July 2011
On Call




Hello CALLIS Community,

I would like to begin by thanking all of you for electing me to the chair position of this outstanding interest section. I have been involved in the CALLIS for over a decade, and I continually find this group to be a strong and vital community. Even when I had to take a few years off for my family, when I came back to being more active, I was welcomed, as they say, with open arms. You are all truly a great group of people.

I would also like to say a big “thank you” to all the volunteers who help with this IS. In fact, we run a conference within a conference in the Electronic Village (EV), and it truly takes a village to make it work. From proposal readers to onsite EV volunteers, to presenters, to the steering committee, know that all of you are greatly appreciated. And a special thanks to the newsletter editor.

The TESOL convention in New Orleans was really rewarding, as anyone who was able to make it will surely agree. I was personally and professionally invigorated with the convention we had. So much is happening with technology and language learning, as we move from having software for specific skills to more interactive and freely available Web sites for language learning, and now to language learning with mobile devices. The potential for iPads, iPods, phones, and so on to reach our learners where they are was very evident at this year’s convention. Our events “Mobile Apps for Education” and the “EV Hardware & Mobile Technology Fair” were both very popular. They not only showcased many creative uses of these technologies, but they also showed how each of us can be involved with mobile devices and applications regardless of our comfort with technology or our amount of (limited!) free time.

Our TESOL 2010 Academic Session, titled “Teacher Training for Web 2.0 and Beyond,” featured Phil Hubbard, Greg Kessler, Christine Bauer-Ramazani, and Paige Ware. To see information on this event and on the Intersections, go to the InterSections Web page. From the same link, you can find webcasts of the Academic Session and most of the InterSections. The InterSections we had this year were also very interesting, providing collaboration between groups. They included the CALLIS and Higher Education IS on the topic of “Building Effective Intercultural Communication in Online Courses,” the Materials Writers IS and CALLIS on “Challenges and Opportunities in Designing New Multimedia ELT Materials,” and the Elementary Education IS and CALLIS on “Technology in ESOL Classrooms & Preparing Teachers for Successful Integration.”

Other events we had this year were the usual Developer’s Showcase, EV Fairs, and Mini-Workshops. We strongly encourage each of you to submit proposals for EV events for the 2012 convention in Philadelphia. Proposals for EV events will be due later this year, likely in November. So be thinking now of ways that you can showcase your technology and language-learning ideas and talents, and share them with the CALLIS TESOL community. For more information on proposals for EV events, you can go to last year’s Call for Proposals site.

Even if you can’t present in the EV this year, we look forward to seeing you in the EV and at CALLIS-sponsored sessions. The hands-on training that is offered in the EV is truly amazing. And don’t forget that if you can’t make it to Philadelphia, you can access so much information online. We have the webcasts archived, plus during the convention you can even see many sessions live and participate in the question/answer period. Also, don’t forget about the free EV Online, where you can participate in workshops or even give them yourself. These options make professional development possible in spite of the costs associated with traveling.

See our CALLIS Web site for the information you need. Also, remember that TESOL has launched the TESOL Community From this link you can access the CALL Community space. Here you can see newsletters, discuss topics with other professionals, and access the TESOL Resource Center, where you can find ideas that apply to your classroom. You’ll need to enter your e-mail and password to access these spaces, so be sure to keep that information handy.

We appreciate all the energy and expertise the CALLIS community adds to TESOL, and I know that over the years I have always appreciated the ideas and creativity I have received from this remarkable group of people. I look forward to seeing all you in Philadelphia, whether it be in person or online.


Hello, my fellow CALLIS members,

I just wanted to introduce myself to you and give you an update on what has been happening in the CALLIS. I am the new chair-elect, meaning that I will take over the chair position in Philadelphia at the 2012 convention. Before being elected as chair-elect, I served on the CALLIS Steering Committee and was the head of the Electronic Village Fair Classics that took place in the Electronic Village at the annual convention. Outside of the CALLIS, I am in my second year of a doctoral program in educational technology at Arizona State University. I have a strong background in CALL, with more than 10 years of experience in teaching with technology. I also run a Web site for teachers with free tools that let teachers create computer and paper-based vocabulary activities.

I am very excited to be able to serve you as chair-elect and to be serving with Dawn Bikowski, the current chair, and Suzan Stamper, our past chair. One of my major responsibilities as chair-elect is to plan the Academic Session and InterSections for the 2012 TESOL Convention in Philadelphia. This is an overwhelming responsibility after seeing the Academic Session and InterSections in New Orleans. I can only hope that 2012 will be as successful. After discussions with the CALLIS Steering Committee, we have a tentative topic for the Academic Session: intelligent tutoring systems in language teaching and learning. If you have suggestions on aspects of this topic you would like to see discussed, or suggestions for panel members at the Academic Session, please don't hesitate to contact me at jshewell@asu.edu with your suggestions.

We are also planning several InterSections with the Materials Writers IS, the Speech, Pronunciation, and Listening IS, and the English as a Foreign Language IS that are going to be both informative and entertaining. As we have more details, I will be sure to share them with you in future updates.

Finally, I would encourage you to take a look at the new Community pages that TESOL has provided the Interest Sections. You should have received an e-mail from TESOL with information on how to access these pages. The Community, as it is called, is a great resource and a great way to participate in the CALLIS outside of the annual convention.

Once again, I am excited to be working with you and look forward to hearing your suggestions and comments.



In an Asian-dominant intensive language ESL program of a Midwestern American university, students demonstrate specific cultural patterns of classroom interaction, such as frequent silence and little involvement in open discussion. This behavior is reflective of their socialization in their previous English-learning classrooms in their countries of origin, behavior that reflects Asian societies’ teacher-centered values. With this backdrop in mind, I designed my high-intermediate ESL reading class based on an integrated approach to language teaching (Celce-Murcia, 2001), a project-oriented computer-assisted language-learning (PrOCALL) approach (e.g., Debski, 2000; Lewis & Atzert, 2000; Toyoda, 2000, 2001), and Bloom’s revised taxonomy (Anderson & Krathwohl, 2001). Cultural project work was developed to facilitate ESL learners’ thinking skills in a more learner-centered classroom reflective of American cultural interaction.


As the teacher of the course, I developed a project entitled “Cross-Cultural Journey via Project Work” with learner interests, needs, and goals; reading proficiency levels; technological skills; institutionally identified learner outcomes; and cognitive thinking skills in mind. The class provided learners with 3 hours of traditional class Monday through Wednesday and 2-hour lab session on Thursday and Friday with a 1-hour meeting every day. In lab sessions, students worked in dyads on a course project involving scenarios and demanding particular thinking skills to complete identified tasks.

For Step 1 of the project, students used a Google map I created via a mashup, a web application hybrid. They searched, compared, and contrasted features of three MP3 players and selected their favorite. Step 1 was focused on improving lower-order thinking skills. Table 1 describes the scenario and the required thinking skills.

Table 1. Process of Step 1

A. Scenario

The Computer Science Department at a university is planning to purchase MP3 players for cross-cultural projects. The department has narrowed its choice to three MP3 players: iPod, Zune, and Sansa. For their final decision, the faculty wants to hear from a committee of students about their preferences and reasons. The department wants the members of your group to make a formal presentation on the players before it makes a decision.

B. Process

In this project, you will be involved in the activities of searching, compiling, comparing, and contrasting features of the three different MP3 player brands: iPod, Zune, and Sansa. The map-based tasks require you to follow the steps below:

1. Take the rating template with you for guidance related to what features of MP3 players you need to compile.

2. Visit the three manufacturers of MP3 players (i.e., Apple, SanDisk, and Microsoft). On the map, SanDisk for Sansa is yellow, Apple for iPod is pink, and Microsoft for Zune is orange. Compile information about the MP3 players. (Remembering-Understanding)

3. Visit one or more nearby stores on the map or search the Internet for additional sources. (Applying)

4. Compare features of the MP3 players. (Analyzing)

5. Reach an agreed-upon rating with your partner and select your favorite. (Analyzing)

6. Develop and submit your group report with the components of Introduction, Rating Template, My MP3 Player, and Resources. (Analyzing)

In Step 2, students searched data about a specific cultural topic related to two or three songs they would like to download to the MP3 player they chose in Step 1. One song had to be from their country of origin and the other from the United States. They decided on a specific cultural topic based on the themes of the songs and searched data about their topic. They used YouTube, Wikipedia, Flickr, and Google and other search engines for data compilation. As a final product, students developed their own group webpage with the data collected about their topics. Step 2 was focused on improving higher order thinking skills. Table 2 describes the scenario and the required thinking skills.

Table 2. Process of Step 2

A. Scenario

Now that the Computer Science Department at a university has purchased specific MP3 players for the cross-cultural projects, the department wants a class of students to implement a project with respect to the target culture and their own culture. This cross-cultural project enhances students’ target cultural awareness by comparing the target culture and their own.

B. Process

Follow the process below to implement the project.

1. Choose two traditional songs (folksongs) you want to download to the MP3 player you chose in STEP 1: one from your own country and the other from the United States. If you and your partner are from different countries, you will have three songs with two songs from each of your countries and one song from the United States. If you and your partner are from the same country, your group will have two songs. (Remembering-Understanding)

2. Based on the themes of the songs, choose one cultural topic, such as food, clothing, shopping, politics, the weather, arts, the legal system, literature, popular music, special holidays, and so on. Submit a report on the songs and cultural topic. Refer to guides on report writing. (Remembering-Understanding)

3. Collect data on your cultural topic on the Internet. The data should be from your country, your partner’s country, and the United States. Collect data written only in English. (Remembering-Understanding-Applying)

4. Compare data you collected. (Analyzing)

5. Develop an appropriate conclusion, such as differences and similarities, based on your data analysis. Submit a data analysis report. (Evaluating)

6. Design and develop a group webpage at http://ieopreading4b.wetpaint.com with the components of Introduction, My MP3 Player and Folksongs, a Cultural Topic, Conclusion and Resources. (Creating)

7. Present your group project to the class. (Evaluating)



I developed two Web sites for the web-based project work. One Web site was for student data collection tasks in Step 1. When they go to the Process section in this Web site, they can access the Google map that I developed. On this map, nine balloons represent places for MP3 players: Sansa is yellow, iPod is pink, and Zune is orange. Three of them are MP3 manufacturers―San Disk for Sansa, Apple for iPod, and Microsoft for Zune―and the others are nearby stores. Clicking the balloons directs learners to places for MP3 players with images and other information, such as Web site addresses and phone numbers. The other Web site I developed was a course Web site. Here, when they go to the Projects section on the menu, they can not only get information about the project itself, but they can also download materials necessary for project implementation. Further, wikis in wetpaint.com were used in order for students to create their own group webpage. I also developed lab guides, guides on essay/report writing, guides on oral presentation, project descriptions, rubrics, timeline tables, templates for MP3 ratings, and graphic organizers.


The lab sessions of the semester were divided into three tiers of web-based activity, as can be seen in Table 3.

Table 3. Project Procedure


In Tier 1, as a pre-project session, students read authentic materials related to cultures in the United States and in their home countries. Then, they wrote a cultural essay. In Tier 2, students started the project work by getting involved in data collection activity. First, they collected and analyzed data about three MP3 players by visiting the Google map I developed and other Web sites. Then, they wrote a group rating report. Second, students selected songs they wanted to download to their MP3 player they chose as their favorite. Third, based on the themes of the songs, they decided on a cultural topic and collected data on their topic. In Tier 3, students developed their own group webpage with the data collected in Tier 2. Finally, they showcased their group project during the oral presentation.


Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A Revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman. USA.

Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Boston, MA: Heinle & Heinle.

Debski, R. (2000). Exploring the re-creation of a CALL innovation. Computer Assisted Language Learning, 13(4-5), 307-332.

Lewis, A., & Atzert, S. (2000). Dealing with computer-related anxiety in the project-oriented CALL classroom. Computer Assisted Language Learning, 13(4-5), 377-395.

Toyoda, E. (2000). Arduous but exciting: Web-creation project in Japanese. Computer Assisted Language Learning, 13(4-5), 441-448.

Toyoda, E. (2001). Exercise of learner autonomy in project-oriented CALL. CALL-EJ Online, 2(2). Retrieved March 12, 2010, from http://www.tell.is.ritsumei.ac.jp/callejonline/journal/2-2/toyoda.html

Migyu Kang received a doctoral degree from South Korea in English Linguistics. Currently, she is a doctoral candidate for a second doctoral degree at Iowa State University in Curriculum and Instruction with an Applied Linguistics and Technology minor.


For many classroom instructors, recasting, a reformulation of what a learner says, is a daily occurrence:

Student: The ton of the feedback should be positive.

Teacher: The tone of the feedback should be positive.

After recasting, instructors have to wonder whether the student will remember the correction, given the ephemeral nature of the feedback. In fact, learners often misperceive oral feedback on their spoken errors (Mackey, Gass, & McDonough, 2000; Gass & Lewis, 2007; Kim & Han, 2007). For corrective feedback to be effective, it has to be noticed and understood as corrective by the learner (Schmidt, 1990; Mackey et al., 2000). Oral feedback studies have shown that phonological feedback has elevated perception because of its high communicative value and salience (Mackey et al., 2000; Gass & Lewis, 2007; Kim & Han, 2007). Instructors can improve students’ ability to notice their oral errors and remain unobtrusive through explicit written and recorded corrective feedback using the iPhone Voice Memo App.

There are several student-centered formats that allow the instructor extra time to focus on individual performance: student presentations, student-led discussions, panel discussions, fishbowl discussions, Harkness discussions, and debates. During these activities, the instructor can carefully monitor the students’ performance and provide personalized written feedback using dedicated feedback forms. The written memo is accompanied by recorded feedback, an effective way to make corrective feedback salient and memorable for learners.


The written feedback form that the instructor fills out during the student presentation or performance contains the name of the student, the pronunciation error and correction, phonetic spellings, clarifying comments such as short definitions and words that rhyme, and instructions on what to do with the feedback. For the example from the introduction above, the written feedback would appear as follows:

Student Name:


Pronunciation Feedback

Be careful with the following words:

ton (2,000 pounds = a very big amount)

tone (sound)

ton: /tʌn/ vs. tone /toʊn/

short longer


The correct pronunciation rhymes with:


Check your e-mail for a recorded feedback. Add word to your pronunciation log.

The instructor retains the written feedback for making the voice memo and gives it to the student once the recording is made.


Originally envisioned as a way to capture thoughts, memos to self, or business meetings, the iPhone Voice Memo App is a productive tool for language learning as well. The Voice Memo App comes installed on the iPhone (and the iPad) and can be downloaded as a free app through iTunes. For iPhones updated to OS 3.0 or later, an iPhone voice memo can be created in a few easy steps (Drenn24, n.d.).

1. Open the Voice Memo app. (The icon is an old-fashioned white microphone on a blue background.)

2. To record a memo, press the button on the bottom left of the screen (the silver button with a red circle in the center). A red bar will appear at the top of the screen to let you know that recording has started and how much time has elapsed.

3. To pause the recording, press the pause button on the bottom left. Press the red circle record button to continue recording to the same memo.

4. To stop the recording, press the black square stop button on the bottom right.

5. To view your saved iPhone memos, click the button on the bottom right. (When not recording, the button has three horizontal lines.) This will bring up a list of all of your recorded voice memos. From here you can listen, label, share, delete, and edit the recordings in M4A file format.

6. To label the memo with your student’s name, click on the desired recording, click again on the arrow to the right, and select Custom at the bottom of the list. A keyboard appears for you to type in the student’s name.

7. To edit a memo, click on it, and choose Trim Memo. By squeezing the audio bar at the ends with your fingertips, you can delete from the beginning or end of the recording by clicking on the yellow Trim Voice Memo button.

8. To share the memo with your student(s), select the voice memo you want and press the large blue Share button at the bottom left of the screen. Select Email or MMS (multimedia messaging service). For e-mail, students will need Quicktime software (www.apple.com/quicktime/download) or VLC Media Player (www.videolan.org/vlc) to listen to the recording. Some students may prefer MMS to e-mail if they use their


Audio clip here

When I heard this word several times, it was easy to keep it in mind and now I know how to pronunciate singular and plural form of the word "half." ―Aisulu

Once concise, targeted voice memos have been recorded and shared, they should be used to help students keep track of their own pronunciation needs. Have students collect voice memos in dedicated folders for easy reference. Using the recordings, students can assemble a personal pronunciation journal or error log for reviewing individual problem sounds in meaningful contexts.

The iPhone Voice Memo App allows for easy, individualized corrective feedback that motivates learners to attend to accuracy in speaking. The written feedback is the instructor’s guide for making the recording and, for the learner, a supplement to the recording. The recording also extends the saliency of the feedback because students can return to it again and again. This is explicit feedback that is neither disruptive nor transient. As one student put it: “I think it is an amazing idea. It’s more effective way to know my mistake and remember.”


Drenn24. (n.d.) How to create an iPhone voice memo. Retrieved 22 December 2010 from http://www.ehow.com/m/how_5276826_create-iphone-voice-memo-html

Gass, S. M., & Lewis, K. (2007). Perceptions of interactional feedback: Differences between heritage language learners and non-heritage language learners. In A. Mackey (Ed.), Conversational interaction and second language acquisition: A series of empirical studies. (pp. 79-99). Oxford, England: Oxford University Press.

Kim, J., & Han, Z. (2007). Recasts in communicative EFL classes: Do teacher intent and learner interpretation overlap? In A. Mackey (Ed.), Conversational interaction and second language acquisition: A series of empirical studies. (pp. 269-297). Oxford, England: Oxford University Press.

Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22, 471-497.

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-159.

Monika Floyd, PhD, is a preceptor at in the Harvard University Institute for English Language Programs, Cambridge, MA, and LuAnn Sorenson, MA, is a lecturer at the University of Illinois Intensive English Institute, Urbana, IL. Their research interests include corrective feedback in spoken and written forms.


In this article I explore how information communication technologies (ICTs) can promote L2 English language academic writing skills. For this article, I define ICTs as any communication device or application, including radio, television, cellular phones, computer and network hardware and software, and satellite systems. In the form of personal computers, digital television, e-mail, and even robots, ICT products can store, retrieve, manipulate, transmit, or receive information electronically in digital form. Because I focus here on ICTs in education, I use the term ICTs to refer primarily to software and hardware computer systems. In addition, educators and educational administrators use the term ICTs when they employ various systems to generate services and applications associated with learning via computers, such as video conferencing, distance classrooms, wikis, and chat rooms. Throughout this article I emphasize the wiki as an ICT that serves as an individual educational component; it is often nested within another ICT, Blackboard, a popular educational online classroom provider. Wikis are innovative and fairly new ICT software; they promote L2 writing skills for nonnative English speakers.


In education, the evolving relationship between technology and writing supports new kinds of literacy practices that are being used worldwide. For example, distance-learning opportunities are now available globally, even in remote areas of the world. Wikis, web portals, and chat rooms offer collaborative places for enhancing literacy via written communication skills (Cummings & Davidson, 2007). Moreover, many non-Western multi-literate societies (post-Soviet countries, such as Turkmenistan, Belarus, and Russia, and many Asian countries, such as China, Korea, and Japan) now employ different technology-driven literacies as core foundations to teach English writing skills (Lund, 2008; Tan, Ng, & Saw, 2010; Warschauer, 1999). The Internet allows students to access and enroll in writing courses online; students may submit all the required work in electronic form. Specifically, ESL students can use a variety of ESL interactive writing Web sites to build fluency skills in addition to taking online L2 writing courses (Cummings & Davidson, 2007; E. T. Tan, Ng, & Saw, 2010).

In fact, the most dramatic aspect of ICTs in teaching L2 English writing is their interactivity. Computers are not just tools for writing; they have also changed the processes, products, and contexts for writing, because technological environments can be both physical and virtual. A teacher can work together with students in a computer lab; students also have the option to use portable devices, such as iPads, lap tops, and cell phones, to write and receive instruction outside the classroom.


Educational software, such as Blackboard and other similar tools (Moodle, SkillSoft), allow teachers to present additional resources for students to access online. Blackboard is a Web-based course-management system designed to allow students and faculty to participate in classes delivered online or use online materials and activities to complement face-to-face teaching; Blackboard and Moodle give teachers diverse online options to present course materials: discussion boards, virtual chat, online quizzes, an academic resource center, and more. Moreover, digital applications, such as PowerPoint, Captivate, video, audio, animation, and other graphic and print applications, can be created outside of the Blackboard site, and then added into Blackboard courses. ICTs such as Blackboard have versatility and creative potential that enhances teaching and learning efforts, but one big drawback can be their cost.

In contrast, PBworks, a wiki site, is free to individuals and educators; other wiki sites are moderately priced. Wikis are defined as software that allows multiple users to freely create and edit the content of web pages. Wikis have simple text syntax. This makes editing easy, creating new pages easy, and posting material―visuals, hyperlinks, text, animations―easy. Even ESL instructors with limited computer skills can learn to navigate a wiki with minimal effort.

This effort is well worthwhile, because wikis and other educational technology have streamlined the writing process. In the classroom, using ICT software and/or various Internet sites, L2 English writing students can simultaneously connect with each other, their teacher, and the outside world. This means that in class, a teacher can assign an online writing task and then assess student work by checking the student’s email, blog, or wiki, without ever touching a piece of paper. The teacher can hold editorial conferences with students (as a group or individually) via these same strategies. Some ESL instructors choose to use Skype, videoconference, or even text using a laptop or cell phone. Students and teachers no longer need to be in the same place at the same time to communicate. Using Blackboard, blogs, wikis, or chat room portals, L2 writing teachers can effectively instruct via a 100 percent virtual environment. Even more important, the writing process and writing itself has also changed for L2 learners. Take, for example, the wiki software tool. Wikis have impacted writing in four major ways.

First of all, by using a wiki for L2 writing, both the student and the instructor can view all the steps of the editorial process. Revisions are automatically tracked and saved; they are easy to view. L2 writing students have the chance to see and review their writing errors. They can also evaluate their writing progress. Second, research on L2 writing indicates that writing proficiency can be correlated to length (Kyoko, 2009). A wiki allows the student and the instructor to see how much is written at different points in time. The wiki also offers a record of the benefits of continued efforts by tracking length to fluency. Third, a wiki can help with the problem of convincing L2 writers that editing is an ongoing process. Because a wiki allows multiple writers to work collaboratively on one text, as well as the option of asynchronous writing, the concepts of adding, expanding, reorganizing, and correcting a piece of text are highlighted, with the teacher serving as an on-call model/mentor while L2 writing students are actually engaged in collaborating to produce text (Lund, 2008).

Finally, the Internet and tools such as wikis offer L2 students an authentic social context in which to interact and communicate using the written word. Having an audience and publishing one’s work adds validation and a sense of purpose for all writers. L2 students respond to publishing; it gives their work real value. Moreover, Internet publishing reaches a wide audience; millions of people across the globe have access to information on the Internet.


The way ordinary people are using the Internet, and the fact that so many people are employing the Internet, has significant economic, cultural, and social impact. Today’s international, multilingual student community is taking advantage of ICTs to communicate and collaborate with others. Students are using the Internet to gain knowledge and share information (Gibbons, 2010). L2 students are using ICTs to gain fluency in English, and we, as teachers, must be technologically current in order to meet their needs.

Yet, for teachers and students, interacting with ICTs has three profound implications regarding L2 English writing. The first implication is rhetorical, as digital writing has changed the way we teachers both perceive and teach the art and craft of writing. No one doubts that the Internet has changed English writing styles and syntax. ICTs have changed English sentence structure, style, and rhetorical delivery in a variety of genres (Crystal, 2003). Educational research (Cummings & Davison, 2007) indicates mixed opinions regarding this rhetorical and stylistic shift in written English among ESL students using some types of ICTs to communicate.

English is the dominant language on the Internet (Crystal, 2003); English is used as a favorite language of text messaging among myriad cultures. Many studies have shown that English itself is in flux; even the intermingling of English with major languages, such as Arabic, has created a new language variant (Warschauer, El Said, & Zohry, 2002, which I term “a new online ‘Creole’.” This phenomenon can be found in other parts of the world, including Singapore, China, Korea, and Mongolia (Warschauer, 1999; Danet & Hering, 2007). Moreover, English itself has changed: English text on the Internet displays writing that is shorter, less grammatically inclined, and full of acronyms, emoticons and new words, or words imported from other tongues (Danet & Hering, 2007; Warschauer, 2007).

This brings me to the second implication: interaction. In addition to rhetorical changes, ICTs have also impacted how writers and readers interact with written text. Writing concerns not only the words on a page, but also the means and mechanisms for production. Thus, writing with a pen is different than writing with a computer, as computers make editorial revisions simpler and faster to accomplish. ICTs have also changed publication venues for all writers because print media has gone digital, visual, and interactive. Text information has transcended time and space. It is quick and easy to get into cyber print. Even the economics of presenting written text has radically changed. Yahoo, for example, has a self-publishing venue that allows writers to design and produce their own texts for public consumption―and make a profit doing so, thus bypassing large publishing conglomerates. Anyone with access to the Internet and a grasp of basic Internet skills can publish a blog, post an opinion, become a journalist, or create a multimedia Web site.

Yet easy revisions and open access to publication also have negative repercussions (Radia & Stapleton, 2008). A wiki that is not password protected is susceptible to unkind comments and even malicious hackers. As teachers, we must protect our L2 students’ privacy and offer them writing guidelines for online peer comments, evaluations, and edits. L2 students searching for information to use in their essays may be deceived by the openness of the Internet, where sites often lack authority and rigor (Radia & Stapleton, 2008). Information can be saturated with ideological agendas. L2 writers must first linguistically decode information, and then determine whether what they read is objective and biased.

When L2 writers go online for ideas to use in their own writing work, they must be taught that many sites are not transparent or culturally neutral; some sites are offensive in content, despite the fact that anyone can access them. Research indicates that L2 student writing can inadvertently reflect an ideologically charged site (Radia & Stapleton, 2008). Furthermore, L2 writing credibility may suffer if L2 students access unconventional and/or manipulative Web sites. Indeed, increasing globalization and increasing information overload are both contributing to the redefinition of standards of English writing in terms of academic rigor for all students.

Clearly, all L2 English writing students around the world have more choices in researching, presenting, and delivering information because ICTs for writing have changed production and distribution channels. With Internet technology, L2 English writing has become more sophisticated but more accessible (Gibbons, 2010). Many ESL education classrooms seek to establish Internet relationships around the world. Students from diverse cultural and linguistic backgrounds have the opportunity to link up with each other online. Responses arrive in seconds rather than weeks. As all English writers and their audiences expand and relate to each other on a global scale, new ways of composing are being created. Teachers must be prepared to use ICTs as part of their pedagogical practices. At the same time, ESL instructors must be alert to the negative implications that arrive with the Internet’s open access.

This brings me to the third implication: the role of instructors in online L2 English writing practices. ESL instructors must be computer literate. They must offer students tools, skills, and strategies not just to produce traditional academic texts but also to generate documents that are appropriate to the global market, such as written texts designed with multimedia technological tools. English teachers must provide communication tools, along with grammatical and linguistic tools, to generate today’s and tomorrow’s global writers.

Today, L2 English writing classrooms are interactive networks that exist online as well as inside a physical space. Anywhere in the world, L2 writing can be a collaborative process, a socially situated process. The notion of a writer sitting alone at a desk in a room, struggling to put pen to paper, is outdated. Technology has changed the way writers work and the way writing can be taught. ESL teachers can help their L2 English language writers by using ICTs to generate effective English writing and meaningful communication. ESL students everywhere need to understand English grammar and gain fluency in using different writing genres and sophisticated computer technology to create meaning. We must give our L2 students the ICT option, while continuing ourselves, as educators, to keep up with technological innovations, and acknowledging them as revolutionary teaching tools.


Crystal, D. (2003). English as a global language. Cambridge, England: Cambridge University Press.

Cummings, J., & Davison, C. (2007). The international handbook of English language teaching (2 Vols.) Norwell, MA: Springer Publishers.

Gibbons, S. (2010). Collaborating like never before: Reading and writing through a wiki. English Journal 99(5), 35-39.

Kyoko, B. (2009). Aspects of lexical proficiency in writing summaries in a foreign language. Journal of Second Language Writing, 18(3), 191-208.

Lund, A. (2008). Wikis: A collective approach to language production. Recall 20(1), 35-54.

Mak, B., & Coniam, D. (2008). Using wikis to enhance and develop writing skills among secondary school students in Hong Kong.System, 36, 437-455.

Radia, P., & Stapleton, P. (2008). Unconventional Internet genres and their impact on second language undergraduate students’ writing process. Internet and Higher Education, 11, 9-17.

Tan, E. T., Ng, M. L. Y., & Saw, K. G. (2010). Online activities and writing practices of urban Malaysian adolescents. System, 38, 548-559.

Warschauer, M. (1999). Electronic literacies: Language, culture and power in online education. Mahwah, NJ: Lawrence Erlbaum.

Warschauer, M., El Said, G. R., & Zohry, A.G. (2002). Language choice online: Globalization and identity in Egypt. Journal of Computer-Mediated Communication, 7(4), 0. doi: 10.1111/j.1083-6101.2002.tb00157.x

Valerie Sartor has been an ESL instructor since 1980, when she began her 3 ½ year service as US Peace Corps Volunteer teacher in South Korea and the Central African Republic. Her master's degree is in Russian Language and Literature. In 2003 she acquired updated TESOL certification from SIT. She is fascinated with the language acquisition process, both for herself and her students. From 2004 until the fall of 2008, she lived in North China, teaching ESL, working as an editor and writer, and also as an IELTS examiner. From Aug 2009 to June 2010 Valerie was a US State Department English Language Fellow in Turkmenistan. She publishes widely. Currently Valerie is working on her PhD, specializing in bilingual education and TESOL at UNM.


Teaching ESL students to avoid plagiarism is a constant concern in academic writing. As teachers, we often find ourselves struggling to help students properly paraphrase material, that is, change the text sufficiently so as to not plagiarize while preserving the meaning. Fortunately, we are not left without resources. Web-based tools, such as Turnitin (turnitin.com) and SafeAssign (safeassign.com), are becoming more commonly used in mainstream classes to check against plagiarism. In the ESL environment, plagiarism-checking tools can be used in writing classes, not necessarily as policing tools, but as instructional tools to teach appropriate paraphrasing and citation.


Plagiarism-checking software, which has been around for quite some time, mainly compares a selection of text against a large database of material. Web-based tools utilize a search engine, such as Google, to find matching text and identify plagiarism. More advanced systems, such as SafeAssign, utilize multiple databases, including published articles and student papers, as well as the Internet. Most tools then produce an originality report, which highlights any instances of possible plagiarism, along with the sources.

Figure 1. Sample matching index from SafeAssign shows the percentage of text that matches online content.

Figure 2. Sample originality report from SafeAssign highlights suspected plagiarism.

These plagiarism-checking tools are not foolproof, however. Because these systems automatically compare text against what is in the database, occasionally they will identify generic phrases as plagiarism. For instance, the phrase “Nuclear power is too risky” may be found in several places on the Internet because it is so general. Thus, some discretion must be taken when viewing these automatically generated reports.


Although this type of software is often used as a policing tool in the mainstream academic environment, it can be used as a learning tool in an ESL writing class. It is tempting to underline a student’s sentence with the comment “Plagiarism!” or “Too similar.” However, students may not always be able to see how similar their sentence is to the original because paraphrasing often takes more than changing a few words. Having students look at their own writing through plagiarism-checking tools makes the concept less abstract, as they can see their sentence next to the original. This works especially well in a computer lab setting where the analysis process can be modeled on a projector first, and then allowing students to run analyses on their own.

In the sample below using SafeAssign, the student writer can see the highlighted sentence identified as possible plagiarism. A simple click on the highlighted sentence reveals the green box, containing the uploaded sample above the Internet source, along with a matching percentage. The student can then look to see what is similar between the two: in this case, too much similarity in vocabulary and word form.

Figure 3. A close-up look at a sentence flagged by SafeAssign

There are several ways to implement plagiarism-checking tools in a writing class. Besides having students submit and resubmit drafts of complete essays using outside sources, a short paraphrase exercise can give students extensive practice in rewriting a short passage in their own words. Teachers can assign students to paraphrase a block of text from the Internet. Consider using these Web sites for material to paraphrase:

Figure 4. Sample text to use for this activity from About.com video (http://video.about.com/entertaining/How-to-Play-Charades.htm)

Naturally, it is important to select material at the appropriate level so students can grasp the meaning. This may require copying/pasting the passage onto a Word document and deleting portions of the original text that may be too difficult. In addition, using printed material can help prevent students from copying and pasting in this exercise. Here is a set of instructions that could be used in a computer lab activity or for homework:

Step 1. Paraphrase each sentence in the worksheet. Upload into Blackboard SafeAssign.

Step 2. Check the SafeAssign originality report.

Step 3. Look at any of the highlighted sentences and answer these questions:

a) What is the Internet source?

b) What is the matching percentage?

c) How can I change my sentence to make it more original? Use synonyms, change the order of the sentence, or maybe change the verb tense (active to passive).

Step #4 Resubmit with your revisions.

Step #5 Check the SafeAssign originality report again.

It is worth noting that, depending on the system being used, instructors may need to check the settings to make sure they allow for resubmittal of material.


A good resource for playing with various plagiarism-checking tools is www.shambles.net, which lists several free tools, as well as those that cost money. However, free platforms, which often produce a more basic report, can be less effective in helping your students. Two well-known platforms compatible with Blackboard are SafeAssign and Turnitin. Other tools available through monthly subscription include, among many others, CheckforPlagiarism.net and PaperRater().

Whether you choose to go the subscription route or use something free, consider the following: type of databases used to compare content, settings to recognize quotations marks and works-cited material, and the quality of the report. This last consideration is the most important, as the report needs to be helpful and clear to students.

Despite the variation in quality, most plagiarism-checking tools can provide at least some assistance to your students as they work on developing their paraphrasing and citation skills. The key benefit of these tools is that they enable students to visualize their paraphrases, helping them see how similar or different their words are to the original while preserving the meaning. Hopefully, this will minimize the number of vague comments in the margin saying, “Fix plagiarism!”

Heather Torrie teaches academic English in Purdue University Calumet’s intensive English Language Program. Previously, she taught ESL at Brigham Young University in Utah, where she also received her MA TESOL. Her professional interests include skill integration, computer-assisted language learning, and program evaluation. She has also taught for several years in various community ESL programs and supervised a volunteer program in Russia.


ESL teachers often used short video clips from online news sites or YouTube to teach listening skills and to generate class discussion, but recently, we started using films in our grammar and writing classes at Intensive English Programs. When students’ attention is waning, using video can bring new life to the classroom and make review of grammar points, such as regular and irregular verbs, more exciting. By using silent film clips, we redirected students’ focus from listening to writing and speaking.


Though they don’t often come to mind when we consider teaching English language skills with film, silent films have many advantages. Students from around the world have watched and enjoyed Mr. Bean (Davies, 1990), and though fewer students may be familiar with the work of Buster Keaton or Charlie Chaplin, their films are just as enjoyable. Surprisingly, the films’ humor, which is physical and situational—rather than verbal—transcends culture and nationality. Because the films are silent, students quickly realize that they must pay attention or they will miss a small but potentially crucial gesture or facial expression. In addition, the situations, such as Mr. Bean going out to a nice restaurant alone to celebrate his birthday in the Mr. Bean episode “The Return of Mr. Bean” (Curtis, Driscoll, & Atkinson, 1990), or Keaton preparing for a vacation in The Boat (Cline & Keaton, 1921), are culturally embedded and provide opportunities to discuss cultural differences, similarities, or nuances. The students’ enthusiasm for the films transfers into enthusiasm for the activity, and they become engaged in the learning process.


Many silent films are available online through sites such as YouTube and Google Videos. Teachers can choose from classic silent films, such as those by Buster Keaton and Charlie Chaplin, or more contemporary ones, such as Rowan Atkinson’s Mr. Bean television series and films. Rather than show the entire film, teachers can select short clips, between 2 and 10 minutes, that can be viewed without losing meaning. The Boat by Buster Keaton is naturally divided into segments ranging from 90 seconds to 3 minutes, allowing teachers to show one to two segments per week to reinforce academic objectives and provide a break from textbooks.


Though many activities can be created to accompany a silent film, we have included a description of two activities: one in which students write a narrative to summarize the film clip and one in which students create a dialogue to orally recount the plot. Because we often work with beginners, we asked the students to work in small groups or pairs. This gives the students the opportunity to share and build on each other’s knowledge of grammar and vocabulary. Students can write in either the historical present or the past.

For the writing activity, the teacher can preview the film as a class. This is a great time to discuss briefly the history of silent film and give an overview of the film’s plot and setting. It may be helpful to teach key vocabulary, particularly for beginning and low-intermediate students. This activity can function as a review of past tense verbs, so the teacher may wish to go over verbs the students may want to use in their summaries and elicit the past tense forms. Then, the teacher can explain to students that they will be writing a summary of the film clip.

First, the class watches the entire clip. The teacher can provide students with a topic sentence to get students started, such as, “Mr. Bean went to a restaurant to celebrate his birthday,” which was used with a clip from “The Return of Mr. Bean” (Curtis, Driscoll, & Atkinson, 1990). Then, the teacher can elicit several sentences from students about what happened next in the film and write them on the board. Next, the teacher can replay the film, stopping it at intervals to give students time to continue their summary of the action in writing with their groups. The teacher can ask each group to contribute a sentence to the summary on the board. Once the summaries are completed, a student can read the summary on the board aloud.

For the conversation activity, the students are directed to watch a short film clip and take notes following a grammar exercise on present continuous and simple past so that the verbs are fresh in their minds. First, the teacher can introduce the topic of the film and instruct the students to take notes on the plot as they watch it. For approximately the first 15 seconds of the clip, the teacher can model note-taking on the board; then he or she can discuss his or her notes and restart the film. After the students have watched the clip, the teacher can start a brief discussion on major points and timeline of the plot. Once students are partnered or grouped, they can compare their notes and then get to work creating a dialogue. After a few minutes, the students will most likely want to watch the film again to ensure they did not miss any details. Finally, in an outgoing class, students will sometimes offer to reenact the film and use the dialogue that they created.


The beauty of using silent film in an ESL class is that it gives students the opportunity to develop their speaking and writing skills and to use grammar in a fun and creative context. They can be used to meet the needs of students of any level―or even in a multilevel class. In addition, the humorous films engage students, get them excited about the activities, and provide a break from routine. We hope you and your students will try and enjoy using silent films in class!


Cline, E., & Keaton, B. (Producers). (1921). The Boat. Newport Beach, CA: First National Pictures.

Curtis, R., Driscoll, R., & Atkinson, R. (Writers) & Davies, J. H. (Director). (1990). The Return of Mr. Bean [Television series episode]. In J. H. Davies (Producer), Mr. Bean. London: ITV.

Davies, J. H. (Producer). (1990). Mr. Bean [Television series]. London: ITV.

Anna Lauzonteaches at the University of Houston, Language and Culture Center, an intensive English program. She received her MA in foreign language education from the University of Texas at Austin, where she specialized in teaching English as a second/foreign language.

Katie Manchester Ha teaches at University of California at Berkeley’s Summer English Language Institute as a visiting lecturer. She started using silent film at Houston Community College’s intensive English program. She received her MA in education with a specialization in English language learning from Western Governors University.



This issue of the “Making Connections” column introduces four members:

  • Jack Watson
  • Rita Zeinstejer
  • Imogene Berry
  • Snea Thinsan

For each newsletter, I invite members to answer a set of questions:

  • What is your favorite platform?
  • What is the one indispensable tool or Web page?
  • What is your most unexpected source of information about CALL?
  • What was your favorite CALL creation?
  • What are you working on now?
  • What area would you like to see developed/researched?
  • In a sentence, what advice would you give to a newbie starting out in CALL?

I hope you enjoy this opportunity to compare experiences, to share advice, to nurture inspiration, and to make connections within our community.

Please e-mail me at stampers@iupui.edu if you have suggestions or contributions to “Making Connections.”

Suzan is a senior lecturer in the English for Academic Purposes Program at Indiana University Purdue University, Indianapolis, IN, USA. She has been a CALLIS member since 1995.

Jack Watson

Jack Watson is a senior administrator/facilitator with the University of New Brunswick English Language Programme in Fredericton, New Brunswick, Canada (which is also his three-time alma mater). Along with 7 years’ research and development in CALL (on a part-time basis), he brings 25-plus years of face-to-face classroom experience to his profession. An active member of TESOL for 5 years, he is currently the CALLIS EV Fair Classics Coordinator.

E-mail: jack.watson@unb.ca

Affiliation: University of New Brunswick

Years in the CALLIS: 5 years

Q: Favorite platform?

A: I use PC, but Mac works fine, too.

Q: For you, what is the one indispensable tool or Web page?

A: A working knowledge of HTML is the single most important computer skill I have, along with a willingness to limit my instructional design to the use of only the tools I need.

Q: What is your most unexpected source of information about CALL?

A: I’ve found sources that are not necessarily unexpected, but highly applicable to my perspective on CALL. Currently I’m reading The Shallows: What the Internet Is Doing to Our Brain by Nicholas Carr.

Q: What was your favorite CALL creation?

A: During my involvement with the coordination of the EV Fair Classics, I’ve had the privilege of observing numerous impressive creations. There are too many to mention just one, and everyone has his/her own unique application that fulfils the intended purpose.

Q: What are you working on now?

A: I’m currently developing and delivering UNB (Fredericton) English Language Programme’s Executive Online Learning series of grammar and writing.

Q: What area would you like to see developed/researched?

A: I’m interested in the changes of learning styles that result from a shift to electronic information delivery.

Q: In a sentence, what advice would you give to a newbie starting out in CALL?

A: I’d have three pieces of advice: 1. Enjoy it; 2. Just because you can’t get your web page to look the way you want, it doesn’t mean you’ve broken the Internet (so keep trying); 3. Simple is best. This works with language and technology too.

Rita Zeinstejer

An EFL teacher in Rosario, Argentina, with 30-plus years’ experience teaching English at all levels, Rita is also an advocate of the integration of CALL into language learning. She has given many PowerPoint presentations on ICT (information and communication technology) and CMC (computer-mediated communication) in Argentina and other countries, face to face and online, as well as for TESOL, and is a member of Webheads in Action, an online community of practice doing research on CMC tools available in the Internet. She is a Google-certified teacher and a CALLIS TESOL Steering Committee Member (2009-2012). Further information is at www.zeinstejer.com.

E-mail: ritazeinstejer@optonline.net

Affiliation: Association of Teachers of English, Rosario, Argentina

Years in the CALLIS: almost 3 years

Q: Favorite platform?

A: It depends on what we understand by “platform.” If it’s an operating system, I stick to Windows, but I could also say I love Google Chrome and all the Google Apps it can integrate.

Q: For you, what is the one indispensable tool or Web page?

A: Blogs and wikis. And again, within Google I choose Sites and Docs―I cannot possibly work without them: Docs, for collaborative work with colleagues; Sites, for collaborative work with students.

Q: What is your most unexpected source of information about CALL?

A: Definitely Twitter. It allows for connections and for rich sources of information, based on the people you choose to follow, without the invasion of intruding third parties!

Q: What was your favorite CALL creation?

A: Several projects I carried out with my students integrating CALL into my classes like the “Tandem Project” with students from Ohio, USA, in 2006 at http://caeb2006.podomatic.com/entry/index/2006-04-12T06_50_50-07_00 and the “Cross-Cultural Project” with students from Korea in 2008 at http://ritamz.ning.com/profiles/blog/list?page=2, and a wiki I opened before a trip to England with Argentinean students at https://sites.google.com/site/triptoengland2011/

Q: What are you working on now?

A: A new venture with WebheadJennifer Verschoor, offering online courses on the integration of the Internet to our colleagues in Argentina at http://techtools4educators1.blogspot.com/.

Q: What area would you like to see developed/researched?

A: Game learning. Very little has been explored in this area.

Q: In a sentence, what advice would you give to a newbie starting out in CALL?

A: Take your first step choosing one tool. Explore it and exploit it, first on your own and then with your students. But always bear in mind their needs and interests. No two groups are alike, not even for Internet tools!

Q: What is your funniest CALL-related incident?

A: “The Serendipity Project” in 2007.. The project was a success once the students started understanding the meaning of the term and realizing how many serendipitous encounters can make a big change in our lives. They all contributed with an anecdote, very enthusiastically recording it and publishing it online, which also helped them see the value of integrating the Internet into our classes and of going global. It was fun.

Imogene (Imy) Berry

Imy received her master’s from the University of Illinois and now teaches full-time at Columbia University’s American Language Program. She cochaired the Electronic Village with Roger Drury in New Orleans and looks forward to leading it again in Philadelphia.

E-mail: imogeneberry@yahoo.com

Affiliation: Columbia University

Years in the CALLIS: 1 year

Q: Favorite platform?

A: Windows

Q: For you, what is the one indispensable tool or Web page?

A: Course management software. I do all my editing and peer review of essays online so I need a good site that organizes files well. So far Moodle seems like the best, but I’ve heard good things about Michigan’s CLEAR program and this summer I’m going to try Google Docs with its comment feature.

Q: What is your most unexpected source of information about CALL?

A: The TESOL events. I see new technology being used in amazing ways to promote learning.

Q: What are you working on now?

A: A research project on peer and teacher feedback using Google Docs. We’re trying to find out which types of online writing feedback help a student improve.

Q: What area would you like to see developed/researched?

A: There still seems to be a large gap between what the highest levels of ESL programs are teaching and what students have to do for undergraduate and graduate degrees. I want to know what we can do to shrink that gap in all four skill areas.

Q: In a sentence, what advice would you give to a newbie starting out in CALL?

A: Be highly critical of any technology that promises to solve all your problems. It’s easy to get sucked into the flashiness of new technology without grounding your work in good pedagogy.

Snea Thinsan

Snea began exploring CAI in the early 1990s and took on a multimedia courseware production project for the Thailand Ministry of Higher Education in 1998 before pursuing his interest in CALL in England and the United States. He has presented at WORLDCALL, CALICO, INTESOL, and TESOL conferences quite regularly. Snea’s doctoral minor was in instructional systems technologies, and he has taught teacher education and CALL courses online for over 5 years now.

E-mail: sthinsan@umail.iu.edu

Affiliation: INTESOL

Years in the CALLIS: 9 years

Q: Favorite platform?

A: Mac and PC with Windows 7―still deciding :-)

Q: For you, what is the one indispensable tool or Web page?

A: Facebook. I use it daily for political and professional connections.

Q: What is your most unexpected source of information about CALL?

A: Google opens many doors to many CALL resources.

Q: What was your favorite CALL creation?

A: I am still proud of the multimedia courseware that I produced in 1997-98 with Authorware for delivery on CD-ROMs. It employed layers of linked content, soundly woven and design-appropriate for self-instruction and instruction via distance education. I find some of those lessons more pedagogically rigorous than what you can find in many CD-ROM-based CALL materials available in the market today. I shared this piece at the WorldCALL 2003 in Banff, Canada.

Q: What are you working on now?

A: I am thinking about creating a language-learning portal with tons of exercises created with Hot Potatoes and other simple test-making tools. What may be special about this portal is that I will try to put some pedagogical principles into the design somehow. This will be done in my free time.

Q: What area would you like to see developed/researched?

A: I want to study the effects of degrees of comprehensibility of CALL inputs of different forms and/or qualities of exposure to inputs on the speed and extent of SLA among ESL/EFL learners.

Q: In a sentence, what advice would you give to a newbie starting out in CALL?

A: Just do it, and you will enjoy virtually endless opportunities.

Q: What is your funniest CALL-related incident?

A: I put links to files on my desktop instead of the ones on the server and went to teach my first CALL class in England. I didn’t realize that until the end of the class. :-(

Neither did the students. :-)

A report on the Developers showcase

The Electronic Village’s annual Developers’ Showcase saw a variety of material covering the core areas of English-language teaching. Presenters gave demonstrations of their original applications and explained the theoretical and technical aspects of their work. Afterward each presenter fielded questions from those in attendance about the development process and use of their work. The presentations covered a wide range of topics and included different platforms. For example, Marsha Chan showed her vocabulary quizzes Web site, which helps students learn the 2,000 most frequently used words using authentic texts. Alexander Wrege, a previous Developers’ Showcase presenter, returned with more material oriented toward Mac users. Mr. Wrege demonstrated how students can make a class magazine to be viewed on the iPad. Another returning presenter was Ron Lee, who showed some of the applications of his Chatbots project. Other presenters included Li Gong, who explained the design of “New Interactive and Integrated Web-based English Learning System” that is in use by students in China; Doe Hyung Kim, who demonstrated “Grammar Tutor,” a Flash tutorial that targets errors in writing that many ESL students confront; and Elena Cotos, who presented “AWE Tool for Academic Discourse Analysis and Feedback.”

Andy Bowman was born and raised in Wichita, Kansas, and attended the University of Kansas. After graduating in 1986, he moved to Paraguay and taught English there for several years. Several years later, Mr. Bowman began working at the Intensive English Language Center. He has been the Lab Coordinator since 1996. He enjoys working with the international students and developing innovative computer activities to help them learn English.



On CALL welcomes your contributions of articles, reviews, opinions, announcements, and reports of conference presentations. We also would like to hear your suggestions, ideas, and questions. Send one or more of the above to Larry Udry.



TESOL’s Computer-Assisted Language Learning Interest Section (CALLIS) exists to define issues and standards in the field of computer-mediated language instruction, promote research and development in the area of computer-based language learning, and disseminate information about CALL to ESL/EFL educators worldwide.



Dawn Bikowski



Justin Shewell


Past Chair

Suzan Stamper


Newsletter Editor(2009-12)

Larry Udry


Newsletter Coeditor

Suzan Stamper


Webmaster(s) -- CALLIS Moodle *

Stephanie Buechele
Tom Robb
Jeff Kuhn


Steering Committee Members


Rita Zeinstejer



Dafne Gonzalez



Snea Thinsan



Tom Robb



Roger Drury



Aaron Schwartz



Chris Sauer



Stephanie Buechele



Jack Watson