Philip Hubbard’s research while affiliated with Stanford University and other places

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Publications (10)


Future Directions in English Language Teacher Education in a Changing World
  • Chapter

April 2024

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24 Reads

Philip Hubbard

This concluding chapter begins by reviewing language teacher education and professional development options, touching on themes in the preceding chapters. Acknowledging the unpredictability of the future, it then offers a set of principles to (1) prepare new teachers for decades-long careers and (2) support teachers’ professional development in technology-mediated language learning. These principles include developing a flexible mindset towards technology integration, nurturing a willingness to experiment, encouraging technology-focused critical thinking, engaging in targeted reflective teaching, and participating in relevant communities of practice.


Contextualizing and Adapting Teacher Education and Professional Development

April 2023

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27 Reads

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11 Citations

In the past two decades, the influence of computer-assisted language learning (CALL) in language teaching has significantly expanded. In parallel with this trend, the preparation and professional development of teachers in the domain of CALL knowledge and skills have similarly grown. As with so many other areas of language teaching, this growth has been most visible in mainstream literature centered on settings in the US, the UK, and a few other developed countries. In line with the theme of this book, I provide a foundation for shifting that focus toward the teaching and learning contexts of the broader world, the under-represented contexts, to support the adaptation and creation of locally appropriate teacher education and professional development initiatives. I begin with a brief review of the history of teacher training in CALL, focusing on useful concepts and frameworks. I then introduce the TESOL Technology Standards for Teachers (TTST) as a target for language teachers (TESOL, 2008; Healey et al., 2011). Importantly, the TTST were designed from the onset to be relevant internationally and flexible enough to be applied to low, mid, and high-technology resource environments. I will argue that by using the TTST as a guide, teacher educators can localize them to align with the curricular goals, teaching realities, and technologies available to teachers and their students. I conclude with an example of how I adapted one aspect of the TTST to fit the specific context of my own CALL course. Overall, the goal is to set the stage for readers of the rest of this volume to find inspiration there in the voices of pre-service and in-service teachers, teacher educators, and researchers that resonate with their own contexts and experiences.KeywordsTeacher educationStandardsProfessional developmentCALLTESOL Technology Standards


Technology-mediated language learning model (Hubbard, 2022).
Emerging technologies and language learning: mining the past to transform the future
  • Article
  • Full-text available

April 2023

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474 Reads

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11 Citations

Journal of China Computer-Assisted Language Learning

This paper is an expanded version of a keynote presentation for the 2022 ChinaCALL Conference on the theme of “emerging technologies”. Today’s emerging technologies—artificial intelligence, machine learning, conversational robots, virtual worlds, virtual reality, augmented reality, automated assessment, and so on—are full of promise and seem poised to revolutionize language teaching and learning over the next decade. However, rather than looking forward, I review lessons I have learned over a four-decade career in CALL, focusing on those lessons that have continuing relevance for accommodating these and future technologies as they emerge. In the first part, I present a simple model for technology-mediated language learning as a foundation for the remaining discussion. In the second, I review seven challenges that I worked on in CALL, starting in the 1980s. I describe how I came to be aware of the issues involved and how through a combination of reviewing research, collaborating with colleagues, and drawing on my own experience, I came to learn lessons of enduring value. The final part briefly explores the potential for converting these and other lessons learned into principles to guide current and future encounters with technologies for language teaching and learning.

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A review of subject characteristics in CALL research

December 2005

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133 Reads

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93 Citations

This paper explores eight hypotheses regarding trends in CALL literature relative to research subjects: small number of subjects, overuse of questionnaires, limited time, lack of experience with the application, task type and CALL in general, and lack of training before and during the study. Based on a review of 78 articles from four CALL-oriented journals from 2000 – 2003, it is concluded that (1) researchers commonly leave out or fail to gather relevant data on these characteristics; and (2) most of what we know about CALL is probably based on studies of untrained, novice users. Recommendations for improving this situation are offered.



Another look at tutorial CALL

November 2004

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114 Reads

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89 Citations

ReCALL

According to the dichotomy popularized by Levy (1995, 1997), computers may be used in language learning in either tutor or tool roles. Recently there has been a waning of interest in tutorial software for language learning in favor of tool-oriented applications. While we do not dispute the value of the computer as a tool, we argue that it is in the best interest of CALL practitioners and language teachers in general to be better informed about the realities of tutorial software so that the field can continue to grow and mature along multiple paths. In support of this position, we present a case for placing tutorial CALL back into the mainstream of the field. After a discussion of several common myths about tutorial CALL, we offer six reasons as to why tutorial CALL has been marginalized. We follow with some evidence that, despite the presence of these myths and this marginalization, CALL practitioners around the world continue to find tutorial CALL appealing for research and development. Specifically, we review the presentations at four major CALL Conferences in 2002 and classify them as primarily focused on tutor or tool uses. Although tool-oriented applications dominate overall, the results show a strong continuing interest in tutorial applications as well. We conclude with proposals for (1) reconsidering the dichotomous nature of the tutor-tool distinction, (2) changing the defining characteristic of tutorial CALL from evaluation to teaching presence, and (3) suggesting several aspects of language learning that tutorial CALL is best suited to support, given the present state of technology.




Citations (8)


... Computer-assisted language learning (CALL) teacher education and development has come to gain growing significant interests and be continually discussed in the field (Gillespie, 2020;Hubbard, 2023). The main focus of research on CALL teacher education and professional development has been on how pre-service teachers and in-service teachers were provided with knowledge and professional competence as well as were prepared for integrating effective technology use into their teaching practices (Kessler & Hubbard, 2017). ...

Reference:

Continuing professional development for CALL teacher trainers in Vietnam: A gap between policy and practice
Contextualizing and Adapting Teacher Education and Professional Development
  • Citing Chapter
  • April 2023

... On the positive side, these apps give separate learning experiences, allowing learners to personalize their language learning journey based on their specific needs and pace (Lomicka & Lord, 2012). However, challenges include the potential dependence on translation, accuracy issues, and the risk of decreased language proficiency due to submissive learning (Gass & Selinker, 2008;Hubbard, 2023). The area of translation apps, which is related to many technology fields, has experienced notable advancement and development over the years (Munday, 2016). ...

Emerging technologies and language learning: mining the past to transform the future

Journal of China Computer-Assisted Language Learning

... By leveraging CALL's interactive, dynamic, and adaptive affordances, educators can enhance pedagogical practices and promote more effective language learning outcomes (Bahari, 2021). Curriculum alignment, affordability, technical compatibility, and pedagogical approaches are among the key variables that influence the selection of CALL software in schools (Hubbard, 2006;Lee, 2001;Bailey & Lee, 2020). ...

Evaluating CALL Software
  • Citing Article

... Computer related technologies boost the students to upgrade their communicative skills in second language and also play the role of tutor to instruct and guide language learners. This widely accepted claim has been endorsed by Hubbard (2005) and Fisher (2007) that the computer technology functions in two different ways: as a tool and as a tutor. Through the second section of the questionnaire, the researchers had to check the responses of the intermediate students in order to examine the functionality of CALL in the development of language proficiency. ...

A review of subject characteristics in CALL research
  • Citing Article
  • December 2005

... Specifically, they generally do not know how to strategically conduct appropriate English learning practices with the technology they have (Cunningham et al., 2019;Lai, 2017;Rashid et al., 2021;Romeo & Hubbard, 2011). These findings suggest the need for providing learner training to ensure that learners know what to do and how to do it when learning outside the classroom and on their own (Boonmoh et al., 2021(Boonmoh et al., , 2022Hubbard & Siskin, 2004;Khlaisang et al., 2023;Romeo & Hubbard, 2011;Uparaa & Chusanachoti, 2023). ...

Another look at tutorial CALL
  • Citing Article
  • November 2004

ReCALL

... As mentioned before, asynchronous class provided learners with particular computer-assisted instructional materials, directly taught by teacher. The results of the present study are in line with the findings of earlier studies (e.g., Alkahtani, 1999; Busch, 2003; Hubbard & Levy, 2006; Lomicka, 1998; McGlinn & Parrish, 2002; Sakar & Ercetin, 2004; Son, 2007) in that computer-assisted programs can enhance vocabulary achievement and reading comprehension. Therefore, in line with the above mentioned points, it can be strongly argued that CALL in general and asynchronous, synchronous, and integrated approaches in particular can significantly influence EFL language learners' vocabulary achievement in intensive reading program. ...

The Scope of CALL Education
  • Citing Article

... This new way of learning has brought about opportunities but can also pose unique challenges to learners (Al-Bataineh & Brooks, 2003;Lai & Kritsonis, 2006;Roemintoyo & Budiarto, 2021;Shatri, 2020). While having unlimited access to English learning resources with a wide range of materials and assistive tools (Cobb, 2018), learners need to be equipped with new skills and strategies to be able to make informed decisions and use the learning materials and technology effectively (Hubbard, 2013b;Hubbard & Levy, 2006;Lai, 2017). The learning outcomes cannot be achieved easily if the learners cannot manage the learning independently (Knowles, 1975;White, 2008). ...

Teacher education in CALL
  • Citing Article
  • January 2006