28.2329, FYI: Call for Chapters for Technology and Language Learner Psychology

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LINGUIST List: Vol-28-2329. Thu May 25 2017. ISSN: 1069 - 4875.

Subject: 28.2329, FYI: Call for Chapters for Technology and Language Learner Psychology

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Date: Thu, 25 May 2017 13:46:48
From: Mark Freiermuth [mark-f at gpwu.ac.jp]
Subject: Call for Chapters for Technology and Language Learner Psychology

 
This is a call for chapters for a compendium tentatively entitled:

Technology and Language Learner Psychology

Editors:

Mark R. Freiermuth (Gunma Prefectural Women’s University, Japan)
mark-f at fic.gpwu.ac.jp
Nourollah Zarrinabadi (University of Isfahan, Iran)
nur.zarrinabadi at gmail.com

When computer-assisted language learning (CALL) started to become an integral
part of language learning curricula, the effect it had on learners was often
conspicuous. Depending on the computer application, language learners felt
greater empowerment, (Warschauer, 1996); they experienced less anxiety
(Freiermuth & Jarrell, 2006); they were more cognizant of their own
grammatical output (Pellettieri, 2000); they felt they had more control over
their learning (Schwienhorst, 2003); they were able to collaborate more
effectively (Beauvois, 1997; Meunier, 1994; Warschauer, 1996, 1997) and they
focused attention on production rather than mistakes (Freiermuth & Jarrell,
2006).  As computers became increasingly more user friendly, the speed of
changes within technologically capable classrooms naturally followed. However,
as Freiermuth (2002) points out, simply incorporating the newest technologies
is no guarantor of satisfactory results. Rather, the success of any
application can only be accurately judged based upon its affect on the
learners.

In recent years, technologically assisted language learning (TALL), with its
multifarious and rapidly changing manifestations, has transmogrified the
learning of second languages into a much more ephemeral and less definable
phenomena. Individual language teachers—keen on keeping pace with the latest
innovations—have embraced this diversity by incorporating these technologies
into their classrooms. Nevertheless, one of the principal shortcomings that
Warschauer (1996) pointed to nearly a quarter of a century earlier continues
to plague the marriage of technology and language learning, namely that
although technology undoubtedly has a direct effect on the cognitive and
psychological processes of language learners, research about such processes
sorely lags their implementation. Hence, there is clearly a need to uncover
how these learners are being affected by the technologies that are being
practiced. This edited volume’s primary objective, then, is to provide a
clearer picture of how technology influences the behavior and affects the
mindset of second language learners.

In light of this, the volume’s editors are looking for proposals for chapters
that address the crossroads of technology and language learner psychology. In
particular, the editors are interested in theoretical or empirical studies
that address the interaction between technology and the psychological issues
involved in learning a second language. Submitted chapters may focus on (but
are not limited to):

- Technology-Assisted Language Learning, Teaching Methods and Learner
Psychology
- Language Courseware Design and Learner Psychology
- Psychology, Multimodal and Multicultural Communication
- Computers and Individual Differences in L2 Learning (e.g., motivation,
anxiety, WTC, self-efficacy)
- Computerized Language Testing Systems and Language Learners
- New Learning Environments and Learners’ Motivation, Identity and Engagement
- Computer-Mediated Communication and L2 Learners
- New Technologies and Language Learners
- Mobile-Assisted Communication and L2 Learners
- Gaming and Language Learners

Proposals representing various methodological paradigms are welcome, including
quantitative, qualitative, and mixed methods approaches. Proposals that
represent specific, pedagogically creative uses of TALL are also welcome,
provided that researchers address how language learners have been affected by
the use of the technology.

Potential contributors are invited to submit a 500-word proposal by October
15th, 2017, including the following information:

- The title
- Author name(s) and affiliation(s), and contact information
- A summary of chapter
- A short biography including recent publications for each author

The abstracts should be sent to one of the following e-mail addresses:
mark-f at fic.gpwu.ac.jp or nur.zarrinabadi at gmail.com

Information concerning acceptance will be sent out by October 30th, 2017.

Inquiries about the proposals and the project should be sent to the editors: 

mark-f at fic.gpwu.ac.jp or nur.zarrinabadi at gmail.com

We look forward to receiving a wide-range of manuscripts that connect
technology and language learners.

If you have any questions or are interested in any additional information
about this work, please contact us.

Thank you.
 



Linguistic Field(s): Applied Linguistics





 



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