September 2019
On Call



Heather Benucci,Independent Materials Development Specialist
Abe Reshad, Oberlin College and Conservatory, Oberlin, Ohio, USA

Heather Benucci

Abe Reshad

Greetings fellow CALL-IS (Computer Assisted Language Learning Interest Section) members and friends of the interest section (IS)!

We hope that this letter finds you well, whether that be enjoying a well-deserved summer break or hard at work creating dynamic learning experiences for your students.

On behalf of the CALL-IS leadership, we would like to welcome the new steering committee members who were elected during the TESOL 2019 open meeting in Atlanta: Mary Allegra, Kim Andrus, Ellen Dougherty, and Johnna Paraiso. The community looks forward to working with you! Also, to James May, who is cycling off the steering committee, thank you for your years of service to the CALL-IS. Your many contributions have made this IS an innovative and welcoming group to be a part of. Thank you so much!

In the months since TESOL 2019, the steering committee and many other CALL-IS volunteers have been hard at work preparing to support TESOL teachers around the world through shared resources and other outreach this year, and, of course, we are also gearing up for TESOL 2020! In April, we hit the ground running with a reflection session on the 2019 TESOL conference experience; the team explored ways to continue the positive aspects of the CALL-IS Convention presence, such as the Electronic Village and Mini Workshops, which continued to thrive with participants in the Expo Hall, and we also looked at how to improve the attendee and IS volunteer experience based on the constructive feedback we received. This year, we are also examining ways to enhance both the free webcasts of CALL-IS sessions from TESOL Conventions and the overall CALL-IS community outreach through a variety of online media, including myTESOL, social media, webinars, and more. Planning for exciting academic and InterSection section panels for next year's conference is underway, too. We look forward to collaborating with teams from the Second Language Writing and Supporting Students with Disabilities ISs, among others!

The CALL-IS strives to be on the cutting edge of understanding the intersection of technology and English language education, and there is always plenty of room for fresh faces and ideas in our community! Not sure where to start? Learn more about the events we host by checking out the Electronic Village program guide from TESOL 2019, review the list of CALL-IS positions, fill out our Volunteer Interest form, contribute to the CALL-IS newsletter, or share an idea or question on the myTESOL community. Join the conversation; we want to know more about the ELT tech-related ideas and questions you have!

That’s all the news for now, but we are looking forward to learning and sharing with you on the CALL-IS myTESOL community. Until the next newsletter, we wish you all a fantastic year!

Best regards,

Heather Benucci and Abe Reshad

Heather Benucci, a TESOL teacher educator, materials development specialist, and editor, has led virtual professional development programs for participants in more than 100 countries. A long-time producer and presenter for the U.S. State Department’s TEFL webinar series, she also managed the Department’s E-Teacher Program and launched its first-ever mobile app and e-books for teachers and learners.

Abe Reshad is the director of the Cooper International Learning Center at Oberlin College and Conservatory in Oberlin, Ohio. With 18 years of ESOL teaching experience and 10 with a CALL focus, Abe’s professional interests include the use of maker spaces to promote language learning, e-learning, and place-based AR/MR learning experiences. 


Taira Nieves, Utah State University, Logan, Utah, USA

Greetings fellow CALL-IS members and friends of the interest section!

As a newcomer to CALL-IS (Computer Assisted Language Learning Interest Section), I enjoy the fact that there’s always something to learn about. Since 2017 was my first year at a TESOL International Convention & English Language Expo, I attended a couple of sessions at the Electronic Village. I was excited to learn about how other teachers were using technology to assist in language learning.

The second year I attended, I not only presented a session in the Electronic Village, but I also volunteered. I helped presenters find their stations and answered questions about scheduling, the technology being used, the format of presentations, and more. I didn’t always have the answers, but I knew where to go to find them. It felt good to be useful and informed.

Though I am still new to technology use in the classroom, volunteering has taught me so much. This year at the 2019 TESOL Convention in Atlanta, I volunteered in the Technology Showcase. During this showcase, presenters share the latest trends in topics in CALL, graduate research done in the field, as well as software and internet-based applications. It was exciting to meet the teachers and researchers behind these advances.

This year, there was a need for webcasters. Although I had never webcasted before, I volunteered. Thanks to helpful colleagues who took their time to train me, it only took a few minutes to learn. It ended up being a fun experience. I gained a new skill and was able to learn even more about our field while webcasting many interesting sessions.

Since every area of the Electronic Village is led and supported by volunteers, more help is always needed. The volunteers and organizers that are in charge of our CALL-IS are extremely helpful and always ready to teach others about what we do. I say “we” because I now volunteer as part of the steering committee.

You don't have to be an expert to volunteer for our CALL-IS. Just being willing to serve goes a long way! As a volunteer, I met so many great people and learned much more than I would have otherwise. I invite you to see what the Convention looks like from a closer perspective as a volunteer. Join me in Denver in 2020!

For more information about volunteering, see this link.

Taira Nieves works as a lecturer in the Intensive English Language Institute, Department of Languages, Philosophy and Communication Studies at Utah State University. She is a member of CALL-IS and has been a member of the Steering Committee since 2018.


Suzanne Bardasz, University of California- Davis, California, USA
Larry Udry, Divine Word College, Epworth, Iowa, USA

Suzanne Bardasz

Larry Udry

Hello CALL-ISers!

We hope that all of you are enjoying the summer! We are still raving about some of the presentations we saw at the TESOL 2019 Convention in Atlanta. This issue brings together some of the highlights from the Convention and Electronic Village (EV), including the latest reference management tools that could help students organize their materials for research papers and prevent plagiarism as well as digital backchanneling tools such as YoTeach! that can help keep the conversation going outside of the classroom.

Hopefully, reading these articles will inspire you to use these or similar tools in your classroom. And thanks for the contributions from our co-chairs Heather Benucci and Abe Reshad and steering committee newcomer Taira Neves of Utah State University. Of course, the newsletter would not be complete if it were not for Suzan Stamper, our former newsletter editor, who puts out her 14th anniversary “Making Connections” column.

If there is something that you would like to see in our newsletter, or if you’d like to join the newsletter team, please feel free to contact us.

Suzanne and Larry

Suzanne Bardasz currently works at UC Davis Extension IEPP in Davis, California, where she mainly teaches upper level composition classes as well as classes in the English for Science and Technology (EST) program. She previously taught English at the Korea Advanced Institute for Science and Technology (KAIST) in Daejeon, South Korea, for nearly 5 years.

Larry Udry has worked at Divine Word College, a small Catholic seminary in Epworth, Iowa, since 2003. He has published the CALL-IS newsletter and has served on the CALL-IS Steering Committee since 2009. Recently, he published an environmentally themed ESL e-text with Kendall Hunt. Prior to his position at Divine Word College, he worked at UT Martin for 11 years, where he published the TNTESOL Newsletter.



Lucas Kohnke, The Hong Kong Polytechnic University, Hong Kong, China

Teachers strive to increase student engagement and active learning while incorporating technology in the classroom in order to improve the learning experience. Teachers always look for ways to keep students motivated and on task during lessons. One strategy is digital backchanneling—a real-time online conversation that takes place alongside an activity or event. This has become increasingly common for facilitating active learning and student engagement in the classroom (Baron, Bestbier, & Case, 2016; Fiester & Green, 2016). Backchanneling often supports the bring-your-own-device (BYOD) pedagogy, allowing students to ask questions without interrupting the class, and encouraging multitasking and engagement with the topic.

Benefits of Backchanneling

Backchanneling puts the power of learning into the hands of students, fostering engagement (Reinders, 2014). Students who are shy, uncertain of their ideas, and uncomfortable asking questions in class may feel more comfortable using this tool than they are with direct verbal interaction. The benefits of using digital backchanneling with the students are as follows:

● leveraging students’ communication preferences (mobile devices) for chatting and texting

● students not having to raise their hands to wait for their turn to speak

● supplementing and enhancing classroom discussion

● nonthreatening environment, so all students feel comfortable contributing

● sharing resources (e.g., videos, photos, links)

When we ask students to “discuss,” they tend to think of the spoken discourse being managed by the teacher. However, having a digital backchannel that runs parallel to spoken remarks creates unique opportunities for students to offer opinions, answer questions, and share supplementary information simultaneously without interrupting the teacher or ongoing discussions. Teachers can also adapt their delivery (including content) to suit the students’ interests and feedback (Camiel, Goldman-Levine, Kostka-Rokosz, & McCloskey, 2014). Incorporating mobile devices/learning in classrooms has numerous benefits (Sung, Chang, & Liu, 2016), and digital backchanneling allows students and teachers to discuss lesson content in real time during teaching without being intrusive.

In my classrooms, I have found that fewer students feel intimidated when using digital backchanneling tools. In the Asian context, asking questions is viewed as challenging authority, but I can ask my students, for example, “Would you like more examples of the difference between active and passive voice?” or “Which of the following sentences are incorrect?” As the students can see the results on the screen immediately, this helps to quickly ascertain the extent to which students understand and are following the lesson content.

Several websites and apps can be used for digital backchanneling (e.g., Flipgrid, Backchannel Chat). This article reviews YoTeach!—a free, minimalistic, and intuitive mobile web-based platform with Internet access for classroom teachers and students in any context. Additionally, the article provides suggestions and practical strategies to get started with backchanneling and YoTeach! in a fashion that engages and stimulates learning.


YoTeach! is a backchannel chat platform with drawing and annotating functionality. It enables nonverbal communication both inside and beyond the classroom. This versatile digital tool allows students to ask questions and make comments anonymously in real time, increasing their engagement with the content. YoTeach! works through a browser on desktops, laptops, tablets, and mobile devices. Because of privacy concerns, actual screenshots of students could not be incorporated in the article. Instead, I created rooms (groups) and activities to showcase the multiple functions of YoTeach!. In Figure 1, you can see the landing page of YoTeach!; it is straightforward to search for an existing room or create a new room as a teacher.

Figure 1. YoTeach! landing page.

What sets this app apart is its simplicity and its features: It can be used as a chat app in large classes, for group study, and anonymously. It can be used in science subjects, as it incorporates write and draw functions, so the teacher and/or students can write equations or draw diagrams to ask or answer questions. As can be seen in Figure 2, we can easily incorporate brainstorming sessions where people can join and ask questions in a room.

Figure 2. Incorporating FAQ.

YoTeach! provides a way for authentic student engagement, and each student gets the opportunity to use his or her voice. The platform allows participants to download a transcript of the chat room, including student participation statistics, which provides a summary of discussions and helps the students and me, as the teacher, to evaluate how frequently and to what extent they participated (e.g., number of comments made and questions asked). Therefore, I can share and discuss with my students the summary generated in the transcripts. I can also annotate messages and images, mute students, delete messages, and make rooms private. It is the flexibility and simplicity of the tool that makes it so versatile and useful for us and for our learners.

How to Get Started

To get started with YoTeach!, simply visit the website, decide on a name for a room, type in a description (optional), and then decide on specific features. There are some issues to consider: Should the room be unsearchable (that is, private)? Have administrative features (e.g., room owner bag; options, such as “delete room,” “mute student,” “delete message,” “participation statistics,” and “like button”)? Have a room entry password (see Figure 1)?

Students visit the website, type the room name inside the search box, press enter, type a nickname, and backchanneling can commence. Inside the message box, students can write directly, upload pictures (e.g., something they are uncertain of from the textbook), or draw using the built-in paint function. Figure 3 shows an example of how a student could take a photo of an activity he or she finds challenging, upload the image to the room, and ask for help (both teacher and classmates can answer). This can be done during the lesson or as students are working on their homework/assignments after class.

Figure 3. Student uploading an image for help.

Potential Challenges

There are several exciting features in YoTeach!. However, it can be challenging to monitor the web-based running feed in real time. You can have the feed running in the background of your phone/tablet/computer or you can display it on a screen in the classroom so everyone can monitor it as the class progresses. Today’s students are used to multitasking and find multiple inputs stimulating, so consider what is best for you and your students.

Another potential hurdle is students’ posting messages—on the feed—that are irrelevant to the topic of discussion. As students are used to many tools supporting active learning, it is crucial to get them to buy in and give them clear instructions before using YoTeach!.

For teachers who are new to digital backchanneling, I would like to provide a few tips:

● Set behavioral expectations and review guidelines beforehand, as this will help both you and the students to stay on topic.

● Check your room, test your digital backchanneling tool (e.g.,YoTeach!) before the class, and make sure that the tool is working on the students’ individual devices.

● It is helpful to ask students to number each posting/answer. For example, if they answer Question 1, they could start their post with #Q1, because this will help you to keep track of and refer to the posts.

● Don’t be afraid to monitor the activity using your own device and to jump in and answer questions as they appear.

Why This Works

By allowing students to participate and having an on-topic conversation during a teaching session, we (the teachers) are able to get real-time feedback on whether students understand the concepts being discussed and whether we should shift our focus to address their needs. As well as using YoTeach! as a classroom backchanneling device, I have also held office hours for students (see Figure 4) in a general room, and I’ve divided students into a group to brainstorm ideas in their own rooms. This is another benefit, because users can create small study rooms where they can work collaboratively through instant messaging.

Figure 4. Holding office hours using YoTeach!.


Among the various benefits of adopting digital backchanneling for our classrooms is the supplementing of our teaching. Students can simply log in and share their questions or comments, and you can get real-time feedback. Overall, YoTeach! is a highly effective, efficient, and intelligently structured pedagogical tool that enables students and teachers to extend the learning process by providing online interactions that run parallel to discussions inside and beyond the classroom, as well as by generating feedback, asking questions, and providing examples. Digital backchanneling through YoTeach! could become a staple in today’s classrooms, because it provides unique opportunities to engage and stimulate learning.

YoTeach! is created by the Pedagogic and Active Learning Mobile Solutions Project, Hong Kong Polytechnic University, and is available free as a web-based version. See their website for more ideas on how to use YoTeach! in your classroom.


Baron, D., Bestbier, A., & Case, J. M. (2016). Investigating the effects of a backchannel on university classroom interactions: A mixed-method case study. Computers & Education, 94, 61–76.

Camiel, L. D., Goldman-Levine, J. D., Kostka-Rokosz., M. D., & McCloskey, W. W. (2014). Twitter as an in-class backchannel tool in a large required pharmacy course. American Journal of Pharmaceutical Education, 78(3), 67.

Fiester, H., & Green, T. (2016). Student use of backchannels. TechTrends, 60(4), 404–408.

Reinders, H. (2014). Backchanneling in the language classroom: Improving student attention and retention with feedback technologies. Journal of Language Teaching and Learning, 4(2), 84–91.

Sung, Y. T., Chang, K., & Liu, T. C. (2016) The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275.

Lucas Kohnke is a teaching fellow at the Hong Kong Polytechnic University. His research interests include technology-supported teaching and learning, professional development using information communication technology, and course design in English for academic/specific purposes.


Plagiarism is a relatively long-studied area in college writing research tracing back to the mid-1980s (Pecorari & Petrić, 2014). Within second language writing, plagiarism is a more complicated and demanding issue in multilingual students’ laboring with English (Pennycook, 2016). Bloch (2012) emphasizes the importance of investigating how and when the second language writers’ use of inappropriate textual borrowing happens, resulting in their loss of voice. In teaching multilingual students source text use, I found the use of citation tools very effective as a pedagogical approach to prevent plagiarism because the students I have worked with often mentioned a lack of knowledge or aid in their research process and the frustrations they had with assignments. The students reported situations when they were unable to complete assignments on their own or had no idea how to do appropriate textual borrowings (Kim, 2017). In addition to educating multilingual students about plagiarism, it’s important to provide them with the necessary knowledge and tools to guide them away from plagiarism in their writing.

Teaching students how to use citation management tools enables them to approach their writing and research as a process. Citation tools help student writers keep track of sources by gathering publication information and creating reference lists in a chosen style with a single click. In this article, I discuss the pros and cons of different web-based reference tools and share tips on how to teach student writers new ways to utilize them in their research process. This will ultimately help teachers make an informed decision in choosing the right tool for their classrooms and students.

Basics of Citation Tools

There are various citation tools available on the market (also called reference managers or bibliographic management tools). The most common examples include EndNote, Mendeley, RefWorks, and Zotero. These citation managers help students organize, manage, and format citations for their research. In detail, the tools all import bibliographic data from various sources, including library catalogues, databases (ProQuest, JSTOR, etc.), websites, or PDFs; add formatted citations into papers; and create bibliographies in different styles, such as in the style of the American Psychological Association (APA), the Modern Language Association (MLA), and the Chicago Manual of Style (CMS) . They output auto-formatted references as well as in-text citations. Students can also organize citations using folders and topics while annotating such citations or PDFs. They can eventually build their own research collections.

Functionality of Citation Tools

Their official websites provide more detailed information on each tool, and the citation tool comparison table (Table 1) highlights their major features. For instance, EndNote was one of the first citation managers available on the market. Mendeley is “a free reference manager” with an additional “academic social network.” RefWorks is a “web-based commercial” reference manager. Zotero is a “free, open-source reference management software” available to everyone at no cost.

Table 1. Functionality and Features Table

Tips for Teaching the Tools

Among the four tools, EndNote and RefWorks are not free for everyone, unlike Mendeley and Zotero, but many schools support their affiliates by purchasing campus-wide subscriptions to the services. For instance, schools such as Duke and NYU provide detailed information on these citation tools through their libraries and support free access to EndNote and RefWorks as part of their support for students and faculty research. Thus, I suggest instructors and teachers check with their school libraries about institutional support for these citation tools.

When first introducing these tools to students, I recommend official tutorial videos on YouTube, which explain step-by-step how to quickly navigate through the basic features of each tool. These free training recordings are usually about 5 minutes long and very effective in pinpointing basics for beginners. In a writing classroom, I advise to first conduct an annotated bibliography assignment integrated with a chosen citation tool to prepare for a longer, more complicated research-based assignment that usually needs several sources. This should eventually help student writers get accustomed to a chosen citation tool and make it easier to simultaneously work with numerous sources.

Which Tool to Choose?

These citation tools share similar features and functions, so the best tool for your students depends on their needs and educational contexts. For instance, besides RefWorks with web access only, other tools’ access types are desktop application with basic or full web versions for syncing and sharing sources. These desktop applications also enable users to work offline. EndNote, Mendeley, and RefWorks have mobile apps, such as EndNote’s iOS application for iPad users. They all support different bibliographic styles, including the most commonly used ones such as APA and MLA. They also support word processor integration, which allows academic writers to sync sources while working on papers with MS Word, Google Docs, and so on. This feature gives writers the ability to cite while they write.

Endnote’s advanced features and custom options/preferences not found in other tools may be complicated, making it not suitable for beginners. Because of its web access only, RefWorks can be a good choice when students want to work on multiple networks, while other tools are a better choice when working with a few major computers or laptops with the citation database stored locally. However, one caveat is that teachers need to advise students to adhere to one citation tool for the duration of a research paper or project, because frequent exporting and importing is likely to add more mistakes or errors in references, such as missing or incomplete citations.

Academic Writers and Citation Tools

For more serious academic writers, including graduate students, I recommend Mendeley or RefWorks, supported by Elsevier and ProQuest, respectively. These information and analytics companies are two of the world’s major providers of scientific information, and they run numerous academic journals in different fields. One of the graduate students I worked with showed great satisfaction with Mendeley because many of the journals where she published or wished to publish were run by Elsevier. She noted different scientific journals now require different reference formatting at submission, which is often different from APA or MLA. The reference style used by each specific journal will be applied to the manuscript with a single click when using a citation tool such as Mendeley. Supported by their vast academic databases, the search functions of Mendeley and RefWorks make it easy to find academic sources, especially from reputable journals. By using keywords and authors, students can search for related sources for their research. Mendeley further gives students personalized suggestions for academic articles based on their search history. Mendeley also has an interesting feature called “Mendeley Stats,” which helps you assess your impact as a researcher. It is useful for graduate students who want to become more productive writers. They provide a detailed breakdown of your publication information, including views, citations of your journal article, and other related trends and data.

Quick Bibliography Tool

For a simple and quick bibliography, ZoteroBib can be a great option as a reliable citation machine. Powered by the same technology behind Zotero, ZoteroBib lets students instantly generate a bibliography, regardless of device. It does not require creating an account or installing any software or plugin. Numerous citation machines are out there on the market, but many of them are limited with countless errors. Compared with them, ZoteroBib is a free, easy to use, precise tool. Students simply paste the URL (title, DOI, USBN, etc.) of their source into the ZoteroBib search box and click “Cite” after choosing a citation style. The manual editor also allows students to enter the source data by hand, which I recommend for error-free bibliographies. However, even with ZoteroBib, students should have basic knowledge on their chosen style’s guidelines, which leads to fewer errors.


The citation managers discussed here can do much of the work of formatting references and creating citations for our student writers with a single click. They give students the power to engage with and manage their research data in a systematic manner. However, citation styles supported by these tools do change periodically, and it may take time for these changes to be updated in their systems. Therefore, I advise you ask your students to double check their citations against the chosen style and to use these citation tools responsibly.


Bloch, J. (2012). Plagiarism, intellectual property and the teaching of L2 writing. Buffalo, NY: Multilingual Matters.

Kim, M. (2017). Assessing multilingual students’ perceptions on plagiarism: Recapturing their voices while avoiding plagiarism. Second Language Writing Symposium. Bangkok, Thailand.

Pecorari, D., & Petrić, B. (2014). Plagiarism in second-language writing. Language Teaching, 47(3), 269–302. doi:10.1017/S0261444814000056

Pennycook, A. (2016). Reflecting on borrowed words. TESOL Quarterly, 50, 480–482.

Minsun Kim holds a PhD in English from Purdue University. She has taught second language writing in English for more than 10 years at Purdue and Miami University, Ohio. Her research interests include second language writing with a focus on multilingual and multicultural contexts.



Suzan Stamper, Yew Chung College of Early Childhood Education, Tin Wan, Hong Kong

I hope you enjoy this space to compare experiences, share advice, find inspiration, and make connections within our community. Since 2005, more than 50 Computer-Assisted Language Learning Interest Section (CALL-IS) members have answered these questions:

● What is your favorite platform?

● What is the one indispensable tool/webpage?

● 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?

● What advice would you give to a newbie starting out in CALL?

● What is your funniest CALL-related incident?

I have been using this same set of questions, then, for 14 years. Do you have any suggestions for new questions? What would you like to know about our members?

Let's celebrate CALL in this issue of the "Making Connections" column with two new steering committee members:

● Mary Allegra

● Kim Andrus

Please e-mail me at if you have suggestions or contributions to "Making Connections."

Mary Allegra

Professor Allegra is an associate professor of English phonetics and phonology of the Modern Languages Department of the School of Education at the University of Carabobo in Valencia, Venezuela, and is currently VenTESOL past president. She has been presenting at the TESOL Convention on CALL and other topics for the last 5 years. She is also a member of the TESOL CALL-IS Steering Committee and part of its 2019 webinar team.

Affiliation: University of Carabobo, Venezuela

Years in the CALL-IS: approximately 5 years

Q: What is your favorite platform?
A: Instagram

Q: For you, what is the one indispensable tool/web page?
A: Google Suite

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

Q: What was your favorite CALL creation?
A: Google Drive

Q: What are you working on now?
A: I teach English phonetics and phonology at the University of Carabobo in Venezuela.

Q: What area would you like to see developed/researched?
A: English phonetics and phonology/pronunciation. It is the Cinderella of language learning and teaching.

Q: In a sentence, what advice would you give to a newbie starting out in CALL?
A: Not to fear technology when implementing it for teaching/learning. There are different types of technological tools and even newbies can use them with the appropriate training. It is just a matter of practice. Technology is your friend, not your enemy.

Kim Andrus

For more than 20 years, Kim has been an intensive English program instructor, teaching at universities in Ohio, Illinois, Alabama, Utah, and Japan. A general CALL enthusiast, over the years he has been a language lab coordinator and program webmaster.

Affiliation: Utah State University Intensive English Language Institute

Years in the CALL-IS: 23

Q: What is your favorite platform?
A: Canvas LCMS

A: For you, what is the one indispensable tool/web page?
A: Word and Phrase by Mark Davies at

Q: What is your most unexpected source of information about CALL?
A: Colleagues who know a lot more than they let on about CALL.

Q: What was your favorite CALL creation?
A: An intercultural communication podcast produced by Korean and Saudi students.

Q: What are you working on now?
A: Ways to enhance class activities with BYOD [bring-your-own-device] audience response systems like Poll Everywhere.

Q: What area would you like to see developed/researched?
A: The effects of personal technology usage in different classroom sizes, environments, and situations.

Q: In a sentence, what advice would you give to a newbie starting out in CALL?
A: Try creatively applying your own favorite technology to the classroom.

Suzan is a senior lecturer and English support team leader at Yew Chung College of Early Childhood Education in Hong Kong. She has been a CALL-IS member since 1995.


The CALL- IS Newsletter, on CALL, encourages submission of many types of articles related to CALL: software, website or book reviews, announcements, reports on conferences, presentations or webcasts that you might have participated in. If you have suggestions, ideas, and/ or questions, send them to Larry Udry or Suzanne Bardasz.


Articles should

  1. Have the title in ALL CAPS.
  2. List a byline: author’s name with hyperlinked email, affiliation, city, country, & an author photo. (in that order).
  3. Include a 2-3 sentence (or less) teaser for the Newsletter Homepage.
  4. Be no longer than 1,750 words (includes bylines, teasers, main text, tables, and author bios). Articles longer than 1,750 can be included, but will not be copyedited.
  5. Contain no more than five citations.
  6. Have a 2- to 3-sentence author biography at the end of the article.
  7. Follow the style guidelines in the Publication Manual of the American Psychological Association, 6th Edition (APA style).
  8. Be in .doc, .docx, .rtf, or .txt format.

All figures, graphs, and other images should be sent in separate jpg files.

  1. If the author includes a photo, it must be:
    • A head and shoulder shot
    • A jpg
    • Width = 90px, height = 120px
    • Clear, clean, professional, appropriate to the article
    • Preferably including the person's name who took the shot.
  1. Have hyperlinks that have meaningful urls.
  2. Accurately and completely credit sources, including students. Do not take online content (including photos) from other websites without attribution. Contact us for the permission forms.
  3. Get written permission for borrowed material (including photos) and send the signed permissions forms. Contact us for the permission forms.

If you've forgotten what our newsletter looks like (and if you are a current member of TESOL), here is a link, so you can see for yourself.

Book reviews of between 300 and 500 words should provide the reviewer's analysis of books that are relevant to the practice and theory of CALL. A book review needs to be an evaluation, not just a summary; in addition to a (short) summary and key points, it should provide an appraisal of the books' strengths and weaknesses. Does this reviewer have any critiques of the book, or suggestions on how it could be improved upon? Does it lack in any way, or have any shortcomings? Book review readers expect to hear both the pros and the cons of a book so they know that the review is unbiased and so they feel prepared to determine whether to invest in the book themselves.