Greg Kessler

Ohio University · Instructional Technology Programs: Educational Studies

This chapter focuses on the current and potential use of social and new media communication practices to promote educational experiences that are engaging and motivating. Considering the potential for increasing engagement and motivation among students, this understanding should pique the interest of all educators. We can now easily create scenario...

We are living in a time with unprecedented opportunities to communicate with others in authentic and compelling linguistically and culturally contextualized domains. In fact, language teachers today are faced with so many fascinating options for using technology to enhance language learning that it can be overwhelming. Even for those who are inclin...

This chapter provides an overview of technology use in English language teaching. This topic is commonly referred to as computer assisted language learning (CALL). It is likely that this topic is more complex than many readers may realize. While there are some long established practices in the field of CALL, the rapid development of technology toda...

As technology has become more established in language teaching, a need for appropriate language-teacher education has become apparent. There have been attempts to provide teacher preparation for the use of technology for the past few decades. These have been conducted across a variety of formats. This chapter provides a historical overview of these...

Collaborative practices have become very common in second language learning contexts. In particular, collaborative writing has received a significant amount of attention in recent years. This is largely due to the technological innovations that offer teachers and learners a wide variety of potential opportunities to experiment with collaborative pr...

Language Learning & Technology is a refereed journal that began publication in July 1997. LLT disseminates research to foreign and second language educators worldwide on issues related to technology and language education.

Collaborative practices have become very common in second language learning contexts. In particular, collaborative writing has received a significant amount of attention in recent years. This is largely due to the technological innovations that offer teachers and learners a wide variety of potential opportunities to experiment with collaborative pr...

The purpose of this chapter is to explore the role of global literacy in academic settings as the effect of increasingly digital technologies is being felt across areas of teaching and learning. Digital, global democracies require global literacy skills of individuals for twenty-first century citizenship and intercultural and linguistic competencie...

This study builds on research examining the in-school technology practices of adolescent language learners by exploring the patterns of classroom literacy practices that emerge when a telecollaborative project is introduced into a conventional secondary language classroom. We draw on the conceptual frameworks and discourse analytical tools develope...

Thesis (Ph.D.)--Ohio University, June, 2005. Includes bibliographical references (p. 106-118)

This article explores the emerging pedagogical potential offered by today's technologies and how understanding the relationship between emerging technology and emerging pedagogy can enhance the teaching of English as a second or foreign language (ESL/EFL). The author begins with an overview of recent developments in the field, focused upon pedagogi...

This article expands upon themes addressed in the 2012 CALICO opening plenary1 that I delivered at the University of Notre Dame. This extended interpretation allows me the opportunity to further explore the nature of participatory human communication and collaboration and offer some clarification of the proposed instructional model for promoting co...

This article expands upon themes addressed in the 2012 CALICO opening plenary [i] that I delivered at the University of Notre Dame. This extended interpretation allows me the opportunity to further explore the nature of participatory human communication and collaboration and offer some clarification of the proposed instructional model for promoting...

This chapter focuses upon the use of technology to address the language classroom competencies of the European Higher Education Area (EHEA). Through an exploration of previous research into the intersection of technology and language learning, the authors identify a variety of ways that these core competencies can be addressed. The authors contextu...

This article explores the emerging pedagogical potential offered by today's technologies and how understanding the relationship between emerging technology and emerging pedagogy can enhance the teaching of English as a second or foreign language (ESL/EFL). The author begins with an overview of recent developments in the field, focused upon pedagogi...

Teacher training in computer-assisted language learning (CALL) is an emergent area of increasing interest and varied influences. As CALL has evolved in recent decades, it has resulted in a complex and diverse array of instructional opportunities. Keywords: CALL; educational linguistics; language teaching; teaching methods in applied linguistics;...

This article expands upon themes addressed in the 2012 CALICO opening plenary 1 that I delivered at the University of Notre Dame. This extended interpretation allows me the opportunity to further explore the nature of participatory human communication and collaboration and offer some clarification of the proposed instructional model for promoting c...

This book was envisioned with the idea of merging fundamental ideas and tenets from researchers and educators who have worked and reflected on L2 writing through the use of various technologies. With this vision in mind, the authors in this monograph bring forward some of the concerns, innovations, and reflections that are voiced among many profess...

This study investigates Web-based, project oriented, many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used a Web-based word processing tool to collaboratively plan and report on a research project. The purpose of this study is to explore and understa...

This study reports on how language teachers in preparation integrate key concepts from second language acquisition (SLA) theory into CALL curricular design. The need for language teachers who have had SLA coursework to receive orientation to student-centered learning in a CALL context has been identified previously (Kessler, 2010). This research is...

This study compares characteristics of fluency in student audio journals recorded in a laboratory setting with those recorded using mobile audio devices. Forty graduate students enrolled in four oral communication courses at an American university recorded weekly audio journals for a 10-week term. Students chose the environment in which they record...

This study reports on attention to meaning among 40 NNS pre-service EFL teachers as they collaboratively constructed a wiki in a 16-week online course. Focus is placed upon the nature of individual and group behavior when attending to meaning in a long-term wiki-based collaborative activity as well as the students' collaborative autonomous language...

This study investigates preservice teachers' discourse about CALL in a required CALL class which combines theory and practice. Thirty-three students in a Linguistics MA program CALL course were observed over a 10-week quarter. For all of these students, it was their first formal exposure to CALL as a discipline. Communication in the class consisted...

The word virtual is an exceptional technology oriented neologism deserving explanation. It is commonly accepted as referring to computer simulation or indicating lack of authenticity. However, the increasing polysemic nature of the word virtual has resulted in a much broader range of use within natural language. Many of these meanings appear to inc...

This study reports on student initiated attention to form within the collaborative construction of a wiki among pre-service Non-Native Speaker (NNS) English teachers. Forty NNS pre-service teachers from a large Mexican university were observed over a period of a sixteen week semester in an online content-based course aimed at improving their langua...

This paper examines the relationship between confidence and CALL – specifically the use of audio and video technology among language teachers. Through logged usage of CALL, the authors tracked seven teachers at two large universities in the United States over a term. These teachers were also interviewed periodically in order to gain insight into th...

Recent research suggests that there is a general lack of a computer-assisted language learning (CALL) presence in teacher preparation programs. There is also evidence that teachers obtain a majority of their CALL knowledge from informal sources and personal experience rather than through formalized preparation. Further, graduates of these programs...

Discusses technologies that support computer-assisted language learning (CALL) and how they have changed over the years. Looks at specific trends (i.e., shift from analog to digital), and recommends adapting conventional teaching techniques to incorporate these innovations. (Author/VWL)

IN THE FIELD of TESOL, a long tradition exists of instructor-developed materials. These materials appear in the forms of text-books, video-and audiotape recordings, Web sites, and, more recently, CD-ROMs. The need for materials developed by teachers in our field is essential because these individuals are the most immediate experts on the needs of E...

International TESOL (Teachers of English to Speakers of Other Languages) is currently developing sets of standards related to using digital technology in language teaching. The standards are designed to clari-fy appropriate uses of technology and support best practices in CALL in diverse settings around the world. We begin by describing the process...