Glenn Stockwell

While problems such as small screens and inconvenient keypads have been pointed out by researchers (e.g., Thornton & Houser, 2002), we still have little knowledge of how the mobile platform affects the way in which activities are completed and how learners make decisions about using mobile phones.Stockwell (2007b) provided preliminary evidence that learners generally require more time to complete vocabulary activities and achieved slightly lower scores on mobile phones when compared to completin

Computer-assisted language learning (CALL) is an approach to teaching and learning languages that uses computers and other technologies to present, reinforce, and assess material to be learned, or to create environments where teachers and learners can interact with one another and the outside world. This book provides a much-needed overview of the diverse approaches to research and practice in CALL. It differs from previous works in that it not only surveys the field, but also makes connections

Abstract While the use of mobile devices for language learning has sparked the interest of an increasing number of researchers in recent years (e.g., Aizawa & Kiernan, 2003; Thornton & Houser, 2005), our knowledge of learners' preferences for the mobile platform and their usage patterns remains limited. Are learners prepared to use mobile phones for performing language learning activities, or is there still a preference for desktop computer environments? Do learners make attempts to use

Mobile learning has long been identified as one of the natural directions in which CALL is expected to move, and as smaller portable technologies become less expensive, lighter and more powerful, they have the potential to become a more integral part of language learning courses as opposed to the more supplemental role often assigned to computer labs. Mobile phones have been the topic of a number of recent studies, including for learning pragmatic phrases via mobile email, and as electronic flas

The use of technology in language teaching and learning has been the focus of a number of recent research review studies, including developments in technology and CALL research (Zhao, 2003), CALL as an academic discipline (Debski, 2003), ICT effectiveness (Felix, 2005), and subject characteristics in CALL research (Hubbard, 2005), to name a few. Such studies have contributed to clarifying how language learning technologies have been investigated, but questions remain regarding how these technolo

Advances in technology have made it easier for teachers and learners of English to access a wide range of resources in terms of authentic input and communication with native and non-native speakers of English around the world. From the early days of computer-assisted language learning (CALL), there has been discussion of how technologies can play a role in motivating learners in learning a language (e.g., Warschauer, 1996), and as technologies have become more sophisticated, the growing range of

Recent research suggests that email can be a powerful motivator for authentic L2 interaction, but little is known about the efficacy of this medium in the development of target language proficiency. The present study addresses this issue by examining email exchanges between university learners of Japanese as a foreign language and native Japanese university students. Of interest is the effect of email interactions on the incidental development L2 syntax and vocabulary as reflected in both quanti

The increased use of sophisticated mobile devices opens up new possibilities and challenges for language teachers and learners, which has led to an increasing need to consider issues relating to mobile technologies specifically. To date, there is no comprehensive book-length treatment of issues relating to mobile-assisted language learning (MALL). This book fills that gap, providing a resource for present and future language teachers, and for graduate students of applied linguistics and TESOL, t

Mobile technologies have the potential to empower learners to work outside of the classroom with a freedom that is difficult to achieve with more traditional technologies such as desktop computers. Of these, it is the mobile phone that has attracted a good deal of attention in the language learning literature in recent years (e.g., Kennedy & Levy, 2008; Author, 2010) but questions remain as to whether this enthusiasm is shared by the learners themselves. Author (2008), for example, showed th

Abstract The issue of teacher education in computer assisted language learning (CALL) has been receiving an increased amount of attention in the literature over the past few years, including as the focus of a recent book (Hubbard and Levy 2006 Hubbard , P . M. Levy 2006 . Teacher education in CALL . Amsterdam, , The Netherlands : John Benjamins .[Crossref] , [Google Scholar]). This attention is indicative of greater recognition of the importance of CALL practitioners having sufficient grounding

Studies investigating the use of mobile technologies when other options are available are still relatively rare in the literature, with the majority of studies requiring that learners use a particular technology, either using their own devices or devices provided by the institution. One exception to this was a study by Stockwell (2010) that examined how learners in Japan perceived the use of mobile phones for language learning and how willing they were to engage in the activities. This study, ho

Abstract The expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities

Recent research into e-mail has not only suggested that it can be a powerful motivator for interaction for language learners, but has also begun to link e-mail interactions between native and nonnative speakers to increases in L2 proficiency (Aitsiselmi, 1999; Floreéz-Estrada, 1995; Ioanniou-Georgiou, 1999; Stockwell and Harrington, 2001). In addition, some research has advocated that L2 learners should reach a certain number of e-mail interactions in order for benefits to accrue (Lamy and Goodf

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There has been much enthusiasm shown in the literature about Native Speaker-Nonnative Speaker (NS-NNS) e-mail interactions, associating them with increased motivation and participation and reduced anxiety (Beauvois & Eledge, 1996; Leh, 1997; Aitsiselmi, 1999). Recent research has now also begun to link these interactions with increases in L2 proficiency (Floréz-Estrada, 1995; Stockwell & Harrington, 2003). As some studies have suggested that L2 learners should reach a certain number of e