From: Dan Soneson <[log in to unmask]<mailto:[log in to unmask]>>
Subject: IALLT Journal, Volume 43, Number 1 now available online
Date: June 5, 2013 11:01:32 AM CDT
To: <[log in to unmask]<mailto:[log in to unmask]>>
Dear Colleagues:
I am very pleased to announce the the publication of the spring 2013 Issue of the IALLT Journal for Language Learning Technologies, a peer reviewed academic journal published by the International Association for Language Learning Technology (IALLT). The IALLT Journal is online and open-access and is available to the worldwide public at http://www.iallt.org/iallt_journal
Issue 1 of Volume 43 features articles that address current issues within the field of language learning technology: online peer editing at the elementary level, Asynchronous Computer Mediated Communication, a presentation of an online audio recording software program, and a discussion of computer-graded vs. instructor-graded online language learning activities.
In the Issue’s opening article, "Online peer feedback in beginners’ writing task," Constanza Tolosa, Martin East, and Helen Villers present a project with eleven-year old students in which Spanish language learners in New Zealand interacted with English learners in Colombia. Their study investigates the quantity and quality of written corrective feedback in these interactions.
In our second article, "Exploring the Benefits of ACMC for Speaking Development," Nicolás Pino-James presents a study in which Spanish language learners supplemented their in-class activities by engaging in asynchronous CMC speaking projects using the tool MyBrainshark, in order to provide more opportunities for working with the presentational mode of communication.
Similarly, Atsushi Fukada presents "An Online Oral Practice/Assessment Platform: Speak Everywhere." Speak Everywhere is an online tool developed at Purdue University which allows instructors to design a variety of speaking tasks for students. He describes the kinds of activities that the software produces that can be used for oral practice and for the submission of speaking assignments.
Finally, in an article titled "Effectiveness of Computer-Graded vs. Instructor-Graded Homework Assignments in an Elementary Spanish Course: A comparative study at two undergraduate institutions," Richard Dabrowski, Jean W. LeLoup, and Lunden MacDonald present the results of a comparative study conducted at Metropolitan State University in Denver and at the US Air Force Academy. They describe both the differences between the institutions which also reflect differences between computer-graded and instructor-graded homework assignments.
This issue concludes with our regular column by Judy Shoaf on Legal Issues & LLT. The column this time deals with recent legal developments relating to the extent to which instructors may use materials within a classroom setting. The issue continues to evolve, and there are signs that restrictions may be loosening. Finally, we welcome Deanne Cobb-Zygadlo as the contributor to the column "LLTI Highlights" -- a compendium of issues discussed on the listserve maintained by IALLT and dealing with technology used to support the teaching and learning of languages.
If you are interested in submitting an article for consideration in the IALLT Journal, please send all inquiries and submissions to [log in to unmask]<mailto:[log in to unmask]>.
With Best Wishes,
Dan Soneson
Managing Editor, IALLT Journal
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