26.5506, FYI: Call for Papers for Edited Volume: Technology Supported Learning in and out of the Japanese Language Classroom

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LINGUIST List: Vol-26-5506. Fri Dec 11 2015. ISSN: 1069 - 4875.

Subject: 26.5506, FYI: Call for Papers for Edited Volume: Technology Supported Learning in and out of the Japanese Language Classroom

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Date: Fri, 11 Dec 2015 09:51:21
From: Abigail McMeekin [abigail.mcmeekin at uleth.ca]
Subject: Call for Papers for Edited Volume: Technology Supported Learning in and out of the Japanese Language Classroom

 
Dear Colleagues,

We are seeking contributors for a new edited volume entitled “Technology supported learning in and out of the Japanese language classroom: Theoretical, empirical, and pedagogical developments." Technology-Assisted Language Learning (TALL) and Computer-Assisted Language Learning (CALL) have been part of the tool set for language learning for over 50 years, yet the only special issue on Asian CALL (predominantly Japanese) was published in 2002 (Nagata, 2002). The time has now come to take stock of the new developments in how technology can be of help to Japanese language teachers and learners. As such, we would like to invite you to submit a proposal to be considered for a chapter in this volume, which we hope will make a significant contribution to the field of SLA in general and to Japanese TALL/CALL in particular. 

We have attached details about the volume which includes a tentative schedule for publication. If you are interested in proposing a chapter, please send us a 500 word abstract by January 20, 2016 OR a rough draft of your paper. The abstract in particular should include:

- The topic and themes of your study
- The type of data examined for the study
- Conclusions, as they relate to the topic of this volume

A short extract of the most relevant and interesting part of your study. This should include a brief analysis to provide the editors with insight into your focus for your study.

In addition, please send us a brief response by January 10 or sooner stating whether you are considering submitting an abstract proposal.
Please do not hesitate to contact us if you have any questions.

Dr. Erica Zimmerman 
zimmerma at usna.edu	
United States Naval Academy 
Dr. Abigail McMeekin
abigail.mcmeekin at uleth.ca
University of Lethbridge
Webpage: http://www.nihongoganbaru.com/CallForPapers/CallForPapers.html

I. Call for Papers
Title of Journal/Publisher/Edited Edition:
Special Issue: Technology supported learning in and out of the Japanese language classroom: Theoretical, empirical, and pedagogical developments 

Editors:
Dr. Erica Zimmerman (United States Naval Academy)
Dr. Abigail McMeekin (University of Lethbridge)

We are seeking manuscripts/abstracts to be considered for a volume on “Technology supported learning in and out of the Japanese language classroom: Theoretical, empirical, and pedagogical developments” to appear in 2017/18.

The aim of this edited volume is to present the latest theoretical, empirical, and pedagogical developments in the area of technology (not limited to CALL) as it pertains to learning or teaching Japanese as a second or foreign language in classroom and non-classroom settings.
In the past, students who chose to study less-commonly-taught languages (henceforth LCTL) inevitably had less access to language and cultural resources than those who studied more common languages like English and Spanish. (Godwin-Jones, 2103). This included, among other things, fewer opportunities to interact with native speakers as well as fewer authentic, well-designed and up-to-date visual, audio and written materials. In the last decade, however, the use of technology has levelled the playing (learning) field considerably. Although invention of the input method editor (IME) for Windows 95 and Worldscript (circa 1992) for Macs was the starting point for Japanese computing in the West, learners’ and instructors’ ability to find technology-based resources in Japanese has greatly improved in the last decade due to a boom in available materials, better technologies and wider internet access in general through the use of mobile devices. Learners of Japanese can now use technology,
  for instance, to improve their writing/speaking skills by interacting with native speakers online (Hirotani, 2009; Kitade 2008, 2014), improve pronunciation with auditory and visual cues (Motohashi-Saigo & Hardison, 2009) and increase their listening (de Haan, 2005; Gruba, 2004) or reading proficiency (Ikeda, 1999; Kitajima, 2002) by accessing target-language media or computer/internet programs. Nevertheless, learners of Japanese face the difficulty of using technology with multiple writing systems and textbooks are less likely (than CTLs) to have engaging, up-to-date, multi-media practice exercises and culturally appropriate materials available online. As such, individual instructors are constantly having to fill this gap themselves. It is no surprise then, that major reviews of technology use in second language teaching (Golonka, Bowles, Frank, Richardson, & Freynik, 2014; Grgurovic, Chapelle, & Shelley, 2013; Li & Swanson, 2014; Nagata 2002; Wang & Vasquez, 2012; Zhao, 2003) rev
 eal that more studies are needed on LCTLs including Japanese. 

Indeed, since Nagata (2002) there has not been a recent volume examining the integration of technology in Japanese as a second or foreign language (henceforth JSL/JFL) contexts for over a decade. Technology has changed considerably during this ten year gap and while there are more recent studies, most notably Bower & Kawaguchi (2011 - Writing in blogs - negotiation of meaning and corrective feedback in synchronous vs. asynchronous CMC), Geraghty & Quinn (2009 - Reading and writing hiragana with specialized courseware), Gruba, (2006 - Listening with audio, video and textual cues), Ishihara & Takamiya (2014 - Writing blogs), Kitade (2008, 2014 - Writing - negotiation of meaning in synchronous and asynchronous CMC), Motohashi-Saigo & Hardison (2009 - Pronunciation of geminates with waveform and audio cues), Nagata (2009, 2013 - Grammar - CALI with NLP vs. textbooks), and Yang & Akahori (2013 - Writing, grammar - passive sentences), most of these focus on technology for writing, listenin
 g, or grammar usage. Less attention has been paid to technology use for speaking and reading proficiency or to increase cultural, pragmatic and sociolinguistic knowledge. We also have yet to see many Japanese studies on the use of Mobile Assisted Language Learning (MALL) or reports on how various learning/teaching configurations including non-classroom environments, distance learning, hybrid and flipped classrooms affect learning and the learning environment. Reviews additionally point out that studies often fail to anchor their implementation or assessment of technology use in sound pedagogical practice and theory, making results difficult to interpret and of dubious pedagogical quality.
This volume aims to provide up-to-date examinations of technology-supported pedagogy and learning in a variety of JFL/JSL contexts with a focus on identifying pedagogical objectives, selecting and implementing technological tools as well as assessing learning outcomes. While it can in no way cover the proliferation of technologies used for L2 learning, the volume will provide a reference at this point in time for teachers and learners of Japanese and other LCTLs who are interested in incorporating technology into the learning process and how it affects L2 learning. 
For this book/issue we seek studies that examine how technology may be used to increase knowledge and proficiency in a range of skills including speaking, listening, literacy, writing, pragmatics, sociolinguistics and culture. Studies that assess learning outcomes and gaps in the literature as mentioned previously are especially welcome. Recommended topics could include, but are not limited to:

- CALL (e.g., Internet and listening comprehension etc.)
- CMC: Synchronous and Asynchronous 
- TALL: Technology-Assisted Language Learning 
- Mall (Mobile Assisted Language Learning - e.g., podcasts, cell phone apps etc.)
- Distance learning and technology
- Social media and language learning through Facebook, video conferencing, chats, blogs etc.
- Teacher/student perceptions of technology
- Pedagogy and technology
- Curriculum development and technology
- Identity and technology
- Blended environments
- Flipped classrooms
- Online learning communities
- Evaluation/assessment of technology and language learning

Tentative Timeline:
January 10, 2016 - Receive initial “interest” emails from potential contributors
January 30, 2016 - March 30, 2016: Proposal submission deadline
February, 28 2016 - Notification of initial proposal acceptance 
June 30, 2016 - Full chapter submission
September–December 2016 - Internal and external review
January, 2017- Notification of final review
May 1, 2017 - Submission of revised chapters 
May-June 2017 - Internal review of revised chapters 
August 1, 2017 - Submission of final chapters 
October 2017 - Book manuscript submitted to publisher

References: 
Bower, J., & Kawaguchi, S. (2011). Negotiation of meaning and corrective feedback in Japanese/English eTandem. Language Learning & Technology, 15(1), 41-71.
de Haan, J. (2005). Acquisition of Japanese as a foreign language through a baseball video game. Foreign Language Annals, 38(2), 278-282.
Geraghty, B., & Marcus Quinn, A. (2009). An evaluation of independent learning of the Japanese hiragana system using an interactive CD. ReCALL, 21(02), 227-240.
Grgurović, M., Chapelle, C. A., & Shelley, M. C. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL, 25(02), 165-198.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105.
Godwin-Jones, R. (2013). Emerging Technologies: The Technological Imperative in Teaching and Learning Less Commonly Taught Languages. Language Learning & Technology, 17(1), 7-19.
Gruba, P. (2004). Understanding digitized second language video text. Computer Assisted Language Learning, 17(1), 51-82.
Gruba, P. (2006). Playing the videotext: A media literacy perspective on video-mediated L2 listening. Language Learning & Technology, 10(2), 77-92.
Hirotani, M. (2009). Synchronous versus asynchronous CMC and transfer to japanese oral performance. CALICO Journal, 26(2), 413. Retrieved from http://search.proquest.com/docview/750619662?accountid=12063
Ikeda, N. (1999). Effects of different types of images on the understanding of stories: Basic research to develop Japanese teaching materials for use on the internet. System, 27(1), 105-118.
Ishihara, N., & Takamiya, Y. (2014). Pragmatic Development through Blogs: A Longitudinal Study of Telecollaboration. In S. Li & P. Swanson (Eds.), Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes (pp. 137-161). Hershey, PA: IGI Global.
Kitade, K. (2008). The role of offline metalanguage talk in asynchronous computer-mediated communication. Language Learning & Technology, 12(1), 64-84.
Kitade, K. (2014). Offline Peer Dialogue in Asynchronous Computer-Mediated Communication Activities for L2 Teacher Development. Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes, 114-136.
Kitajima, R., & Diego, S. (2002). Enhancing higher order interpretation skills for japanese reading. CALICO Journal, 19(3), 571. Retrieved from http://search.proquest.com/docview/750480587?accountid=12063
Li, S., & Swanson, P. (Eds.) (2014). Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes. Hershey, PA: IGI Global.
Motohashi-Saigo, M., & Hardison, D. M. (2009). Acquisition of L2 Japanese geminates: Training with waveform displays. Language Learning & Technology, 13(2), 29-47.
Nagata, N. (2002). Special Issue of the CALICO Journal in Spring 2002.CALICO JOURNAL, 19(2), 247-248.
Nagata, N. (2009). An online Japanese textbook with Natural Language Processing. In I. Lancashire (Ed.), Teaching literature and language online (pp. 384–409). New York: Modern Language Association of America.
Nagata, N. (2013). Computer vs. workbook instruction in second language acquisition. CALICO Journal, 14(1), 53-75.
Wang, S., & Vásquez, C. (2012). Web 2.0 and second language learning: What does the research tell us?. CALICO Journal, 29(3), 412-430.
Yang, J. C., & Akahori, K. (2013). Error analysis in Japanese writing and its implementation in a computer assisted language learning system on the World Wide Web. CALICO Journal, 15(1-3), 47-66.
Zhao, Y. (2013). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO journal, 21(1), 7-27.
 



Linguistic Field(s): Language Acquisition

Subject Language(s): Japanese (jpn)





 



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