Learning, 22(3), 218-228.

Parr, J. (1999b). Extending educational computing: A case of extensive teacher development and support. Journal of Research on Computing in Education, 31(3), 280-291.

Pasternak, D. L. (2007). Is technology used as practice? A survey analysis of preservice English  teachers' perceptions and classroom practices. Contemporary Issues in Technology and Teacher Education, 7(3), 140-157.

Peacock, M. (1988). Handwriting versus wordprocessed print: An investigation into teachers' grading of English language and literature essay work at 16 +. Journal of Computer Assisted Learning, 4(3), 162-172.

Pearson, J. (2003). Information and communications technologies and teacher education in Australia. Technology, Pedagogy and Education, 12(1), 39-58.

Pennington, M. C. (2004). Cycles of innovation in the adoption of information technology: A view for language teaching. Computer Assisted Language Learning, 17(1), 7-33.

Penny, C., & Kinslow, J. (2006). Faculty perceptions of electronic portfolios in a teacher education program. Contemporary Issues in Technology and Teacher Education, 6(4), 418-435.

Phillips, J. K. (1998). Changing teacher/learner roles in standards-driven contexts. In J. Harper, M. Lively, & M. Williams (Eds.), The Coming of Age of the Profession: Issues and emerging ideas for the teaching of foreign languages. Boston, MA: Heinle & Heinle.

Pope, C., & Golub, J. (2000). Preparing tomorrow's English language arts teachers today: Principles and practices for infusing technology. Contemporary Issues in Technology and Teacher Education, 1(1).

Pope, M., Hare, D., & Howard, E. (2002). Technology integration: Closing the gap between what preservice teachers are taught to do and what they can do. Journal of Technology and Teacher Education, 10(2), 191-203.

Powers, R., & Blubaugh, W. (2005). Technology in mathematics education: Preparing teachers for the future. Contemporary Issues in Technology and Teacher Education, 5(3), 254-270.

Pratt, K., Lai, K.-W., & Munro, P. (2001). Professional development for ICT-using teachers. In K.-W. Lai (Ed.), e-Learning: Teaching and professional development with the Internet (pp. 21-36). Dunedin: The University of Otago Press.

Pullman, G. (2002). Electronic portfolios revisited: The efolios project. Computers and Composition, 19(2), 151-169.

Ray, B. B., & Coulter, G. A. (2008). Reflective practices among language arts teachers: The use of weblogs. Contemporary Issues in Technology and Teacher Education, 8(1), 6-26.

Recesso, A., & Orrill, C. (2008). Integrating technology into teaching: Technology and learning continuum. Boston: Houghton Mifin.

Rilling, S. (2000). A teacher preparation course for Computer-assisted language learning. In E. Hanson-Smith (Ed.), Technology-enhanced learning environments (pp. 149-161). Alexandria,VA: TESOL.

Roblyer, M. D. (2005).  Integrating educational technology into teaching (4th ed.).  Columbus, OH: Merrill Prentice Hall.

Ropp, M. M. (1999). Exploring individual characteristics associated with learning to use computers in preservice teacher preparation. Journal of Research on Computing in Education, 31(4), 402-424.

Russell, M., Bebell, D., O'Dwyer, L., & O'Connor, K. (2003). Examining teacher technology use: Implications for preservice and in-service teacher preparation. Journal of Teacher Education, 54(4), 297.

Salaberry, R. (2001). The use of technology for second language learning and teaching: A retrospective. The Modem Language Journal, 85(1), 39-56.

Schaffer, S. P., & Richardson, J. C. (2004). Supporting technology integration within a teacher education system.  Educational Computing Research, 3(4), 423-435.

Schifter, C.  (2008).  Infusing technology into the classroom. Hershey: IGI.

Schrum, L. (1999). Technology professional development for teachers. Educational Technology Research and Development, 47(4), 83-90.

Scinicariello, S. (1997). Uniting teachers, learners, and machines: Language laboratories and other choices. In M. Bush & R. Terry (Eds.), Technology-enhanced language learning (pp.185-213). Lincolnwood, IL: National Textbook Co.

Shoffner, M. (2007). Preservice english teachers and technology: A consideration of weblogs for the  English classroom. Contemporary Issues in Technology and Teacher Education, 7(4), 245-255.

Sime, D., & Priestley, M. (2005). Student teachers' first reflections on information and communications technology and classroom learning: implications for initial teacher education. Journal of Computer Assisted Learning 21(2), 130-142.

Smerdon, B., Cronen, S., Lanahan, L., Anderson, J., Iannotti, N., 8c Angeles, J. (2000). Teachers' Tools for the 21st Century: A report on teachers' use of technology. Washington, DC: National Center for Education Statistics.

Stephens, A. & Hartmann, C. (2004). A successful professional development project's failure to promote online discussions about teaching. Journal of Technology and Teacher Education, 12(1), 57-73.

Stevens, V. (2006). Second life in education and language learning. TESL-EJ, 10(3).

Stickler, U., & Hampel, R.  (2007). Designing online tutor training for language courses: A Case study.  Open Learning,  22(1), 75-85.

Strudler, N. & Wetzel, K. (1999). Lessons from exemplary colleges of education: Factors affecting technology integration in preservice programs. Education Technology Research and Development, 47(4), 63-81.

Strudler, N., & Grove, K. J. (2002). Integrating technology into teacher candidates' field experiences: A two-pronged approach. Journal of Computing inTeacher Education, 19(2), 33-39.

Strudler, R., McKinney, M., & Jones, P. (1999). First-year teachers' use of technology: Preparation, expectations and realitities. Journal of Technology and Teacher Education, 7(2), 11-129.

Subramaniam, K. (2007). Teachers' mindsets and the integration of computer technology. British Journal of Educational Technology, 38(6), 1056-1071.

Sugar, W., Crawley, F., & Fine, B. (2004). Examining teachers' decisions to adopt new technology. Educational Technology and Society, 7(4), 201-213. 

Summers, R., & Madrigal, R. (2008). Presentation Software: Language learning and fun with PowerPoint. In T. Erben, & Sarieva, I. (Eds.), CALLing all foreign language teachers: Computer-assisted language learning in the classroom (pp. 55-71). NY: Eye On Education.

Susser, B. (2005). CALL and JFL teacher education in Japan: A course description. The JALT CALL Journal, 1(3), 3-16.

Sutherland, R., Armstrong, V., Barnes, S., Brawn, R., Breeze, N., M. Gall, S. M., et al. (2004). Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20(6), 413-425.

Swan, K., Holmes, A., Vargas, J. D., Jennings, S., Meier, E., & Rubenfeld, L. (2002). Situated professional development and technology integration: The Capital Area Technology and Inquiry in Education (CATIE) program. Journal of Technology and Teacher Education, 10(2), 169-190.

Swenson, J. (2006). Guest editorial: On technology and English education. Contemporary Issues in Technology and Teacher Education, 6(2), 163- 173. 

Swenson, J., Rozema, R., Young, C. A., McGrail, E., & Whitin, P. (2005). Beliefs about technology and the preparation of English teachers: Beginning the conversation. Contemporary Issues in Technology and Teacher Education, 5(3/4), 210-236.

Teclehaimanot, B. & Lamb, A. (2005). Workshops that work!: Building an effective, technology-rich faculty development program. Journal of Computing in Teacher Education, 21(3), 109-115.

Thomas, L., Larson, A., Clift, R. T., & Levin, J. (1996). Integrating technology in teacher education programs: Lessons from the teaching teleapprenticeships project. Action in Teacher Education, 17(4), 1-8.

Thorne, S. L., & Payne, J. S. (2005b). Internet-mediated text and multi-modal expression in foreign language education. (CALPER Working Papers Series, No. 5.) The Pennsylvania State University: Center for Advanced Language Proficiency Education and Research

Timuçin, M.  (2006).  Implementing CALL  in  an EFL context. ELT Journal, 60(3), 262-271.

Toledo, C. (2005). A five-stage model of computer technology infusion into teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177-191.

Towndrow,  P.A.,  &  Vallance,  M.  (2004). Using  IT  in  the  language  classroom.  Singapore: Longman.  

Trotter, A. (1999). Preparing teachers for the digital age. Education Week, 19(4), 37-42.

USA: CALICO.

Valdez, G., Fulton, K., Blomeyer, Jr., R., Glenn, A., & Wimmer, N. (2004). Effective technology integration in teacher education: A comparative study of six programs. Innovate, 1(1).

Vrasidas, C., & Glass, C. V.  (2005). Preparing teachers to teach with technology. Greenwich:  Information Age Publishing.

Ward, J. R., West, L. S., & Isaak, T. J. (2002). Mentoring: A strategy for change in teacher technology education. Journal of Technology and Teacher Education, 10(4), 553-569.

Warschauer, M. (2002a). Languages.com: The Internet and linguistic pluralism. In I. Snyder (Ed.), Silicon literacies: Communication, innovation, and education in the electronic age (pp. 62-74). London: Routledge.

Warschauer, M. (2002b). A developmental perspective on technology in language education, TESOL Quarterly, 36(3), 453-475.

Warschauer, M. (2004a). The rhetoric and reality of aid: Promoting educational technology in Egypt. Globalisation, Societies & Education, 2(3), 377-390.

Warschauer, M., & Whittaker, P.F. (2002). The Internet for English  teaching: Guidelines  for  teachers.  In  J.C. Richards  & W.A.  Renandya  (Eds.),  Methodology  in language teaching: Anthology of current practice (pp. 207-212). Cambridge: Cambridge University Press.

Wassell, B., & Crouch, C. (2008). Fostering critical engagement in preservice teachers: Incorporating weblogs into multicultural education. Journal of Technology and Teacher Education, 16(2), 211-232.

Whetstone, L., & Carr-Chellman, A. A. (2001) Preparing preservice teachers to use technology: Survey results. TechTrends, 45(4), 11-17.

Whittaker, P. F., & Warschauer, M. (2002). The Internet for English teaching: Guideliness for teachers.  In J. C. Richards & Renandya, W. A. (Eds.), Methodology in language teaching: An anthology of current practice (pp. 368-375). UK: CUP.

Whittier, D. (2007). The effect on cooperating teachers of the teacher as web site developer program. Contemporary Issues in Technology and Teacher Education, 7(3), 227-244.

Wilder, H., & Malone, T. (2005). Intercultural technology education for preservice teachers in namibia and new jersey. Contemporary Issues in Technology and Teacher Education, 4(4), 456-464.

Wildner, S. (2000). Technology integration into preservice foreign language teacher education programs. CALICO Journal, 17(2), 223-250.

Willis, E. M. & de Montes, L. S. (2002). Does requiring a technology course in preservice teacher education affect student teachers' technology use in the classroom? Journal of Computing in Teacher Education, 18(3), 76-80.

Willis, E., and Raines, P. (September, 2001). Technology in secondary teacher education. T.H.E. Journal.

Willis, J. (2006). Creating a working model for technology integration through a lesson planning WebQuest. Electronic Journal for the Integration of Technology in Education, 5, 25-33.

Wilson, E. K. (2003). Preservice secondary social studies teachers and technology integration: What do they think and do in their field experiences? Journal of Computing in Teacher Education, 20(1), 29-39.

Wishart, J. (2008). Challenges faced by modern foreign language teacher trainees in using handheld pocket pcs (personal digital assistants) to support their teaching and learning. ReCALL, 20(3), 348-360.

Yang, S. C. (2001). Integrating computer-mediated tools into the language curriculum. Journal of Computer Assisted Learning, 17(1), 85-93.

Yang, S. C., & Chen, Y.J. (2006). Technology-enhanced language learning: A case study. Computers in Human Behaviour, 23(1), 860-879.

Yang, X. (2005). Problems, characteristics and roles of teacher in college during the course of online English education. Computer-Assisted Foreign Language Education, 101(2), 75-78.  

Yates, M. S. (2002). Alternative learning environments: What do they contribute to professional development of medical students? Medical Teacher, 24(6), 609-615.

Yedekcioglu, O. A. (January, 1996). Use of computers at high schools in Turkey. T.H.E. Journal.

Young, S. C.  (2003).  Integrating  ICT  into  second  language education in a vocational high school. Journal of Computer Assisted Learning, 19(4), 447-461.

Yunus, M. M. (2007). Malaysian ESL teachers' use of ICT in their classrooms: Expectations and realities. ReCALL, 19(1), 79-95.

Zapata, G. C. (2004). Second language instructors and CALL: A multidisciplinary research framework. Computer Assisted Language Learning, 17(3/4), 339-356.

Zhao, Y. (2003b). What should teachers know about technology: Perspectives and practices. Greenwich, CT: Information Age.

Zhao, Y. (2007). Social studies teachers' perspectives of technology integration. Journal of Technology and Teacher Education, 15(3), 311-333.

Zhao, Y., Byers, J., Mishra, P., Topper, A., Chen, O., Nfield, M., Ferdig, R., Frank, K., Pugh, K., & Tan, S. H. (2001). What do they know? A comprehensive portrait of exemplary technology-using teachers. Journal of Computer in Teacher Education, 17(2), 25-37.

7. Speaking/Speech/Pronunciation

Abraham, R., & Liou, H.-C. (1991). Interaction generated by three computer programs: Analysis of functions of spoken language. In P. Dunkel (Ed.), Computer-assisted language learning and testing: Research issues and Practice (pp. 85-109). New York: Newbury House.

AbuSeileek, A. F. (2007a). Computer-assisted pronunciation instruction as an effective means for teaching stress. The JALT CALL Journal, 3(1/2), 3-24.

Abuseileek, A. F. (2007b). Cooperative vs. individual learning of oral skills in a CALL environment. Computer Assisted Language Learning, 20(5), 493-514.

Bernstein, J. (1994). Speech recognition in language education. In Proceedings of the Computer Assisted Language Instruction Consortium CALICO '94 Symposium (pp. 37-41).

Borras, I., & Lafayette, R. (1994). Effects of multimedia courseware subtitling on the speaking performance of college students of French. The Modern Language Journal, 78(1), 61-75.

Brett, D. (2004). Computer generated feedback on vowel production by learners of English as a second language. ReCALL, 16(1), 103-113.

Campbell, D. F., Mcdonnell, C., Meinardi, M., & Richardson, B. (2007). The need for a speech corpus. ReCALL, 19(1), 3-20.

Chiu, T.-L., Liou, H.-C., & Yeh, Y. (2007). A study of web-based oral activities enhanced by automatic speech recognition for EFL college learning. Computer Assisted Language Learning, 20(3), 209-233.

Coniam, D. (1999). Voice recognition software accuracy with second language speakers of English. System, 27(1), 49-64.

Curado Fuentes, A. (2003). The use of corpora and it in a comparative evaluation approach to oral business English. ReCALL, 15(2), 189-201.

Davidson, N., Morton, H., Jack, M. A., & Anderson, J. N. (2008). Language learning with interactive virtual agent scenarios and speech recognition: Lessons learned. Computer Animation and Virtual Worlds, 19, 605-619.

Derwing, T. M., Munro, M. J., & Carbonaro, M. (2000). Does  popular  speech  recognition  software work with ESL speech? TESOL Quarterly, 34(3), 592-603.

Ehsani, F., & Knodt, E.  (1998). Speech  technology in computer-aided  language learning: Strengths and  limitations of a new CALL paradigm. Language Learning and Technology,  2(1),  45-60.

Ehsani, F., Bernstein, J., & Najmi, A. (2000). An interactive dialog system for learning Japanese. Speech Communication, 30(2),167-177.

Engwall, O., Bälter, O., Öster, A., & Kjellström, H.  (2006). Designing the user interface of th computer-based speech training system ARTUR based on early user tests. Behaviour & Information Technology, 25(4), 353-365.

Eskenazi, M. (1999a). Using a computer in foreign language pronunciation training: What advantages? CALICO Journal, 16(3), 447-469.

Eskenazi, M. (1999b). Using foreign language speech processing for foreign language pronunciation tutoring: Some issues and a prototype. Language Learning & Technology, 2(2), 62-76.

Fernández-Garcia, M., & Martinez-Arbelaiz, A. (2003). Learners' interactions: A comparison of oral and Computer-Assistedwritten conversation. ReCALL, 15(1), 113-136.

Galloway, W. (2007). Designing multimedia to improve the  speaking  skills  of  second  language  learners.  The Knowledge Tree: An E-Journal of Learning Innovation.

Godwin-Jones, R. (2005b). Skype and podcasting: Disruptive technologies for language learning. Language Learning & Technology, 9(3), 9-12.

González, D. (2007). Text-to-speech applications used in EFL contexts to enhance pronunciation. TESL-EJ, 11(2).

Greenman, C. (2004). Coaching academic English through voice and text production models. ReCALL, 16(1), 51-70.

Hardison, D. (2004). Generalization of computer-assisted prosody training: Quantitative and qualitative findings. Language Learning & Technology, 8(1), 34-52.

Hardison, D. (2005). Contextualized computer-based L2 prosody training: Evaluating the effects of discourse context and video input. CALLCO Journal, 22(2), 175-190.

Hardison, D. M., & Sonchaeng, C. (2005). Theatre voice training and technology in teaching oral skills: Integrating the components of a speech event. System, 33(4), 593-608.

Hincks, R. (2003). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15(1), 3-20.

Hirata, Y. (2004). Computer assisted pronunciation training for native English speakers learning Japanese pitch and durational contrasts. Computer Assisted Language Learning, 17(3/4), 357-376.

Hoeflaak, A. (2004). Computer-Assisted training in the comprehension of authentic french speech: A closer view. Computer Assisted Language Learning, 17(3/4), 315-337.

Huang, X., Alleva, E, Hon, H.-W, Hwang, M.-Y., Lee, K.-E, & Rosenfeld, R. (1992). The SPHINX-II speech recognition system: An overview. Computer Speech and Language, 7(2), 137-148.

Karal, H. (2009). Evaluating the impact  of computer aided learning material on articulation disorders.  Egitim Arastirmalari Eurasian Journal Of Educational Research, 34, 55-74.

Kawai, G., & Hirose, K. (2000). Teaching the pronunciation of Japanese double-mora phonemes using speech recognition technology. Speech Communication, 30, 131-143.

K?l?çkaya, F. (2006). Text-to-speech technology: What does it offer to foreign language learners? CALL-EJ Online, 7(2).

Kinginger, C. (1999). Videoconferencing as access to spoken French. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 55(4), 468-490.

Lamy, M.-N. (2004). Oral conversations online: Redefining oral competence in synchronous environments. ReCALL, 16(2), 520-538.

Levis, J. (2007). Computer technology in teaching and researching pronunciation. Annual Review of Applied Linguistics, 27, 184-202.

Levis, J., & Pickering, L. (2004). Teaching intonation in discourse using speech visualization technology. System, 32(4), 505-524.

Lu, Z., Huang, X., & Sun, J. (2008). The teacher's roles in a student-centered audio-video speaking class. International Journal of Pedagogies and Learning, 4(4), 78-95.

Machovikov, A., Stolyarov, K., Chernov, M., Sinclair, I., & Machovikova, I. (2002). Computer-based training system for Russian word pronunciation. Computer Assisted Language Learning, 15(2), 201-214.

Morton, H., & Jack, M. (2005). Scenario-based spoken interaction with virtual agents. Computer Assisted Language Learning, 18(3), 171-191.

Myers, M. J. (2000). Voice recognition software and a hand-held translation machine forsecond-language learning. Computer Assisted Language Learning, 13(1), 29-41.

Neri, A., Cucchiarini, C., & Strik, H. (2008). The effectiveness of computer-based speech corrective feedback for improving segmental quality in L2 dutch. ReCALL, 20(2), 225-243.

Neri, A., Cucchiarini, C., Strik, H., & Boves, L. (2002). The pedagogy-technology interface in computer assisted pronunciation training. Computer Assisted Language Learning, 15(5), 441-467.

Neri, A., Mich, O., Gerosa, M., & Giuliani, D. (2008). The effectiveness of computer assisted pronunciation training for foreign language learning by children. Computer Assisted Language Learning, 21(5), 393-408.

Neumeyer, L., Franco, H., Digalakis, V., & Weintraub, M. (2000). Automatic scoring of pronunciation quality. Speech Communication, 30(2/3), 83-93.

O'Brien, M. G. (2006).Teaching pronunciation and intonation with computer technology. In L. Ducate & N.Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching  (CALICO Monograph Series, Vol. 5, pp. 127-148). San Marcos,TX: CALICO.

Paolillo, J. (1999). The virtual speech community: Social network and language variation on IRC. Journal of Computer-Mediated Communication, 4(4).

Pennington, M. C. (1999). Computer-aided pronunciation pedagogy: Promise, limitations, directions. Computer Assisted Language Learning, 12(5), 427-440.

Sefero?lu, G. (2005). Improving students' pronunciation through accent reduction software. British Journal of Educational Technology, 36(2), 303-316.

Segers, E., & Verhoeven, L. (2005). Long-term effects of computer training of phonological awareness in kindergarten. Journal of Computer Assisted Learning, 21(1), 17-27.

Shudong, W., Higgins, M., Shima, Y. (2005). Training English pronunciation for Japanese learners of English online. The JALT CALL Journal, 1(2), 39-47.

Tsubota, Y., Dantsuji, M., & Kawahara, T. (2004). An English pronunciation learning system for japanese students based on diagnosis of critical pronunciation errors. ReCALL, 16(1), 173-188.

Volle, L. M. (2005). Analyzing oral skills in voice e-mail and online interviews. Language Learning & Technology, 9(3), 146-163.

von der Emde, S., Schneider, J., & Kötter, M. (2001). Technically speaking: Transforming language learning through virtual learning environments (MOOs). Modern Language Journal, 85(2), 210-225.

Wang, X., & Munro, M. J. (2004). Computer-based training for learning English vowel contrasts. System, 32(4), 539-552.

Weininger, M. & Shield, L. (2003). Promoting oral production in a written channel: An investigation of learner language in MOO. Computer Assisted Language Learning, 16(4), 329-349.

8. Culture

Abrams, Z. I. (2002). Surfing to cross-cultural awareness: using Internet-mediated projects to explore cultural stereotypes. Foreign Language Annals, 35(2), 141-160.

Andrew, M. (2009). Deepened mirrors of cultural learning: Expressing identity through e-writing. CALICO Journal, 26(2).

Andrews, C. (2000). Project-oriented use of the world wide web for teaching and learning culture. Computer Assisted Language Learning, 13(4/5), 357-376.

Azcarate, A. L.-V. (2007). Didactic patterns for electronic materials in the teaching of interculturalism through literature: The experience of the research group LEETHI. ReCALL, 19(2), 121-136.

Bauer, B., deBenedette, L., Furstenberg, G., Levet, S., & Waryn, S. (2006). The Cultura project. In J. Belz & S. L. Thorne (Eds.), Internet-mediated intercultural foreign language education (pp. 31-62). Boston: Heinle & Heinle.

Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology, 7(2), 68-117.

Belz, J. A. (2005). Intercultural questioning, discovery and tension in Internet-mediated language learning partnerships. Language & Intercultural Communication, 5(1), 3-39.

Belz, J. A. (2006). At the intersection of telecollaboration, learner corpus analysis, and L2 pragmatics: Considerations for language program direction. In J. A. Belz & S. Thorne (Eds.), Internet-mediated intercultural foreign language education (pp. 207-246). Boston: Heinle & Heinle.

Belz, J. A., & Müller-Hartmann, A. (2003). Teachers as intercultural learners: Negotiating German-American telecollaboration along the institutional fault line. The Modern Language Journal, 87(1), 71-89.

Belz, J. A., & Thorne, S. L. (2006b). Computer-mediated intercultural foreign language education. Boston: Heinle & Heinle.

Belz, J. A., & Vyatkina, N. (2005). Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 62(1), 17-48.

Belz, J. A., &. Thorne, S. L.  (Eds.). (2006a). Internet-mediated intercultural foreign language education. Boston, MA: Thomson Heinle and Heinle.

Brett, P. (2000a). Developing cross-cultural competence in business through multimedia course. ReCALL, 12(2), 196-208.

Carney, N. (2006). Telecollaboration for intercultural learning: An overview of projects involving Japan. The JALT CALL Journal, 2(2), 37-52.

Cononelos, T., & Oliva, M. (1993). Using computer networks to enhance foreign language/culture education. Foreign Language Annals, 26(4), 527-534.

Cruz-Yeh, A. d. (2005). Understanding culture through poetry: A task based project using multimedia and online video. The JALT CALL Journal, 1(2), 86-95.

Develotte, C., Mangenot, F., Ccedil, Ois, & Zourou, K. (2005). Situated creation of multimedia activities for distance learners: Motivational and cultural issues. ReCALL, 17(2), 229-244.

Drucker, M. (2006). Commentary: Crossing the digital divide: How race, class, and culture matter. Contemporary Issues in Technology and Teacher Education, 6(1), 43-45.

Dubreil, S. (2006). Getting perspective on culture through CALL. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (CALICO Monograph Series, Vol. 5, pp. 237-268). San Marcos, TX: CALICO.

Finkbeiner, C., & Koplin, C. (2002). A cooperative approach for facilitating intercultural education. Reading Online 6(3), 28-44.

Furstenberg, G., Levet, S., English, K., & Maillet, K. (2001). Giving a virtual voice to the silent language of culture: The cultura project. Language Learning & Technology, 5(1), 55-102.

Iinuma, M. & Chiyokura, H. (2008). Integrating global media contents for an EFL course in Japan: Cultural orientation Project on Vietnam. International Journal of Pedagogies and Learning, 4(4), 61-77.

Iskold, L. (2002). Integrating culture, language and technology. Academic Exchange Quarterly, 6(4), 103-108.

Itakura, H. (2004). Changing cultural stereotypes through e-mail assisted foreign language learning. System, 32(1), 37-51.

Khuwaileh, A. A. (2000). Cultural barriers of language teaching: A case study of classroom cultural obstacles. Computer Assisted Language Learning, 13(3), 281-290.

Kinginger, C., & Belz, J. (2005). Socio-cultural perspectives on pragmatic development in foreign language learning: Microgenetic and ontogenetic case studies from telecollaboration and study abroad. Intercultural Pragmatics, 2(4), 369-422.

Lee, L. (1998). Going beyond classroom learning: Acquiring cultural knowledge via on-line newspapers and intercultural exchanges via on-line chat rooms. CALICO Journal, 16(2), 101-20.

Levy, M. (2007). Culture, culture learning and new technologies: Towards a pedagogical framework. Language Learning & Technology, 11(2), 104-127.

Liaw, M.-L. (2007). Constructing a "Third space" For EFL learners: Where language and cultures meet. ReCALL, 19(2), 224-241.

Liaw, M.-L., & Johnson, R. J. (2001). E-mail writing as a cross-cultural learning experience. System, 29(2), 235-251.

Müller-Hartmann, A. (2000). The role of tasks in promoting intercultural learning in electronic learning networks. Language Learning & Technology, 4(2), 129-147.

Nozawa, K. (2002). Keypal exchange for writing fluency and intercultural understanding. In P. Lewis (Ed.), The changing face of CALL: A Japanese perspective (pp. 187-202). Lisse, The Netherlands: Swets & Zeitlinger.

O'Brien, M. G., & Levy, R. M. (2008). Exploration through virtual reality: Encounters with the target culture. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 64(4), 663-691.

O'Dowd, R. (2004). 'Intercultural e-mail exchanges in the foreign language classroom'. In , A. Chambers, J.E. Conacher, &  Littlemore, J. (Eds), ICT and language learning: Integrating pedagogy and practice (145-64). Birmingham: Birmingham University Press.

Oacute, Azc, P.-V., Aacute, & Rate, A. (2007). Didactic patterns for electronic materials in the teaching of interculturalism through literature: The experience of the research group leethi. ReCALL, 19(2), 121-136.

O'Dowd, R. (2003). Understanding "the other side": Intercultural learning in a Spanish-English e-mail exchange. Language Learning and Technology 7(2), 118-144.

O'Dowd, R. (2006). Telecollaboration and the development of intercultural communicative competence. Munich, Germany: Langenscheidt-Longman.

Osuna, M. M., & Meskill, C. (1998). Using the world wide web to integrate Spanish  language and culture: A pilot study. Language Learning & Technology, 1(2),

Rogerson-Revell, P. (2003). Developing a cultural syllabus for business language e-learning materials. ReCALL, 15(2), 155-168.

Sehlaoui, A. S. (2001). Developing cross-cultural communicative competence via computer-assisted language learning: The case of pre-service ESL/EFL teachers. ALT-J, 9(3), 53 - 64.

Shaughnessy, M. (2003) CALL, commercialism and culture: inherent software design conflicts and their results. ReCALL, 15(2), 251-268.

Shawback, M. J., & Terhune, N. M. (2002). Online interactive courseware: Using movies to promote cultural understanding in a CALL environment. ReCALL, 14(1), 85-95.

Thorne, S. L. (2005). Internet-mediated intercultural foreign language education: Approaches, pedagogy, and research . (CALPER Working Papers Series, No. 6.) The Pennsylvania State University: Center for Advanced Language Proficiency Education and Research.

Thorne, S. L. (2006b). Pedagogical and praxiological lessons from Internet-mediated intercultural foreign language education research. In J. A. Belz., & S. L. Thorne. (Eds.), Internet-mediated intercultural foreign language education (pp. 2-30). Boston, MA: Heinle & Heinle.

Wang, L., & Coleman, J. A. (2009). A survey of internet-mediated intercultural foreign language education in china. ReCALL, 21(1), 113-129.

Ware, P., & Kramsch, C. (2005). Toward an intercultural stance: Teaching German and English through telecollaboration. Modern Language Journal, 89(2), 190-205.

Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education. Mahwah, NJ: Lawrence Erlbaum.

Warschauer, M. (2005). Sociocultural perspectives on CALL. In J. Egbert & G. Petrie (Eds.), Research perspectives on CALL (pp. 41-51).  Mahwah, NJ: Laurence Erlbaum.

Wood, A. F. & Smith, M. J. (Eds.). (2001). Online Communication: Linking technology, identity & culture. Mahwah, NJ: Lawrence Erlbaum.

9. Factors/barriers affecting CALL

Afshari, M., Bakar, K. A., Luan, W. S., Sabah, B. A., & Fooi, F. S. (2009). Factors affecting teachers' use of information and communication technology. International Journal of Instruction, 2(1), 77-104.

Ali, G. E., & Magalhaes, R. (2008). Barriers to implementing e-learning: A Kuwaiti case study. International Journal of Training and Development, 12(1), 36-53.

Bullock, D. B. (2004). Moving from theory to practice: An examination of the factors that preservice teachers encounter as they attempt to gain experience teaching with technology during field placement exercises. Journal of Technology and Teacher Education, 12(2), 211-237.

Butler, D. & Sellbom, M. (2002). Barriers for adopting technology for teaching and learning. Educause Quarterly, 25(2), 22-28.

Coryell, J. E., & Chlup, D. T. (2007). Implementing e-learning components with adult English language learners: Vital factors and lessons learned. Computer Assisted Language Learning, 20(3), 263-278.

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Education Technology Research and Development, 47(4), 47-61.

Franklin, T., Turner, S., Kariuki, M., & Duran, M. (2002). Mentoring overcomes barriers to technology integration. Journal of Computing in Teacher Education, 18(1), 26-31.

Galusha, J. M. (2004). Barriers to learning in distance education.

Gillespie, H. (2006). Unlocking learning and teaching with ICT: Identifying and overcoming barriers. GB: David Fulton Publishers Ltd.

Granger,  C.  A.,  Morbey,  M.  L.,  Lotherington,  H., Owston,  R. D. & Wideman, H. H.  (2002).  Factors contributing  to  teachers'  successful  implementation of ICT. Journal of Computer Assisted Learning, 18(4), 480-488.

Hauck, M. (2007). Critical success factors in a TRIDEM exchange. ReCALL, 19(2), 202-223.

Jaber, W. E., & Moore, D. M. (1999). A survey of factors which influence teachers' use of computer-based technology. International Journal of Instructional Media, 26(3), 253-266.

Kim, K. & Moore, J. (November, 2005). Web-based learning: Factors affecting students' satisfaction and learning experience. First Monday, 10(11).

Lee, K-W. (2000). English teachers' barriers to the use of computer-assisted language learning. Internet TESL Journal, 6(12).

Meunier, L. (1998). Personality and motivational factors in electronic networking. In  J. Muyskens (Ed.), New ways of teaching and learning: Focus on technology and foreign language education (pp. 145-197). Boston: Heinle & Heinle.

Mirjam, H. (2007). Critical success factors in a TRIDEM exchange. ReCALL, 19(2), 202-223.

Mumtaz, S. (2000). Factors affecting teachers' use of  information and communications technology: A review  of the literature.  Journal of Information Technology for Teacher Education, 9(3), 319-341.

Okuyama, Y. (2005). Distance language learning via Synchronous Computer-Mediated Communication (SCMC): Eight factors affecting NS-NNS chat interaction. The JALT CALL Journal, 1(2), 3-20.

Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers and Education, 37(2), 163-178.

Reinhardt, J., & Nelson, B. K. (2004). Instructor use on online language learning resources: A survey of socio-institutional and motivational factors. ReCALL, 16(2), 292-307.

Woithington, V. L., & Zhao, Y. (1999). Existential anxiety and technological changes: Two factors ignored in the research on computer anxiety in the past. Journal of Educational Computing Research, 20(4), 299-316.

Zhao, Y., & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807-840.

10. Web 2.0 (Blogs, Wikis,…)

Abdous, M. H., Camarena, M. M., & Facer, B. R. (2009). MALL technology: Use of academic podcasting in the foreign language classroom. ReCALL, 21(1), 76-95.

Alm, A. (2008b). Blogging for self-determination with L2 learner journals. In  M. Thomas (Ed.), Handbook of research on web 2.0 and second language learning (pp. 202-222). Hershey, PA: IGI Global.

Anderson, P. (2007). What is web 2.0?: Ideas, technologies and implications for education.

Arena, C., & Jefferson, C. T. (2008). Blogging in the language classroom: It doesn't "simply happen". TESL-EJ, 11(4).

Barnes, C., & Tynan, B. (2007). The adventures of Miranda in the brave new world: Learning in a web 2.0 millennium. ALT-J, 15(3), 189 - 200.

Baten, L., Bouckaert, N., & Yingli, K. (2009). The use of communities in a virtual learning environment. In  M. Thomas (Ed.), Handbook of research on web 2.0 and second language learning (pp. 137-155). Hershey, PA: IGI Global.

Bloch, J. (2007). Abdullah's blogging: A generation 1.5 student enters the blogosphere. Language Learning & Technology, 11(2), 128-141.

Blood, R. (2000, September 7). Weblogs: A history and perspective.

Blood, R. (2002a). Weblogs: A history and perspective. In J. Rodzvilla (Ed.), We've got  blog (pp. 7-16). Cambridge, MA: Perseus Books Group.

Blood, R. (2002b). The weblog handbook: Practical advice on creating and maintaining your blog. Cambridge, MA: Perseus Publishing.

Bold, M. (2006 ). Use of wikis in graduate course work. Journal of Interactive Learning Research, 17(1),  5-14 .

Borja,  R.  R.  (2006).  Educators  experiment  with  student-written  'wikis'.  Education  Week,  25(30), 10-12.

Borja, R. R. (2005). 'Blogs' catching on as tool for instruction. Education Week, 25(15), 1-17.

Brooks-Young, S. (2005). Writing for an audience: Use blogs to expand your students' horizons. Today's Catholic Teache , 39(2), 10-13.

Campbell, A. P. (2003) Weblogs for use with ESL classes.  The Internet TESL Journal, 9(2).

Carney, N. (2009). Blogging in foreign language education. In  M. Thomas (Ed.), Handbook of research on web 2.0 and second language learning (pp. 292-312). Hershey, PA: IGI Global.

Chuo, T.-W. I. (2007). The effects of the webquest writing instruction program on EFL learners' writing performance, writing apprehension, and perception. TESL-EJ, 11(3).

Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology,  40(1), 179-183.

Clyde, L. A. (2005). Wikis. Teacher Librarian, 32(4), 54-56. 

Deal, A. (2007). A teaching with technology white paper: Podcasting. Pittsburgh, PA: Carnegie Mellon University.

Downes,  S.  (2004).  Educational  blogging.  Educause Review, 39(5), 14-26

Drexler, W., Dawson, K., & Ferdig, R. E. (2007). Collaborative blogging as a means to develop elementary expository writing skills. Electronic Journal for the Integration of Technology in Education, 6, 140-160.

Du, H. S., & Wagner, C. (2007a). Learning with Weblogs: An empirical investigation. IEEE Transactions on Professional Communication, 50(1), 1-16.

Ducate, L. C., & Lomicka, L. L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9-28.

Ducate, L., & Lomicka, L. (2005). Exploring the blogosphere: Use of web logs in the foreign language classroom. Foreign Language Annals, 38(3), 410-421.

Eastment, D. (2005). Blogging. ELT Journal, 59(4), 358-361.

Engstrom, M, & Jewett, D. (2005). Collaborative learning the wiki way. TechTrends, 49(6), 12-15.

Evans, P. (2006). The wiki factor. BizEd, 5(2), 28-32.

Ferdig, R. E., & Trammell, K. D. (2004). Content delivery in the 'blogoshpere'. T.H.E. Journal, 31(7).

Ferris, S. P., & Wilder, H. (2006). Uses and potentials of wikis in the classroom. Innovate, 2(5).

Fox, A. (2008). Using podcasts in the EFL classroom. TESL-EJ, 11(4).

Gordon,R.,& Stephens, M. (2007. Putting wikis into play. Computers in Libraries, 27(2), 42-43.

Gromik, N. (2008).  EFL learner use of podcasting resources: A pilot study.The JALT CALL Journal, 4(2), 47-60.

Halvorsen, A. (2009). Social networking sites and critical language learning. In  M. Thomas (Ed.), Handbook of research on web 2.0 and second language learning (pp. 237-258). Hershey, PA: IGI Global.

Huang, W., Yoo, S. & Choi, J. (2008). Correlating college students' learning styles and how they use Web 2.0 applications for learning. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 2752-2759). Chesapeake, VA: AACE.

Huann, T. Y., John, O. E. G., & Yuen, J. M. (2005). Literature Review: Weblogs in education.

Huffaker, D. (2005b). Let them blog: Using weblogs to advance literacy in the K-12 classroom. In L. T. W. Hin & R. Subramaniam (Eds.), Literacy in technology at  the K-12 level: Issues and challenges (pp. 337-356). Hershey, PA: Idea Group.

Huffaker, D. A., & Calvert, S. L. (2005). Gender, identity, and language use in teenage blogs. Journal of Computer-Mediated Communication, 10(2).

Jones, Z., & Nuhfer-Halten, B. (2006). Uses of blogs in L2 instruction. In M.L. Wilbur & C.M. Cherry (Eds.), Languages for today's world: Dimension (pp. 25-35). Valdosta, GA: Southern Conference on Language Teaching.

Kadjer, S., & Bull, G. (2003). Sca?olding for struggling students: Reading and writing with blogs. Learning and Leading with Technology, 31(2), 32-35.

Kavaliauskien?, G., Anusien?, L., and Ma?eikien?, V. (2006). Weblogging: Innovations for Communication in English Class. Electronic Journal of Foreign Language Teaching, 3(2), 220-233.

K?l?çkaya, F. (2007a). Retrieving Internet materials for language classrooms. Teaching English with Technology, 7(3).

K?l?çkaya, F. (2008). Website review: WiZiQ: Anyone can teach & learn online. TESL-EJ, 12(3).

K?l?çkaya, F. (2009). Social bookmarking: Publishing your bookmarks online. Teaching English with Technology, 9(1).

Krajka, J. (2009). Concordancing 2.0: On custom-made corpora in the classroom. In  M. Thomas (Ed.), Handbook of research on web 2.0 and second language learning (pp. 411-431). Hershey, PA: IGI Global.

Krause, S. D. (2005). Blogs as a tool for teaching. Chronicle of Higher Education,  51(42), B33-B35.

Lamb, B. (2004). Wide open spaces: Wikis ready or not. Educause Review, 39(5), 36-48.

Lund, A. (2008). Wikis: A collective approach to language production. ReCALL, 20(1), 35-54.

March, T. (2003). The learning power of WebQuests. Educational Leadership, 61(4), 42-47.

Martindale, T., &Wiley, D.A. (2005). Using weblogs in scholarship and teaching. TechTrends, 49(2), 55-61.

Matthews, K.  (2006). Research  into  podcasting  technology including current and possible future uses.

McCarty, S. (2005). Spoken Internet to go: Popularization through Podcasting. The JALT CALL Journal, 1(2), 67-74.

McQuillan, J. (2006). iPod in education: The potential for language acquisition.

Mejias,  U.  (2006).  Teaching  social  software  with social  software.  Innovate, 2(5).

Meng, P. (2006). Podcasting & vodcasting: A white paper.

Mindel,  J.  L., & Verma, S. (2006). Wikis for teaching and learning. Communications of the Association for Information Systems, 18(1), 1-23.

Motteram, G., & Brown, S. (2009). A context-based approach to web 2.0 and language education. In  M. Thomas (Ed.), Handbook of research on web 2.0 and second language learning (pp. 119-136). Hershey, PA: IGI Global.

Murray, L., & Hourigan, T. (2008). Blogs for specific purposes: Expressivist or socio-cognitivist approach? ReCALL, 20(1), 82-97.

O'Reilly, T. (2005). What is web 2.0: Design patterns and business models for the next generation of software.

Oravec, J. (2002). Bookmarking the world: Weblog applications in education. Journal of Adolescent & Adult Literacy, 45(7), 616-621.

Oravec, J. (2003). Blending by blogging: Weblogs in blended learning initiatives. Journal of Educational Media, 28(2/3), 225-233.

Parker, K. R., & Chao, J. T. (2007). Wiki as a teaching tool. Interdisciplinary Journal of  Knowledge and Learning Objects, 3(1), 57-72.

Penrod, D. (2007). Using blogs to enhance literacy: The next powerful step in 21st century learning. Lanham, MD: Rowman & Littlefield Education.

Pinkman, K. (2005) Using blogs in the foreign language classroom: Encouraging learner independence.  The JALT CALL Journal,  1(1), 12-24.

Powers, S., Doctorow, C., Johnson, J.  S., Trott, M.  G., Trott, B., & Dornfest, R. (2002). Essential blogging: Selecting and using Weblog  tools. O'Reilly & Associates.

Raith, T. (2009). The use of weblogs in language education. In  M. Thomas (Ed.), Handbook of research on web 2.0 and second language learning (pp. 274-291). Hershey, PA: IGI Global.

Richardson, W. (2003). Web logs in the English classroom: More than just chat. English Journal, 93(1).

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Tousand Oaks, CA: Corwin Press.

Rosell-Aguilar, F. (2007a). Top of the pods - in search of a podcasting "Podagogy" For language learning. Computer Assisted Language Learning, 20(5), 471-492.

Scharl, A., & Tochtermann, K. (2007). The geospatial Web: How geo-browsers, social software, and the web 2.0 are shaping the network society. Springer Verlag.

Schmidt, J. (2007). Blogging practices: An analytical framework. Journal of Computer-Mediated Communication, 12(4).

Seitzinger, J. (2006). Be constructive: Blogs, podcasts, and wikis as constructivist  learning tools. Learning Solutions eMagazine.

Stanley, G.  (2006). Podcasting: Audio on  the  Internet comes of age. TESL-EJ, 9(4).

Stauffer, T. (2008). How to do everything with your web 2.0 blog. USA: The McGraw-Hill.

Stevens, V., Quintana, N., Zeinstejer, R.,Sirk, S., Molero, D., & Arena, D. (2008). Writingmatrix:  Connecting Students  with Blogs,  Tags,  and Social  Networking.   In   Stevens,  V.  & Hanson-Smith,   E.  (Eds.).   Proceedings   of   the  Webheads   in  Action  Online Convergence, 2007. TESL-EJ, 11(4).

Sturm, M., Kennell, T., McBride, R., & Kelly, M. (2009). The pedagogical implications of web 2.0. In  M. Thomas (Ed.), Handbook of research on web 2.0 and second language learning (pp. 367-384).  Hershey, PA: IGI Global.

Suzuki, R. (2004). Diaries as introspective research tools: From Ashton-Warner to blogs. TESL- EJ, 8(1).

Sykes, J. M., Oskoz, A., & Thorne, S. L. (2008). Web 2.0, synthetic immersive environments, and mobile resources for language education. CALICO Journal, 25(3), 528-546.

The  educator ' s  guide  to  the  read/write  Web .  (2006, January). Educational Leadership, 63(4),   24-27 .

Thomas, M. (2009). (Ed.). Handbook of research on web 2.0 and second language learning. Hershey, PA: IGI Global.

Utecht, J. (2007). Blogs aren't the enemy: How blogs enhance learning. Technology & Learning, 27(9), 32-34.

Vallance, M., & Shibata, Y. (2008). Effective implementation of interactive podcasting for the web 2.0 generation. The JALT CALL Journal, 4(1), 60-74.

Viswanathan, R. (2009). Using mobile technology and podcasts to teach soft skills. In  M. Thomas (Ed.), Handbook of research on web 2.0 and second language learning (223-236). Hershey, PA: IGI Global.

Ward, J. (2004). Blog assisted language learning (BALL): Push button publishing for pupils. TEFL Web Journal,  3(1).

Warschauer, M., & Grimes, D. (2007). Audience, authorship, and artifact: The emergent semiotics of web 2.0. Annual Review of Applied Linguistics, 27, 1-23.

Weiler, G. (2003). Using Weblogs in the Classroom. The English Journal, 92(5), 73-75.

West, J. A., & West, M. L. (2009). Using wikis for online oollaboration: The power of the read-write web. San Francisco, CA: Jossey-Bass. 

Williams, J. B., & Jacobs, J. (2004) Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), 232-247.

Witte, S. (2007). "That's online writing, not boring school writing": Writing with blogs  and the Talkback Project. Journal of Adolescent & Adult Literacy, 51(2), 92-96.

Zeinstejer, R. (2008). The wiki revolution: A challenge to traditional education. TESL-EJ, 11(4).

11. Computer-based Testing/Assessment

Alderson, J. C. (2000). Technology in testing: The present and the future. System, 28(4), 593-603.

Atkinson, T. (2006) Computer aided assessment (CAA) and language learning. Module 4.1, in G. Davies (Ed.), ICT4LT, Information and communications technology for language teachers.

Bartram, D., & Hambleton, R. K. (Eds.). (2006). Computer-based testing and the Internet: Issues and advances. UK: John Wiles & Sons, Ltd.

Bauer, J. F. (2002). Assessing student work from chatrooms and bulletin boards. New Directions for Teaching and Learning, 91, 31-36.

Boulton, A. (2009). Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21(1), 37-54.

Brantmeier, C. (2006). Advanced l2 learners and reading placement: Self-assessment, CBT, and subsequent performance. System, 34(1), 15-35.

Brown, J. D. (1997). Computers in language testing: Present research and some future directions. Language Learning & Technology, 1(1), 44-59.

Burstain J., & Chodorow M. (2002). Directions in automated essay analysis. In R. B. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 487-497). NY: OUP.

Chalhoub-Deville, M. (Ed.). (1999). Issues in computer adaptive testing of reading proficiency. New York: Cambridge University Press.

Chalhoub-Deville, M., & Deville, C. (1999). Computer adaptive testing in second language contexts. Annual Review of Applied Linguistics, 19, 273-299.

Chapelle, C. A. (2001b). Computer applications in second language acquisition: Foundations  for teaching, testing, and research. New York: Cambridge University Press.

Chenoweth, N. A., Jones, C. M., & Tucker, G. R. (2006). Language online: Principles of design and methods of assessment. In R. Donaldson, &  M. Haggstrom (Eds.), Changing language education through CALL (pp. 147-167).  London: Routledge.

Choi, I.-C., Sung Kim, K., & Boo, J. (2003). Comparability of a paper-based language test and a computer-based language test. Language Testing, 20(3), 295-320.

Collett, J. (1988). Adapting the author language proforma for test purposes. British Journal of Educational Technology, 19(2), 96-104.

Conole, G., & Warburton, B. (2005). A review of computer-assisted assessment. ALT-J, 13(1), 17-31.

Dooey, P. (2008). Language testing and technology: Problems of transition to a new era. ReCALL, 20(1), 21-34.

Douglas, D., & Hegelheimer, V. (2007). Assessing language using computer technology. Annual Review of Applied Linguistics, 27, 115-132.

Dunkel, P. A. (1999). Considerations in developing or using second/foreign language proficiency computer-adaptive tests. Language Learning & Technology, 2(2), 77-93.

Fatima, H. A.  (1990). Students' performance in English-language examinations at Bahrain secondary schools. British Journal of Educational Technology, 21(1), 63-63.

Fulcher, G. (1999). Computerizing an English language placement test. ELT Journal, 53(4), 289-299.

Hunt, M., Neill, S., & Barnes, A. (2007). The use of ICT in the assessment of modern languages: The English context and European viewpoints. Educational Review, 59(2), 195-213.

Jamieson, J. (2005). Trends in computer-based second language assessment. Annual Review of Applied Linguistics, 25, 228-242.

Jamieson, J., Taylor, C., Kirsch, I., & Eignor, D. (1998). Design and evaluation of a computer-based TOEFL tutorial. System, 26(4), 485-513.

Johnson, A. (2006).  English Trailers v4: An example of an ESL/EFL website that transformed from a testing to a teaching focus. The JALT CALL Journal, 2(2), 53-69.

Myers, M. J. (2002). Computer-assisted second language assessment: To the top of the pyramid. ReCALL, 14(1), 167-181.

Sim, G., Holifield, P., & Brown, M. (2004). Implementation of computer assisted assessment: Lessons from the literature. ALT-J, 12(3), 215 - 229.

Sitthiworachart, J., & Joy, M. (2008). Computer support of effective peer assessment in an undergraduate programming class. Journal of Computer Assisted Learning, 24(3), 217-231.

Tzuriel, D., & Shamir, A. (2002). The effects of mediation in computer assisted dynamic assessment. Journal of Computer Assisted Learning, 18(1), 21-32.

Wolfe, E. W., & Manalo, J. R. (2004). Composition medium comparability in a direct: writing assessment of non-native english speakers. Language Learning and Technology, 8(1), 53-65.

Yang, Y.-F., Wong, W.-K., & Yeh, H.-C. (2008). A computer system of referential resolution to assess students' reading comprehension. Educational Technology & Society, 11(4), 173-189. 

12. Content management/Virtual Learning Environments

Altun, A., Gulbahar, Y., Madran, O. R. (2008). Use of a content management system for blended learning: Perceptions of pre-service Teachers. Turkish Online Journal of Distance Education, 9(4).

Augar, N., Raitman, R., & Zhou, W. (2006). Wikis: Collaborative virtual learning environments. In J. Weiss, J. Nolan, J. Hunsinger, & P. Trifonas (Eds.), The international handbook of virtual learning environments, (pp. 1251-1269). Netherlands: Springer.

Brandl, K. (2005). Are you ready to Moodle? Language Learning & Technology, 9(2), 16-23.

Claire, M., & Jane, H. (2003). Sharing systems, sharing language: Designing and working in a virtual department. Computer Assisted Language Learning, 16(5), 445-467.

Clark, R. C.,  & Kwinn, A. (2007).  The new virtual classroom.  John Wiley and Son: San Francisco.

Cole, J., & Foster, H. (2007). Using Moodle: Teaching with the popular open source content management system (2nd edition).  USA: O'Reilly Media, Inc.

Daniels, P. (2008). Designing CMS modules to support language learning. The JALT CALL Journal, 4(1), 93-104.

Dolle, J., & Enjelvin, G. R. (2003). Investigating "VLE-ffectiveness" In languages. Computer Assisted Language Learning, 16(5), 469-490.

El-Seoud, S. A., Ahmad, A. M. A., El-Sofany, H. F. (2009). Mobile learning platform connected to Moodle using J2ME. International Journal of Interactive Mobile Technologies, 3(2), 46-54. 

Felix, U. (1998). Virtual language learning: potential and practice. ReCall, 11(1), 53-58. .

Garcia-Ruiz, M. A., Edwards, A., El-Seoud, S. A., & Aquino-Santos, R. (2008). Collaborating and learning a second language in a wireless virtual reality environment. International Journal of Mobile Learning and Organisation, 2(4), 369-377.

Good, J., Howland, K., & Thackray, L. (2008). Problem-based learning spanning real and virtual words: A case study in second life. ALT-J, 16(3), 163 - 172.

Hamatr, A. (2008). Web technologies for language learning and implications for the design of CMS for language instruction. International Journal of Social Sciences, 3(1), 70-74.

Hampel, R., & Hauck, M. (2006). Computer-mediated language learning: Making meaning in multimodal virtual learning spaces. The JALT CALL Journal, 2(2), 3-18.

Hansson, T.  (2005).  English  as  a  Second  Language on  a  virtual  platform tradition  and  innovation  in  a new medium. Computer Assisted Language Learning, 18(1/2), 63-79.

Henri, F., & Pudelko, B. (2003). Understanding and analysing activity and learning in virtual communities. Journal of Computer Assisted Learning, 19(4), 474-487.

Hiltz, S. R. (1988). Teaching in a virtual classroom. A virtual classroom on EIES: Final evaluation report (Vol. 2). ERIC ED 315 039.

Jones,   Q.   (1997).   Virtual  communities,  virtual   settlements   and   cyber-archaeology:   A theoretical outline. Journal of Computer-Mediated Communication, 3(3).

Krish, P. (2008). Language learning in the virtual world: Instructors' voices. International Journal of Pedagogies and Learning, 4(4), 113-129.

Lamy, M-N., & Goodfellow, R. (1999b). Reflective conversation in the virtual language classroom. Language Learning & Technology, 2(2), 43-61.

Lewis, D., & Allen, B. (2005). Virtual learning communities: A guide for practitioners. Milton Keynes: Open University Press.

Livingstone, D., Kemp, J., & Edgar, E. (2008). From multi-user virtual environment to 3d virtual learning environment. ALT-J, 16(3), 139 - 150.

Mcavinia, C., & Hughes, J. (2003). Sharing systems, sharing language: Designing and working in a virtual department. Computer Assisted Language Learning, 16(5), 445-467.

Palloff, R. & Pratt, K. (2003). The Virtual Student: A profile and guide to working with online learners. San Francisco: John Wiley & Sons.

Peterson, M. (2001). MOOs and second language acquisition: Towards a rationale for MOO-based learning. Computer Assisted Language Learning, 14(5), 443-459.

Robb, T. (2004). Moodle: A virtual learning environment for the rest of us. TESL-EJ, 8(2).

Schwienhorst, K. (2002a). Evaluating tandem language learning in the MOO: Discourse repair strategies in a bilingual Internet project. Computer-Assisted Language Learning, 15(2), 135-146.

Schwienhorst, K. (2002b). The state of VR: A meta-analysis of virtual reality tools in second language acquisition. Computer Assisted Language Learning, 15(3), 221-239.

Schwienhorst, K. (2002c). Why virtual, why environments? Implementing virtual reality concepts in Computer-Assisted language learning. Simulation & Gaming, 33(2), 196-209.

Stanley, I. (2007). Creating a student-generated glossary in Moodle: How is it done and how effective is it? The JALT CALL Journal, 3(1/2), 116-131.

Weiss, J., Nolan, J., Hunsinger, J., & Trifonas, P. (Eds.). (2006). The international handbook of virtual learning environments. Netherlands: Springer.

Westbrook, V. (2006). The virtual learning future. Teaching in Higher Education, 11(4), 471-482.

13. Distance/Online/Web-based Learning

Akhlaq, M. (2009). Effectiveness of distance education in teacher training program of Allama Iqbal Open University. Turkish Online Journal of Distance Education, 10(2).

Ahlrogge, A., & Lee, H. (2008). Research on CALL and distance learning: A briefly annotated bibliography.

Alexander J., & Dickson M. (2006) Role play: Distance learning and the teaching of writing (New dimensions in computers and composition). Cresskill, Broadway : Hampton Press.

Allodi, A., Dokter, D., & Kuipers, E. (1998). WELLS: Web-enhanced language learning. In S. Jager, J. Nerbonne, & A. V. Essen (Eds.), Language teaching and language technology (pp. 123-135). Lisse: Swets & Zeitlinger.

Anderson, T. & Elloumi, F. (Eds.). (2003). Theory and practice of online learning. 

Appel, C., & Gilabert, R. (2002). Motivation and task performance in a task-based, web-based tandem project. ReCALL, 14(1), 16-31.

Appel, C., & Mullen, T. (2000). Pedagogical considerations for a web-based tandem language learning environment. Computers and Education, 34(3/4), 291-308.

Bennett, S., & Marsh, D. (2002).  On being an online tutor.  Innovations in Education and Teaching International, 39(1),

Bento, R., & Schuster, C. (2003). Participation: The online challenge.  In A. Aggarwal (Ed.), Web-based education: Learning from experience (pp. 156-164). Hershey, PA: Idea Group Publishing.

Blake, R. (2005). Bimodal chatting: The glue of a distance language learning course. CALICO Journal, 22(3), 497-511.

Blake, R. (2008). Distance learning for second and foreign language teaching. In N. Van Deusen-Scholl & N.H. Hornberger (Eds.), Encyclopedia of language and education (Vol. 4, pp. 365-376). New York, USA: Springer.

Blake, R., & Delforge, A. (2007). Online language learning: The case of Spanish Without Walls. In B. Lafford & R. Salaberry (Eds.), The art of teaching Spanish: Second language acquisition from research to praxis (pp. 127-147). Washington, DC: Georgetown University Press.

Bloch, J. (2004). Second language cyber rhetoric: A study of Chinese L2 writers in an online USENET group. Language Learning & Technology, 8(3), 66-82.

Bourne,   J.,   McMaster,   E.,   Rieger,   J.,   &  Campbell,   J.   (1997).   Paradigms   for on-line learning: A case study in the design and implementation of an asynchronous learning networks (ALN) course. Journal of Asynchronous Learning Networks, 1(2), 38-56.

Burgess, L. A.  (2003). WebCT as an  e-learning tool: A study of technology students' perceptions. Journal  of  Technology and Education, 15(1),  6-15.

Byrne, T. (2007). Marrying two existing software packages into an efficient online tutoring tool. Computer Assisted Language Learning, 20(5), 459-469.

Campbell, D. F. (2004). Delivering an online translation course. ReCALL, 16(1), 114-123.

Canapero, M. (2004). Connecting, motivating and raising awareness via WELL: Developing e-learning environments for science students. ReCALL, 16(2), 330-344.

Carliner, S., & Shank, P. (Eds.). (2008). The e-learning handbook: Past Promises, present challenges. San Francisco: Pfeiffer.

Carlson, R. (1997). Educating online: Creating the virtual classroom community. ERIC ED 412 934. Chenoweth, N. A.

Carter, B., & Elseth, D. (2009). The usefullness of second life for language learning. In R. C. V. Marriott &  P. L. Torres.  (Eds.). Research on e-learning methodologies for language acquisition (pp. 443-455). New York: Information Science Reference.

Cartes-Enriquez, N., Solar Rodriguez, M. I., & Quintana Letelier, R. (2004). Electronic texts or learning through textbooks: An experimental study. ReCALL, 16(2), 539-557.

Chang, M.  (2007). Enhancing web-based  language learning through self-monitoring. Journal of Computer Assisted Learning, 23(3), 187-196.

Chen, J., Belkada, S., & Okamoto,T. (2004). How a web-based course facilitates acquisition of English for academic purposes. Language Learning & Technology, 8(2), 35-49.

Chen, S. V., & Macredle, R. D. (2004). Cognitive modeling of student learning in web-based instructional programs. International Journal of Human-Computer Interaction, 17(3), 375-402.

Chenoweth, N. A., Ushida, E., & Murday, K. (2006). Student learning in hybrid French and Spanish courses: An overview of language online. CALICO Journal, 24(1), 115-145.

Chenoweth, N.A., & Murday, K. (2003). Measuring student learning in an online French course. CALICO Journal, 20(2), 285-314.

Chinnery, G. M. (2008). Biting the hand that feeds me: The case for e-language learning and teaching. CALICO Journal, 25(3), 471-481.

Colpaert, J. (2006a). Pedagogy-driven design for online language teaching and learning. CALICO Journal, 23(3), 477-497.

Corda, A., & Jager, S. (2004). ELLIPS: Providing web-based language learning for higher education in the Netherlands. ReCALL, 16(1), 225-236.

Dinet, J., Favart, M., & Passerault, J.-M. (2004). Searching for information in an online public access catalogue (opac): The impacts of information search expertise on the use of boolean operators. Journal of Computer Assisted Learning, 20(5), 338-346.

Donnelly, R., & McSweeney. (2009). Applied e-learning and e-teaching in higher education. USA: Information Science Reference.

Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning and Technology, 7(3), 50-80.

Downes, S. (2006). E-learning 2.0.

Eacute, & Rez Basanta, C. (2004). Pedagogic aspects of the design and content of an online course for the development of lexical competence: Adelex. ReCALL, 16(1), 20-40.

Ellis, R. A., Goodyear, P., O'Hara, A., & Prosser, M. (2007). The university student experience of face-to-face and online discussions: Coherence, reflection and meaning. ALT-J, 15(1), 83 - 97.

Facer, B. R., Abdous, M., & Camarena, M. M. (2009). The impact of podcasting on students' learning outcomes. In R. C. V. Marriott &  P. L. Torres.  (Eds.). Research on e-learning methodologies for language acquisition (pp. 339-351). New York: Information Science Reference.

Fan, M., & Xu, X. (2002). An evaluation of an online bilingual corpus for the self-learning of legal English. System, 30(1), 47-63.

Felix , U. (2001). Beyond babel: Language learning online, Melbourne: Language Australia. 

Felix, U.  (2003b). Language  learning  online: Towards best practice. Lisse: Swets & Zeitlinger.

Fidalgo-Eick, M. (2001). Synchronous on-line negotiation of meaning by intermediate learners of Spanish. Dissertation Abstracts International, 62(3), 992. (UMINo. DA3009591)

Fleming, S. & Hiple, D. (2004). Distance education to distributed learning: Multiple formats and technologies in language instruction. CALICO Journal, 22(1), 63-82.

Fleming, S., Hipple, D., & Du, Y. (2002). Foreign language distance education: The University of Hawai's experience. In C.A. Spreen (Ed.), New technologies and language learning: Cases in the less commonly taught languages (Technical Report No. 25; pp. 13-54). Honolulu, USA: University of Hawai.

Forrester, G. (2005). Becoming an online distance learner: What can be learned from students' experiences of induction to distance programmes? Distance Education, 26(3), 281-298.

Gimeno-Sanz, A. (2002b). E-language learning for the airline industry. ReCALL, 14(1), 47-57.

Gudea, S.  (2008). Expectations and demands in online teaching.  Hershey: IGI.

Guiller, J., & Durndell, A. (2006). 'I totally agree with you': Gender interactions in educational online discussion groups. Journal of Computer Assisted Learning, 22(5), 368-381.

Guth, S., & Petrucco, C. (2009). Social software and language acquisition. In R. C. V. Marriott &  P. L. Torres.  (Eds.). Research on e-learning methodologies for language acquisition (pp. 424-442). New York: Information Science Reference.

Guzley, R. M., Avanzino, S., & Bor, A. (2001). Simulated computer-mediated/video-interactive distance learning: A test of motivation, interaction satisfaction, delivery, learning & perceived effectiveness. Journal of Computer-Mediated Communication, 6(3).

Hada, Y., Ogata, H., & Yano, Y. (2002). Video-based language learning environment using an online video-editingsystem. Computer Assisted Language Learning, 15(4), 387-408.

Hampel, R. & Hauck, M. (2004). Towards an effective use of audio conferencing in distance language courses. Language Learning & Technology, 8(1), 66-82.

Hampel, R. (2006). Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL, 18(1), 105-121.

Hampel, R., & Baber, E. (2003). Using Internet-based audio-graphic and video conferencing for  language  teaching  and  learning.  In U.  Felix  (Ed.), Language  learning  online: Towards  best  practice (pp.  171-191). Lisse: Swets & Zeitlinger.

Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311-326.

Hanna, D., & et al. (2000). 147 practical tips for teaching online groups: Essentials of web-based education. Atwood Publishing.

Harasim, L. (1987). Teaching and learning on-line: Issues in computer-mediated graduate courses. Canadian Journal of Educational Communication, 16(2), 117-135.

Harker, M., & Koutsantoni, D. (2005). Can it be as effective? Distance versus blended learning in a web-based EAP programme. ReCALL, 17(2), 197-216.

Harrell Jr, W. (1998). Language learning at a distance via computer. International Journal of Instructional Media, 26(3), 267-282.

Hauck, M. & Stickler, U.  (Eds.). (2006).  What does it take to teach Online? Towards a pedagogy for online language teaching and learning: Special Issue. CALICO Journal, 23(3), 463-475.

Hauck, M., & Haezewindt, B.  (1999). Adding a new perspective to distance (language) learning and  teaching -  The  tutor's experience. ReCALL, 11(2),  46-54.

Heckman, R., & Annabi, H. (2005). A content analytic comparison of learning processes in online and face-to-face case study discussions. Journal of Computer-Mediated Communication, 10(2).

Heift, T. (2005). Inspectable learner reports for web-based language learning. ReCALL, 17(1), 32-46.

Hémard, D., & Cushion, S. (2003). Design and evaluation of an online test: Assessment conceived as a complementary CALL tool. Computer Assisted Language Learning, 16(2/3), 119-139.

Herman, T., & Banister, S. (2007). Face-to-face versus online coursework: A comparison of costs and learning outcomes. Contemporary Issues in Technology and Teacher Education, 7(4), 318-326.

Hernández-Ramos, P. (2004). Web logs and online discussions as tools to promote reflective practice. The Journal of Interactive Online Learning, 3(1).

Hiddink, G. (2001). Solving reusability problems of online learning materials. Campus-Wide Information Systems, 18, 146-152.

Hiltz, S. R. (1988). Teaching in a Virtual Classroom. A Virtual Classroom on EIES: Final evaluation report (Vol. 2). ERIC ED 315 039.

Holmes, B., & Gardner, J. (2006). E-learning: Concepts and practice. LA: Sage Publications.

Hsu, S. S. (2005).  Building language-learning environments to help technological university students develop English independent learning. The JALT CALL Journal, 1(2), 51-66.

Hughes, J., Mcavinia, C., & King, T. (2004). What really makes students like a web site? What are the implications for designing web-based language learning sites? ReCALL, 16(1), 85-102.

Hurd, S. (2007). Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence. System, 35(4), 487-508.

??man, A, Barkan, M., & Demiray, U. (2003). Online distance education book.

Johnson, C.M. (2001). A survey of current research on online communities of practice.  Internet  and Higher Education, 4(1), 45-60.

Jones, R.H., Garralda, A., Li, D.C.S., & Lock, G. (2006). Interactional dynamics in on-line and face-to-face peer-tutoring sessions for second language writers. Journal of Second Language Writing, 15(1), 1-23.

Kern, R., Ware, P., & Warschauer, M. (2004). Crossing frontiers: New directions in online pedagogy and research. Annual Review of Applied Linguistics, 24, 243-260. 

Komori, S., & Zimmerman, E. (2001). A critique of web-based Kanji learning programs for autonomous learners:Suggestions for improvement of WWKanji. Computer Assisted Language Learning, 14(1), 43-67.

Kötter, M. (2003). Negotiation of meaning and codeswitching in online tandems. Language Learning & Technology, 7(2), 145-172.

Krajka, J. (2002). The biggest challenge to online learning. Teaching English with Technology, 2(1).

Krajka, J. (2009). Promoting discovery learning in English for Academic and Professional Purposes: implementing concordancing procedures in online courses. In I. Gonzalez-Pueyo, C. Foz Gil, M. Jaime Siso and M. Jose Luzon Marco (Eds.), Teaching academic and professional English online (pp. 209-228). Bern: Peter Lang.

Krull, G. E., Mallinson, B. J., & Sewry, D. A. (2006). Describing online learning content to facilitate resource discovery and sharing:The development of the RU LOM core. Journal of Computer Assisted Learning, 22(3), 172-181.

Lamy, M.-N. L., & Goodfellow, R. (1999a). Supporting language students' interactions in web-based conferencing. Computer Assisted Language Learning, 12(5), 457-477.

Lee, L. (2002). Synchronous online exchanges: A study of modification devices on non-native discourse. System, 30(3), 275-288.

Levine, S. J. (Ed.) (2005).  Making distance education work: Understanding learning and learners at a distance.  Okemos, MI, LearnerAssociates.net.

Lewis, T. W. (2006). When teaching is learning: A personal account of learning to teach online.  CALICO Journal, 23(3),  581-600.

Li, Z., Liu, F., & Boyer, J.  (2009). Amusing minds for joyful learning through e-gaming. In R. C. V. Marriott &  P. L. Torres.  (Eds.). Research on e-learning methodologies for language acquisition (pp. 132-150). New York: Information Science Reference.

Liang, C., Tokuda, N., & Pingkui, H. (2005). A table look-up parser in online ilts applications. Computer Assisted Language Learning, 18(1/2), 49-62.

Lim, C. P. (2002). Trends in online learning and their implications for schools. Educational Technology, 42(6), 43-48. 

Lund, A. (2006).  The multiple contexts of online language teaching. Language Teaching Research 10(2), 181-204.

Madyarov, I. (2009). Designing a workable framework for evaluating distance language instruction. CALICO Journal, 26(2).

Marriott, R. C. V., & Torres, P. L. (Eds.). (2009). Research on e-learning methodologies for language acquisition. New York: Information Science Reference.

Meyen, E. L., Lian, C. H. T, & Tangen, P. (1997). Teaching online courses. Focus on Autism and Other Developmental Disabilities, 12(3), 161-174.

Moule, P. (2007). Challenging the five-stage model for e-learning: A new approach. ALT-J, 15(1), 37 - 50.

Murday, K. (2003). Measuring student learning in an online French course. CALICO Journal, 20(2), 285-314.

Murday, K., Ushida, E., & Chenoweth, N. A. (2008). Learners' and teachers' perspectives on language online. Computer Assisted Language Learning, 21(2), 125-142.

Nagata, N. (2002). An application of natural language processing to web-based language learning. CALICO Journal, 19(3), 583-599.       

Narciss, S., & Koerndle, H. (2008). Benefits and constraints of distributed cognition in foreign language learning: Creating a web-based tourist guide for london. Journal of Research on Technology in Education, 40(3), 281-307.

Nguyen, H., & Kellogg, G. (2005). Emergent identities in on-line discussions for second language learning. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 62(1), 111-136.

Nicholas, N., Debski, R., & Lagerberg, R. (2004). Skryba: An online orthography teaching tool for learners from bilingual backgrounds. Computer Assisted Language Learning, 17(3/4), 441-458.

Oliver, R., & Herrington, J. (2001). Teaching and learning online: A beginner's guide to e-learning and e-teaching in higher education. Perth, Western Australia: Centre for Research in Information Technology and Communications, Edith Cowan University. 

Pagel, J. W., & Reedy, D. W. (2007). Integrating e-learning in all English classes: Success at the half-way point of a five-year project. The JALT CALL Journal, 3(3), 94-109.

Palloff, R. & Pratt, K. (2005). Collaborating online: Learning together in community.  San Francisco: John Wiley & Sons.

Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom (2nd ed. Building learning communities in cyberspace).San Francisto, CA: John Wiley & Sons, Inc.

Peters, E. (2007). Manipulating L2 learners' online dictionary use and its effect on L2 word retention. Language Learning & Technology, 11(2), 36-58.

Potts, D. (2005). Pedagogy, purpose, and the second language learner in on-line communities. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 62(1), 137-160.

Reynard, R. (2003). Internet-based ESL for distance adult students - a framework for dynamic language learning. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 60(2), 123-143.

Rogerson-Revell, P. (2007). Directions in e-learning tools and technologies and their relevance to online distance language education. Open Learning, 22(1), 57-74.

Rosell-Aguilar, F. (2006). Online tutorial support in distance learning through audio-graphic SCMC: Tutor impressions. The JALT CALL Journal, 2(2), 37-52.

Rosell-Aguilar, F. (2007b). Changing tutor roles in online tutorial support for open distance learning through audio-graphic SCMC. The JALT CALL Journal, 3(1/2), 81-94.

Sagarra, N., & Zapata, G. C. (2008). Blending classroom instruction with online homework: A study of student perceptions of Computer-Assisted L2 learning. ReCALL, 20(2), 208-224.

Sakar, N. (2009). Online course support in distance learning: Student evaluation of English language teaching bachelor of arts program. Turkish Online Journal of Distance Education, 10(2).

Schcolnik, M. (2002). Advanced EFL online: How can it help? In U. Felix (Ed.), Beyond Babel: Language learning online (pp. 29-58). Melbourne, Australia: Language Australia.

Shank, P. (2008). Web 2.0 and beyond: The changing needs of learners, new tools, and ways to learn. In S. Carliner & P. Shank (Eds.), The e-learning handbook: Past promises, present challenges. San Francisco: Pfeiffer.

Shawar, B. A., & Atwell, E. S. (2005). Using corpora in machine-learning chatbot systems. International Journal of Corpus Linguistics, 10, 489-516.

Signer, B. (2008). Online professional development: Combining best practices from teacher, technology and distance education. Journal of In-service Education, 34, 205-218.

Slaouti, D. (2001). Student 'voices' and course development: Reading the signs on a distance course in educational technology. Association of Learning Technologies Journal, 9(1), 62-72.

Sol, R. I., Eacute, , C., & Mardomingo, R. (2004). Trayectorias: A new model for online task-based learning. ReCALL, 16(1), 145-157.

Son, J.-B. (2002). Online discussion in a CALL course for distance language teachers. CALICO Journal, 20(1), 127-144.

Son, J.-B. (2004) Teacher development in e-learning environments. In: Son, Jeong-Bae, (ed.) Computer-Assisted language learning: Concepts, contexts and practices (pp. 107-122).  USA: iUniverse, Inc.

Son, J.-B. (2007). Learner experiences in web-based language learning. Computer Assisted Language Learning, 20(1), 21-36.

Son, J.-B. (2008). Using Web-Based Language Learning Activities in the ESL  Classroom. International Journal of Pedagogies and Learning, 4(4), 34-43.

Spector, M. J. , & de la Teja, I. (2001). Competencies for online teaching. ERIC ED 456 841.

Stickler, U., & Hauck, M. (Eds.). Special Issue: What does it take to teach online? Towards a pedagogy for online language teaching and learning. CALICO Journal, 23(3), 463-642.

Svensson, P. (2003).  Virtual worlds as arenas for language learning. In U. Felix (Ed.), Language learning online: Towards best practice (123-143). Lisse: Swets and Zeitlinger.

Swertz, C., Schultz R., & Toif, K. (2009). Language teaching in live online environments. In R. C. V. Marriott &  P. L. Torres.  (Eds.). Research on e-learning methodologies for language acquisition (pp. 509-523). New York: Information Science Reference.

Thoms, J., Liao, J., & Szustak, A. (2005). The use of L1 in an L2 on-line chat activity. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 62(1), 161-182.

Thorne, S. L., & Black, R. W. (2007). New media literacies, online gaming, and language education. (CALPER Working Papers Series, No.8). The Pennsylvania State University, Center for Advanced Language Proficiency Education and Research.

Tsang-Hsiung, L., Pei-Di, S., & Chia-Wen, T. (2008). Enhancing computing skills of low-achieving students via e-learning: A design experiment of web-based, problem-based learning and self-regulated learning. CyberPsychology & Behavior, 11(4), 431-436.

Tsiriga, V., & Virvou, M. (2004). Evaluating the intelligent features of a web-based intelligent computer assisted language learning system. International Journal on Artificial Intelligence Tools, 13(2), 411-425.

Tun-Pei, C., & Hsien-Chin, L. (2005). Effects of web-based concordancing instruction on EFL students' learning of verb-noun collocations. Computer Assisted Language Learning, 18(3), 231-251.

Wang, Y. (2006). Negotiation of meaning in desktop videoconferencing-supported distance language learning. ReCALL, 18(1), 122-145.

Warschauer, M., El Said, G. R., & Zohry, A. (2002). Language choice online: Globalization and identity in Egypt. Journal of Computer-Mediated Communication, 7(4).

Weber, V., & Abel, A. (2003). Preparing language exams: An online learning system with dictionary and email tandem. ReCALL, 15(2), 169-176.

White, C. (2006). Distance learning of foreign languages. Language Teaching, 39(4), 247-264.

Witmer, D. (1998). Staying connected: A case study of distance learning for student interns. Journal of Computer-Mediated Communication, 4(2).

Woo, K., Gosper, M., Mcneill, M., Preston, G., Green, D., & Phillips, R. (2008). Web-based lecture technologies: Blurring the boundaries between face-to-face and distance learning. ALT-J, 16(2), 81 - 93.

Yeh, S.-W., & Lo, J.-J. (2005). Assessing metacognitive knowledge in web-based CALL: A neural network approach. Computers & Education, 44(2), 97-113.

Ypsilandis, G. S. (2002). Feedback in distance education. Computer Assisted Language Learning, 15(2), 167-181.

Zhang, W.-Y., Perris, K., & Yeung, L. (2005). Online tutorial support in open and distance learning: Students' perceptions. British Journal of Educational Technology, 36(3), 789-804.

14. Reading

Ariew, R., & Ercetin, G. (2004). Exploring  the potential  of  hypermedia  annotations  for  second  language reading. Computer Assisted Language Learning, 17(2), 237-259.

Barriere, C., & Duquette, L. (2002). Cognitive-based model for the development of a reading tool in FSL. Computer Assisted Language Learning, 15(5), 469-481.

Blok, H., Oostdam, R., Otter, M., & Overmaat, M.  (2002). Computer-assisted instruction  in  support  of beginning  reading  instruction: A  review.  Review  of Educational Research, 72(1), 101-130.

Brandl, K.  (2002).  Integrating  Internet-based  reading materials  into  the  foreign  language curriculum: From teacher- to  student-centered  approaches.  Language Learning & Technology, 6(3), 87-107.

Busch, H. J. (2003). Computer based readers for intermediate foreign-language students. Educational Media International, 40(3/4), 277-285.

Chun, D. (2001). L2 reading on the Web: Strategies for accessing information in hypermedia. Computer Assisted Language Learning, 14(5), 367-403.

Chun, D. M. (2006). CALL technologies for L2 reading. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (CALICO Monograph series, Vol. 5,  pp. 69-98). San Marcos, TX: CALICO.

Chun, D. M., & Scott Payne, J. (2004). What makes students click: Working memory and look-up behavior. System, 32(4), 481-503.

Chun, D. M., & Plass, J. L.  (1997). Research on text comprehension in multimedia environments. Language  Learning & Technology,  1(1),  60-81.

Cobb,T., & Stevens,Y (1996). A principled consideration of computers and reading in a second language. In M. Pennington (Ed.), The power of CALL (pp. 115-136). Houston,TX: Athelstan.

De Ridder, I. (2000) Are we conditioned to follow links? Highlights in CALL materials and their impact on the reading process. Computer Assisted Language Learning, 13(2), 183-195.

Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31(3), 349-365.

Engler, S., Hosking, C., & Payne S.  (2008). Computer-produced comics as a means of summarising academic readings in EAP programs. International Journal of Pedagogies and Learning, 4(4), 19-33.

Hu, J. (2007). On the role of ICT in the teaching of college English reading in China. Changing English, 14(3), 343-347.

Hui-Fang, S. (2005). Email dialogue journaling: Attitudes and impact on l2 reading performance. Educational Studies, 31(2), 197-212.

Jacobs, G., & Gallo, P. (2002). Reading alone together: Enhancing extensive reading via student-student cooperation. Reading Online, 5(6).

Jarvis, H., & Pastuszka, L. (2008). Electronic literacy reading skills and the challenges for English for academic purposes. CALL-EJ Online, 10(1) .

Kumbruck, C. (1998). Hypertext reading: Novice vs expert reading. Journal of Research in Reading, 21(2), 160-172.

Lan, Y., Sung, Y., & Chang, K. (2006). Collaborative early EFL reading among distributed learners: A simulation pilot study. The JALT CALL Journal, 2(2), 53-66.

LeLoup, J. W., & Ponterio, R. (2005). On the net: Vocabulary support for independent online reading. Language Learning & Technology, 9(2), 3-7.

Leow, R. P. (2001). Do learners notice enhanced forms while interacting with the L2? An online and offline study of the role of written input enhancement in L2 reading. Hispania, 84(3), 496-509.

Levine, A., Ferenz, O., & Reves, T. (2000). EFL academic reading and modern technology: How can we turn our students into independent critical readers? TESL-EJ, 4(4).

Lim, K., & Shen, Z. (2006). Integration of computers into an EFL reading classroom. RECALL, 18(2), 212-229.

Liou, H. C. (2000a). The electronic bilingual dictionary as a reading aid to EFL learners: Research findings and implications. Computer Assisted Language Learning, 13(4/5), 467-476.

Martinez-Lage, A. (1997). Hypermedia technology for teaching reading. In M. Bush & R. Terry (Eds.), Technology enhanced language learning (pp. 121-163). Lincolnwood, IL: National.

Murphy, P. M. (2005). Interactivity, usability and flexibility in an online reading course. Studies in Linguistics and Language Education of the Research Institute of Language Studies and Language Education, Kanda University of International Studies, 16, 383-433.

Murphy, P. M., & Imrie, A. (2003). Implementing computers in a reading classroom. Studies in Linguistics and Language Education of the Research Institute of Language Studies and Language Education, Kanda University of International Studies, 14, 123-166.

Murray, D. E., & McPherson, P. (2006). Scaffolding instruction for reading the Web. Language Teaching Research, 10(2), 131-156.

Murray, D. E., & McPherson, P. (Eds.). (2005). Navigating to read; reading to navigate. Sydney: NCELTR.

Petersen, S. (2006). Single-page, multiple-view web pages for reading ease. The JALT CALL Journal, 2(3), 53-61.

Sakar, A., & Ercetin, G. (2005). Effectiveness of hypermedia annotations for foreign language reading. Journal of Computer Assisted Learning, 21(1), 28-38.

Stakhnevich, J. (2002). Reading on the web: Implications for ESL professionals. The Reading Matrix, 2(2).

Tseng, M. (2008). Comparing EFL learners' reading comprehension between hypertext and printed text. CALL-EJ Online, 9(2).

Walz, J. (2001a). Reading hypertext: Lower level processes. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 57(3), 475-494.

Walz, J. (2001b). Reading hypertext: Higher-level processes. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 57(4), 590-606.

Williams, H. S., & Williams, P. N. (2000). Integrating reading and computers: An approach to improve ESL students reading skills. Reading Improvement, 37(3), 98-100.

Yubune, E., & Kanda, A., & Tabuchi, R. (2007).  Effects of different computer display methods of reading units on learners' reading efficiency.  Language Education & Technology, 44, 215-228.

15. Listening

Absalom, M., & Rizzi, A. (2008). Comparing the outcomes of online listening versus online text-based tasks in university level Italian L2 study. ReCALL, 20(1), 55-66.

Anne, B., & Volker, H. (2007). Integrating CALL into the classroom: The role of podcasting in an ESL listening strategies course. ReCALL, 19(2), 162-180.

Beasley, R. E., & Chuang, Y. (2008). Web-based music study: The effects of listening repetition song likeability, and song understandability on EFL learning perceptions and outcomes. TESL-EJ, 12(2)

Brett, P. (1997). A comparative study of the effects of the use of multimedia on listening comprehension. System, 25(1), 39-53.

Coniam, D. (2006). Evaluating computer-based and paper-based versions of an English-language listening test. ReCALL, 18(2), 193-211.

Djoudi, M. (2009). Listening comprehension of languages with mobile devices. In R. C. V. Marriott &  P. L. Torres.  (Eds.). Research on e-learning methodologies for language acquisition (pp. 352-366). New York: Information Science Reference.

Hoven, D. (1999). A model for listening and viewing comprehension in multimedia environments.  Language Learning & Technology, 3(1), 88-103.

Hulstijn, J. H. (2003). Connectionist models of language processing and the training of listening skills with the aid of multimedia software. Computer Assisted Language Learning, 16(5), 413-425.

Jones, L. (2006b). Listening comprehension in multimedia  environments. In L. Ducate and N. Arnold (Eds.), Calling  on CALL: From theory and research to new directions  in  foreign  language  teaching.  CALICO  Monograph  Series, Volume 5 (pp. 99-126). San Marcos: Texas State  University.

Nah, K. C., White, P., & Sussex, R. (2008). The potential of using a mobile phone to access the Internet for learning EFL listening skills within a Korean context.  ReCALL, 20(3), 331-347.

O'Brien, A., & Hegelheimer, V. (2007). Integrating CALL into the classroom: The role of podcasting in an ESL listening strategies course. ReCALL, 19(2), 162-180.

Romeo, K. (2008). A web-based listening methodology for studying relative clause acquisition. Computer Assisted Language Learning, 21(1), 51-66.

Ward, N. G., Escalante, R., Bayyari, Y. A., & Solorio, T. (2007). Learning to show you're listening. Computer Assisted Language Learning, 20(4), 385-407.

16. Writing

Ayres, R. (2003). IELTS online writing- A team approach to developing an online course. Computer Assisted Language Learning, 16(4), 351-366.

Biesenbach-Lucas, S., Meloni, C., & Weasenforth, D. (2000). Use of cohesive features in ESL students' e-mail and word-processed texts: A comparative study. Computer Assisted Language Learning, 13(3), 221-237.

Braine, G. (2001). A study of English as a foreign language (EFL) writers on a local-area network (LAN) and in traditional classes. Computers and Composition, 18(3), 275-292.

Broady, E. (Ed.) (2000). Second language writing in a computer environment. London: AFLS/CILT.

Chang, Y.-C., Chang, J. S., Chen, H.-J., & Liou, H.-C. (2008). An automatic collocation writing assistant for Taiwanese EFL learners: A case of corpus-based NLP technology. Computer Assisted Language Learning, 21(3), 283-299.

Chi-Chiang, S. (2005). Integrating content learning and ESL writing in a translation commentary writing aid. Computer Assisted Language Learning, 18(1/2), 33-48.

Coleman, D. W. (2002). On foot in SIM city: Using SIM COPTER as the basis for an ESL writing assignment. Simulation & Gaming, 33(2), 217-230.

Davis, B., & Thiede, R. (2000). Writing into change: Style-shifting in asynchronous electronic discourse. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 87-120). Cambridge: Cambridge University Press.

Davis, B., & Thiede, R. (2000). Writing into change: Style-shifting in asynchronous electronic discourse. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 87-120). Cambridge: Cambridge University Press.

Dodigovic, M. (2002). Developing writing skills with a cyber-coach. Computer Assisted Language Learning, 15(1), 9-25.

Dybahl, C. S., Shaw, D. G., & Blahous, E. (1997). The impact of computer on writing: No simple answers. Computers in the Schools, 13(3/4), 41-53.

Fellner, T., & Apple, M. (2006). Surfing the wave: A CALL curriculum for writing fluency development.  The JALT CALL Journal, 2(1), 15-26.

Feng, C., Ogata, H., & Yano, Y. (2000). Mark-up-based writing error analysis model in an on-line classroom. Computer Assisted Language Learning, 13(1), 79-97.

Fitze, M. (2006). Discourse and participation in ESL face-to-face  and written-electronic  conferences. Language Learning and Technology, 10(1), 67-87.

Fitze, M., & McGarrell. (2008). Teacher language in ESL face-to-face and written electronic discussions. TESL-EJ, 12(2).

Flowerdew, J., & Li, Y. (2007). Plagiarism and second language writing in an electronic age. Annual Review of Applied Linguistics, 27(1), 161-183.

Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System, 32(3), 301-319.

Glendinning, E., & Howard, R. (2003). Lotus ScreenCam as an aid to investigating student writing. Computer Assisted Language Learning, 16(1), 31-46.

Godwin-Jones, R. (2008). Emerging technologies: Web-writing 2.0: Enabling, documenting, and assessing writing online. Language Learning & Technology, 12(2), 7-13.

Gonglewski, M., Meloni, C, & Brant, J. (2001). Using e-mail in foreign language teaching: Rationale  and  suggestions.   TESL  Internet Journal, VII(3). 

Goodfellow, R., Lamy, M.-N., & Jones, G. (2002).  Assessing learners' writing using lexical frequency.  ReCALL,  14(1), 133-45.

Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing: An applied linguistic perspective. New York: Longman.

Greene, D. (2000).  A design model for beginner-level computer-mediated EFL writing. Computer Assisted Language Learning,  13(3), 239-252.

Hegelheimer, V., & Fisher, D. (2006). Grammar, writing, and technology: A sample technology-supported approach to teaching grammar and improving writing for ESL learners. CALICO Journal, 23(2), 257-279

Hunter, L. (2008).  Moodle in the writing lab: Foregrounding task design as topic in instructor-learner exchange. The JALT CALL Journal, 4(1), 85-92.

Inman, J. A. (2004). Computers and writing: The cyborg era. Mahwah, NJ: Lawrence Erlbaum.

Kadjer, S., & Bull, G. (2004). A space for 'writing without writing': Blogs in the language arts classroom. Learning and Leading with Technology, 31(6), 32-35.

Kennedy, K. (2003). Writing with web logs. Technology and Learning, 23(7), 11-14.

Lam, W. S. E. (2000). L2 literacy and the design of the self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34(3), 457-482.

Lee, C.-C., Bopry, J., & Hedberg, J. (2007). Methodological issues in using sequential representations in the teaching of writing. ALT-J, 15(2), 131 - 141.

Li, K., & Akahori, K. (2007). Development and evaluation of an online handwritten feedback-giving support system in learning Japanese writing. The JALT CALL Journal, 3(3), 73-84.

Liaw, M. (1998). Usign electronic mail for English as a foreign language instruction. System, 26(3), 335-351.

Liou, H. C. (1993). Investigation of using text critiquing programs in a process oriented writing class. CALICO Journal, 10(4), 17-38.

Matsumura, S., & Hann, G. (2004). Computer anxiety and students' preferred feedback methods in EFL writing. The Modern Language Journal, 88(3), 403-415.

Mauriello, N., Pagnucci, G. S., & Winner, T. (1999). Reading between the code: The teaching of html and the displacement of writing instruction - literacy in the computer age. Computers and Composition, 16(3), 409-419.

Mendon, C. O., & Johnson, K. E. (1994). Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly, 28(4), 745-69.

Merckle, T. (2008). Unpacking L2 writing responses: A corpus-based study on teacher feedback to student writing. Teaching English with Technology, 8(4).

O'neill, R., & Colley, A. (2006). Gender and status effects in student e-mails to staff. Journal of Computer Assisted Learning, 22(5), 360-367.

Otoshi, J. (2005). An analysis of the use of Criterion in a writing classroom in Japan. The JALT CALL Journal, 1(2), 30-38.

Pennington, M. C. (2003). The impact of the computer in second language writing. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 287-310). New York: Cambridge University Press.

Prichard, C. (2008). Publishing L2 learners' writing on sites with user-generated content: Analyzing the potential audience.The JALT CALL Journal, 4(1), 30-39.

Robertson, C. E. (2008). Integration of Moodle Course Management System (CMS) into an EFL writing class. The JALT CALL Journal, 4(1), 53-59.

Severinson Eklundh, K., & Kollberg, P. (1996). Computer  tools  for  tracing  the writing  process: From  keystroke  records  to S-notation.  In G. Rijlaarsdam, H. Van den  Bergh & M. Couzijn, (Eds.), Current Research in writing: Theories, models and methodology (pp. 526-541).  Amsterdam: Amsterdam University Press.

Shang, H.-F. (2007). An exploratory study of e-mail application on FL writing performance. Computer Assisted Language Learning, 20(1), 79-96.

Shei, C. C., & Pain, H. (2000). An ESL writer's collocational aid. Computer Assisted Language Learning, 13(2), 167-182.

Spiliotopoulos, V., & Carey, S. (2005). Investigating the role of identity in writing using electronic bulletin boards. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 62(1), 87-109.

Sullivan, N., & Pratt, E. (1996). A comparative study of two ESL writing environments: A Computer-Assistedclassroom and a traditional oral classroom. System, 24(4), 491-501.

Sun, Y.-C. (2007). Learner perceptions of a concordancing tool for academic writing. Computer Assisted Language Learning, 20(4), 323-343.

Tseng, Y.-C., & Liou, H.-C. (2006). The effects of online conjunction materials on college EFL students' writing. System, 34(2), 270-283.

Tuzi, F. (2004). The impact of e-feedback on the revisions of L2 writers in an academic writing course. Computers and Composition, 21(2), 217-235.

Vincent, J. (2001). The role of visually rich technology in facilitating children's writing. Journal of Computer Assisted Learning, 17(3), 242-250.

Ware, P., & Warschauer, M. (2006). Electronic feedback and second language writing. In K. Hyland, & F. Hyland (Eds.), Feedback on ESL writing: Contexts and issues (pp. 157-180). New York: Cambridge University Press.

Warschauer, M. (2007). Technology and writing. . In J. Cummins, & C. Davison (Eds.), International handbook of English language teaching, (pp. 907-917). NY: Springer.

Wible, D., Kuo, C.-H., Chien, F., Liu, A., & Tsao, N. L. (2001). A web-based EFL writing environment: Integrating information for learners, teachers, and researchers. Computers and Education, 37, 297-315.

Wilder, H., & Mongillo, G. (2007). Improving expository writing skills of preservice teachers in an online environment. Contemporary Issues in Technology and Teacher Education, 7(1), 476-489.

Yancey, K. B. (2004). Using multiple technologies to teach writing. Educational  Leadership, 62(2), 38-40.

Yeh, Y., Liou, H.-C., & Li, Y.-H. (2007). Online synonym materials and concordancing for EFL college writing. Computer Assisted Language Learning, 20(2), 131-152.

17. Grammar

AbuSeileek, A. F., & Rabah'ah, G. A. (2007). The effect of computer-based grammar instruction on the acquisition of verb tenses in an EFL context. The JALT CALL Journal, 3(1/2), 59-80.

Beaudoin, M. (2004b). A principle-based approach to teaching grammar on the web. ReCALL, 16(2), 462-474.

Burston, J. (2001). Exploiting the potential of a computer-based grammar checker in conjunction with self-monitoring strategies with advanced level students of French. CALICO Journal, 18(3), 499-515.

Chenu, F., Gayraud, F., Martinie, B., & Tong, W. (2007). Is computer-assisted language learning efficient for grammar learning? An experimental study in French as a second language. The JALT CALL Journal, 3(3), 85-93. 

Hall, C. (1998). Overcoming the grammar deficit: The role of information technology in teaching german grammar to undergraduates. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 55(1), 41-60.

Hegelheimer, V. (2006). Helping ESL writers through a multimodal, corpus-based online grammar resource. CALICO Journal, 24(1), 5-32.

Hwu, F. (2007). Learners' strategies with a grammar application: The influence of language ability and personality preferences. ReCALL, 19(1), 21-38.

Karlstr, Ouml, M, P., Cerratto-Pargman, T., Lindstr, M, H., et al. (2007). Tool mediation in focus on form activities: Case studies in a grammar-exploring environment. ReCALL, 19(1), 39-56.

Karlstrom, P., Cerratto-Pargman, T., Lindstrom, H., & Knutsson, O. (2007). Tool mediation in focus on form activities: Case studies in a grammar-exploring environment. ReCALL, 19(1), 39-56.

Liou, H.C. (1991). Development of an English grammar checker: A progress report. CALICO Journal, 9(1), 57-70.

Nielsen, H. L., & Carlsen, M. (2003). Interactive Arabic grammar on the Internet: Problems and solutions. Computer Assisted Language Learning, 16(1), 95-112.

Nutta, J. (1998). Is computer-based grammar instruction as effective as teacher-directed grammar instruction for teaching L2 structures? CALICO Journal, 16(1), 49-62.

Petter, K. M., Teresa, C.-P., Henrik, L. M., & Ola, K. (2007). Tool mediation in focus on form activities: Case studies in a grammar-exploring environment. ReCALL, 19(1), 39-56.

Schulze, M., & Penner, N. (2008). Construction grammar in ICALL. Computer Assisted Language Learning, 21(5), 427-440.

Vannestal, M. E., & Lindquist, H. (2007). Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course. ReCALL, 19(3), 329-350.

18. Blended Learning

Alonso, F., Lopez, G., Manrique, D., & Vines, J.M. (2005).  An instructional model for web-based learning education  with blended learning process approach. British Journal of Educational Technology, 36(2), 217-235.

Banados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal, 23(3), 533-550.

Bonk, C. J. & Graham, C. R. (Eds).  (2006). The handbook of blended learning: Global perspectives, local designs. San Francisco, CA: John Wiley & Sons, Inc.

Elke, S. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL, 19(1), 57-78.

Macdonald, J. (2006). Blended learning and online tutoring: A good practice guide. USA: Gower Publishing Company.

Motteram, G. (2006). Blended education and the transformation of teachers: A long-term case study in postgraduate uk higher education. British Journal of Educational Technology, 37, 17-30.

Sharma, P., & Berrett, B. (2007). Blended learning: Using technology in and beyond the language classroom. Macmillan.

Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL, 19(1), 57-78.

19. Literacy

Bataineh, R.F. and Baniabdelrahman, A. A. (2006). Jordanian EFL students' perceptions of their computer literacy. International Journal of Education and Development Using Information and Communication Technology, 2(2), 35-50.

Bigum, C., Knobel, M., Lankshear, C., & Rowan, L. (2003). Literacy, technology and the economics of attention. Educational Studies in Language and Literature, 3, 95-122.

Bigum, C., Knobel, M., Lankshear, C., & Rowan, L. (2003). Literacy, technology and the economics of attention. Educational Studies in Language and Literature, 3, 95-122.

Chatel, R. G. (2002). New technology, new literacy. New England Reading Association Journal, 38(3), 45-9.

Godwin-Jones, R. (2000). Emerging technologies: Literacies and technology tools/trends. Language Learning & Technology, 4(2), 11-18.

Godwin-Jones, R. (2006). Emerging technologies: Tag clouds in the blogosphere: Electronic literacy and social networking. Language Learning & Technology, 10(2), 8-15.

Hatasa, K. (1999). Technological literacy for foreign language instructors and a web-based tutorial. In R. Debski & M. Levy (Eds.), WORLDCALL: Global perspectives on Computer-assisted language learning (pp. 339-354). Lisse: Swets & Zeitlinger.

Huffaker,  D.  (2004). The educated blogger:  Using weblogs to promote literacy in the classroom. First Monday, 9(6).

Huffaker, D. (2005a). The educated blogger: Using weblogs to promote literacy in the classroom. AACE Journal, 13(2), 91-98.

Kasper, F. L. (2002). Building literacy in the age of information: Technology as a tool for sustained content study. The Reading Matrix, 2(2).

Kramsch, C., A'Ness, F., & Lam, W. S. E. (2000). Authenticity and authorship in the computer-mediated acquisition of L2 literacy. Language Learning & Technology, 4(2), 78-104.

Lemke, J. (2002). Multimedia semiotics: Genres for science education and scientific literacy. In M.J. Schleppegrell & M. C. Colombi (Eds.), Developing advanced literacy in first and second languages: Meaning with power (pp. 21-44). Mahwah, NJ: Lawrence Erlbaum Associates.

Lirola, M. M., & Cuevas, M. T. (2008). Integrating CALL and genre theory: A proposal to increase students' literacy. ReCALL, 20(1), 67-81.

Meskill, C. (2006). Notes from the special issue editor: Special issue on electronic literacy. CALICO Journal, 10(2), 2-3.

Murray, D. E. (2005). Technologies for L2 literacy. ARAL, 25, 188-201.

Ng, W. (2006). Web-based technologies, technology literacy, and learning. In L. T. W. Hin & R. Subramaniam (Eds.), Handbook of research on literacy in technology at  the K-12 level (pp. 94-117). Hershey, PA: Idea Group Reference.

O'sullivan, I. (2007). Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy. ReCALL, 19(3), 269-286.

Parr, J. (1999a). Teachers' interest in CALL and their level of computer literacy: Some implications. OnCALL, 9(3).

Pilus, Z.  (1995). Teachers' interest in CALL and their level of computer literacy: Some implications. On-CALL, 9(3).

Rosell-Aguilar, F. (2004). Well done and well liked: Online information literacy skills and learner impressions of the web as a resource for foreign language learning. ReCALL, 16(1), 210-224.

Ryokai, K., Vaucelle, C., & Cassell, J. (2003). Virtual peers as partners in storytelling and literacy learning. Journal of Computer Assisted Learning, 19(2), 195-208.

Shetzer, H., & Warschauer, M. (2000). An electronic literacy approach to network language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 171-185). New York: Cambridge University Press.

Simpson, J. (2005). Learning electronic literacy skills in an online language learning community. Computer Assisted Language Learning, 18(4), 327-345.

Smith, J., & Oliver, M. (2005). Exploring behaviour in the online environment: Student perceptions of information literacy. ALT-J, 13(1), 49 - 65.

Thorne, S. L., & Black, R. W. (2007). Language and literacy development in computer-mediated contexts and communities. Annual Review of Applied Linguistics, 27, 133-160.

20. Multimedia

Ackerley, K., & Coccetta, F. (2007). Enriching language learning through a multimedia corpus. ReCALL, 19(3), 351-370.

Alessi, S., & Trollip, S. (2001). Multimedia for learning. Boston: Allyn & Bacon.

Baltova, I. (1999). Multisensory language teaching in a multidimensional curriculum: The use of authentic bimodal video in core French. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 56(1), 31-48.

Beckett,  G., & Mcgivern, G. H. (1999). Dilemmas in designing multimedia software for learners of English as a second or foreign language. Journal of Research on Computing in Education, 32(2), 287-297.

Brett, P. (2000b). Integrating multimedia into the business English curriculum: A case study. English for Specific Purposes, 19(3), 269-290.

Brinton, D. (2001).The use of media in language teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.), pp. 459-476. Boston: Heinle & Heinle.

Cheng, R., & Summers, R. (2008). Video streaming: iMovie and Movie Maker. In T. Erben, & Sarieva, I. (Eds.), CALLing all foreign language teachers: Computer-assisted language learning in the classroom (pp. 95-109). NY: Eye On Education.

Chuang, H.-H., & Rosenbusch, M. H. (2005). Use of digital video technology in an elementary school foreign language methods course. British Journal of Educational Technology, 36(5), 869-880.

Chun, D. M., & Plass, J. L. (1995). Project CyberBuch: A hypermedia approach to computer-assisted language learning. Journal of Educational Multimedia and Hypermedia, 4(1), 95-116.

Chun, D. M., & Plass, J. L. (2000). Networked multimedia environments for second language acquisition. In M. Warschauer, & R. Kern, (Eds.), Network-based language teaching: Concepts and practice (pp. 151-170). New York: Cambridge University Press.

Clark, C. & Gorski, P. (2001). Multicultural education and the digital divide: Focus on race, language, socioeconomic class, sex, and disability. Multicultural Perspectives, 3(3), 39-44.

Cruz, J.Q. (2007). Video games and the ESL classroom. The Internet TESL Journal, XIII(3).

Cushion, S. (2004). Increasing accessibility by pooling digital resources. ReCALL, 16(1), 41-50.

Cutrim Schmid, E.  (2006). Investigating the use of interactive whiteboard technology in the English language classroom through the lens of a critical theory of technology. Computer Assisted Language Learning, 19(1), 47-62.

Cutrim Schmid, E. (2007).  Enhancing  performance knowledge  and  self-esteem  in  classroom  language learning: The potential of  the ACTIVote system component  of  interactive whiteboard  technology.  System, 35(2), 119-133.

Cutrim Schmid, E. (2008). Using a voting system in conjunction with interactive whiteboard technology to enhange learning in the English languge classroom. Computers & Education, 50(1), 338-356.

Desmarais, L., Duquette, L., Renie, D., & Laurier, M. (1997). Evaluating learning interactions in a multimedia environment. Language Resources and Evaluation,31(4), 327-349.

Dlaska, A. (2002). Sites of construction: Language learning, multimedia, and the international engineer. Computers and Education, 39(2), 129-143.

Doris, L. (1993). Learning English as a foreign language: The case for computer simulation. British Journal of Educational Technology, 24(3), 221-222.

Dumbleton, T. (2007). Games to entertain or games to teach? Emerging Technologies for Learning, 2, 55-63.

Erben, T. (2006). Technology and the use of the "game" as an activity in the foreign language classroom: Overview and what research says. Florida Foreign Language Journal, 7(3), 10-23.

Ferney, D., & Waller, S. (2001). Reflections on multimedia design criteria for the internationallanguage learning community. Computer Assisted Language Learning, 14(2), 145-168.

Fisher, T. (1999). A new professionalism? Teacher use of multimedia portable computers with Internet capability. Paper presented at SITE 99 (ERIC Document No. 432268).

García-Carbonell, A., Rising, B., Montero, B., & Watts, F. (2001). Simulation/gaming and the acquisition of communicative competence in another language. Simulation & Games, 32(4), 481-491.

Gillespie, J. (2008). Mastering multimedia: Teaching languages through technology. ReCALL, 20(2), 121-123.

Greenfield, P. M. (1984). Mind and media: The effects of television, video games, and computers. Cambridge, MA: Harvard University Press

Gromik, N. (2006). Computer education and filming in an ESL classroom. The JALT CALL Journal, 2(2), 27-36.

Gromik, N. (2007). Video tutorials: Camtasia in the ESL classroom. The JALT CALL Journal, 3(1/2), 132-140.

Gruba, P. (2004b). Understanding digitized second language videotext. Computer Assisted Language Learning, 17(1), 51-82.

Guo, S.  (2005). Emphasising pictorial language in cognition. British Journal of Educational Technology, 36(5), 911-913.

Hall, I., & Higgins, S. (2005). Primary school students' perceptions of interactive whiteboards. Journal of Computer Assisted Learning, 21(2), 102-117.

Hémard, D.  (1999). A methodology for designing student-centred hypermedia CALL.  In R. Debski & M. Levy (Eds.), WorldCALL:  Global  perspectives  on  computer- assisted  language  learning (pp. 215-229). Lisse: Swets & Zeitlinger.

Herrington, J. & Oliver, R. (1995). Critical characteristics of situated learning: Implications for the instructional design of multimedia. In J. Pearce & A. Ellis (Eds.), Learning with Technology, ASCILITE 1995 Conference Proceedings (pp. 253-262). Melbourne, Australia: ASCILITE.

Herrington, J. & Oliver, R. (1999). Using situated learning and multimedia to investigate higher-order thinking. Journal of Educational Multimedia and Hypermedia, 8(4), 401-21.

Hew, S.-H., & Ohki, M. (2001). A study on the effectiveness and usefulness of animated graphical annotation in Japanese CALL. ReCALL, 13(2), 245-260.

Hsueh-Hua Chuang, M. H. R. (2005). Use of digital video technology in an elementary school foreign language methods course. British Journal of Educational Technology, 36(5), 869-880.

Hubbard, P. (2002). Interactive participatory dramas for language learning. Simulation & Gaming, 33(2), 210.

Johnson, W.L., Vilhjalmsson, H., & Marsella, S. (2005). Serious  games  for  language  learning:  How  much game, how much AI?

Jones, L. (2006b). Listening comprehension in multimedia  environments. In L. Ducate and N. Arnold (Eds.), Calling  on CALL: From theory and research to new directions  in  foreign  language  teaching.  CALICO  Monograph  Series, Volume 5 (pp. 99-126). San Marcos: Texas State  University.

Jung, C.S.Y., & Levitin, H. (2002). Using a simulation in an ESL classroom: A descriptive analysis. Simulation & Games, 33(3), 367-375.

King, J. (2002). Using DVD feature films in the EFL classroom. Computer Assisted Language Learning, 15(5), 509-523.

Klassen, J., & Milton, P. (1999). Enhancing English language skills using multimedia: Tried and tested. Computer Assisted Language Learning, 12(4), 281-294.

Kohn, K. (2001). Developing multimedia CALL: The telos language partner approach. Computer Assisted Language Learning, 14(3/4), 251-267.

Kovalik, D.L., & Kovalik, L.M. (2002). Language learning simulations: A Piagetian perspective. Simulation & Games, 33(3), 345-352.

Kozma, R. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7-19.

Kung, S.-C. (2002b). Evaluation of a team model of digital language exchange. ReCALL, 14(2), 315-326.

Lambert, J., & Cuper, P. (2008a). Multimedia technologies and familiar spaces: 21st century teaching for 21st century learners. Contemporary Issues in Technology and Teacher Education, 8(3), 264-276.

Liang, G., Walls, R. T., Hicks, V. L., Clayton, L. B., & Yang, L. (2006). Will tomorrow's physical educators be prepared to teach in the digital age? Contemporary Issues in Technology and Teacher Education, 6(1), 143-156.

Liu, M. (1995). Contextual enrichment through hypermedia technology: Implications for second-language learning. Computers in Human Behavior, 11, 439-450.

Liu, Y. (2005). A case study on using English language movies in teaching English as foreign language experiences. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 52-58). Chesapeake, VA: AACE.

Lo, J.-J., Wang, H.-M., & Yeh, S.-W. (2004). Effects of confidence scores and remedial instruction on prepositions learning in adaptive hypermedia. Computers & Education, 42(1), 45-63.

Lotherington, H., & Xu, Y. (2004). How to chat in English and Chinese: Emerging digital language conventions. ReCALL, 16(2), 308-329.

Macedonia, M.  (2005). Games  and  foreign  language teaching. Support for Learning, 20(3), 135-140.

Martin, S. (2007). Interactive whiteboards and talking books: A new approach to teaching children to write? Literacy, 41, 26-34.

Mayer, R.  (Ed.).  (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.

Mayer, R., Hegarty, M., Mayer, S., & Campbell, J. (2005). When static media promote active learning: Annotated illustrations versus narrated animations in multimedia instruction. Journal of Experimental psychology, 11(4), 256-265.

Meskill, C. (2002).  Teaching and learning in real time: Media, technologies, and language acquisition.  Houston, TX: Athelstan

Modern Language Association. (2001). Guidelines for evaluating work with digital media in the modern languages. ADFL Bulletin, 33(1), 67-68.

Mosquera, F. M. (2001). CALT: Exploiting Internet resources and multimedia for TEFL in developing countries. Computer Assisted Language Learning, 14(5), 461-468.

O'Dowd, R. (2000). Intercultural learning via videoconferencing: A pilot exchange project. ReCALL, 12 (I), 49-61.

Orr, M. (2008). Learner perceptions of interactive whiteboards in EFL classrooms. CALL-EJ Online, 9(2).

Orsini-Jones, M., & Jones, D. (1996). Hypermedia for language learning: The free model at coventry university. ALT-J, 4(2), 28 - 39.

Parks, S., huot, D., hamers, J., and Lemonnier, F. (2003). Crossing boundaries: Multimedia technology and pedagogical innovation in a high school class. Language Learning & Technology, 7(1), 28-45.

Peterson, M. (2000). Directions for development in hypermedia design. Computer Assisted Language Learning, 13(3), 253-269.

Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90, 25-36.

Prensky, M. (2001a). Digital game-based learning. New York: McGraw-Hill.

Pujola, J. (2002). CALLing for help: Researching language learning  strategies using help  facilities  in Web-based multimedia program. ReCALL, 14(2), 235-262.

Pujola, J.-T., & Aacute (2002). Calling for help: Researching language learning strategies using help facilities in a web-based multimedia program. ReCALL, 14(2), 235-262.

Pusack, J. P., & Otto, S. K. (1997). Taking control of multimedia. In M. D. Bush & R. M. Terry (Eds.), Technology-enhanced language learning (pp. 1 6). Lincolnwood, IL: National Textbook.

Ranalli, J. (2008). Learning English with the sims: Exploiting authentic computer simulation games for l2 learning. Computer Assisted Language Learning, 21(5), 441-455.

Ravenscroft, A. (2007). Promoting thinking and conceptual change with digital dialogue games. Journal of Computer Assisted Learning, 23(6), 453-465.

Sercu, L., & Peters, E. (2002). Learning e-learning and language teacher trainees' views regarding the usefulness and effectiveness of a multimedia self-tuition course. ReCALL, 14(1), 32-46.

Shrosbree, M. (2008). Digital video in the language classroom.  The JALT CALL Journal, 4(1), 75-84.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Digital learning, 2(1).

Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21(2), 91-101.

Smith-Hanson, E. (2008). Trends in digital media 2007. TESL-EJ, 11(4).

Sobkowiack, W. (1998). Speech in EFL CALL. In K. Cameron (Ed.), Multimedia CALL: Theory and practice (pp. 23-34). Exeter, England: Elm Bank.

Soboleva, O., & Tronenko, N. (2002). A Russian multimedia learning package for classroom use and self-study. Computer Assisted Language Learning, 15(5), 483-499.

Song, C. (2002). Literature review for hypermedia study from an individual learning differences perspective. British Journal of Educational Technology, 33(4), 435-447.

South, J., Gabbitas, B., & Merrill, P. (2008). Designing video narratives to contextualize content for ESL learners: A design process case study. Interactive Learning Environments, 16, 231-243.

Squire, K. (2003) Video games in education. International Journal of Intelligent Simulations and Gaming, 2(1).

Stanley, G., & Mawer, K. (2008). Language learners & computer games: From space invaders to second life. TESL-EJ, 11(4).

Stempleski, S. (2002). Video in the ELT classroom. In J. C. Richards & Renandya, W. A. (Eds.), Methodology in language teaching: An anthology of current practice (pp. 364-367). UK: CUP.

Stewart, M. A., & Pertusa, I. (2004). Gains to foreign language while viewing target language closed-caption films. Foreign Language Annals, 37(3), 438-443.

Swan, K., Schenker, J. & Kratcoski, A. (2008). The effects of the use of interactive whiteboards on student achievement. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 3290-3297). Chesapeake, VA: AACE.

Sweeder, J. (2007). Digital video in the classroom: Integrating theory and practice. Contemporary Issues in Technology and Teacher Education, 7(2), 107-128.

Tendero, A. (2006). Facing versions of the self: The effects of digital storytelling on English education. Contemporary Issues in Technology and Teacher Education, 6(2), 174-194.

Tozcu, A. (2008). The use of interactive whiteboards in teaching non-roman scripts. Computer Assisted Language Learning, 21(2), 143-166.

Trinder, R. (2003). Conceptualisation and development of multimedia courseware in a tertiary educational context: Juxtaposing approach, content and technology considerations. ReCALL, 15(1), 79-93.

Tschirner, E. (2001). Language acquisition in the classroom: The role of digital video. Computer Assisted Language Learning, 14(3), 305-319.

Wagener, D. (2006). Promoting independent learning skills using video on digital language laboratories. Computer Assisted Language Learning, 19(4/5), 279-286.

Wall, K., Higgins, S., & Smith, H. (2005). 'The visual helps me  understand  the  complicated  things':  Pupils views of teaching and learning with interactive white-boards.  British  Journal  of  Educational  Technology, 36(5), 851-867.

Watts, N. (1997). A learner-based design model for interactive multimedia language learning packages. System, 25(1), 1-8.

Yang, P.J.  (1998). Networked multimedia  and  foreign language education. CALICO Journal, 15(1/3), 75-88.

Zhong, Y. X., & Shen, H. Z. (2002). Where is the technology-induced pedagogy? Snapshots from two multimedia EFL classrooms. British Journal of Educational Technology, 33(1), 39-52.

21. Feedback

Chiu, C.Y., & Savignon, S. (2006) Writing to mean: Computer-mediated feedback in online tutoring of multidraft compositions. CALICO Journal 24(1), 97-114.

Denton, P., Madden, J., Roberts, M., & Rowe, P. (2008). Students' response to traditional and Computer-Assisted formative feedback: A comparative case study. British Journal of Educational Technology, 39(3), 486-500.

Dickinson, M., Eom, S., Kang, Y., Lee, C. M., & Sachs, R. (2008). A balancing act: How can intelligent computer-generated feedback be provided in learner-to-learner interactions? Computer Assisted Language Learning, 21(4), 369-382.

Dippold, D. (2009). Peer feedback through blogs: Student and teacher perceptions in an advanced german class. ReCALL, 21(1), 18-36.

Heift, T. (2001). Error-specific and individualized feedback in a web-based language tutoring system: Do they read it? ReCALL, 13(1), 99-109.

Heift, T. (2004). Corrective feedback and learner uptake in CALL. ReCALL, 16(2), 416-431.

Heift, T., & Rimrott, A. (2008). Learner responses to corrective feedback for spelling errors in CALL. System, 36(2), 196-213.

Hoppe, D., Sadakata, M., & Desain, P. (2006). Development of real-time visual feedback assistance in singing training: A review. Journal of Computer Assisted Learning, 22(4), 308-316.

Issac, F., & Hu, O. (2002). Formalism for evaluation: Feedback on learner knowledge representation. Computer Assisted Language Learning, 15(2), 183-199.

Loewen, S., & Erlam, R. (2006). Corrective feedback in the chatroom: An experimental study. Computer Assisted Language Learning, 19(1), 1-14.

Nagata, N. (1993). Intelligent computer feedback for second language instruction. The Modern Language Journal, 77(3), 330-339.

Özdener, N. & Satar, H. M. (2009). Effectiveness of various oral feedback techniques in CALL vocabulary learning materials.  Egitim Arastirmalari-Eurasian Journal Of Educational Research, 34, 75-96.

Pramela K. (2006). The power of feedback in an online learning Environment. Journal of Language Teaching Linguistics & Literature, XII, 95-106

Pujola, J. T. (2001). Did CALL feedback feed back? Researching learners' use of feedback. ReCALL, 13(1), 79-98.

Richard Towell (1991). Innovation and feedback in a self-access learning project in modern languages. British Journal of Educational Technology, 22(2), 119-128.

Ros i Solé, C., &  Truman, M.  (2005).  Feedback in distance language learning: Current practices and new Directions. In B. Holmberg, & M. A. Shelley and C. J. White (Eds),  Distance education and languages: Evolution and change (pp. 72-91).  Clevedon: Multilingual Matters.

Sanz, C., & Morgan-Short, K. (2004). Positive evidence versus explicit rule presentation and explicit negative feedback: A computer assisted study. Language Learning, 54(1), 35-78.

Sotillo, S. M. (2005). Corrective feedback via Instant Messenger learning activities in NS-NNS and NNS-NNS dyads. CALICO Journal, 22(3), 467-496.

Tokuda, N., & Liang, C. (2004). A new ke-free online ICALL system featuring error contingent feedback. Computer Assisted Language Learning, 17(2), 177-201.

Tsutsui, M. (2004). Multimedia as a means to enhance feedback. Computer Assisted Language Learning, 17(3/4), 377-402.

22. Motivation

Batson, L., & Feinberg, S. (2006). Game designs that enhance motivation and learning for teenagers.  Electronic Journal for the Integration of Technology in Education, 5, 33-43.

Beauvois, M. H. (1998a). E-Talk: Computer-Assisted classroom discussion- Attitudes and motivation. In J. Swaffar, S. Romano, P. Markley, & K. Arens (Eds), Language learning online: Theory and practice in the ESL and L2 computer classroom (pp. 99-120). Austin: Labyrinth Publications.

Bourques, M.-N. (2006). E-pals to motivate students: How a fully integrated email exchange can help motivate low-level students.  The JALT CALL Journal, 2(3), 15-28.

Eacute, & Mard, D. (2006). Evaluating hypermedia structures as a means of improving language learning strategies and motivation. ReCALL, 18(1), 24-44.

Françoise, R.  (2007). A triangular approach to motivation in computer assisted autonomous language learning (CAALL). ReCALL, 19(2), 181-201.

Gobel, P. (2008). Student off-task behavior and motivation in the CALL classroom. International Journal of Pedagogies and Learning, 4(4), 3-18.

Gruber-Miller, J., & Benton, C. (2001). How do you say "MOO" in Latin?: Assessing student learning and motivation in beginning Latin. CALICO Journal, 18(2), 305-338.

Kim,K. (2008). Beyond motivation: ESL/EFL teachers' perceptions of the role of computers. CALICO Journal, 25(2), 241-259.

Lin, N., Kajita, S., & Mase, K. (2007). Story-based CALL for Japanese kanji characters: A study on student learning motivation. The JALT CALL Journal, 3(1/2),25-44.

Raby, F. (2007). A triangular approach to motivation in computer assisted autonomous language learning (CAALL). ReCALL, 19(2), 181-201.

Raby, F., Ccedil, & Oise (2007). A triangular approach to motivation in computer assisted autonomous language learning (CAALL). ReCALL, 19(2), 181-201.

Rico, M., & Vinagre, F.  (2000). A comparative study in motivation and learning through print-oriented and  computer-oriented tests.  Computer Assisted Language Learning, 13(4/5), 457-465.

Skinner, B., & Austin, R. (1999). Computer conferencing - Does it motivate EFL students? ELT Journal, 53(4), 270-277.

23. Pedagogy

Bangs, P., & Cantos, P.  (2004). What can computer assisted  language learning contribute to  foreign  language pedagogy? International  Journal  of  English  Studies,  4(1), 221-239.

Cummins, J. (2000). Academic language learning, transformative pedagogy, and information technology: Towards a critical balance. TESOL Quarterly, 34(3), 537-548.

Felix, U. (2005b). E-learning pedagogy in the third millennium: The need for combining social and cognitive constructivist approaches. ReCALL, 17(1), 85-100.

Gilquin, G., Granger, S., & Paquot, M. (2007). Learner corpora: The missing link in EAP pedagogy. Journal of English for Academic Purposes, 6(4), 319-335.

Granger, S., Kraif, O., Ponton, C., Antoniadis, G., & Zampa, V. (2007). Integrating learner corpora and natural language processing: A crucial step towards reconciling technological sophistication and pedagogical effectiveness. ReCALL, 19(3), 252-268.

Jager,  S.  (2004).  Learning  management  systems  for  language learning. In A. Chambers, J.E. Conacher, & J. Littlemore (Eds.), ICT and language learning: Integrating pedagogy and practice (pp. 33-47). Birmingham, AL: University of Birmingham.

Littlemore, J., & Oakey, D. (2004). Communication with a purpose: Exploiting the Internet to promote language  learning. In A. Chambers, J.E. Conacher, & J. Littlemore  (Eds.),  ICT and language learning: Integrating pedagogy and practice (pp. 95-120). Birmingham, AL: University of Birmingham.

McGrail, E. (2007). Laptop technology and pedagogy in the English language arts classroom. Journal of Technology and Teacher Education, 15(1), 59-85.

Mishan, F. (2004). A task-based approach to Web authoring for  learning. In A. Chambers, J.E. Conacher, & J. Littlemore (Eds.),  ICT and language learning: Integrating pedagogy and practice (pp. 121-143). Birmingham, AL: University of Birmingham.

Spodark, E. (2000). Pedagogical applications for the single computer teaching station: Acase study in French language instruction. Computer Assisted Language Learning, 13(3), 291-295.

Ying-Ping, C. (2008). Foreign language learning based on knowledge building pedagogy and web-resources. US-China Foreign Language, 6(3), 22-32.

24. Mobile Learning

Calori, I. C., & Divitini, M. (2009). Reflections on the role of technology in city-wide collaborative learning. International Journal of Interactive Mobile Technologies, 3(2), 33-49.

Chen, J., & Kinshuk. (2005). Mobile technology in educational services.  Journal of Educational Multimedia and Hypermedia, 14(1), 91-109.

Chinnery, G.M. (2006). Emerging technologies: Going to the MALL: Mobile assisted language learning. Language Learning & Technology, 10(1), 9-16.

Comas-Quinn, A., Mardomingo, R., & Valentine, C. (2009). Mobile blogs in language learning: Making the most of informal and situated learning opportunities. ReCALL, 21(1), 96-112.

Djoudi, M. (2009). Listening comprehension of languages with mobile devices. In R. C. V. Marriott &  P. L. Torres.  (Eds.). Research on e-learning methodologies for language acquisition (pp. 352-366). New York: Information Science Reference.

Fallahkhair, S., Pemberton, L., & Griffiths, R. (2007). Development of a cross-platform ubiquitous language learning service via mobile phone and interactive television. Journal of Computer Assisted Learning, 23(4), 312-325.

Fotouhi-Ghazvini, Earnshow, R., Robison, D., & Excell, P. (2009). The MOBO City: A mobile game package for technical language learning. International Journal of Interactive Mobile Technologies, 3(2), 19-24.

Garcia-Ruiz, M. A., Edwards, A., El-Seoud, S. A., & Aquino-Santos, R. (2008). Collaborating and learning a second language in a wireless virtual reality environment. International Journal of Mobile Learning and Organisation, 2(4), 369-377.

Gilgen,  R.  (2005).  Holding  the  world  in  your  own hand: Creating a mobile language learning  environment. EDUCAUSE Quarterly, 3, 30-39.

Hansen, F. A. & Bouvin, N. O. (2009).  Mobile learning in context- Context-aware hypermedia in the wild. International Journal of Interactive Mobile Technologies, 3(1), 6-21.

Kennedy, C., & Levy, M. (2008). L'italiano al telefonino: Using SMS to support beginners' language learning. ReCALL, 20(3), 315-330.

Kiernan, P.J., & Aizawa, K. (2004). Cell phones in task based learning: Are cell phones useful language learning tools? ReCALL, 16(1), 71-84.

Kress, G., & Pachler, N. (2007). Thinking about  the "m"  in m-learning. In N. Pachler (Ed.), Mobile learning: Towards a research agenda (pp. 7-32). London: WLE Centre.

Levy, M., & Kennedy, C. (2005). Learning Italian via SMS. In A. Kukulska-Hulme, & J. Traxler, (Eds.), Mobile learning: A handbook for educators and trainers (pp. 76-83). London: Taylor and Francis.

Nadire Cavus, D. I. (2009). M-learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1), 78-91.

Pachler, N. (Ed.) . (2007). Mobile learning: Towards a research agenda. London: WLE Centre.

Petersen, S. A., Divitini, M., & Chabert, G. (2008). Identity, sense of community and connectedness in a community of mobile language learners. ReCALL, 20(3), 361-379.

Saran, M., Seferoglu, G., & Cagiltay, K. (2009). Mobile Assisted Language Learning: English Pronunciation at Learners' Fingertips.  Egitim Arastirmalari-Eurasian Journal of Educational Research, 34, 97-114.

Schwabe, G., & Göth, C. (2005). Mobile learning with a mobile game: Design and motivational effects. Journal of Computer Assisted Learning, 21(3), 204-216.

Shudong, W., & Higgins, M. (2006). Limitations of mobile phone learning. The JALT CALL Journal, 2(1), 3-14.

Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253-270.

Thornton, P., & Houser, C. (2003). Using mobile web and video phones in English language teaching: Projects with Japanese college students. In B. Morrison, C. Green, &  G. Motteram (Eds.), Directions in CALL: Experience, experiments, & evaluation (pp. 207-224). English Language Centre, Hong Kong Polytechnic University.

Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Asssisted Learning, 21(3), 217-228.

Todd, R. W., & Tepsuriwong, S. (2008). Mobile mazes: Investigating a mobile phone game for language learning. CALL-EJ Online, 9(1).

25. Intelligent CALL (ICALL)

Ahmed, M. (2002). A note on phrase structure analysis and design implication for ICALL. Computer Assisted Language Learning, 15(4), 423.

Chen, L., Tokuda, N., & Xiao, D. (2002). A post parser-based learner model for template-based ICALL for japanese-englishwriting skills. Computer Assisted Language Learning, 15(4), 357.

Dodigovic, M. (2005a) Artificial intelligence in second language learning: Raising error awareness. Clevedon: Multilingual Matters.

Garrett, B. M., & Callear, D. (2001). Designing intelligent computer-based simulations: A pragmatic approach. ALT-J, 9(3), 5 - 16.

Heift, T. (2002). Learner control and error correction in ICALL: Browsers, peekers and adamants. CALICO Journal, 19(3), 295-313.

Schulze, M. (2008). Interfaces in intelligent CALL. Computer Assisted Language Learning, 21(4), 301-303.

Shaalan, K. F. (2005). An intelligent computer assisted language learning system for Arabic learners. Computer Assisted Language Learning, 18(1/2), 81-108.

Tokuda, N. (2002). New developments in intelligent CALL systems in a rapidly internationalizedinformation age. Computer Assisted Language Learning, 15(4), 319-327.

Toole, J., & Heift, T. (2002). The tutor assistant : An authoring tool for an intelligent languagetutoring system. Computer Assisted Language Learning, 15(4), 373.

Vanya Dimitrova, D. D. (1998). "Who is who": The roles in an intelligent system for foreign language terminology learning. British Journal of Educational Technology, 29(1), 47-57.

Wood, P. (2008). Developing ICALL tools using gate. Computer Assisted Language Learning, 21(4), 383-392.

26. Learner Differences/Strategies

Aharony, N. (2006). The use of deep and surface learning strategies among students learning English as a foreign  language in an Internet environment. British Journal of Educational Psychology, 76(4), 851-866.

Bertin, J.-C., & Narcy-Combes, J.-P. (2007). Monitoring the learner- who, why and what for? Computer Assisted Language Learning, 20(5), 443-457.

Brown, C. G. (2002). Inferring and maintaining the learner model. Computer Assisted Language Learning, 15(4), 343-355.

Bull, S., & Ma, Y. (2001). Raising learner awareness of language learning strategies in situations of limited resources. Interactive Learning Environments, 9(2), 171-200.

Chapelle, C. A., & Heift, T. (2009). Individual learner differences in CALL: The field independence/dependence (FID) construct. CALICO Journal, 26(2).

Conole, G. (2008). Listening to the learner voice: The ever changing landscape of technology use for language students. ReCALL, 20(2), 124-140.

Egbert, J. (2002). A project for everyone: English language learners and technology in content-area classrooms. Learning and Leading with Technology, 29(8), 36 -41.

Gray, G., Hagger-Vaughan, L., Pilkington, R., & Tomkins, S. (2005). The pros and cons of interactive whiteboards in relation to the Key Stage 3 strategies and framework. Language Learning Journal, 32, 38-44

Kanuka, H. (2005). An exploration into facilitating higher levels of learning in a text-based internet learning environment using diverse instructional strategies. Journal of Computer-Mediated Communication, 10(3).

K?l?çkaya, F. (2007b). The effect of computer assisted language learning on Turkish learners' achievement on the TOEFL Exam. Teaching English with Technology, 7(1).

Leahy, C. (2004a). Observations in the computer room: L2 output and learner behavior. ReCALL, 16(1), 124-144.

Leahy, C. (2004b). Researching language learning processes in open CALL settings for advanced learners. Computer Assisted Language Learning, 17(3/4), 289-313.

Liou, H.-C. (2000b). Assessing learner strategies using computers: New insights and limitations. Computer Assisted Language Learning, 13(1), 65-78.

Murray, D. E., Lloyd, R., & McPherson, P. (2006). Teacher and learner use of the new technologies in the AMEP. Sydney: NCELTR.

Oxford, R. L. (2000). Language learning styles and strategies: Concepts and relationships. Modern Language Journal, 41(4), 271-78.

Roed, J. (2003). Language learner behaviour in a virtual environment. Computer Assisted Language Learning, 16(2/3), 155-172.

Ulitsky, H. (2000). Language learner strategies with technology. Journal of Educational Computing Research, 22(3), 285-322.

27. Learner/Teacher Autonomy

Alm, A. (2006). CALL for autonomy, competency and relatedness: Motivating language-learning environments in Web 2.0. The JALT CALL Journal, 2(3), 29-38.

Benson, P. (2004). Autonomy and information technology in the educational discourse of the information age. In C. Davison (Ed.), Information technology and innovation in language education (pp. 173-192). Hong Kong: Hong Kong University Press.

Blin, F. (1999). CALL and the development of learner autonomy. In R. Debski & M. Levy (Eds.), WorldCALL - Global perspectives on computer-assisted language learning (pp. 133-148). Mahwah, NJ: Lawrence Erlbaum.

Blin, F., Ccedil, & Oise (2004). CALL and the development of learner autonomy: Towards an activity-theoretical perspective. ReCALL, 16(2), 377-395.

Chylinski, R., & Hanewald, R. (2009). Environments for CALL teacher autonomy. In R. C. V. Marriott &  P. L. Torres.  (Eds.). Research on e-learning methodologies for language acquisition (pp. 387-408). New York: Information Science Reference.

Figura, K., & Jarvis, H. (2007). Computer-based materials: A study of learner autonomy and strategies. System, 35(4), 448-468.

Groß, A., & Wolff, D. (2001). A multimedia tool to develop learner autonomy. Computer Assisted Language Learning, 14(3), 233-249.

Kaltenb, Ouml, & Ck, G. (2001). Learner autonomy: A guiding principle in designing a CD-ROM for intonation practice. ReCALL, 13(2), 179-190.

Klaus, S. (2003). Learner autonomy and tandem learning: Putting principles into practice in synchronous and asynchronous telecommunications environments. Computer Assisted Language Learning, 16(5), 427-443.

Kupetz, R., & Ziegenmeyer, B. (2006). Flexible learning activities fostering autonomy in teaching training. ReCALL, 18(1), 63-82.

Levy, M. (2000). Scope, goals and methods in CALL research: Questions of coherence and autonomy. ReCALL, 12(2), 170-195.

Littlemore, J. (2001). Learner autonomy, self-instruction and  new  technologies  in  language  learning:  Current theory and practice  in higher education  in Europe.  In A. Chambers, & G. Davies  (Eds.),  ICT and  language learning: A European perspective  (pp. 39-52). Lisse: Swets and Zeitlinger.

Murray, G., & Kouritzin, S. (1997). Re-thinking second language instruction, autonomy and technology: A manifesto. System, 25, 185-196.

Schwienhorst, K. (1998). Matching pedagogy and technology: Tandem learning and learner autonomy in online virtual learning environments. In R. Soetaert, E. De Man, & G. Van Belle (Eds.), Language teaching online (pp. 115-127). Ghent: University of Ghent.

Schwienhorst, K. (2003). Learner autonomy and tandem learning: Putting principles into practice in synchronous and asynchronous telecommunications environments. Computer Assisted Language Learning, 16(5), 427-443.

Smith, R. C. (2003). Teacher education for teacher-learner autonomy. In J. Gollin, G. Ferguson and H. Trappes-Lomax (Eds.), Symposium for language teacher educators: Papers from three IALS symposia (CD-ROM). Edinburgh: IALS, University of Edinburgh.

Ushioda, E. (2000). Tandem language learning via e-mail: From motivation to autonomy. ReCALL, 12(2), 121-128.

Warschauer, M. (2001a). Singapore's dilemma: Control vs. autonomy in IT-led development. The Information Society, 17(4), 305-311.

28. Miscellaneous

Amaral, L., & Meurers, D. (2008). From recording linguistic competence to supporting inferences about language acquisition in context. Computer Assisted Language Learning, 21(4), 323-338.

Arneil, S.,  & Holmes, M. (1999) Juggling Hot Potatoes: Decisions and compromises in creating authoring tools for the Web. ReCALL, 11(2), 12-19.

Asan, A., &  Haliloglu, Z. (2005). Implementing project based learning in the computer classroom. Turkish Online  Journal  of Educational Technology, 4(3).

Averill,J., Chambers, E., & Dantas-Whitney, M. (2000). Investing in people, not just flashy gadgets. In E. Hanson-Smith (Ed.), Technology-enhanced learning environments (pp. 85-98). Alexandria, VA: TESOL.

Bailey, J. (1992). Developing language and cognition in young children with Logo. British Journal of Educational Technology, 23(2), 84-94.

Barretto, S. F. A., Piazzalunga, R., Guimaraes Ribeiro, V., Casemiro Dalla, M. B., & Leon Filho, R. M. (2003). Combining interactivity and improved layout while creating educational software for the web. Computers and Education, 40(3), 271-284.

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Belz, J. A. (2001). Institutional and individual dimensions of transatlantic group work in network-based language teaching. ReCALL, 13(2), 213-231.

Bolduc, L. (1997). Mastering difficult concepts using software to support learning: A case study in teaching mandarin Chinese. Journal of Science Education and Technology, 6(2), 91-102.

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Brussino, G., Luciano, B., & Gunn, C. (1999). Integrated CALL design: Crescendo in Italia, a language teaching package for intermediate Italian learners. Computer Assisted Language Learning, 12(5), 409-426.

Burnage, G. (2001). Approaches to university network-based language learning. ReCALL, 13(2), 167-178.

Burnett, C., Dickinson, P., Mcdonagh, J., Merchant, G., Myers, J., & Wilkinson, J. (2003). From recreation to reflection: Digital conversations in educational contexts. Educational Studies in Language and Literature, 3(1/2), 149-167.

Butler, Y. G. (2005). Content-based instruction in EFL contexts: Considerations for effective implementation. JALT Journal, 27(2), 227-245.

Chen, N., Ko, H., Kinshuk, & Lin, T. (2005) A model for synchronous learning using the Internet. Innovations in Education and Teaching International, 42(2), 181-194.

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Cook, D., & Ralston, J. (2005). Building the cognitive bridge: Children, information technology and thinking. Education and Information Technologies, 10(3), 207-223.

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Cristea, A.I., Okamoto, T., & Cristea, P. (2000). My EnglishTeacher-An evolutionary Web-based, multi-agent environment for academic English teaching. Proceedings of the 2000 Congress on Evolutionary Computation, 2, 1345-1353.

Crystal, D.  (2001). Language  and  the  Internet. Cambridge, UK: CUP.

Cumbre, Ntilde, O Espada, A. B., Garc, R., Iacute, A, M., et al. (2006). Developing adaptive systems at early stages of children's foreign language development. ReCALL, 18(1), 45-62.

Cushion, S. (2005). A software development approach for computer assisted language learning. Computer Assisted Language Learning, 18(4), 273-286.

Deepwell, F., & Malik, S. (2008). On campus, but out of class: An investigation into students' experiences of learning technologies in their self-directed study. ALT-J, 16(1), 5-14.

Derry, J. (2007). Epistemology and conceptual resources for the development of learning technologies. Journal of Computer Assisted Learning, 23(6), 503-510.

Dodigovic, M. (2003). Natural language processing (NLP) as an instrument of raising the language awareness of learners of English as a second language. Language Awareness, 12(3/4), 187-203.

Dudeney, G. (2003). The quest for practical web usage. TESL-EJ, 6(4).

Egbert, J. (2007). Asking useful questions: Goals, engagement, and differentiation in technology-enhanced language learning. Teaching English with Technology, 7(1).

Egbert, J., & Simich-Dudgeon, C. (2001). Providing support for non-native learners of English in the social studies classroom. The Social Studies, 92(1), 22-25.

Egert, C. (2000). Language learning across campuses. Computer Assisted Language Learning, 13(3), 271-280.

Elaine Pawling (1999). Modern languages and CD-ROM-based learning. British Journal of Educational Technology, 30(2), 163-175.

Ewing, M. C. (2000). Conversations of Indonesian language students on computer-mediated projects: Linguistic responsibility and control. Computer Assisted Language Learning, 13(4/5), 333.

Feldman, S. (2001). The link, and how we think: Using hypertext as a teaching & learning tool. International Journal of Instructional Media, 28(2), 153-158.

Felix, U. (2002). The web as vehicle for constructivist approaches in language teaching. ReCALL, 14(1), 2-15.

Fenfang, H. (2003a). Learners' behaviors in computer-based input activities elicited through tracking technologies. Computer-Assisted Language Learning, 16(1), 5-29.

Fife-Schaw, C., Breakwell, G. M., Lee, T., & Spencer, J. (1986). Patterns of teenage computer usage. Journal of Computer Assisted Learning, 2(3), 152-161.

Fischer, R. (2007). How do we know what students are actually doing? Monitoring students' behavior in CALL. Computer Assisted Language Learning, 20(5), 409-442.

Freedman, T. (Ed.). (2006). Coming of age: An introduction to the new world wide web. England: Terry Freedman Ltd.

Fryer, L., & Carpenter, R. (2006). Emerging technologies: Bots as language learning tools. Language Learning & Technology, 10(3), 8-14.

Galletly, J., Butcher, W., & Daryanani, S. (1992). Hypertext in cognate-language learning. Journal of Computer Assisted Learning, 8(1), 25-36.

Galloway, D., & Peterson-Bidoshi, K. (2008). The case for dynamic exercise systems in language learning. Computer Assisted Language Learning, 21(1), 1-8.

Garrett, N. (2008). The reinvention of different kinds of wheels. CALICO Journal, 25(3), 385-386.

Ginns, I., Norton, S., & Mcrobbie, C. (2005). Adding value to the teaching and learning of design and technology. International Journal of Technology and Design Education, 15(1), 47-60.

Goddard, M. (2002). What do we do with these computers? Reflections on technology in the classroom. Journal of Research on Technology in Education, 35(1), 19-26.

Godwin-Jones, R. (2007). Emerging technologies, tools and trends in self-paced language instruction. Language Learning & Technology, 11(2), 10-17.

Greaves, C., & Warren, M. (2007). Concgramming: A computer driven approach to learning the phraseology of English. ReCALL, 19(3), 287-306.

Gu, P. (2002). Effects of project-based CALL on Chinese EFL learners. Asian Journal of English Language Teaching 12, 195-210.

Harmer, J. (2007). The practice of English language teaching (4th ed.). UK: Pearson Education Ltd.

Harrison, R. (1998). The evolution of networked computing in the teaching of Japanese as a foreign language. Computer Assisted Language Learning, 11, 437-452.

Heift, T. (2006). Context-sensitive help in CALL. Computer Assisted Language Learning, 19(2/3), 243-259.

Heift, T. (2007). Learner personas in CALL. CALICO Journal, 25(1), 1-10.

Helgesen, M., & Brown, S. (2007). Practical English language teaching: Listening. New York: McGraw Hill.

Heller, I. (2005). Learner experiences and CALL-tool usability-evaluating the chemnitz internetgrammar 1. Computer Assisted Language Learning, 18(1/2), 119-142.

Hémard, D. & Cushion, S. (2002). Sound authoring on the web: Meeting the users' needs. Computer Assisted Language Learning, 15(3), 281-294.

Herrington, J. & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.

Herron, C.A., York, H., Corrie, C. & Cole. S.P. (2006). A comparison study of the effects of a story-based instructional package versus a text-based instructional package  in  the  intermediate-level  foreign  language  classroom. CALICO Journal, 23(2), 281-307.

Hirata, Y., & Hirata, Y. (2008). Application of EEG in technology-enhanced language learning environment. In R. Kwan, R. Fox, F. T. Chan, & P. Tsang (Eds.), Enhancing learning through technology: Research on emerging technologies and pedagogies, (pp. 115-130). Singapore: World Scientific Publishing Co. Pte. Ltd.

Hopson, M. H., Simms, R. L., & Knezek, G. A. (2001). Using a technology-enriched environment to improve higher-order thinking skills. Journal of Research on Technology in Education, 34(2), 109-120.

Hoshi, M. (2003). Examining a mailing list in an elementary Japanese language class. ReCALL, 15(2), 217-236.

Hourigan, T. O., & Murray, L. (2006). Mapping successful language learning approaches in the adaptation of generic software. Computer Assisted Language Learning, 19(4/5), 301-316.

Huang, W., Yoo, S. & Choi, J. (2008). Correlating college students' learning styles and how they use Web 2.0 applications for learning. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 2752-2759). Chesapeake, VA: AACE.

Hudson, J. M., & Bruckman, A. (2004a). "Go away": Participant objections to being studied and the ethics of chatroom research. Information Society, 20(2), 127-139.

Hudson, J. M., & Bruckman, A. S. (2004b). The bystander effect: A lens for understanding patterns of participation. Journal of the Learning Sciences, 13(2), 165-195.

Hulstijn, J. H. (2000). The use of computer technology in experimental studies of second language acquisition: A survey of some techniques and some ongoing studies. Language Learning & Technology, 3(2), 32-43.

Iding, M., & Skouge, J. (2005). Educational technology and the world wide web in the Pacific Islands. TechTrends: Linking Research & Practice to Improve Learning, 49(1), 14-18.

Iskold, L. V. (2003). Building on success, learning from mistakes: Implications for the future. Computer Assisted Language Learning, 16(4), 295-328.

Issac, F., & Hu, O. (2002). Formalism for evaluation: Feedback on learner knowledge representation. Computer Assisted Language Learning, 15(2), 183-199.

Jamieson, J., Chapelle, C. A., & Preiss, S. (2004). Putting principles into practice. ReCALL, 16(2), 396-415.

Jarvis, H. (1997). Using the world wide web for an authentic learning experience. The Modern English Teacher, 6(4), 45-49.

Jarvis, H. (2001). Internet usage of English for academic purposes courses. ReCALL, 13(2), 206-212.

Kanuka, H., & Anderson, T. (1999). Using constructivism in technology-mediated learning: Constructing order out of the chaos of the literature. Radical Pedagogy, 1(2).

Kariuki, M., Franklin, T., & Duran, M. (2001). A technology partnership: Lessons leaned by mentors. Journal of Technology and Teacher Education, 9(3), 407-420.

Kayser, A. (2002). Cultural appropriateness of networked-based language teaching in a middle eastern female Islamic context. Computer Assisted Language Learning, 15(1), 55-67.

Kelm, O. R. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25(5), 441-53.

Klamma, R., Chatti, M. A., Duval, E., Hummel, H., Hvannberg, E. H., Kravcik, M., Law, E., Naeve, A., & Scott, P. (2007).  Social software for life-long Learning. Educational Technology & Society, 10(3), 72-83. 

Kraemer, A. (2008). Happily ever after: Integrating language and literature through technology. Teaching German, 41, 61-71.

Kumamoto-Healey, J. (2000). Website creation: A japanese learning project. Computer Assisted Language Learning, 13(4/5), 449-455.

Kung, S.-C. (2002a). A framework for successful key-pal programs in language learning. CALL-EJ Online, 3(2).

Lam, H. C., Ki, W. W., Law, N., Chung, A. L. S., Ko, P. Y., Ho, A. H. S., et al. (2001). Designing CALL for learning Chinese characters. Journal of Computer Assisted Learning, 17(1), 115-128.

Lasagabaster, D., & Sierra, J. M. (2003). Students' evaluation of CALL software programs. Educational Media International, 40(3/4), 293-304.

LeLoup, J., and Ponterio, R. (2000). Enhancing authentic language learning experiences through Internet technology. ERIC Digest EDO-FL-00-02.

Lewis, A., & Atzert, S. (2000). Dealing with computer-related anxiety in the project-oriented CALL classroom. Computer Assisted Language Learning, 13(4/5), 377-395.

Linder, D. (2004). The Internet in every classroom? Using outside computers. ELT Journal, 58(1), 10-17.

Lonfils, C., & Vanparys, J. (2001). How to design user-friendly CALL interfaces. Computer Assisted Language Learning, 14(5), 405-417.

Lynch, B. K. (2000). Evaluating a project-oriented CALL innovation. Computer Assisted Language Learning, 13(4/5), 417-440.

Ma, Q. (2007). From monitoring users to controlling user actions: A new perspective on the user-centred approach to CALL. Computer Assisted Language Learning, 20(4), 297-321.

Ma, Q. (2008). Empirical CALL evaluation: The relationship between learning process and learning outcome. CALICO Journal, 26(1), 108-122.

Ma, Y. & Harmon, S. (2009). A case study of design-based research for creating a vision prototype of a technology-based innovative learning environment. Journal of Interactive Learning Research, 20(1), 75-93. Chesapeake, VA: AACE.

Madden, M., & Fox, S. (2006). Riding the waves of "Web.2.0.".

Mallon, A., & Mallon, B. (2007). Elingua latina and immersive CALL tool design. Computer Assisted Language Learning, 20(4), 345-363.

Mannetter, T. (2002). The natural approach: Technology in the second language classroom. Teaching with Technology Today, 9(2).

Mcbride, N. (2002). Web-enhanced approaches to the teaching of linguistic variation in french. ReCALL, 14(1), 96-108.

McCarthy, B. (1999). Integration: The sine qua non of CALL. CALL-EJ Online, 1(2). 

McLoughlin, C., & Oliver, R. (1998). Maximising  the language and learning link in computer learning environments. British Journal of Educational Technology, 29(2), 125-136.

McPherson, D. R. (2008). The sweet suite? A discussion and review of a range of computer assisted language learning software. In R. Kwan, R. Fox, F. T. Chan, & P. Tsang (Eds.), Enhancing learning through technology: Research on emerging technologies and pedagogies, (pp. 97-114). Singapore: World Scientific Publishing Co. Pte. Ltd.

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Mills, D. (2000). Web-based technology as a resource for form-focused language learning. TESOL Quarterly, 34(3), 603-615.

Mirzaiean, V., & Ramsay, A. (2005). Content-based support for Persian learners of English. ReCALL, 17(1), 139-154.

Mishan, F., & Strunz, B. (2003). An application of xml to the creation of an interactive resource for authentic language learning tasks. ReCALL, 15(2), 237-250.

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Morrison, S. (2002). Interactive language learning on the web. ERIC Digest,  EDO-FL-02-12.

Morrisson, B., Green, C., & Motteram, G. (2003) Directions in CALL: Experience, Experiments and Evaluation. Hong Kong: Hong Kong Polytechnic University

Murray, D. E. (2004a). The language of cyberspace. In E. Finegan & J. Rickford (Eds.), Language in the USA. (pp. 463-479). Cambridge: Cambridge University Press.

Murray, D. E., & McPherson, P. (2002). Using Planet English with AMEP learners. Sydney: NCELTR.

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