The international scientific committee will notify authors about abstract acceptance on or just after April 15, 2018
WorldCALL 2018 Conference – CALLing all the CALLers Worldwide
Concepción, Chile – 13-16 November 2018
1st Call for Papers
The Chair and members of the WorldCALL Steering Committee and the Chair and members of the 5th WorldCALL Conference Local Organising Committee extend a cordial invitation to attend the first WordCALL conference to be held in Latin America, hosted by the University of Concepción, Chile, 13-16 November 2018.
The Conference programme will include:
- Paper presentations
- Poster sessions
- Technology Showcases
- Pre-Conference Workshops
- Keynote Speakers
- A Vendor Exhibition
- Scholarship Awardees Papers
The 5th WorldCALL Conference welcomes contributions that concern rationale, theories, pedagogies and best practices in the use of technology for first/second/foreign language teaching and learning. The theme of the conference, “CALLing all the CALLers Worldwide” includes, but is not restricted to, the following subthemes:
1) Language Learning Environments and CALL
• Designing and implementing contextualized technology-enhanced language learning environments.
• Local versus global CALL environments.
• Blended learning and hybrid courses.
• E-learning systems.
• Flipped classes.
• Assessment & evaluation of CALL environments.
• Task-based CALL in online systems.
• Computer-Supported Collaborative Language Learning (CSCLL).
• Network-based language teaching (NBLT).
• Effective feedback strategies in online systems.
• Productivity suites.
• Project-Based Learning.
• Virtual reality.
• Websites for language practice.
• Course Management Systems.
2) Ubiquitous Language Learning
• The use of mobile technologies, such as tablets, iPads, smartphones etc., to provide flexibility and access to language learning opportunities.
• Rationale, theories, pedagogies and best practices in the use of technology for learning a language anytime, anywhere, and with any device.
• Methodological implications for mobile technology content development.
• Developing language materials for ubiquitous learning.
• Apps for language learning.
• Modes of delivery.
• Mobile Learning and Ubiquitous Technologies.
3) Intercultural Language Learning through ICT
• Telecollaboration and video-web conferencing.
• Exploiting social networks for language learning.
• Computer supported collaborative language learning across frontiers.
• Cross-cultural awareness through ICT.
• The use of social networking technologies by language teachers and learners to share expertise, knowledge and information.
• Social networking.
4) Worldwide Collaborative CALL
• Open (Linked) Data and Open Content.
• MOOCs for language learning.
• Harmonizing theories, research and practice.
• Free/shareware/open source technology for developing language learning materials.
• Working collaboratively to disseminate and adapt innovations so that they can be used by practitioners separated by location or culture.
• Growing innovation through collaborations across international institutions.
• Working towards worldwide collaboration for the sharing and re-use of digital language learning materials.
• Design and development of applications that cross geographical, physical, psychological, and financial boundaries.
• Catalysing international cooperation for language learning.
• Open Educational Resources.
• Identifying priorities of particular languages, groups and/or regions, with the aim of increasing collaboration and growth.
• Facilitating wider access to multilingual quality language learning worldwide.
• Growing diverse online communities of language learners/teachers.
5) CALL and Multidisciplinarity for targeting learners’ needs
• From needs analysis to multidisciplinary language learning materials design.
• Bridging the gap between language teachers’ perspectives and new language learners’ needs.
• Augmented reality in second language teaching and learning.
• CALL for matching learners’ minds.
• Learners just want to have fun: technology and games for language learning.
• Game-based learning strategies in technology-enhanced language learning environments.
• Gamification and virtual reality.
• Language learning systems for targeting specific audiences.
• Corpus-aided language learning.
• Semantic Web 3.0.
6) Teacher Professional Development and CALL
• Integrating CALL in initial teacher education.
• Integrating CALL from k-12 to tertiary education.
• Teacher training in ICT for enhancing language learning.
• Developing strategies for teacher education and professional development.
• CALL on a small budget.
• Extra-curricular study.
• ICALL and ITS systems for e-learning platforms.
• Natural Language Processing in language learning.
8) Learner's Autonomy and CALL
• Supporting the development of language learners’ autonomy.
• Motivation, guidance and accountability in language learning without the teacher present.
• Self-efficacy and learner autonomy, self-regulated language learning.
• Learner behaviour.
9) CALL Framework
• Developing theoretical frameworks, models, principles and guidelines for the development of CALL innovations with a view to the longer term.
• Changes to the use and application of CALL terminology.
• Pedagogy for developing CALL.
10) CALL Research
• Current and perceived future CALL trends, gaps and research needs.
• Developing qualitative and quantitative studies (methods, techniques, tools, etc.).
• Corpora & Databases.
11) Evaluation and assessment
• Assessing language learning achievements (knowledge, skills, attitudes, motivation, satisfaction).
• Criteria for evaluating the effectiveness of language learning software systems.
• Assessment strategies in b-learning and e-learning environments.
• computer-based languages tests.
12) CALL for Minority Languages
• Safeguarding endangered and indigenous languages through technology.
• CALL for Teaching Less commonly taught languages.
13) CALL and Government Priorities for Language Learning
• Evolving national and international government priorities that impact upon the overall use of CALL.
• Common international language standards for curriculum and syllabus development.
14) CALL Materials Design
• Listening, Speaking and Pronunciation
• Curriculum development.
• Sustainability of resources.
• Low cost devices.
• Pedagogy for developing CALL materials.
15) Spanish as a Second/Foreign Language and CALL
You are invited to submit proposals for 30-minute presentations or 90-minute symposia, technology showcase or poster sessions that address any of the above or related topics, as well as those involving studies of other aspects that may directly or indirectly influence the impact of the medium on language teaching and learning. Submit your proposals in the form of a 300-350 word abstract for review and a 100-150 word summary for the book of abstracts at our OpenConf submission site at http://worldcall5.org.
Proposals shall be subjected to a blind peer-review process to determine ranking and subsequent acceptance/rejection. Presenters will be unable to view the detailed results of this process but will be informed of their rejection or scheduling in the program by 31 March 2018.
- Deadline for submissions: 31 January 2018
- Notification of acceptance: 31 March 2018
- Early-bird Registration for accepted authors (or removed from programme): 31 July 2018
Types of Presentations and Conference Strands
Note: The Programme Committee reserves the right to accept proposals in a different category or strand.
1. Paper Presentations
Paper presentations (30-minute presentations) should allow 5 minutes for discussion.
• Research Papers: Papers focusing on the presentation of research undertaken in any area of CALL. There should be a clearly stated research topic, supported by a rationale, which may include a brief literature review. The thrust may be empirical or theoretical. The methodology should be outlined clearly, as well as the nature of the actual or potential findings.
• Research & Development Papers: Papers focusing on the development of applications and programmes integrating CALL, presentation and critical appraisal of development of applications, courses integrating CALL, etc. The research should be original and may emphasize practice rather than research. They may also be based on projects either completed or under development (e.g. transnational, national, local).
• Reflective Practice Papers: Papers in this strand will focus on the integration of CALL in the classroom or in distance/virtual learning environments. The reflection may take the form of evaluation or action-research. Proposals should include elements that are of relevance beyond the context of the practice presented and discussed.
• CALL for Development Papers: Papers in this strand will focus on CALL in developing countries. Reports on challenges and new developments are particularly welcome.
2. Symposia: Symposia consist of three or four papers on a similar topic, proposed and organised by a chairperson. Sessions should last for 90 minutes, with no changeover during the symposium. The proposal should outline the purpose of the symposium, the names and institutions of the participants. Only one submission is required for the papers that make up the symposium proposal. Individual abstracts must be preceded by the symposium summary, which should include an overview of the topic, the rationale for the choice of papers, and other relevant information.
3. Posters: A poster will usually focus on work in progress, they may however report preliminary research or findings. Posters should be clear, concise, easy to read and attractively laid out. Applications from postgraduate students are particularly welcomed.
4. Technology Showcase: Participants who are developing courseware, authorware and online applications are invited to submit a proposal to showcase their work in a relaxed atmosphere conducive to informal exchanges and discussion. Presenters may also submit a proposal for a paper, which elaborates on the material presented at the Technology Showcase (including evaluation findings, design principles and so on).
5. Pre-Conference Workshops: Workshops are either 90 minutes, half a day or a full day in duration and typically involve a hands-on session, where participants have the opportunity to become familiar with the latest developments in relevant topic areas in language teaching and learning and tools associated with these. The proposal should include the intended duration of the workshop, its main purpose, and a brief outline of topics and activities covered as well as technical requirements. Workshops will run on a dedicated day.