TECHNOLOGY IN LANGUAGE LEARNING & TEACHING:



TECHNOLOGY IN LANGUAGE LEARNING AND TEACHING:

SELECTED REFERENCES

(Last updated 23 November 2020)

Abraham, L. B., & Williams, L. (Eds.). (2009). Electronic discourse in language learning and language teaching. Philadelphia, PA: John Benjamins Publishing Company.

Abrams, Z. I. (2006). From theory to practice: Intracultural CMC in the L2 classroom. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 181-210). San Marcos, TX: CALICO.

Ancker, W. P. (2002). The challenge and opportunity of technology: An interview with Mark Warschauer. English Teaching Forum, 40(4), 1-8.

Andrei, E. (2017). Technology in teaching English language learners: The case of three middle school teachers. TESOL Journal, 8(2), 409-431.

Anthony, J. J. (2009). Classroom computer experiences that stick: Two lenses on reflective timed essays. Assessing Writing, 14, 194-205.

Arnold, N. (2006). Expanding CALL beyond general language classes: The case of courses in language for special purposes. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 269-288). San Marcos, TX: CALICO.

Arnold, N., & Ducate, L. (2006). CALL: Where are we and where do we go from here. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 1-20). San Marcos, TX: CALICO.

Azzaro, G. (2014). Human drive and humanistic technologies in ELT training. In J. de Dios Martínez Agudo (Ed.), English as a foreign language teacher education: Current perspectives and challenges (pp. 287-312). New York, NY: Rodopi.

Bigelow, M. (2009). Technology in foreign and second language instruction. In M. D. Roblyer & A. Doering (Eds.), Integrating educational technology into teaching (5th edition) (pp. 295-312). Upper Saddle River, NJ: Pearson Education, Inc.

Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success. Journal of Technology and Teacher Education, 10(1), 95-100.

Blake, R. (2011). Current trends in online language learning. Annual Review of Applied Linguistics, 31, 19-35.

Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals, 51(1), 225-232.

Brown, C. P., Englehardt, J., & Mathers, H. (2016). Examining preservice teachers' conceptual and practical understandings of adopting iPads into their teaching of young children. Teaching and Teacher Education, 60, 179-190.

Brown, I., Campbell, A. P., & Weatherford, Y. (2008). Using DynEd and ALC with low-level university freshmen. The JALT CALL Journal, 4(3), 37-53. Retrieved from

Browne, C., & Gerrity, S. (2004). Setting up and maintaining a CALL laboratory. In S. Fotos & C. Browne (Eds.), New perspectives in CALL for second language classrooms (pp. 171-197). Mahwah, NJ: Lawrence Erlbaum.

Burston, J. (2003). Proving IT works. CALICO Journal, 20, 219-226.

Burston, J. (Ed.). (2005). Digital language lab solutions: An evaluation of software-based virtual labs. Madison, WI: International Association of Language Learning Technologies.

Cafolla, R., Kauffman, D., & Knee, R. (1997). World wide web for teachers: An interactive guide. Boston: Allyn & Bacon.

Carr, N. T. (2006). Computer-based testing: Prospects for innovative assessment. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 289-312). San Marcos, TX: CALICO.

Chalhoub-Deville, M. (2001). Language testing and technology: Past and future. Language Learning and Technology, 5(2), 95-98.

Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge, UK: Cambridge University Press.

Chapelle. C.A. (2005). Computer-assisted language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 743-755). Mahwah, NJ: Lawrence Erlbaum Associates.

Chapelle, C. A. (2009).  The relationship between SLA theory and CALL.   Modern Language Journal, 93(4), 742-754.

Chapelle, C. A. (2003). English language learning and technology. Philadelphia: John Benjamins Publishing Company.

Chapelle, C., & Douglas. D. (2006). Assessing language through computer technology. Cambridge, UK: Cambridge University Press.

Chapelle, C., & Douglas, D., (2009). What is the CALT Difference? In P. Hubbard (Ed.), Computer-assisted language learning: Critical concepts in linguistics (Vol. 4) (pp. 138-156). New York, NY: Routledge.

Chapelle, C., & Hegelheimer, V. (2004). The English language teacher in the 21st century. In S. Fotos & C. Browne (Eds.), New perspectives in CALL for second language classrooms (pp. 299-316). Mahwah, NJ: Lawrence Erlbaum.

Chapelle, C., & Jamieson, J. (1989). Research trends in computer-assisted language learning. In M. C. Pennington (Ed.), Teaching languages with computers: The state of the art (pp. 47-59). La Jolla, CA: Athelstan.

Chapelle, C. A., & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to computer-assisted language learning. New York, NY: Pearson.

Chen, X.-B. (2013, Feb). Tablets for informal language learning: Student usage and attitudes. Language Learning & Technology, 17(1), 20-36. Retrieved from

Chenoweth, N. A., Jones, C. M., & Tucker, G. R. (2006). Language online: Principles of design and methods of assessment. In R. P. Donaldson, & M. A. Haggstrom (Eds.), Changing language education through CALL (pp. 149-168). New York, NY: Routledge.

Chun, D. M. (2006). CALL technologies for L2 reading. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 69-98). San Marcos, TX: CALICO.

Chun, D. M. (2011). Computer-assisted language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 663-680), New York, NY: Routledge.

Compton, L. K. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73-99.

Cummings, M. C. (2004). "Because we are shy and fear mistaking": Computer mediated communication with EFL writers. Journal of Basic Writing, 23(2) 23-48.

Darvin, R. (2017). Language, power, and critical digital literacy. In. S. Thorne & S. May (Eds.), Language Education and Technology: Encyclopedia of Language and Education (Vol. 9, pp. 17-30). New York, NY: Springer.

Darvin, R. (2018). Social class and the unequal digital literacies of youth. Language and Literacy, 20(3), 26-45.

Dikli, S. (2005). Automated essay scoring. The Turkish Online Journal of Distance Education (TOJDE), 7(1), 5. 

Dikli, S. (2006). An overview of automated essay scoring. Journal of Technology, Learning, and Assessment, 5(1).

Dikli, S. (in press). The nature of the automated essay scoring feedback. CALICO (The Computer Assisted Language Instruction Consortium) Journal, 28(1).

Dever, S. Y., & Pennington, M. C. (1989). Computer capabilities underlying computer-learner interaction. In M. C. Pennington (Ed.), Teaching languages with computers: The state of the art (pp. 11-28). La Jolla, CA: Athelstan.

Douglas, D., & Hegelheimer, V., (2007). Assessing language using computer technology. Annual Review of Applied Linguistics, 27, 115-132.

Ducate, L., Lomicka Anderson, L., & Moreno, N. (2011). Wading through the world of wikis: An analysis of three wiki projects. Foreign Language Annals, 44(3), 495-524.

Dubreil, S. (2006). Gaining perspective on culture through CALL. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 237-268). San Marcos, TX: CALICO.

Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Harlow, UK: Longman.

Educational Technology Standards and Performance Indicators for Administrators. Retrieved 29 August 2007, from inhouse/nets/cnets/administrators/index.html.

Ene, E., Görtler, S., & K. McBride (2005). Teacher participation styles in FL chats and their effect on student behavior. CALICO, 23(3), 603-634.

Erben, T., Ban, R., & Castaneda, M. (2009). Teaching English language learners through technology. New York, NY: Routledge.

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Senderur, E., & Senderur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59, 423-435.

Fang, X., & Warschauer, M. (2004). Technology and curricular reform in China: A case study. TESOL Quarterly, 38(2), 301-323.

Ferreira, A., Moore, J. D., & Mellish, C. (2007). A study of feedback strategies in foreign language classrooms and tutorials with implications for intelligent computer-assisted language learning systems. International Journal of Artificial Intelligence in Education Education, 17, 389 – 422. 

Gabriel, Y. (2008). Against the tyranny of PowerPoint: Technology-in-use and technology abuse. Organization Studies, 29(2), 255-276.

Garrett, N. (2009). Computer-assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal, 93, 719-740.

Gonglewski, M., & DuBravac S. (2006). Multiliteracy: Second language literacy in the multimedia environment. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 43-68). San Marcos, TX: CALICO.

Golonka, E. M., Bowles, A. R., Franck, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105.

Goodwin-Jones, R. (2011). Autonomous language learning. Language Learning and Technology, 15(3), 4-11.

Gorsuch, G. J., & Austin, K. A. (2003). From paper and pencil to the Web: A testing and technology partnership. In C. A. Coombe & N. J. Hubley (Eds.), Assessment practices (pp. 75-89). Alexandria, VA: TESOL.

Grgurovic, M., Chapelle, C. A., & Shelley, M. C.  (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning.  ReCALL Journal, 25, 1-34.

Grimes, D., & Warschauer, M. (2008). Learning with laptops: A multi-method case study. Journal of Educational Computing Research, 38(3), 305-332.

Grimes, D., & Warschauer, M. (2010). Utility in a fallible tool: A multi-site case study of automated writing evaluation. Journal of Technology, Language, and Assessment, 8(6), 1-43.

Haarmann, H. (2011). Writing as technology and cultural ecology. New York, NY: Peter Lang.

Hanson-Smith, E. (Ed.). (2000). Technology-enhanced learning environments. TESOL practice series. Bloomington, IL: TESOL.

Hardisty, D., & Windeatt, S. (1989). CALL. Oxford: Oxford University Press.

Hauck, M., & Hampel, R. (2008). Strategies for online learning environments. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 283-302). Bristol, UK: Multilingual Matters.

Healey, D. (2016). Language learning and technology: Past, present, and future. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology (pp. 9-23). New York, NY: Routledge.

Healey, D., Hanson-Smith, E., Hubbard, P., Ioannou-Georgiou, S., Kessler, G., Ware, P. (2011). TESOL technology standards: Description, implementation, integration. Alexandria, VA: TESOL.

Ho, C. M. L. (2010). What’s in a question? The case of students’ enactments in the Second Life virtual world. Innovation in Language Learning and Teaching, 4(2), 151-176.

Huang, Y. M., Liang, T. H., & Chen, N. S. (2012). Empowering personalized learning with an interactive e-book learning system for elementary school students. Educational Technology, Research and Development, 60(4), 703-722.

Hubbard, P. (1992). A methodological framework for CALL courseware development. In M. Pennington & V. Stevens (Eds.), Computers in applied linguistics: An international perspective. (pp. 39-65). Clevedon, UK: Multilingual Matters.

Hubbard, P. (2004). Learner training for effective use of CALL. In S. Fotos & C. Browne (Eds.), New perspectives on CALL for Second language classrooms (pp. 45-68). Mahwah, NJ: Lawrence Erlbaum.

Hubbard, P. (2006). Evaluating CALL software. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 313-338). San Marcos, TX: CALICO.

Hubbard, P. (2011). Evaluation of courseware and websites. In L. Ducate & N. Arnold (Eds.), Present and future perspectives of CALL: From theory and research to new directions in foreign language teaching (2nd ed.) (pp. 407-440). San Marcos, TX: CALICO.

Hubbard, P., & Romeo, K. (2012). Diversity in learner training. In G. Stockwell (Ed.), Computer-assisted language learning: Diversity in research and practice. (pp. 33-48). Cambridge, UK: Cambridge University Press.

Jamieson, J., & Chapelle, C. (2010). Evaluating CALL use across multiple contexts. System, 38, 357-369.

Jeon-Ellis, G., Debski, R, & Wigglesworth, G. (2005). Oral interaction around computers in the project-oriented CALL classroom. Language Learning and Technology, 9(1), 121—145. 

Jiménez Raya, M., & Pérez Fernández, J.M. (2002). Learner autonomy and new technologies. Educational Media International, 39(1), 61-68.

Johnson, N. A., Cooper, R. B., & Chin, W. W. (2009). Anger and flaming in computer-mediated negotiation among strangers. Decision Support Systems, 46(3), 660-672.

Jones, L. C. (2006). Listening comprehension in multimedia environments. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 99-126). San Marcos, TX: CALICO.

Jones, C., & Fortescue, S. (1987). Using computers in the language classroom. New York, NY: Longman.

Kato, F., Spring, R., & Mori, C. (2016). Mutually beneficial foreign language learning: Creating meaningful interactions through video-synchronous computer-mediated communication. Foreign Language Annals, 49(2), 355–366.

Keith, C. J., & Lafford, P. A. (1989). Designing software for vocational language programs: An overview of the development process. In M. C. Pennington (Ed.), Teaching languages with computers: The state of the art (pp. 125-143). La Jolla, CA: Athelstan.

Kemp, N. (2011). Mobile technology and literacy: Effects across cultures, abilities and lifespan. Journal of Computer Assisted Learning, 27(1), 1-3.

Kern, N. (2013). Technology-integrated English for specific purposes lessons: Real-life language, tasks, and tools for professionals. In G. Motteram (Ed.), Innovations in learning technologies for English language teaching. (pp. 89–115). London, UK: The British Council.

Kern, R., Ware, P., & Warschauer. M. (2004). Crossing frontiers: New directions in online pedagogy and research. Annual Review of Applied Linguistics, 24, 243-260.

Kern, R., Ware, P., & Warschauer, M. (2008).  Network-based language teaching.  In N. V. Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of language and education, 2nd Edition, Vol. 4: Second and foreign language education (pp. 281-292). New York: Springer.

Kern, R., & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 1-19). New York: Cambridge University Press.

Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205-218.

Kramsch, C., A’Ness, F. & Lam, W. (2000). Authenticity and authorship in the computer-mediated acquisition of L2 literacy. Language Learning and Technology, 4(2), 78-104.

Kubler, N. (Ed.). (2011). Corpora, language, teaching, and resources: From theory to practice. New York, NY: Peter Lang.

Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second-language teachers do or do not use technology in their classrooms. Canadian Modern Language Review, 56, 390-420.

Lamy, M. N., & Hampel, R. (2007). Online communication in language learning and teaching. Chippenham, UK: Palgrave Macmillan.

Laroussi, F. (Ed.). (2011). Code-switching, languages in contact and electronic writings. New York, NY: Peter Lang.

Lee, L. (2012). Engaging study abroad students in intercultural learning through blogging and ethnographic interviews. Foreign Language Annals, 45(1), 7-21.

Levy, M. (2012). Technology in the classroom. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 279-286). Cambridge, UK: Cambridge University Press.

Levy, M., & Stockwell, G. (2013). CALL dimensions: Options and issues in computer-assisted language learning (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Li, G., Li, G &., Ni, X. (2011). Primary EFL teachers' technology use in China: Patterns and perceptions. RELC Journal, 42(1), 69-85.

Li, R. C., & Hart, R. S.  (2002). What can the worldwide web offer ESL teachers? In J.C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 374-384). Cambridge: Cambridge University Press.

Ling, G., & Bridgeman, B. (2013). Writing essays on a laptop or a desktop computer: Does it matter? International Journal of Testing, 13(2), 105-122.

Liu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computer-based technology use in second language learning: Review of literature from 1990-2000. Journal of Research on Technology in Education, 34(3), 250-273.

Lomicka, L. (2006). Understanding the other: Intercultural exchange and CMC. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 211-236). San Marcos, TX: CALICO.

Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in second language settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226-246.

Luke, C. L. (2006). Situating CALL in the broader methodological context of foreign language teaching and learning: Promises and possibilities. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 21-42). San Marcos, TX: CALICO.

Mason, R., & Rennie, F. (2008). E-learning and social networking handbook: Resources for higher education. London, UK: Routledge. 

McBride, K. (2007). Adaptive and maladaptive strategy use in computer-assisted language learning activities for listening comprehension. Indian Journal of Applied Linguistics, 33(2), 65-86.

McBride, K. (2008). English web page use in an EFL setting: A contrastive rhetoric view of the development of information literacy. In U. Connor, E. Nagelhout & W. Rozycki (Eds.), Contrastive rhetoric (pp. 219–240). Philadelphia: Benjamins.

McBride, K. (2009). Podcasts and second language learning: Promoting listening comprehension and intercultural competence. In L. B. Abraham & L. Williams (Eds.), Electronic discourse in language learning and language teaching (pp. 153-167). Amsterdam: John Benjamins.

McBride, K. (2009). Social-networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 35-58). San Marcos, TX: Computer Assisted Language Instruction Consortium (CALICO).

McBride, K., & Fägersten, K. B. (2008). Student’s role in distance learning. In S. Goertler & P. Winke (Eds.), Opening doors through distance language education: Principles, perspectives, and practices (pp. 43-66). San Marcos, TX: Computer Assisted Language Instruction Consortium (CALICO).

McBride, K., & Wildner-Bassett, M. E. (2008). Interpersonal and intercultural understanding in a blended second culture classroom. In S. S. Magnan (Ed.), Mediating discourse online (pp. 93-123). Philadelphia, PA: Benjamins.

McCuistion, P. J. (1991). Static vs. dynamic visuals in computer-assisted instruction. Engineering Design Graphics Journal, 55(2), 25-33.

Meskill, C. (2005). Triadic scaffolds: Tools for teaching English language learners with computers. Language Learning and Technology, 9(1), 46-59.

Meskill, C., & Anthony, N. (2010). Teaching languages online. Clevedon, UK: Multilingual Matters.

Motteram, G. (Ed.) (2013). Innovations in learning technologies for English language teaching. London, UK: British Council. Retrieved from

Murphy, L., Shelley, M., & Baumann, U. (2010). Qualities of effective tutors in distance language teaching: Student perceptions. Innovation in Language Learning and Teaching, 4(2), 119-136.

Murray, L., & Hourigan, T. (2006). Using micropublishing to facilitate writing in the foreign language. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 149-180). San Marcos, TX: CALICO.

Neri, A., Cucchiarini, C., Strik, H., & Boves, L. (2002). The pedagogy-technology interface in computer assisted pronunciation training. Computer Assisted Language Learning, 15(5), 441-467.

North, S., Snyder, I., & Bulfin, S. (2008). Digital tastes: Social class and young people's technology use. Information, Communication & Society, 11(7), 895-911.

O’Brien, M. G. (2006). Teaching pronunciation and intonation with computer technology. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 127-148). San Marcos, TX: CALICO.

OECD. (2015). Students, computers and learning: Making the connection. Paris, France: OECD Publishing.

Pearson, P., Pickering, L., & Da Silva, R. (2011). The impact of computer assisted pronunciation training on the improvement of Vietnamese learner production of English syllable margins. In. J. Levis, & K. LeVelle (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference (pp. 169–180). Ames, IA: Iowa State University.

Pennington, M. C. (Ed.), (1989). Teaching languages with computers: The state of the art. La Jolla, CA: Athelstan.

Pennington, M. C. (1989). Applications of computers in the development of speaking and listening proficiency. In M. C. Pennington (Ed.), Teaching languages with computers: The state of the art (pp. 99-121). La Jolla, CA: Athelstan.

Phelps, R., & Graham, A. (2010). Exploring the complementarities between complexity and action research: The story of Technology Together. Cambridge Journal of Education, 40(2), 183-197.

Phinney, M. (1989). Computers, composition, and second language teaching. In M. C. Pennington (Ed.), Teaching languages with computers: The state of the art (pp. 81-96). La Jolla, CA: Athelstan.

Plonsky, L. (2015). Quantitative considerations for improving replicability in CALL and applied linguistics. CALICO Journal, 32(2), 232–244.

Plonsky, L., & Ziegler, N. (2016). The CALL-SLA interface: Insights from a second-order synthesis. Language Learning & Technology, 20(2), 17–37.

Pontes, C., & Shimazumi, M. (2014). Learning-to-learn with ourselves and with our peers through technology. In D. Nunan & J. C. Richards (Eds.), Language learning beyond the classroom (pp. 180-189). New York, NY: Routledge.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-5.

Prensky, M. (2001). Do they really think differently. On the Horizon, 9(6), 1-9.

Prensky, M. (2011). Digital wisdom and homo sapiens digital. In M. Thomas (Ed.), Deconstructing digital natives: Young people, technology, and the new literacies (pp. 15-29). London, UK: Routledge.

Reinhardt, J., & Sykes, J. (Eds.). (2014). Game and play activity in technology mediated L2 teaching and learning. Language Learning and Technology, 18(2), 2-8. Retrieved from

Ren, Y., Warschauer, M., Lind, S., & Jennewine, L. (2009). Technology and English language teaching in Brazil. Letras e Letras, 25(2), 235-254.

Righini, M.D.C. (2014). The use of social media resources in advanced level classes. In D. Nunan & J. C. Richards (Eds.), Language learning beyond the classroom (pp. 85-94). New York, NY: Routledge.

Rodríguez, J. C. (2018). Redesigning technology integration into world language education. Foreign Language Annals, 51(1), 233-239.

Romeo, K., & Hubbard, P. (2010). Pervasive CALL learner training for improving listening proficiency. In M. Levy, F. Blin, C. Siskin & O. Takeuchi (Eds.), WorldCALL: International perspectives on computer-assisted language learning (pp. 215-229). New York, NY: Routledge.

Romer, U. (2011). Corpus research applications in second language teaching. Annual Review of Applied Linguistics, 31, 205-225.

Rouhshad, A., Wigglesworth, G., & Storch, N. (2016). The nature of negotiations in face-to-face versus computer-mediated communication in pair interactions. Language Teaching Research, 20(4), 514-534.

Saito-Abbott, Y., Donovan, R., & Abbott, T. F. (2003). (Eds.). Emerging technologies in teaching languages and cultures. San Diego: LARC Press, San Diego State University.

Sardegna, V. G., & Dugartsyrenova, V. A. (2014). Pre-service foreign language teachers' perspectives on learning with technology. Foreign Language Annals, 47(1), 147-167.

Schuetze, U., & Lowey, E. (2015). Learning the subjunctive in German: With or without technology. Electronic Journal of Foreign Language Teaching, 12(1), 69–78.

Shaw, P. (2009). The syllabus is dead, long live the syllabus: Thoughts on the state of language curriculum, content, language, tasks, projects, materials, wikis, blogs and the world wide web. Language and Linguistics Compass, 3(5), 1266-1283.

Shetzer, H., & Warschauer, M. (2000). An electronic literacy approach to network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 171-185). New York: Cambridge University Press.

Shetzer, H., & Warschauer, M. (2001). English through Web page creation. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp. 429-445). Ann Arbor, MI: University of Michigan Press.

Sokolik, M. (2014). Digital technology in language teaching. In Brinton, D.M., Celce-Murcia, M., & Snow, M.A. (Eds.), Teaching English as a second or foreign language (pp. 409-421). Boston, MA: Heinle Cengage Learning.

Stevens, V. (1989). A direction for CALL: From behavioristic to humanistic courseware. In M. Smith, G., & Baber, E. (2005). Teaching English with information technology: How to use the internet and IT when teaching – for the professional English language teacher. London, UK: Modern English Publishing.

Stockwell, G. (Ed.). (2012). Computer-assisted language learning: Diversity in research and practice. Cambridge, UK: Cambridge University Press.

Strommen, E. F., & Lincoln, B. (1992). Constructivism, technology, and the future of classroom learning. Education and Urban Society, 24(4), 466-476.

Sykes, J. (2005). Synchronous CMC and pragmatic development: Effects of oral and written chat. CALICO Journal, 22(3), 399-431.

Sykes, J. (2014). Emerging technological resources for teaching Spanish. In M. Lacorte (Ed.), Methodological approaches and realities, Routledge handbook in applied linguistics (pp. 238-257). New York, NY: Routledge.

Sykes, J., & Holden, C. (2011). Communities: Exploring digital games and social networking. In L. Ducate & N. Arnold (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (pp. 311-336). San Marcos, TX: CALICO.

Sykes, J., & Reinhardt, J. (2012). Language at play: Digital games in second and foreign language teaching and learning. New York, NY: Pearson-Prentice Hall.

Taguchi, N., & Sykes, J., (Eds.). (2013). Technology in interlanguage pragmatics research and teaching. Philadelphia, PA: John Benjamins.

Thomas, M., Reinders, H., & Warschauer, M. (Eds.) (2012). Contemporary computer-assisted language learning. New York, NY: Continuum.

Stickler, U., & Lewis, T.  (2008). Collaborative language learning strategies in an email tandem exchange. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 237-261). Bristol, UK: Multilingual Matters.

Suh, J. (2002). Effectiveness of CALL writing instruction: The voices of Korean EFL learners. Foreign Language Annals, 35(6), 669-679.

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