the CALICO Journal 

About: the CALICO Journal is an academic journal published by Equinox Publishing. The journal publishes majorly in the area(s): Foreign language & Language acquisition. It has an ISSN identifier of 0742-7778. Over the lifetime, 905 publications have been published receiving 23245 citations. The journal is also known as: Computer Assisted Language Instruction Consortium journal & Computer Aided Language Learning & Instruction Consortium journal.

Comparing Face-To-Face and Electronic Discussion in the Second Language Classroom

Abstract: One of the supposed benefits of computer-mediated communication is that it can result in more equal participation among students. This study tested that claim by comparing equality of student participation in two modes: face-to-face discussion and electronic discussion. In a counter-balanced, repeated measures study, small groups of ESL students conducted discussion face-to-face and electronically. Amount of participation was calculated per person for each mode and was correlated to factors such as nationality, language ability, time in the U.S., and student attitude. In addition, a global measure of equality of participation was calculated and compared across the two modes. The findings showed a tendency toward more equal participation in computer mode and revealed some factors which correlated with increased student participation in that mode.

Developing L2 Oral Proficiency Through Synchronous CMC: Output, Working Memory, and Interlanguage Development.

Abstract: A naturalistic experiment was conducted to test the hypothesis that synchronous computer-mediated communication (CMC) can indirectly improve L2 oral proficiency by developing the same cognitive mechanisms underlying spontaneous conversational speech. The theoretical framework guiding this inquiry consists of Levelt’s (1989) model of language production augmented by concepts from Working Memory theory. The findings show a significant difference between the experimental and control groups oral proficiency development with participants in the experimental condition (two of four contact hours per week were in a chatroom) scoring higher than participants in the control condition. Implications for language instruction and the second language oral proficiency development for different types of learners are discussed.

Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis

Abstract: The purpose of this study is to assess the potential of technology for improving language education. A review of the effectiveness of past and current practices in the application of information and communication technology(ICT) in language education and the availability as well as capacities of current ICTs was conducted. The review found that existing literature on the effectiveness of technology uses in language education is very limited in four aspects: a) The number of systematic, well-designed empirical evaluative studies of the effects of technology uses in language learning is very small, b) the settings of instruction where the studies were conducted were limited to higher education and adult learners, c) the languages studied were limited to common foreign languages and English as a foreign or second language, and d) the experiments were often short-term and about one or two aspects of language learning (e.g., vocabulary or grammar). However the limited number of available studies shows a pattern of positive effects. They found technology-supported language learning is at least as effective as human teachers, if not more so.

Evolutionary Trajectories, Internet-Mediated Expression, and Language Education

Abstract: This article describes the evolution of communication technologies, accompanying transformations in everyday communicative activity, and pedagogical possibilities these tools support in second and foreign language (L2) settings. We begin with an overview of synchronous computer-mediated communication (SCMC) and uses of the Internet to mediate intercultural communication for purposes of L2 learning. We then describe generational shifts in Internet technologies and their proliferation and uses, with the majority of our efforts focused on contemporary environments such as blogs, wikis, podcasting, device-agnostic forms of CMC, and advances in intelligent computer-assisted language learning (ICALL). Throughout, we engage in a discussion of praxeological fusions of various media technologies and the implications of this nexus of practice for the transformation of what it means to teach, learn, and communicate in L2 contexts.

Web 2.0 and Second Language Learning: What Does the Research Tell Us?

Abstract: This article reviews research on the use of Web 2.0 technologies in second language learning. Its purpose is to explore the current state of research on this topic, to investigate the theoretical perspectives framing the current research, to identify some of the benefits of using Web 2.0 technologies in second language learning, and to discuss some of the limitations of existing research. The review of research found that blogs and wikis have been the most studied Web 2.0 tools, while others, such as social networking applications and virtual worlds, have been less frequently explored. In addition, the most commonly investigated languages have been English as a Second/Foreign Language (ESL/EFL), Spanish, German and French. Considerably less research has been conducted on applying Web 2.0 technologies to less commonly taught languages, such as Arabic, Chinese, or Russian. Additionally, the language learning environments afforded by Web 2.0 technologies have greatly broadened the scope of topics explored in computer-assisted language learning (CALL): from earlier research which tended to concentrate on the traditional four language skills, to more recent topics such as learners’ identities, online collaboration, and learning communities. Although very few studies surveyed have actually examined students’ progress and learning outcomes associated with these tools, the most frequently reported benefit associated with Web 2.0 technologies is the favorable language learning environments they help to foster. Finally, this review found that much research on Web 2.0 technology and language learning is not clearly grounded in theory, and that a number of studies suffer from a set of common methodological limitations.