Canadian Journal of Learning and Technology (CJLT) – Call for papers – Special Issue
Guest Editor : Prof. Marie-Josée Hamel, University of Ottawa
ICT-Mediated Language Task in CALL
We welcome submissions of papers in English or in French for a special issue of the Canadian Journal of Learning and Technology on ICT-mediated language task.
The language task is a key concept in language teaching and learning grounded in the communicative approach (Ellis, 2003; Nunan, 1989). This task can be defined as “a coherent and coordinated activity […], interactive or not, comprising a management of meaning, a link to the real world and a defined outcome, and in which the pragmatic result takes precedence over language performance” (Narcy-Combes, 2006). The language task is especially relevant in the context of computer-assisted language learning (CALL), in which information and communication technologies (ICT) facilitate its use and, in particular, allow access to authentic language, interaction and language production. In this context, the aim is to design learning scenarios (Guichon, 2006; Mangenot & Louveau, 2006) made up of macro and micro e-tasks (Mangenot & Soubrié, 2010) that, ideally, provide learners with opportunities to actively practice skills, to engage with others in one’s own language learning and to develop language autonomy.
The goal of this special issue of CJLT is to take stock of the language task in CALL and to offer an overview of the types of language tasks preferred in this context. To this end, articles on the following topics are encouraged (other related topics are also acceptable):
• analysis of the place and relevance of the ICT-mediated language task in language curricula (K-12, college and university), its goals and characteristics, the language components to which it gives priority (understanding, production, oral and/or written communication, vocabulary, grammar, culture, etc.);
• theoretical underpinnings of the concept of the ICT-mediated language task;
• teaching and learning forms and schemes through which language tasks are realized (distance teaching, on line, hybrid, (a)synchronous, collaborative, etc.), including a review of the types of platform, tools, resources and the support required for its successful implementation;
• evaluation of ICT-mediated language tasks, measurement of ‘task-learner-ICT’ interaction quality by means of qualitative and quantitative analyses of the process as well as the result of the ICT-mediated language task (Hamel, 2012);
• reflection on the role of teachers – their training on how to design meaningful tasks – and the role the learners – their motivation and autonomy in the context of ICT-mediated language tasks.
Submissions should be received on line by August 15, 2013 and should conform to CJLT presentation standards, as described in http://cjlt.csj.ualberta.ca/index.php/cjlt/about/submissions.
Ellis, R. 2003. Task-based Language Learning and Teaching. Oxford, Oxford University Press.
Guichon, N. 2006. Langues et TICE – Méthodologie de conception multimédia. Paris : Ophrys.
Hamel, M.-J. 2012. Testing the usability of an online learner dictionary prototype: process and product oriented analysis. Computer Assisted Language Learning Journal 25/4, 339-365.
Mangenot, F., Louveau, E. 2006. Internet et la classe de langue, Paris, CLE International.
Mangenot, F., Soubrié, T. 2010. Classer des cybertâches : quels critères ? quels obstacles ? Études de linguistique appliquée 160, Numérique et enseignement du français à l’université, 433-444.
Narcy-Combes, J.-P. 2006. Deux modes de fonctionnement mémoriel en production langagière et tâches d’apprentissage des langues, Cahiers de l’APLIUT XXV/2, 77-87.
Nunan, D. 1989. Designing Tasks for the Communicative Classroom, Cambridge University Press.