Content

1. CALL: definition, institutionalization, evolution- position of CALL within Applied Linguistics- key concepts (cf. Lex-e-learn)- theoretical models (Levy, Hubbard, Chapelle, Beatty, etc.)- typology of applications- institutionalization (conferences, journals, etc.)- history of the discipline (behaviourism, cognitivism, constructivism, socio-constructivism)2. CALL: recent tendencies & Web 2.02.1. Recent tendencies:domain, type of learning activities, man-machine-interaction, integration of NLP, carriers/media, perspective on language acquisition and language pedagogy2.2. Web 2.0: harnessing collective intelligence, data is the next ‘intel inside’, rich user experience, etc.3. Evaluating digital applicationsWhy? What? How? Criteria?4. From learner dictionaries to writing aidsTtypes, characteristics, advantages5. Learning environments- integrated methods, learning environments based on aural and video materials, drill and practice, digital course books, etc.6. Testing environmentsadvantages and disadvantages of e-testing, automatic grading, calibrated item banks, etc.7. Digital gamingserious gaming, game elements, situated avatar-based immersive learning, etc.8. NLP & CALLCorpus CALL & Intelligent CALL (NLP)

Aims

• To gain insight into the position of CALL within Applied Linguistics, into recent tendencies within this discipline, and into the methodology of CALL research.
• To be able to evaluate different types of CALL applications critically on the basis of insights from CALL research.
• To be able to analyze the results of research, and to gauge the implications of CALL research for language acquisition and language pedagogy appropriately.

Course material

• Toledo course consisting of 8 modules.
• Fully elaborated syllabus in the form of Powerpoint-presentations, literature, and weblinks.
• Stockman, Caroline - Desmet, Piet - Truyen, Fred. 2012. Lex-e-learn. Lexicon voor e-learning. Leuven: Acco.