The papers, workshops, and symposia that will be presented at EUROCALL 2019 are available here (PDF) and are listed below.


Session 1

#1 | Finnish readability classification
— Nikolay Babakov, Nick Howell, Francis Tyers

#2 | Can intelligent personal assistants be used to develop L2 listening and speaking skills?
— Gilbert Dizon

#3 | A case study on the usability of an Intelligent Personal Assistant for L2 learning
— Benjamin Thanyawatpokin, Gilbert Dizon

#4 | Annotated scientific text visualizer: Design, development and deployment
— John Blake

#5 | L2 text recommendation system for Russian language
— Nikolay Babakov, Natalya Isupova, Enze Gong, Daria Ilyukhina, Oxana Chekmacheva, Anastasiya Bonch-Osmolovskaya, Olga Eremina

#6 | A Tool to Assist Learners of Chinese with the Acquisition of Lexical Tone Using Real-Time Pitch Tracking and Prosody Visualisation
— Yizhi Huang, George Christodoulides, Bernard Harmegnies

#7 | Integrating Creative Extensive Reading Activities into Xreading
— Peter Harrold

#8 | Going 99.9% Digital: The Highs and Lows of a Smartphone Classroom!
— Jaime Selwood

#9 | Affordances for Cultural Adjustment of International Students Learning Chinese as a Second Language in a Mobile-Assisted Learning Environment
— Shixin Dong, Li Cheng, Liu Dong, Guanzhen Wu

#10 | A Sociocultural Analysis of Identity Negotiation in a Joint Project of Intercultural Communication Using a Mobile-Assisted Teaching Approach
— Li Cheng, Jigang Yao, Liu Dong, Shixin Dong, Guanzhen Wu

#11 | Dynamics and Complexity in Academic Socialization of Engineering Students in Two Universities Using the Mobile-Learning Technologies
— Jigang Yao, Li Cheng, Liu Dong, Guanzhen Wu, Shixin Dong

#12 | The impact of integrating learning records of a web e-portfolio application and mobile applications on L2 English vocabulary learning
— Hiroya Tanaka, Akio Ohnishi, Ken Urano, Shinya Ozawa, Daisuke Nakanishi

#13 | From extensive reading to fan fiction via digital storytelling: A small classroom project
— Kazumichi Enokida

#14 | Student perceptions of group writing processes and feedback
— Kym Jolley

#15 | In Kahoots: Learning Vocabulary with Learner-created Quizzes
— Paul Dickinson

#16 | A Workstation for an M-Teacher (Advancing M-Learning in Russia)
— Daria Timoshina

#17 | The Popularity of Using Facebook in EFL and ESL Writing Classes
— Joe Lauer

#18 | Examining the conditions of using an English movie with subtitles
— Toshiko Koyama, Takaaki Okura

#19 | Student Created Media Projects for Peer Grammar Teaching in EFL
— Carlee Arnett, Harriett Jernigan

#20 | Effects of video-based formative practices on EFL learners’ public speaking anxiety and language proficiency
— Xiaohan Yu, Lili Wang, Yutong LU, Chunping ZHENG

#21 | Testing L1 and FL writing with Internet access: effect on task complexity
— Dea Jespersen

#22 | Designing tasks for developing complex language skills and cognitive competence in distance learning of Slovak as a Foreign Language
— Michaela Mošaťová, Jana Výškrabková

#23 | Practical Shadowing Activities in class with the reflection of CMC with Filipino teachers
— Yasushi Tsubota, Yoshitaka Sugimoto, Sandra Healy, Kayoko Ito

Session 2

#1 | Language exchanges on Facebook: Learners of L2 German and Japanese comment on the usefulness of social media for L2 learning
— Axel Harting

#2 | Asynchronous online peer judgments of intelligibility: Simple task, complex factors
— Suzanne Yonesaka

#3 | Impact of CMC on L2 Learning Demotivation: The Case of Irish Chinese Learners
— Chang Zhang

#4 | Learners’ contacting behaviors in large-scale asynchronous computer-mediated communication and perception of their own learning
— Tamao Araki, Kayo Yamamoto

#5 | Supporting Academic Writing Through Expanded Blended and Flipped Approaches: The Student Perspective
— Signe-Anita Lindgrén, Diane Pilkinton-Pihko

#6 | Literature Circles Online: Self-Directed Peer Interactions in Text Comprehension
— Euan Bonner, Anna Twitchell

#7 | GER – FIN – GER business-dictionary
— Hans-Joachim Schulze

#8 | Modeling Data-driven learning effects through the properties of the learning aims: a combined view of frequency and L1 congruency in collocations
— Luciana Forti

#9 | Vocabulary Ordering in Text-Driven Historical Language Instruction: Sequencing the Ancient Greek Vocabulary of Homer and the New Testament
— James Tauber

#10 | A STANAG-based CALL for military personnel: materials for vocabulary learning and reading in English
— Sayaka Kamio

#11 | A slew of activities to explore quantity approximation in Dutch, English and French
— Sylvie De Cock, Philippe Hiligsmann

#12 | GLOBISH – Promoting Digital Literacy and Closing The Educational Gap Through The Use of A Global Project
— Tal Levy

#13 | The use of digital media in the Russian language classroom. An empirical research project conducted in the German-speaking countries Austria, Germany and the region South Tyrol.
— Sonja Bacher

#14 | Positive Reinforcement: Keeping Students on Track within the Flipped Classroom.
— Thomas Goetz

#15 | DaF-Tag-Seminar – A two day training seminar for university teachers of German language in Finland and the Baltic states
— Hans-Joachim Schulze, Stefan Kuzay

#16 | The Application of Badges to Encourage Greater Extensive Reading
— Thomas Robb

#17 | Competition to spur motivation to learn technical vocabulary
— Shinichi Hashimoto

#18 | Virtual reality in language learning from educators’ perspective: Case study in a Saudi university
— Hana Alhudaithy, Nigel Newbutt

#19 | Effects of HVPT on Perception and production of English fricatives by Japanese learners of English
— Atsushi Iino

#20 | Change of Self-Rated Can-Do Statements during One Academic Semester
— Shusaku Kida, Kazumichi Enokida, Shuichi Amano, Kunihiro Kusanagi, Mitsuhiro Morita, Atsushi Nakagawa, Tatsuya Sakaue, Yuka Takahashi

#21 | Moodle and CEFR-informed, timed, extensive, EFL writing task management
— Bob Gettings


‘Make me feel English language part of my life’: Using WhatsApp beyond the classroom
— Jessica Mackay, Elsa Tragant

‘So close, yet so different’: Reflections on the multicultural course of Slavic languages
— Anna Kyppö

A Blended Learning Approach with the Babbel App
— Maren Pauli

A case study of Alexa for autonomous second language learning
— Daniel Tang, Gilbert Dizon

A Case Study on a Flipped Classroom in an EFL Grammar Course in Military Context
— Cem Bulut, Zeynep Kocoglu

A child’s perspective of the use of robotics in the early years of primary education: A pilot study
— Ann Devitt, Susan Nic Réamoinn

A corpus-based context-sensitive reading tool
 for learners of English and Dutch
— Guy Deville, Laurence Dumortier, Jean-Roch Meurisse

A corpus-based vocabulary profile analysis in CALL software
— Majid Fatahipour, Solmaz Alizadeh

A Franco-Irish project for the automatic identification of criterial features in learners of English
— Nicolas Ballier, Thomas Gaillat, Manel Zarrouk, Andrew Simpkin, Manon Bouyé, Annanda Sousa, Bernardo Stearns

A Practical Application of Content and Language Integrated Learning
— Kent Andersen

A Study on the Effectiveness of the Course “Professional Communication Skills” in Computer-Mediated Communication: From the Student’s Perspective
— Guanzhen Wu, Zhu Zhu, Li Cheng, Liu Dong

A telecollaboration project in your hand: fostering students’ engagement
— Alberto Andujar

Adding to the mix: Learning through live and vicarious participation in languages tutorials
— Christine Pleines

Addressing the Challenges of Mainstreaming Virtual Exchange in Both Language and Non-Language Disciplines
— Sake Jager, Mirjam Hauck, Shannon Sauro

An analysis of a corpus of Teacher Talk in the secondary-level EFL classroom: highlighting differences in modality and in the use of phrasal verbs
— Eric Nicaise

An Application for L2 Free Reading on the Web and Its Usage in the Classroom
— Mircea Lungu, Jeroen van Engen

An iCALL approach to morphophonemic training for Irish using speech technology
— Neasa Ní Chiaráin, Ailbhe Ní Chasaide

Analysis of mobile and non-mobile interactions within collaborative activities
— Peter Ilic

Applications of MALL – mobile learning of English for Specific Purposes at the university level
— Dorota Czerska-Andrzejewska

Assessing SLA in an online environment. Opportunities and challenges
— Goedele Vandommele

Assessing teachers’ readiness to online language teaching: Validating an online assessment instrument
— Koen Van Gorp, Luca Giupponi

Assessing vocabulary knowledge for learners of French as a foreign language: accounting for L1 variability to go beyond the CEFR scale
— Nuria Gala, Catherine David, Anaïs Tack, Thomas François

Assessment of Interculturality in Online Interaction: Methodological Considerations
— Ana Kanareva-Dimitrovska

Automatic detection of discourse-organizing nouns
— Irina Panteleeva, Olga Lyashevskay, Olga Vinogradova

Avoiding the Chaos of Theory: Assemblage Theory in Technology Enhanced Language Education
— Blair Matthews

AWARL (Automated Writing Assistant for Russian Learners) as a Computer-Assisted Language Learning Tool
— Olga Vinogradova, Elizaveta Ershova, Aleksandr Sergienko

Brazil and Colombia virtual exchange project: the Brazilian view
— Claudia Beatriz Martins, Maristela Werner

Bricolage Ecologies of Online, Paper, and Face-to-face Technologies
— Don Hinkelman

CALL and the discord between Japanese and Foreign language teachers of English: Recommendations from the Japanese public schooling system
— Michelle Lees, Andria Lorentzen, Ward Peeters

CALL for CLIL: Investigating the adoption of learning technology designed for CLIL Teachers.
— Caoimhín Ó Dónaill, Ana Gimeno-Sanz

CALL integration in the curriculum: the case of a Brazilian university
— Claudia Beatriz Martins, Rita de Cássia Marriott, Eglantine Guély Costa

CALL replication studies: getting to grips with complexity
— Cornelia Tschichold

Cambridge First – Using Google Cardboards to Prepare Students for the Speaking Part
— Alexandra Simões Andrade

Can digital storytelling enhance learning motivation for EFL students with low proficiency and confidence in English?
— Naoko Kasami

Can Spaceteam ESL, a multi-skill shouting game, promote the development of oral reading fluency in English? A Kenyan experience
— Walcir Cardoso

Capturing the effects of a long term telecollaboration practice in teacher education: a mixed method study
— Tina Waldman, Efrat Harel, Gotz Schwab

Collaborative Learning through Story Envisioning in Virtual Reality
— Maryam Sadat Mirzaei, Qiang Zhang, Kourosh Meshgi, Toyoaki Nishida

ColloCaid: a web-based text editor that assists writers with academic English collocations
— Ana Frankenberg, Robert Lew, Jonathan Roberts, Geraint Rees, Nirwan Sharma, Butcher Peter

Comparing Computer Mediated Peer Corrective Feedback of High and Low-Proficiency Learners
— Travis Past, Bradley DF Colpitts

Complexity and CALL
— Robert Godwin-Jones

Complexity and Potential of Synchronous Computer Mediated Corrective Feedback: A Study from Sri Lanka
— W A Piyumi Udeshinee, Ola Knutsson, Chitra Jayathilake, Sirkku Männikkö Barbutiu

Complexity and tool selection for purposeful communication in telecollaborative encounters in primary & secondary education
— Kristi Jauregi Ondarra

Complexity of social dimensions in telecollaborative classes
— Sandra Healy, Yasushi Tsubota

Computer mediated communication and Task-based learning for adolescent learners of Chinese as a Second Language in Ireland: systematic review and needs analysis
— Mengdi Wang, Ciarán Bauer, Ann Devitt

Computer-assisted pronunciation training through learner-made family narratives
— Pi-hua Tsai

Corpus consultation: Does it have to be perceived as complex?
— Reka R. Jablonkai

Creating collaborative digital stories to promote community awareness
— Bradley Irwin

Critical Cultural Awareness and Learning Through Digital Environments
— James Dunn

Crowdsourcing corpus cleaning for language learning resource development
— Tanara Zingano Kuhn, Peter Dekker, Branislava Šandrih, Rina Zviel-Girshin

Cultures in interaction and the culture of CMC in online intercultural exchange (OIE) using English and French
— Amira Benabdelkader

Data Driven Learning: The Impact of Online Concordancing as a Revision Tool on Writing Performance of EFL Learners
— Aysel Şahin Kızıl

Data visualisation tools for corpus-driven language learning
— Lynne Flowerdew

Data-driven learning in ESP university settings in Romania: multiple corpus consultation approaches for academic writing support
— Madalina Chitez, Loredana Bercuci

DDLizing your teaching : going beyond the use of concordance lines.
— Fanny Meunier

Designing for learning with your eyes open: the importance of the development of critical digital literacies.
— Teresa MacKinnon

Designing mobility into Mobile-Assisted LMOOCs
— Timothy Read, Beatriz Sedano, Elena Barcena

Developing EFL Writing Skills through WhatsApp Dialogue Journaling
— Ebru Noyan, Zeynep Koçoğlu

Developing motivational videos in tertiary education as a way of student empowerment
— Eleni Nikiforou

Development of an online test to examine the relationship between size, recognition time and automaticity of L2 auditory and spoken vocabulary
— Yutaka Yamauchi, Kay Husky, Aki Kunikoshi, Megumi Nishikawa

Digital communication landscapes: Exploring multimodality from students’ Whatsapp interactions in a virtual exchange project
— Pilar Concheiro, Joan-Tomás Pujolá, Olivia Espejel Nonell

Digital learning as a bridge for Syrian refugee women teachers
— Linda Bradley, Rima Bahous

Digital resources for very young Russian language learners: a post-integration educators’ assessment
— Gulnara Sadykova, Albina Kayumova, Alsu Vafina

Digital Stories: Improving the Process Using Smartphone Technology
— Jeremy White

Digital teaching and learning courses: a survey of current teacher education for CALL
— Scott Windeatt

Does MALL make a positive impact on Communicative Language Teaching? Results from a meta-analysis.
— Rupert Walsh

Effect of Gamification on Foreign Language Anxiety and speaking achievement in Second Language Acquisition.
— Nadia Azzouz Boudadi, Mar Gutiérrez-Colón

Effects of a telecollaborative project on EFL teacher trainees’ intercultural competence
— Hsin-Chou Huang, Barbara Loranc-Paszylk

EFL learners’ language learning and autonomy through digital gaming
— Ching-fen Chang

Enabling EFL digital literacy by implementing student use of NLP apps
— Hsiang-ling Huang

Escape from Desolo: The Safe Way To Bring Sea Dangers Into Classroom
— Giouli Pappa, Salomi Papadima-Sophocleous

Evaluating the effect of digital game tasks, inducing different levels of involvement load, on the acquistion new vocabulary items
— Amin Rasti Behbahani, Maryam Shahbazi

Examining the Benefits and Limitations of Flipped Adult Community-Based English and French Language Programs
— Geoff Lawrence

Exploring data-driven learning in academic writing education: the acquisition of hedging devices
— Xiao Wang

FanTALES – managing the complexity of fanfiction-based multilingual interactive storytelling in the European classroom
— Frederik Cornillie, Judith Buendgens-Kosten, Shannon Sauro, Joeri Van der Veken, Mark Turpin

Five great ideas to encourage collaboration, interaction and autonomy in language learning with Mobile Phones!
— Aysegul Salli

Fostering Cultural competence awareness by Engaging in Intercultural Dialogue- A Telecollaboration Partnership
— Maria Villalobos-Buehner

From Peanut Butter to Perusall and with Moodle in the middle: evolution of online tools for a faculty academic reading skills course
— Sylvia Goetze-Wake, Samantha Gouyette

From river to bank: The importance of sense-based graded word lists
— David Alfter, Elena Volodina

How can Duolingo work with your students?
— Mari Yamauchi

How can students with dyslexia be assisted through technology when learning a language?
— Georgia Savvidou, Anastasia Peck

How do learners use an online multimedia language learning environment? An eye-tracking study
— Isabeau Fievez, Maribel Montero-Perez, Frederik Cornillie, Piet Desmet

How to apply SLA principles in CALL? Lessons learnt from two case studies.
— Mariet Schiepers, Helena Van Nuffel

Hypal4MUST: A community-based web interface for translation teaching
— Sylviane Granger, Marie-Aude Lefer, Adam Obrusnik

Impact of Virtual Reality on Speaking Activities
— Samar Kassim, Adam Stone, Neil Witkin

Implementing EVE: Some preliminary findings
— Marta Giralt, Margarita Vinagre

Informal CALL: a discussion of L2 development measures and systemic complexity
— Meryl Kusyk

Instantaneous corrective feedback in the context of ASR-supported pronunciation training: does it work?
— Natallia Liakina, Denis Liakin

Instruction on English prepositions for Korean secondary school students: Connecting corpus-based formulaic language analysis and instructed SLA
— Yu Kyoung Shin, Sanghee Kang, Isaiah WonHo Yoo

Instructional Design for Collaborative Online International Learning with Smartphones
— Yayoi Anzai

Integrating a Virtual Reality application to simulate Situated Learning experiences in a Foreign Language course
— Maria Christoforou, Eftychia Xerou, Salomi Papadima-Sophocleous

Integrating MosoTeach into task-based Business English reading activities
— Qi Xu

Integration of a bilingual dictionary agent to facilitate lower-intermediate EFL learners’ interaction with general-purpose conversational agents
— Yueh-Chin Lin

Interactive Grammar Metaphors: An Intervention Study

— Daniel Pust

Interactivity in dialogue-based CALL practice: effects on learners perceptions and production
— Serge Bibauw, Thomas François, Piet Desmet

Intercultural communicative competence development through online lingua franca exchanges
— Kurt Kohn, Petra Hoffstaedter

Introducing Post-connectivism as an approach to the challenges of digital convergence and complexity within CALL
— Liam Murray, Marta Giralt, Silvia Benini

Introducing postgraduate research students to corpus-assisted learning of academic writing
— Meilin Chen, John Flowerdew

Investigating criterial features of learner English and predicting CEFR levels in French learners of English
— Thomas Gaillat, Nicolas Ballier, Manel Zarrouk, Andrew Simpkin, Manon Bouyé, Annanda Sousa, Bernardo Stearns

IRIS: The Database of Instruments for Research into Second Languages
— Magali Paquot, Emma Marsden, Luke Plonsky, Sophie Thompson

It Is a Small World After All – Promoting Digital Literacy and Closing the Educational Gap Using a Global Project
— Tal Levy

Joining the blocks together – an NLP pipeline for CALL development
— Monica Ward

Language students orchestrating layered simultaneity during technology-mediated encounters with children
— Leena Kuure, Riikka Tumelius

Language students’ sense making for agency in appropriating new practices of language teaching
— Leena Kuure, Maritta Riekki

LARA – The Learning and Reading Assistant
— Branislav Bédi, Hanieh Habibi, Elham Akhlaghi, Emmanuel Rayner, Cathy Chua, Ruth Martinez

Learner attitudes towards Data-driven learning: the effect of teaching context
— Luciana Forti

Learner-Adaptive Partial and Synchronized Caption for L2 Listening Skill Development
— Maryam Sadat Mirzaei, Kourosh Meshgi

Learners as teachers? – an evaluation of peer interaction and correction in a German language MOOC
— Hilary Thomas, Elisabeth Clifford, Susanne Winchester, Christine Pleines

Learners’ emotional response to a complex video-creation task
— Alice Meurice, Véronique Henin, Marie Van Reet

Learners’ uses of online resources as cognitive tools – what complexity does it imply for language learning?
— Morgane Domanchin

Learning intentionally and incidentally: A multiple case study of mobile dictionary in L2 vocabulary learning in the digital age
— Danyang Zhang

Learning Languages InforMALLy: An Investigation into the Effectiveness of MALL and MALL Apps
— Talip Gonulal

Learning to design a mobile hunt on Actionbound: a complex task?
— Julie Van de Vyver, Carole Delforge, Alice Meurice

Leveraging collaborative work for game-based language learning
— Dirk Hansen, Ferran Suner Munoz

LMOOCs and SPOC, a negotiation between chaos and rigidity
— Christelle Hoppe

LMS-based e-learning ESP programme for Gerontological Nursing in collaboration among universities in Japan and Finland
— Iwao Yamashita, Kari Vehamaskoski, Hannele Tiittanen, Etsuko Yokoyama, Marjo Palovaara

Local and remote participation in a blended-learning writing course: Exploring webcasting, webinars, and net meetings
— Diane Pilkinton-Pihko, Signe-Anita Lindgren

Massive Intercultural Oral Discussions: L2 Learners’ Use of Engagement Strategies
— Ana Sevilla-Pavón, Ana Gimeno-Sanz

Maximizing Student Engagement in Extensive Reading Using a Hybrid Analog and Digital Approach
— Cory Koby

Measuring Syntactic Complexity of Spoken Learner Language: A Survey of Methods & Approaches
— Barbora Bulantová

Mobile-assisted language learning and voice mapping in the development and design of the app Platzwit neu
— Ikumi Waragai, Makoto Ishii, Andreas Meyer, Tatsuya Ohta, Yukiko Sato, Stefan Brückner, Shuichi Kurabayashi

MOOCs as environments for learning spoken academic vocabulary
— Clinton Hendry, June Ruivivar

National CALL Research vs. Leading CALL Research
— Aysel Saricaoglu, Volker Hegelheimer, Sinem Sonsaat

National CALL solutions for complexity – digitalization projects in Finnish higher education
— Heidi Rontu, Pasi Puranen

Negotiating for meaning in interaction: the differences between virtual exchanges and regular online activities
— Canals Laia

Newly arrived students’ meaning making in CALL
— Anna Hell

Not a language course (!): Teaching global leadership skills through a foreign language in a ubiquitous learning environment
— Nobue Tanaka-Ellis, Sachiyo Sekiguchi

On building L2 lexical performance profiles: from learner data to CALL tool
— Marie-Josée Hamel

On-Demand Writing Frames: A latent potential of classroom corpus
— Mei-Hua Chen, James Lu

One Project, Three Perspectives: Online Language Learning Development in Finnish Higher Education
— Gabriela Barco, Jinhua Cheng, David Erent

Online corrective feedback provision and accuracy development in EFL writing: coping with complexity
— Muriel Grosbois, Cédric Sarré, Cédric Brudermann

Online Extensive Reading as a Predictor of Standardized Reading Outcomes
— Paul Lyddon, Brandon Kramer

Online speech: evaluating the effectiveness of speech recognition for language learners
— Gary Ross

Paperless, cooperative, and flipped- radical change in academic writing course design
— Troy Rubesch, Chad Cottam

Paradox of Ubiquity of Technology Use in Society and Limited Use in Education
— Frances Shiobara

Peer Evaluation and Class Presentations with SpeakingPhoto and PeerEval
— Bruce Lander

Perspectives and Trajectories of the Language teacher in the 21st century
— Sarah Heiser, Ursula Stickler, Regine Hampel, Aline Germain-Rutherford, Banafsheh Karamifar, Martina Emke, Joseph Hopkins, Pauline Ernest

Piloting Netflix for intra-formal language learning
— Antonie Alm

Podcasting in a CLIL context: Giving Teachers a Voice
— Julie Walaszczyk, Giac Zangara, Ciler Omer, Anne Falkenauer

Professional Identity Development in TESOL: Dialogic, Multimodal Engagement in Online Spaces
— Neil Johnson, Michael Hepworth

Quality for online language courses
— Kirsi Korkealehto

— Maria Avgousti, Stella Hadjistassou

Reflections on Skills for Business, a blended EAP course
— Sarah Winspear

Research on the Effectiveness of a Blended Teaching Mode from the Perspective of Social Constructivism ——A Case Study on the “Model International Conference”
— Zhu Zhu, Guanzhen Wu, Li Cheng, Liu Dong

Research Trends of Virtual Reality Environments for Language Learning from 2009 to 2018
— Xiaohan Yu, Lingyu Xu, Mengya Gao, Chunping ZHENG

Saudi University students’ attitudes and practices in Web-based Synchronous speaking platform.
— Abdurrazzag Alghammas

Screencasting and keylogging as pedagogical tools to enhance writing skill development
— Gaëtanelle Gilquin

Second Language Learning In Knowledge Forums: An Analysis of L2 Acquisition of students participating in the Knowledge Building International Project
— Marni Manegre, Mar Gutiérrez-Colón, Merce Gisbert

SimpleApprenant: a Platform to Assist French L2 Language Learners to Improve Writing Skills
— Amalia Todirascu, Marion Cargill

Social awareness in LMOOCs: Spanish for refugees and migrants
— Elena Martín-Monje, M. Dolores Castrillo, Elena Barcena

Speak, play, learn: introducing GRAAL, a narrative MALL software for EFL pronunciation teaching and learning
— Zoe Broisson, Robin Guérit, Georgios Athanasopoulos

Students discussing issues in different disciplines in webinars in foreign language
— Tiina Männikkö, Kaisa Alanen

Students’ Perceptions about the Use of Digital Badges in Online English Terminology Course: A three-year study
— Jun Iwata, Wang Shudong, John Clayton

Supporting CALL Normalisation for Language Teacher Education through a MOOC (Massive Open Online Course)/Virtual Exchange (VE) Reflective Blend
— Marina Orsini-Jones

Supporting CALL/MALL Use for Autonomous, Out-of-Class Language Learning
— Louise Ohashi

Syntactic complexity in L2 writing: The pertinence of T-units as a unit of measure across levels of formality
— Tove Larsson, Henrik Kaatari

Tablets in Second Language Education: Learners’ and Teachers’ Perceptions
— Amira Shouma, Walcir Cardoso

Task Design and Autonomy: Results from a U.S.-Germany Telecollaboration
— Carolin Fuchs

Teachers as trainees of a moodle platform: challenges and support
— Dina Tsagari, Anna Mavroudi

Teaching presentation skills through reflective practice via video annotation software
— Chad Cottam, Troy Rubesch

Teaching vocabulary to young learners with QR Codes: a Reflective Practice journey
— Giuliana Amaral Azevedo

That-structures in L2 academic English with focus on phraseological complexity
— Kateřina Vašků, Gabriela Brůhová, Markéta Malá

The (interim) results of the EU project ‘Designing and Evaluating Innovative Mobile Pedagogies’ (DEIMP)
— Ton Koenraad, Ton Koenraad

The disruptive effect of technology on communication and meaning-making in the language classroom: a complex systems theory approach
— Regine Hampel

The Effect of e-Feedback on Syntactic Development in EASP Students’ Writing
— Blanka Pojslová

The Effect of Online Video Games on EFL University Students’ Language Outcome
— Amel Benaissa

The Effects of an Online Learning Management System on Students’ Academic Socialization: A Qualitative Study on a Chinese Graduate Course
— Liu Dong, Li Cheng, Shixin Dong, Guanzhen Wu

The effects of learner characteristics and beliefs on usage of ASR-CALL systems
— Gemma Artieda, Bindi Clements

The effects of scripting and vocabulary knowledge on L2 learners’ collaborative writing
— Maribel Montero-Perez, Carmen Eggermont, Annelies Raes

The eLANG project: A social-interactional approach to foster digital literacy in language teaching and learning of languages via real-world tasks
— Marie-Josée Hamel, Catherine Caws

The Feasibility of Using the Bande à Part Music Application to Aid French Language Learners: An Application of the TAM
— Ross Sundberg

The History of CALL: the Upward March of Progress?
— John Gillespie

The Impact of AI on ELT using Flipped Lesson Instruction
— Hiroyuki Obari, Steve Lambacher

The importance of CALL to address the complexity of oral comprehension in interpreting : a didactic experiment in Saudi Arabia to improve the training of interpreters
— Shua’a Al-Amri

The long and winding road towards a diagnostic, task-based, digital language test
— Goedele Vandommele

The MO of MMOs: exploring the changing social landscape of gaming, and the role it plays in a future-centric language learning approach.
— Chris McGuirk

The MOONLITE LMOOC Rubric for Social Inclusion
— Timothy Read, Elena Barcena, Beatriz Sedano

The Prediction of Lexical Competence in Foreign Language Reading: A Systematic Synthesis
— Anaïs Tack, Thomas François, Piet Desmet, Cédrick Fairon

The Role of Educational Technologists in the Provision of Language Courses in Higher Education: a Case Study
— Christopher Allen, David Richardson

The role of socially-mediated alignment in the development of second language grammar and vocabulary: Comparing face-to-face and synchronous mobile-mediated communication
— YeonJoo Jung

The Shared Course Initiative: Addressing the Complexities of LCTLs through Inter-institutional Collaboration
— Christopher Kaiser, Stéphane Charitos

The Use of Data-Driven Learning in Legal Vocabulary Learning of International Law
— Yi-ju, Ariel Wu, Chi-Ting Robert Tsai

The use of Quizzlet to enhance vocabulary in the English language classroom
— Salvador Montaner-Villalba

The Video Assessment Module: Self, Peer and Teacher Post-Performance Assessment for Learning
— Matthew Cotter, Don Hinkelman

Time to Evaluate: The students’ perspective of an online MA in CALL programme
— Salomi Papadima-Sophocleous, Christina Nicole Giannikas

Toward an Online Writing Course for Doctoral Students
— Christine Horton

Towards sustainable language learning in higher education; engagement through multimodal approach
— Kirsi Korkealehto, Vera Leier

Towards the Design of an iCALL Platform for Beginner Mandarin Chinese Learners in Ireland
— Hongfei Wang, Neasa Ní Chiaráin

Transdisciplinarity as a solution for the complex multidisciplinarity of CALL.
— Jozef Colpaert, Phil Hubbard

Transform your teaching with digital tools
— Sara Bruun

Understanding the Complexities associated with Conceptualising Pedagogical Scenarios for Online Multimodal Interaction between two Languages and Cultures: A case of the ClerKing Telecollaborative Project
— Oneil Madden, Anne-Laure Foucher

Understanding the complexity of the context and the learner in the development of discourse markers through Mobile Assisted Language Use
— Christina Lyrigkou

Upper secondary students’ experiences of formal instruction incorporating digital literacies
— Jan Berggren

Using a Multimodal Corpus in EFL Classrooms: Perspectives on Learner Attitude
— Sara Aljohani

Using Activity Theory to explore the affordances for L2 learning in design-based SLA theory-driven CALL research
— Joanna Pitura

Using and adapting a DBR approach to teaching EAP and digital literacy skills
— Heejin Chang, Scott Windeatt

Using online modes of communication for task-based learning in the EFL classroom. Is it worth the bother?
— Anthony Young

Using smartphone language learning application to encourage Chinese students’ Willingness to Communicate (WTC): A Confucian Heritage Cultural (CHC) perspective
— Dan Zhao

Using virtual exchange in the language classroom – results
— Eric Hagley, Matt Cotter, Thom Rawson

Using voice assistants for language learning: a case study for Alexa
— Lucy Skidmore

VE, warts and all: ‘catastrophes’, ‘disasters’ and failing better
— Marta Giralt, Liam Murray, Silvia Benini

Virtual Exchange for Teacher Education: a focus on critical digital literacy
— Zeynep Bilki, Müge Satar, Mirjam Hauck

Virtual Reality and 360 degree video applications to support Foreign Language Learning
— Anke Berns, Iván Ruiz-Rube, Miguél Mota-Macías, Edson Castro, Oona Ryynänen, Lissy Werner, Nina Rodríguez

Virtual Reality Participatory Approach in Foreign Language Learning and Teacher Training: Is There an Added Value?
— Sabrina Priego, Meei-Ling Liaw

Vlogging in higher education: students’ reflections on a research-based practice
— Anu Muhonen, Pauliina Puranen

VR 360 to Enhance Learning Impact for Global Citizenship
— Erin Frazier, Jennie Roloff Rothman

WriteUp: towards a tailor-made annotation and feedback plugin to develop writing skills on Moodle
— Céline Gouverneur, Sabrina Knorr

Writing assistants: from word lists to NLP and artificial intelligence
— Serge Verlinde, Lieve De Wachter, An Laffut, Kristin Blanpain, Geert Peeters, Ken Sevenants, Margot D’Hertefelt


CorpusCALL Symposium
— James Thomas, Alex Boulton, Reka Jablonkai, Elisa Corino

Less Commonly Taught Languages Symposium
— Monica Ward, Anna Kyppö

MALL Tools Tried and Tested
— Bruce Lander, Valentina Morgana, Tim Knight, Jaime Selwood, Robert Gettings, Mari Yamauchi, Julie Van de Vyver, Carole Delforge

New technologies in professional development programmes: A time for action
— Phil Hubbard, Rikka Tumelius, Christina Nicole Giannikas


Creating your own corpus-driven CALL materials from A-Z
— Emily Sheepy, Clinton Hendry

Designing e-interview research to address complexity in CALL
— Joanna Pitura

Language Learning through Gaming: Embracing changing platforms for learner interaction.
— Chris McGuirk, Susanna Nocchi

Let’s go to the MALL? Revisiting Classroom Activities and Dynamics
— Alexandra Simões Andrade

Open access versus vanity publishing: a complex case for trust
— Karine Fenix, Sylvie Thouësny

PeerEval lets students speak more with simultaneous mini-talks
— Thomas Robb

Research methodology in CALL journals: “do.s” and “don’t.s”
— Alex Boulton, Muriel Grosbois, Bryan Smith, Jozef Colpaert, Jesús García Laborda, Ana Gimeno, Phil Hubbard, Ursula Stickler

Utilizing Free, Corpus-based Wordlists & Tools to Teach Vocabulary
— Charles Browne

Web 2.0, Virtual Reality and interactive videos in Foreign Language Teaching and Learning
— Salvador Montaner Villalba, Alice Gruber

What is an LMOOC? The what, the how and the best practice
— Elena Martín-Monje, Kate Borthwick