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<p><span style="font-size: 12pt; font-family: TimesNewRomanPS;">Forwarded Call for Book Chapter Proposals:</span></p>
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<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">Theory, Research, and Models of Technology-Infused Project-Based Language Learning and Teaching: Focusing on Form and Function </span></p>
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<p><span style="font-size: 12pt; font-family: TimesNewRomanPS; font-weight: 700;">Description </span><br>
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<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Project-Based Learning (PBL), also known as Project-Based Instruction (PBI), project work (Beckett, 1999), and project approach (Levis & Levis, 2003), can be an important response to
</span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'; color: rgb(13.725490%, 12.156860%, 12.549020%)">Kramsch (2014) above.
</span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">PBL was introduced to general education by William Heard Kilpatrick about a century ago (Kilpatrick, 1918) in response to John Dewey's “conviction that schools had to be completely
transformed to meet the challenges of rapid economic and social change” (Beckett, 1999, p. 1). PBL is defined as “a comprehensive approach to classroom teaching and learning and is designed to engage students in investigation of authentic problems” (Blumenfeld
et al., 1991). Beckett (1999) defined PBL as a series of individual or group activities that involve language/content learning through planning, researching (empirical and/or document), analyzing and synthesizing data, and reflecting on the process and product
orally and/or in writing by comparing, contrasting, and justifying alternatives. (p. 4)
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<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">PBL pedagogy and research are relatively new to the second/foreign language field where it has been touted as a student-centered approach providing opportunities for authentic second
and foreign language use (Eyring, 1989) and engaging students in language, content, and skills learning by using language as a resource (Beckett, 1999). PBL is also believed to push students to search for deeper understanding of content knowledge and theory-practice
connection (Krajcik, Blumenfeld, Marx, & Soloway, 1994). </span></p>
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<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Dewey’s experiential learning philosophy (Dewey, 1926; Dewey & Dewey, 1915), social constructionist learning theories (Vygotsky, 1978), systemic functional linguistics (Halliday, 1994),
and language socialization (Schieffelin & Ochs, 1986) theories have informed much of PBL research. Vygotskian Cultural–Historical Activity Theory (CHAT) has also informed recent PBL work that has explored the complex dynamics of PBL such as multiple subjects
(actors), goals, objects, tools, division of labor, and the contexts of the activity (Engeström, 2001, in Gibbes 2011, and Zhao & Beckett, 2014).
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<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Findings of various studies have indicated that PBL facilitates the learning of second and foreign languages, content knowledge, academic discourse socialization, decision-making, critical
thinking, collaborative work skills, and provides deep engagement with subject matter content (e.g., Beckett, 2005; 2006; Beckett, et al, 2015; 2016) through the use of language as a medium (Beckett & Slater, 2017; 2018). Research also suggests that although
ESL/EFL students generally value PBL, they can become frustrated because they are unable to see how PBL helps them focus on the learning of form (e.g., Beckett, 1999; Eyring, 1989). With the exception of Li (2010) and Zachoval (2011), there has been little
research, especially experimental research, addressing how PBL promotes the acquisition of language form.
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<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">While technology tools have become a large part of project implementation within current language teaching and learning contexts (e.g., Gu, 2002; Salpeter, 2005; Sidman-Taveau, 2005;
Zhao & Beckett, 2014), there has been a paucity of published research on how technology- infused PBL facilitates the learning of language form (one example is Lee, 2014, a study published as a MA thesis). Yet as we pointed out in Beckett and Slater (2017;
2018), the lack of published empirical work that focus on technology-infused PBL in the teaching and learning of language form does not mean that teachers and learners are not utilizing various technology tools, including social media, in their implementation
of projects. Such work, we believe, needs to be published in a rigorous form that can inform other researchers and practitioners.
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<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">To this end, we invite scholars from around the world to to submit chapters that involve: </span></p>
<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'"></span><span style="font-size: 12.000000pt; font-family: 'Wingdings'">l
</span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Theoretical discussions of PBL in language acquisition (e.g., form, function, </span><span style="font-family: TimesNewRomanPSMT; font-size: 12pt;">and technology, etc.);</span></p>
<p><span style="font-size: 12.000000pt; font-family: 'Wingdings'">l </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Critical reviews of current ESL and EFL research literature, discussing trends, </span><span style="font-family: TimesNewRomanPSMT; font-size: 12pt;">themes,
issues, gaps, and their implications for research, pedagogy, and </span><span style="font-family: TimesNewRomanPSMT; font-size: 12pt;">technology;</span></p>
<p><span style="font-size: 12.000000pt; font-family: 'Wingdings'">l </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Experimental research on the impact of technology-infused PBL on the </span><span style="font-family: TimesNewRomanPSMT; font-size: 12pt;">acquisition
of language form and function;</span></p>
<p><span style="font-size: 12.000000pt; font-family: 'Wingdings'">l </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Field-tested technology-infused form-focused projects in various language-</span><span style="font-family: TimesNewRomanPSMT; font-size: 12pt;">learning
contexts (e.g., various levels of ESL/EFL; Intensive English programs; or other languages such as Spanish, Turkish, or Chinese as second or foreign language);</span></p>
<p><span style="font-size: 12.000000pt; font-family: 'Wingdings'">l </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Field-tested models/frameworks for assessing technology-infused form focused projects in various language-learning
contexts (e.g., various levels of ESL/EFL; Intensive English programs; or other languages such as Spanish. Turkish, or Chinese, etc., as second or foreign language);
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<p><span style="font-size: 12.000000pt; font-family: 'Wingdings'">l </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Action research on the strengths and weaknesses of technology-infused form focused projects;
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<p><span style="font-size: 12.000000pt; font-family: 'Wingdings'">l </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Field-tested technology-infused second and foreign language-learning projects (e.g., iBook or video projects on
the learning of pragmatics, etc.); </span></p>
<p><span style="font-size: 12.000000pt; font-family: 'Wingdings'">l </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Content-based (e.g., Culture, Biology, Chemistry; Technology) English language teaching research that includes
focus on form; </span></p>
<p><span style="font-size: 12.000000pt; font-family: 'Wingdings'">l </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Form and function focused multimedia language maintenance projects research;
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<p><span style="font-size: 12.000000pt; font-family: 'Wingdings'">l </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Technology assisted form and function focused language revitalization projects research;
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<p><span style="font-size: 12.000000pt; font-family: 'Wingdings'">l </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Technology infused bilingual content (e.g., language, social studies, science, technology learning and professional
training) project research that also focuses on form; and </span></p>
<p><span style="font-size: 12.000000pt; font-family: 'Wingdings'">l </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Translanguaging (e.g., in social studies, science, technology learning and professional training) projects research;
etc. </span></p>
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<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">If you have work that does not fit into a clear category above, please feel free to contact us with suggestions.
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<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">All chapters are expected to be theoretically informed; contextualized in existing research/pedagogical literature; address research and pedagogical gap(s) with significance </span><span style="font-size: 12pt; font-family: TimesNewRomanPSMT;">clearly
stating the new knowledge the proposed chapter contributes to advancing our existing knowledge on the topic(s) and how; etc. Each chapter is expected to be maximum 25 pages, including references, and APA 6</span><span style="font-size: 8pt; font-family: TimesNewRomanPSMT; vertical-align: 6pt;">th
</span><span style="font-size: 12pt; font-family: TimesNewRomanPSMT;">edition style guide compliant. </span></p>
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<p><span style="font-size: 12pt; font-family: TimesNewRomanPSMT;">Abstract/Proposal (</span><span style="font-size: 12pt; font-family: TimesNewRomanPS; font-weight: 700;">500 words </span><span style="font-size: 12pt; font-family: TimesNewRomanPSMT;">or less):<br>
Proposal feedback and invitation for submission: Chapter submission:<br>
Chapter feedback:<br>
Chapter revision submission:<br>
Book submission to publisher:<br>
Anticipated publication date:</span></p>
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<p><span style="font-size: 12pt; font-family: TimesNewRomanPSMT;">Sept. 1, 2017 September 30, 2017 January 31, 2018 March 31, 2018<br>
July 1, 2018 September 15, 2018 March, 2019 or sooner</span></p>
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<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Please note that invitation for chapter submission does not mean the chapter is already accepted. The invited chapters will go through rigorous peer-reviews. Acceptance decision will
be based on the reviewers’ recommendations. </span></p>
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<p><span style="font-size: 12pt; font-family: TimesNewRomanPS; font-weight: 700;">Email Abstracts/Proposals and Chapters to</span><span style="font-size: 12pt; font-family: TimesNewRomanPSMT;">:<br>
Dr. Gulbahar Beckett: </span><span style="font-size: 12pt; font-family: TimesNewRomanPSMT; color: rgb(0, 0, 255);">beckett@iastate.edu</span><img alt="page3image9528" width="96.719970" height="0.480011" src="file:///page3image9528"></p>
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<p><span style="font-size: 12pt; font-family: TimesNewRomanPSMT;">Professor, Applied Linguistics and Technology/TESL, Iowa State University, USA</span></p>
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<p><span style="font-size: 12pt; font-family: TimesNewRomanPSMT;">Dr. Tammy Slater: </span><span style="font-size: 12pt; font-family: TimesNewRomanPSMT; color: rgb(0, 0, 255);">tslater@iastate.edu </span><span style="font-size: 12pt; font-family: TimesNewRomanPSMT;">Associate
Professor, Applied Linguistics and Technology/TESL, Iowa State University, USA </span></p>
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<div style="font-family:Tahoma; font-size:13px"><span style="font-size:12pt">******************************<br>
Shannon Sauro, Ph.D.</span></div>
<div style="font-family:Tahoma"><span style="font-size:10pt">Associate Professor<br>
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<div style="font-family:Tahoma"><span style="font-size:10pt">Past President, </span><span style="font-size:10pt">Computer-Assisted Language Instruction Consortium (CALICO)</span></div>
<div style="font-family:Tahoma; font-size:13px"><span style="font-size:12pt"><span style="font-size:10pt">Department of Culture, Languages & Media, Malmö University</span></span></div>
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