Computer-Assisted Foreign Language Teaching and Learning: Technological Advances

Computer-Assisted Foreign Language Teaching and Learning: Technological Advances

Bin Zou (Xi’an Jiaotong-Liverpool University, China), Minjie Xing (University of Manchester, UK), Yuping Wang (Griffith University, Australia), Mingyu Sun (University of Wisconsin - Milwaukee, USA) and Catherine H. Xiang (The London School of Economics and Political Science, UK)
Release Date: January, 2013|Copyright: © 2013 |Pages: 356
ISBN13: 9781466628212|ISBN10: 1466628219|EISBN13: 9781466628229|DOI: 10.4018/978-1-4666-2821-2


Educational technologies continue to advance the ways in which we teach and learn. As these technologies continue to improve our communication with one another, computer-assisted foreign language learning has provided a more efficient way of communication between different languages.

Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic scholars, language teachers, students, and policymakers a better understanding of the importance and influence of e-learning in second language acquisition.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Collaborative Learning
  • Computer mediated communication
  • E-Assessment for Learning
  • Intercultural Communication
  • Language Learning Software
  • Social networking in language learning and teaching
  • Virtual Learning Environment
  • Web 2.0 Environments

Reviews and Testimonials

To help foreign language teachers gain teaching skills, Zou (English, Xi'an Jiaotong-Liverpool U., China) et al. bring together researchers in linguistics, language, computers, instructional technology, and other areas from Asia, Europe, Australia, and the US for 16 chapters on computer-assisted foreign language learning. They review computer-assisted language learning theories, technologies, and trends; collaborative learning topics, including the design of online assessments, practicing language interaction through social networking sites, and a business English teaching context; aspects of teachers and learners, such as learner autonomy, the use of Facebook, learner engagement, student perceptions of using new technologies, and the use of a virtual learning environment; and course design, including developing an online Chinese program, designing language learning software, a training program for the perceptual skills of adult learners of English, technologies to enhance student engagement in independent learning and lifelong learning skills, and computer-assisted pronunciation training assessment programs.

– Annotation ©2013 Book News Inc. Portland, OR

Recommended- This book addresses various aspects of computer assisted foreign language teaching and learning, providing detailed discussion in three major sections. These are topics with notable interest and are worth further discussions. By reading this book, the readers are exposed to some of the most popular discussions in the CALL area, and benefit not only from being informed of what is going on in this area, but are also helped to explore further study in their own interests.

– Qiao Zhuo and Zhou Yunyi, Xi’an Jiaotong-Liverpool University, China

Table of Contents and List of Contributors

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Editorial Advisory Board
Table of Contents
Bin Zou, Minjie Xing, Catherine H. Xiang, Yuping Wang, Mingyu Sun
Chapter 1
Minjie Xing, Bin Zou, Dongshuo Wang
This chapter studies a wiki project that electronically links English students learning Business Chinese in the UK and Chinese students learning... Sample PDF
A Wiki Platform for Language and Intercultural Communication
Chapter 2
Yuping Wang, Nian-Shing Chen
As suggested by its title, this chapter situates online assessment in language learning in complete online mode as opposed to blended learning... Sample PDF
Engendering Interaction, Collaboration, and Reflection in the Design of Online Assessment in Language Learning: A Reflection from the Course Designers
Chapter 3
Marina Orsini-Jones, Billy Brick, Laura Pibworth
This chapter reports on the evaluation of language learning SNSs carried out by “expert students” who are training to become Teachers of English as... Sample PDF
Practising Language Interaction via Social Networking Sites: The Expert Student’s Perspective on Personalized Language Learning
Chapter 4
Ke Zhao
Drawing on knowledge building and social cognitive perspectives on academic literacy, this chapter argues for a design framework of... Sample PDF
Scaffolding Role of Computer-Supported Collaborative Learning Environment on Collaboration and Academic Literacy: Possibilities and Challenges
Chapter 5
Jonathan R. White
This chapter presents an analysis of economised language in textchat data from non-native English-speaking students in an MA programme in English... Sample PDF
Language Economy in Computer-Mediated Communication: Learner Autonomy in a Community of Practice
Chapter 6
Joseph M. Terantino
This chapter discusses the adoption of the social networking site Facebook for use in foreign language courses. By comparing university faculty and... Sample PDF
Facebook Comparison Research: Faculty and Student Perceptions of Social Media for Foreign Language Courses
Chapter 7
Zhiyan Guo, Zhizhuo Guo
Learner engagement has been a topical discussion for decades in both face-to-face teaching of the classroom and computer-mediated virtual learning... Sample PDF
Learner Engagement in Computer-Mediated Chinese Learning
Chapter 8
Jianxiong Wu
Vast and fast technological advancements mark the new millennium. New emerging technologies are changing the world and our society at a magnitude... Sample PDF
Students in the New Millennium: How Much do We Know about Them?
Chapter 9
Eoin Jordan, Mark Coyle
This chapter examines a semester-long Moodle-based programme of monitored quizzes designed to encourage first-year Chinese students at an English... Sample PDF
Using a Virtual Learning Environment to Promote Autonomous Language Learning for Chinese Students
Chapter 10
Mingyu Sun, Yea-Fen Chen, Andrew Olson
The virtual language classroom is becoming more commonplace, and for many instructors it is even a requirement. This chapter aims to present a... Sample PDF
Developing and Implementing an Online Chinese Program: A Case Study
Chapter 11
Vehbi Turel, Peter McKenna
In this chapter, the authors focus on the principles and guidelines that should be borne in mind when designing and developing (interactive... Sample PDF
Design of Language Learning Software
Chapter 12
Rae Lynne Mancilla
This chapter examines second language (L2) listening and note-taking tasks performed by international students in university settings, guided by... Sample PDF
Getting Smart about Split Attention
Chapter 13
Charles S. Watson, James D. Miller
Millions of adult learners have acquired good-to-excellent literacy in English, but most of them continue to have difficulty with oral communication... Sample PDF
Computer-Based Perceptual Training as a Major Component of Adult Instruction in a Foreign Language
Chapter 14
Jan Van Maele, Lut Baten, Ana Beaven, Kamakshi Rajagopal
This chapter illustrates how e-assessment of oral proficiency in the foreign language can be designed and conducted in ways that enhance the... Sample PDF
e-Assessment for Learning: Gaining Insight in Language Learning with Online Assessment Environments
Chapter 15
Catherine Franc, Annie Morton
The Department of French at the University of Manchester is currently innovating in eLearning in order to enhance both language provision and... Sample PDF
The Use of VLE for Monitoring Independent Language Learning in Large Cohort Provision: The Case of French Studies at the University of Manchester
Chapter 16
Chiharu Tsurutani
Pedagogical support for pronunciation tends to fall behind other areas of applied linguistics and CALL (Computer-Assisted Language Learning) due to... Sample PDF
Computer-Assisted Pronunciation Training and Assessment (CAPTA) Programs: Requirements, the Current State of Affairs, and Challenges for the Future
About the Contributors

Author(s)/Editor(s) Biography

Bin Zou received his PhD in TESOL and computer technology from the University of Bristol (UK) and MA degree from the University of York (UK). He is a senior tutor/associate professor and a team leader at the English Language Centre, Xi'an Jiaotong-Liverpool University (China) and currently teaches EAP and EF courses. Dr. Zou’s research interests include Applied Linguistics, ELT, EAP, CALL, Corpus, and ICT. He has given presentations at international conferences including AILA, EUROCALL, IALLT, BAAL, IATEFL, etc., published papers in international journals, such as Computer-Assisted Language Learning, the International Journal of Computer-Assisted Language Learning and Teaching, the International Journal of Emerging Technologies in Learning, and edited books, including Monitoring and Assessment in Online Collaborative Environments: Emergent Computational Technologies for E-learning Support (IGI Global, USA). He is the editor of two books: Computer-Assisted Foreign Language Teaching and Learning: Technological Advances and Explorations of Language Teaching and Learning with Computational Assistance both to be published by IGI Global in 2013. Also, he has been involved in reviewing papers for the journal of Computer-Assisted Language Learning, the journal of Mixed Methods Research, and IGI Global books.
Minjie Xing is a senior language teacher at Manchester University, UK. Since she obtained her PhD in Language and Culture between Chinese and English at Salford University, she has been teaching Chinese in higher education in the UK for all levels of students. Her expertise and research interests are e-learning, autonomous learning, interactive/cooperative learning, and intercultural communication. Her research has been widely published in renowned journals and books. She is currently an active member on the editorial board for the International Journal of Computer-assisted Language Learning and Teaching.
Yuping Wang is an associate professor in the School of Languages and Linguistics at Griffith University, Australia. Her research focuses on the use of Synchronous Computer Mediated Communication (SCMC) and Synchronous Learning Management Systems (SLMS) in second language learning and teacher training. She has published on the use of SLMS and Internet-based videoconferencing tools in online/distance language learning and online teacher training.
Mingyu Sun earned her Ph.D. in Computational Linguistics and Master’s Degree in Computer Science from Michigan State University. She is currently the director of the Language Resource Center at University of Wisconsin – Milwaukee in the United States. She oversees language testing and evaluation, web-based instructional innovations, and the development of instructional technology for over twenty languages, including Arabic, Chinese, Hmong, Lao, Thai, Hebrew, as well as a full array of more commonly taught languages, and also the translation program at UWM.
Catherine Hua Xiang is the Language Coordinator for Mandarin and Japanese at the London School of Economics and Political Science, UK. Her research focuses on teaching Chinese as a foreign language, e-learning and distance language education, and cross-cultural communication. She is the author of Mastering Chinese – A Complete Coursebook for Beginners. She is currently involved in a major European project called ‘Visual-audio Media in L2 Teaching and Learning’, which is exploring the impact of using media technology in language education.


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