Greg Kessler

Greg Kessler
Ohio University · Instructional Technology Programs: Educational Studies

PhD
Greg Kessler has published extensively and delivered keynotes and featured talks around the world. His research address

About

50
Publications
32,361
Reads
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2,086
Citations
Citations since 2017
9 Research Items
1318 Citations
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2017201820192020202120222023050100150200250
2017201820192020202120222023050100150200250
Introduction
Greg Kessler is Professor and Program Coordinator of Innovative Learning design & Technology in the Educational Studies department in the Patton College of Education at Ohio University. He has published extensively and delivered keynotes and featured talks around the world. His research addresses technology, teaching, learning, culture and language with an emphasis on teacher preparation.
Additional affiliations
August 2019 - present
Ohio University
Position
  • Professor
August 2017 - July 2019
Ohio University
Position
  • Professor (Associate)
August 2012 - July 2017
Ohio University
Position
  • Professor (Associate)

Publications

Publications (50)
Chapter
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...
Article
Full-text available
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...
Chapter
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...
Chapter
Full-text available
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...
Chapter
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...
Article
Full-text available
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.
Chapter
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...
Chapter
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...
Article
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...
Article
Full-text available
Thesis (Ph.D.)--Ohio University, June, 2005. Includes bibliographical references (p. 106-118)
Article
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...
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Full-text available
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...
Article
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...
Chapter
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...
Chapter
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...
Chapter
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;...
Chapter
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...
Book
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...
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Full-text available
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...
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Full-text available
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...
Article
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...
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Full-text available
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...
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Full-text available
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...
Article
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...
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Full-text available
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...
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Full-text available
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...
Article
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...
Article
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)
Article
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...
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Full-text available
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...

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