Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications is a vital reference source that examines the relationship between language education and technology and the potential for curriculum enhancements through the use of mobile technologies, flipped instruction, and language-learning software.

Table of Contents

• Editorial Advisory Board
• Preface
• Section 1: Fundamental Concepts and Theories
• Chapter 1: An Overview of EFL Teachers’ Individual Differences in CALL
• Chapter 2: Why Studying Individual Differences in CALL?
• Chapter 3: Theories and Literatures for Technology-Enhanced Language Instruction
• Chapter 4: Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments
• Chapter 5: The Importance of Virtual Learning Environments in Higher Education
• Chapter 6: Cultural Conceptions of Flipped Learning
• Chapter 7: Mastering Technology-Enhanced Language Learning, Computer-Assisted Language Learning, and Mobile-Assisted Language Learning
• Chapter 8: Overview of the Significance of Different Learner Characteristics in Computer-Based Language Learning Environment
• Chapter 9: Developing Language Awareness in Primary School Children With Multilingual Virtual Talking Books
• Chapter 10: Designing for Teaching and Learning in an Open World
• Chapter 11: Local Norms in CALL Language Practice
• Section 2: Development and Design Methodologies
• Chapter 12: Improve the Flipped Classroom With Universal Design for Learning
• Chapter 13: The Impact of Corpus-Based Vocabulary Teaching/Learning on Vocabulary Retention across Language Proficiency Levels
• Chapter 14: Teaching Pre-Service Teachers to Repurpose and Innovate Using Online and Mobile Technology Applications
• Chapter 15: The Creation of a Rubric for the Evaluation of Language Teaching and Learning Videogames
• Chapter 16: Pop Lyrics and Mobile Language Learning
• Chapter 17: Dynamic Assessment and Multi-Media Language Instruction
• Chapter 18: Open Educational Resources and Open Language Learning for Taiwanese Adult Learners
• Chapter 19: Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment
• Chapter 20: Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision
• Chapter 21: The Design of Immersive Virtual Learning Environments Utilizing Problem-Based Learning Templates
• Chapter 22: Testing a CALL Effectiveness Model
• Chapter 23: Two Sides of the Flip in Middle Grades ELA
• Chapter 24: Personalisation of 3D Virtual Spaces for Enhanced Ubiquitous Learning
• Chapter 25: Developing a Project-Based CALL Environment With Technical Communication in an Exploratory 3D Printing Context
• Chapter 26: The Inclusion and Design of Cultural Differences in Interactive Multimedia Environments
• Chapter 27: Intelligent Design of the Post-Listening Tasks in Interactive Multimedia Listening Environments
• Section 3: Tools and Technologies
• Chapter 28: The Effectiveness of Multiple Media Tools in L2 Listening
• Chapter 29: Using Skype to Focus on Form in Japanese Telecollaboration
• Chapter 30: The Impact of Individual Differences on Students’ Perception of Writing Practice in Blogosphere
• Chapter 31: Foreign Language Teaching Practices in 3D Multi-User Virtual Immersive Learning Environments
• Chapter 32: Students as Producers of Digital Audio-Visual Clips in Preparation for a Study Abroad Period
• Chapter 33: Creating a Micro-Immersion Environment Through Telecollaboration
• Chapter 34: Using Mobile Technologies With Young Language Learners to Support and Promote Oral Language Production
• Chapter 35: An Entertaining Game-Like Learning Environment in a Virtual World for Education
• Chapter 36: Best Teaching and Technology Practices for the Hybrid Flipped College Classroom
• Chapter 37: Second Language Learners’ Spoken Discourse
• Chapter 38: VR-Based Gamification of Communication Training and Oral Examination in a Second Language
• Chapter 39: Pragmatic Development Through Blogs
• Chapter 40: L2 Languaging in a Massively Multiplayer Online Game
• Chapter 41: Socrative
• Chapter 42: Intelligent Design of Captions in Interactive Multimedia Listening Environments
• Chapter 43: Technology Use and Acceptance Among Pre-Service Teachers of English as a Foreign Language
• Chapter 44: Use of Computer Technology for Writing Consultations
• Chapter 45: Development of Language Accuracy Using Synchronous and Asynchronous Learning Activities
• Chapter 46: T-MALL-Integrated Model of Engagement for Student-Driven Learning
• Chapter 47: Theory and Practice in Computer-Assisted Vocabulary Learning
• Chapter 48: Constructing a Collocation Learning System From the Wikipedia Corpus
• Chapter 49: Utilizing Computer-Assisted Vocabulary Learning Tools in English Language Teaching
• Chapter 50: Mobile Assisted Language Learning Experiences
• Section 4: Utilization and Applications
• Chapter 51: Using the Flipped Classroom to Improve Knowledge Creation of Master's-Level Students in Engineering
• Chapter 52: Gaeilge Gaming
• Chapter 53: Informal Learning in Second Language Acquisition
• Chapter 54: Korean Foreign Language Learning
• Chapter 55: Mexican Heritage ELL and Native English Speaker Interaction
• Chapter 56: Examining the Potential for Flipped Literature Units
• Chapter 57: Using Web-Based Tools for Flipped ESL Learning in the Korean Language Education System
• Chapter 58: In-Game Culture Affects Learners’ Use of Vocabulary Learning Strategies in Massively Multiplayer Online Role-Playing Games
• Chapter 59: Task-Oriented Internet Assisted English Teaching and Learning in Colleges
• Chapter 60: Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students
• Chapter 61: A Spanish-Finnish Telecollaboration to Develop Intercultural Competence and Learner Autonomy
• Chapter 62: Becoming Autonomous Learners to Become Autonomous Teachers
• Chapter 63: Mobile Assisted Vocabulary Acquisition and Wikis to Enhance Writing Skills
• Chapter 64: Incorporating LINE Smartphone Affordances
• Chapter 65: Towards the Normalization of Web-Based Computer-Assisted Language Learning (CALL) in College English Instruction
• Chapter 66: Vocabulary Learning and Consolidation With Mobile Application
• Chapter 67: Developing Young EFL Learners’ Writing Skill in Wikis’ Collaborative Environment
• Chapter 68: The Web-Based Intelligent English Instruction System CSIEC
• Chapter 69: The Application of Flipped Classroom in Teaching University Students
• Chapter 70: Supporting Foreign Language Vocabulary Learning Through Kinect-Based Gaming
• Chapter 71: ICT and Language Learning
• Chapter 72: Learners of Different Language Proficiency Levels and Incidental Focus on Form in Synchronous Text-Based Discussion
• Chapter 73: The Structural and Dialogic Aspects of Language Massive Open Online Courses (LMOOCs)
• Chapter 74: Chinese English Teachers’ Perspectives on “Distributed Flip MOOC Blends”
• Chapter 75: Writing and Culture in CALL
• Chapter 76: Learning Language Through Facebook
• Section 5: Organizational and Social Implications
• Chapter 77: How Virtual Work Informs Virtual Learning
• Chapter 78: Teachers’ Perceived Advantages and Disadvantages of Using Flipped Classrooms in ELA and Non-ELA Classrooms
• Chapter 79: Blending Video Games Into Language Learning
• Chapter 80: Identifying the Impact of Acquisition and Learning on Education
• Chapter 81: Challenges and Perspectives of Language Education Technology in Brazil
• Chapter 82: An Investigation Into Chinese College English Teachers’ Beliefs of Students’ Web-Based Informal Language Learning
• Chapter 83: Attitudes of Adult EFL Learners Towards Preparing for a Language Test via CALL
• Chapter 84: Motivation and Learning Outcomes in Reciprocal SCMC Language-Learning
• Chapter 85: Mothers’ Attitudes Toward the Use of CALL for Their Children's English Learning
• Chapter 86: The Effects of Video Projects on EFL Learners’ Language Learning and Motivation
• Chapter 87: Flipping the Academic Writing Classroom
• Chapter 88: Learning Arabic Through Language of Journalism
• Chapter 89: Perspectives on Mediated L2 Learning During Study Abroad
• Chapter 90: Differences Between Visual Style and Verbal Style Learners in Learning English
• Chapter 91: The Role of Teachers and Their Beliefs in Implementing Technology-Mediated Language Learning
• Section 6: Critical Issues and Challenges
• Chapter 92: Facebook Discussion to Enhance English Learners’ Metacognitive Strategies
• Chapter 93: The Use of Virtual Worlds in Foreign Language Teaching and Learning
• Chapter 94: Perception of Communication in Virtual Learning Environments
• Chapter 95: Vocabulary CALL for Young ESL/EFL Learners
• Chapter 96: Do Opposites Attract?
• Chapter 97: A Qualitative Study on CALL Knowledge and Materials Design
• Section 7: Emerging Trends
• Chapter 98: The Future of Assessment for Personalized Naturalistic Learning
• Chapter 99: Faculty Perception of Virtual 3-D Learning Environment to Assess Student Learning
• Chapter 100: Emerging Models of Practice in Flipped English Language Arts Classrooms
• Chapter 101: Beginning Chinese as a Foreign Language Online Course Design
• Chapter 102: Flipping the Classroom to Gain Time
• Chapter 103: Estimation and Control of the Development of Electronic Resources in Russia
• Chapter 104: A New Era of Applying CALL to Enhance EFL Learners’ Lexical Knowledge