September 2022
On Call

LEADERSHIP UPDATES

LETTER FROM THE CHAIR

Jane Chien, National Taipei University of Education, Taipei, Taiwan


Greetings fellow CALL-IS members and friends!

Attending the TESOL 2022 convention in Pittsburgh was definitely the highlight of the year for me. For many of us, it was the first in-person conference since 2019. On the evening of the TESOL Awards reception, four CALL-IS past-chairs, Claire Bradin Siskin, Deborah Healey, Tom Robb, Justin Shewell, and I gathered around Susan Gaer for a photo, congratulating her for receiving TESOL Virginia French Allen Award for Scholarship and Service!

As TESOL and all other academic conferences are staging a comeback for in-person conventions, many worry whether it can compete with the convenience of accessing the conference from our computer screens. Our TESOL 2022 “fully virtual” Electronic Village (EV) had attracted more than 4000 unique participants from over 135 countries, with 10,000 EV site visits during the three days of the convention. This tremendous achievement would not be possible without Heather Benucci’s leadership, along with the support of event leads—Marta Halaczkiewicz, Olenka Villavicencio, Mary Allegra, Sandy Wagner, and Christine Bauer-Ramazani—the steering committee members, Best of EVO facilitators, and the help of many volunteers that transformed the EV into a truly global event. The virtual EV has demonstrated that while TESOL members receive an important benefit from attending the annual convention in person, as Heather shared during the CALL-IS Open Meeting, “by having an open [no-cost] event, we are providing great professional development around the world to those who may not be able to attend [due to health concerns, economic constraints, or logistical reasons], and we are hopefully getting people excited about the CALL-IS and the TESOL convention as a whole,” which, in turn, can increase TESOL membership and attendance at in-person events. We concluded that having a hybrid event best served the CALL-IS community and TESOL educators across the globe.

Thanks again to Heather, who led the CALL Interest Section during the most challenging times and moved the CALL-IS forward in a new direction in response to the pandemic. It has been a wonderful learning experience for all of us and we are grateful for your leadership and guidance. To Mary Allegra, Kim Andrus, Ellen Dougherty, and Sam Adams, who are rotating off, thank you for your years of service to the CALL-IS, hosting webinars, maintaining the CALL-IS website, assisting with the EV program, and more.

I would also like to welcome our newly elected CALL-IS Steering Committee members. Jasmin Cowin, Jarrent Tayag, Heather Austin, and Sandy Wagner on board until 2025. Marta Halaczkiewicz has taken over as Past Chair, and we welcome Nellie Deutsch and Judy Wong as Co-chairs Elect. We have one member-at-large vacancy to be filled for next year as EV returns to an in-person event. We invite you to apply once elections are open in early 2023.

Planning for TESOL 2023 has already begun. The CALL-IS Academic Session and the Intersection sessions with the Speech/Pronunciation/Listening Interest Section (SPLIS) and Intercultural Communication Interest Section (ICIS) have been well planned, thanks to Nellie and Judy. Marta has been working with the team to coordinate an in-person dynamic EV with a webcasting team streaming the live sessions. The good news about the EV next year is that participants do not need an additional 10-dollar fee to attend or present. There will be a Bring-Your-Own-Device (BYOD) space in the exhibition hall for all to participate. The EV call for proposals will be out on September 30th.

Also, what’s coming up is EVO 2023 four-week professional development for moderators of three provisionally accepted sessions and fifteen returning sessions. For EVO 2022, we had 89 moderators offering 19 sessions, including eight new and eleven returning sessions. Thanks to Christine Bauer-Ramazani and the EVO Coordination team, 2179 participants from 100 countries joined our five-week free professional development. EVO is a great platform to offer our expertise, network with other teachers, and learn with TESOL professionals from different parts of the world. For more information, see the announcement below.

Finally, I would like to thank our newsletter editors, Larry Udry and Suzanne Bardasz. It’s a lot of work putting the newsletters out for all these years, especially during the pandemic. I want to encourage our members to consider submitting articles to our newsletter (call for submissions). It’s a great way to serve the interest section and share thoughts, practices, or reflections on CALL during and after the pandemic.

We, along with the worldwide CALL community, are deeply saddened to learn of the passing of Vance Stevens, the co-founder of CALL-IS and the first officially appointed CALL-IS Chair in 1984. As hundreds of friends from different parts of the world swarmed in on Facebook with tributes and condolences have put it, Vance was “an online pioneer who was a giant among his peers”, “a mentor, role model, and our friend,” “[our] guide, and an inspiration,” “the go-to guy in the Electronic Village…at TESOL CALL-IS,” “an outstanding Webhead who marked the professional lives of thousands of teachers from all over the world,” and so much more to so many of us! Vance was the kindest, most active, charismatic leader of different CALL communities. He was the person we have always relied on in challenging times, i.e. putting together “Best of EVO not canceled but moved online” when the TESOL convention 2020 was canceled due to the pandemic.

Christine Bauer-Ramazani shared that Vance played a major role in the webcasts from the EV at many TESOL Conventions. In fact, Vance was the one that came up with the idea and single-handedly started webcasting EV sessions that he participated in to the Webheads, who were our most enthusiastic and consistent audience for several years. In 2006, Christine took his concept and started organized webcasting of several select sessions from the EV. Of course, Vance was on the Webcasting Team of the CALL-IS and continued to play a major role in it. He always tinkered with new ways to connect with various and broader audiences, fixing problems with broadcasting on-the-go at TESOL Conventions. As Christine said in the EVO tribute on the EVO landing page, "Your light will shine in EVO forever, dear Vance! We are so grateful for your 20 years of dedicated service to EVO and the EVO coordination team as a kind, patient, knowledgeable mentor."

Up until last month, Vance was still working on EVO 2023 preparation with me. He was a great mentor while I have been involved in EVO and the CALL-IS. Presenting at the TESOL convention in 2018 and 2019 with Vance and watching how he problem-solved webcasting glitches on the spot and hosted the sessions accommodating in-person and virtual attendees was truly amazing. He was the editor of the "On the Internet" column in TESL-EJ for 19 years. I knew many of us published our work in the column under his encouragement. At this time of sorrow, I thought a great way to celebrate his life and contributions to the CALL-IS would be to read “How the TESOL CALL Interest Section Began,” an article he wrote as a co-founder of the CALL-IS, and share your memories of him with us on this Padlet wall. We join together as a community and mourn this loss. He will be so greatly missed. Vance Stevens was an inspiration to so many of us, and his legacy will never be forgotten.


With best wishes,

Jane Chien


Jane Chien is an associate professor in the Department of Children’s English Education at the National Taipei University of Education. During the past 17 years, she has been engaged in pre-service EFL elementary school teacher training and in providing professional development to in-service teachers. She is now serving her three-year term as CALL Interest Section Chair. Her most recent CALL related publication is an article for TESL-EJ entitled The Language of Massively Multiplayer Online Gamers: A Study of Vocabulary in Minecraft Gameplay.

LETTER FROM THE EDITOR

Larry Udry, Divine Word College, Epworth, IA, USA


Hello CALL-ISers!

This newsletter is packed with letters, articles and columns from all over the world on a wide variety of topics. So dive in. In addition to our Letters, one of our “Leadership Updates” is related to the EVO. If you don’t know about this, you should put it on your radar. This is a yearly series of workshops that are free, and the EVO helps develop skills for teachers using CALL in their classes. It seems like these workshops offer something for everyone. Also, make sure you check out the first article by John Allan who not only explains the benefits of H5P but offers multiple examples of how it can be applied and used in class. Two graduate students, from the University of South Florida’s Department of Applied Linguistics, Kayla Figueroa and Anastasiya Pylypenko, have submitted book reviews related to the area of CALL. This edition Anastasiya Pylypenko reviews K. C. Ramirez’s et al (2021). Online World Language Instruction Training And Assessment: An Ecological Approach. The other review will be printed in the next edition. Lastly, Suzan Stamper completes a column while on her vacation to the US. If that's not dedication, I don't know what is. Suzan interviews three newcomers to CALL-IS.

Thanks to all our generous contributors and the newsletter editing team.

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.

Larry and Suzanne


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 revised the second edition that has an accompanying app of an environmentally-themed ESL e-text with Kendall Hunt. Prior to his position at Divine Word College, he worked in UT Martin for eleven years, where he published the TNTESOL Newsletter.

Suzanne Bardasz is a former Academic Coordinator at University of the Pacific, International. She previously taught at UC Davis for 6 years and at the Korea Advanced Institute for Science and Technology (KAIST) in Daejeon, South Korea for nearly 5 years.

LETTER FROM EVO

Christine Bauer- Ramazani, USA


Dear Friends and Colleagues of the CALL-IS,

Are you ready for an incredible professional growth opportunity that is absolutely free and has been offered absolutely free for over 20 years? Then, make room in your busy schedule for the Electronic Village Online (EVO). EVO is a series of five-week, online sessions that are taking place in 2023 from January 9th to February 12th. During this time, thousands of professionals worldwide converge electronically to teach, learn, and collaborate online. Created in 2000 as a Special Project by the Computer-Assisted Language Learning Interest Section (CALL-IS) of TESOL, EVO continues to be part of the programming of the CALL-IS and Electronic Village events through the annual, free Best of EVO showcase presentations of that year’s sessions. All EVO moderators and trainers are volunteers, and EVO maintains its volunteer and non-commercial nature, prohibiting advertising and commercial sponsorship. For over 20 years, EVO sessions have focused on integrating technology into teaching and learning, and topics have included current and cutting-edge tools and pedagogical applications in the field of TESOL. EVO sessions are like online workshops, as they typically offer weekly live chats (audio/video) to session participants, who then explore the weekly topic in more depth in online discussions and collaborate on projects in a learning management system (LMS). Participants receive badges or a certificate of completion for the work submitted during the session. During the TESOL Convention, EVO session moderators showcase their sessions through live webcasts, offered as part of the programming of the CALL-IS and open to participants worldwide at no charge.

For the upcoming EVO 2023 sessions, EVOis inviting proposals from English teachers to help deliver free online professional development. After proposals have been submitted, the proposal writers will receive professional development as session moderators in online/distance teaching and learning management systems for four weeks, mid-October to mid-November. The timeline and links below offer more details. EVO is looking forward to receiving more proposals to add to its line-up for EVO 2023!


Call for Proposals - Previous sessions - More about EVO

  • Due Date for proposals: 4 September 2022
  • Moderator Professional Development Session: 16 October - 13 November 2022
  • EVO sessions: 9 January - 12 February 2023


Christine Bauer-Ramazani, co-founder of the Electronic Village Online (EVO) and EVO liaison to the CALL-IS of TESOL, is retired from a 45-year teaching and teacher-training career in ESL, Academic English, business, Computer-Assisted Language Learning, Curriculum & Syllabus Design in the US and abroad. Having written about and presented on the use of technology in the classroom at national and international conferences, Christine is still active in EVO, preparing another iteration of “Delivering Best Practices in Distance and Blended Courses” for EVO 2023 in January.

ARTICLES

H5P AUTHORING OPTIONS

John Allan, New Language Solutions, St. Catharines, Ontario, Canada


As the pandemic approached and lingered, teaching moved to fully online emergency remote teaching (Hodges, Moore, Lockee, Trust, & Bond, 2020). Educators desperately searched for digital resources that could support teaching and learning. It became immediately evident that there was no turn-key solution for language instructors, who required customized content for their unique virtual classroom demographics. Instructional developers and designers were sought to create online learning events. However, there was a shortage of skilled practitioners and budgets for materials development. In order to create customized learning objects, instructors were left to their own devices.

The Internet was a hive of activity with practitioners sharing expertise through webinars, online How To guides, instructional videos, meetups, social media sharing, blogs, digital newsletters, online events and even the corporate sector offering discounts and free subscriptions to educators. Online apps such as Quizlet, Kahoot, Quizziz and Padlet satisfied some of the requirements, but an open and inexpensive Swiss Army knife solution was needed to allow language teachers to integrate their pedagogical knowledge and skills with technology to enhance language teaching and learning. (Healey, 2011). Educational authoring tools such as Adobe Captivate and Articulate Storyline had the necessary features but they were prohibitively expensive and had long learning curves. H5P, a contemporary, open-source online eLearning authoring tool was a realistic and timely option that allowed instructors to create active learning events.

H5P offers more than forty different tools that can be mashed up into different configurations using H5P power tools: Interactive Video, Course Presentation, Interactive Book, Question Set, and column, to create limitless learning possibilities. Since then, H5P has become a catchword for developing online learning activities in the TESOL community. It has been used as a practical means of integrating interactive, self-assessing, and media-rich learning objects into online courses. Many instructors quickly learned that even though H5P presents a relatively intuitive authoring method, the number of tools and associated options made this process challenging. The H5P open site, h5p.org, offers exemplars, step by step tutorials and descriptions of H5P tools to assist instructors to create their own H5P content.

In the spirit of sharing that characterized the initial phase of the pandemic, H5P learning objects became available through open community repositories such as Tutela.ca and the ecampusontario H5P Studio. H5P learning objects can be repurposed. This makes H5Ps efficiency enhancers as downloading an H5P and making customizations saves development time and energy.

H5P Exemplars

Language teachers can use H5P in countless ways. Of course, the content is the most important part of a learning activity. If it is well planned and mapped to expected outcomes, the H5P technology only serves to enrich the learning event through additional engagement, repetition and interaction. H5P learning objects can be made to meet the following goals:

  1. provide activity repetition opportunities by allowing users to retry the activity, instant feedback, hints and opportunities to view the correct responses
  2. enhance an existing activity by adding media (audio, video, animation) activities
  3. create more than forty learning activity types which can be further combined using the Course Presenter, Columns and Interactive Book tools
  4. track learner activity, grades while embedded into institutional learning management system


These are a few that I have created to different purposes over the past free year. These are modest that instructors can create on their own. Anyone can click on the Reuse button under each of these to download them. They can be used as they are or customized for a different purpose or audience.


H5P Editing Options

H5P is an open-source tool with a sister commercial enterprise. As these have matured, so have the authoring options available. It is important to understand these before choosing an H5P authoring system. Currently there are four: H5P.org, H5P.com, Lumi education online, Lumi education desktop and LMS integration.

H5P.org

This is the H5P original open editor and resources site. It allows educators to access a few H5P tools without cost. This service offers the advantages of publishing H5P learning objects online and foregoing an LMS. However, no grades and student tracking are recorded. Recently more tools are back as well as the most recent releases to try out so, it is still a useful site for hands-on training. This site is very significant as it houses core information about H5P including working and downloadable examples, documentation and tutorials.

H5P.com

H5P’s corporate services offer hosting options, complete and current web editing configuration and tools, integration of current editing H5P tools with a variety of hosts such as D2L and publishing of H5P learning objects. Please check with H5P.com for current licensing plans.

LMS Integration

H5P integrates with Moodle, D2L, Canvas, and Blackboard learning management systems. Some of the integrations are plug-ins and others are embedded into the LMS’s core, such as Moodle. LMS’s integration of H5P offers comprehensive H5P editing within the Moodle LMS. Moodle administrators must be attentive with upgrades to ensure all of the H5P tools are present and current. H5P activity and grades are tracked and recorded in logs, reports and the grade book. Learning objects can be published and shared throughout the LMS.

Lumi Desktop

The Lumi Education H5P desktop editor allows educators to access current H5P tools without cost. Since Lumi Desktop is an app that is installed on a device or laptop, it allows H5P editing without signing in to an LMS. H5Ps can be created, edited and published directly on the desktop. This is the only way that H5Ps can be edited offline. While editing, the developer can quickly switch to preview and then jump back to editing mode. Another interesting Lumi feature is the export utility. Lumi allows teachers to export their H5P learning objects to HTML folders and SCORM 1.2 formats. These can be shared and viewed on any browser for student interaction. However, grades or tracking will not be recorded using this method. Saved H5Ps can be placed within an LMS course as with the other editors to take advantage of the feedback and recording that LMS offer. Lumi also offers this service on their website. It operates similar to H5P.org, but offers most the H5P tools with the ability to host your learning objects online.

Lumi Online

The free Lumi Education H5P online editor also allows educators to access current H5P tools. As well, the Lumi online resource allows H5P editing without signing in to an institutional LMS, which is similar to H5P.com and H5P.org. While editing, the developer can quickly toggle between preview and editing modes. Lumi online allows teachers to host their H5P learning objects on the Lumi education through a generated web link. These links can be shared and viewed on any browser for student access and interaction. Grades or tracking will not be recorded unless the H5Plearning objects are within an LMS.

Final thoughts

H5P learning objects can be created by instructional developers or teachers to produce customized learning events. There are five editing options. No matter which one is chosen, recycling existing H5Ps from your peers or a digital repository is to start editing with H5P. After a few projects, editing becomes instinctive.

References

Allan, John. (2022). Making an H5P question set using Lumi. TinyURL.com - shorten that long URL into a tiny URL. Retrieved September 19, 2022, from https://tinyurl.com/4rzr3y6m

Catalogue of H5P Content | eCampusOntario H5P Studio. (2022.). Retrieved September 19, 2022, from https://h5pstudio.ecampusontario.ca

H5P Examples & downloads. Front page. (n.d.). Retrieved September 19, 2022, from https://h5p.org/content-types-and-applications

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EduCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Lumi Education. Jan Philip Schellenberg und Sebastian Rettig, & Kit, M. U. I. (2022.). Lumi. Retrieved September 19, 2022, from https://lumi.education/

Healey, D. (2011). TESOL technology standards: Description, implementation, integration. Teachers of English to Speakers of Other Languages, Inc.


John is an instructional designer, teacher mentor and language instructor. He holds an M.Ed. in Distance Education, an M.Sc. in CALL, a B.Ed. in TESL, a Ministry of Education B.Ed. and a B.A. in history. He is currently working on the nationwide Avenue.ca project in Canada.

BOOK REVIEWS

ONLINE WORLD LANGUAGE INSTRUCTION TRAINING AND ASSESSMENT

Anastasiya Pylypenko University of South Florida, Florida, USA


CALL technologies are advantageous to incorporate into the classroom, although often instructors are unfamiliar with technology practices, unsure of how to incorporate them into their curriculum, or do not know where to start to gain the knowledge necessary to do so effectively. In response to these issues, Online World Language Instruction Training and Assessment: An Ecological Approach serves to guide online teacher trainers to develop the necessary skills and strategies to ease the shift from face-to-face learning environments to online learning. This book is aimed at supervisors and administrators who plan and create CALL teacher education (CTE) training for professional development and evaluation procedures for online language instructors.

The authors, King Ramirez, Lafford, and Wermers structure ten chapters that end with practical action steps, checklists of collaborative training suggestions, applicable case studies, and empirical applications to aid trainers and supervisors in applying the theories explained in each chapter. In Chapter 1, the authors argue that the move from face-to-face to online instruction requires different skill-sets, practices, activities, and teaching styles. Chapter 2 is focused on reviewing theoretical frameworks and essential design elements for CTE online training, the effectiveness of strategies, and formal training alternatives. Chapter 3 explains the cognitive, emotional, and functional challenges that online language instructors face. Next, chapters 4-6 move on to identify essential online instructor skills that should be required to teach in digital spaces effectively. They also highlight the processes for evaluating the instructors’ attainment of these skills through contextualized assessments and mentoring. In chapters 7-9, the authors explore professional development for online language instructors at the micro-level with self-assessments, peer mentoring, and goal setting, along with macro-level training such as departmental workshops, seminars, and courses. Finally, Chapter 10 provides an overview of the topics discussed in this book and provides suggestions for the normalization of a critical CTE approach in online environments.

In terms of the book’s utility, the authors provide numerous research-based practical activities, such as conducting needs analyses on the instructors’ use and knowledge of basic technologies, their frequency of use, and their comfort level (e.g., Palloff & Pratt, 2009). However, one critique for this book is the two intended audiences. The first is ideal for developing online instructor training, and the second is for general professional development. This leads to a slight disconnect between the ten chapters because most readers will only need a part of this book; only a specific audience would find this book beneficial in its entirety. That being said, in terms of its strengths, the authors provide an in-depth analysis of the key foundational elements for online instruction and provide useful implications for administrators, or those developing professional online training seminars. This book is theoretically grounded to provide suggestions and applications for filling the gap between face-to-face and online instruction. As such, I would recommend this book for anyone seeking practical strategies to improve their pedagogy and curriculum in an online context or for those who are fostering online instructor’s development.

References

Palloff, R. M., & Pratt, K. (2009). Assessing the online learner: Resources and strategies for faculty. Jossey-Bass.


Anastasiya Pylypenko graduated with MA in Applied Linguistics from the University of South Florida’s Department of World Languages. Her primary research interests include intercultural communication, sociolinguistics, language acquisition, discourse analysis, and pragmatics.

ABOUT THIS COMMUNITY

MAKING CONNECTIONS

Suzan Stamper, Hong Kong University of Science and Technology, Hong Kong


In this column, I want to introduce you to two CALL-IS members who are currently at-large steering committee members and one member who is our co-chair elect:

Michael D. Winans
Jasmine Cowin
Judy Wong

For each newsletter, I invite members to answer a set of 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?
  • In a sentence, what advice would you give to a newbie starting out in CALL?

I hope you enjoy this opportunity to make CALL connections with our members as they share their experiences, advice, and inspirations. Please e-mail me at suzanstamper@gmail.com if you have suggestions or contributions to "Making Connections."


Michael Winans was elected to the Steering Committee to serve until 2024 after he got involved with the interest section in TESOL 2019. He earned his PhD from Arizona State University in Linguistics and Applied Linguistics and has been published by TESOL Press, Language Learning & Technology, CALICO Journal, and RELC Journal, among others.

E-mail: winansmd@gmail.com

Years in the CALL-IS: 4 years

Q. What is your favorite platform?
A. I have used Chromebooks since 2012 and haven’t turned back. They are so much more stable than a Windows computer and much of what we do is on the internet, which makes it a budget-friendly option that is built for Google. It wasn’t until I started writing my dissertation that I had to get acquainted with a Windows device again so that I could download software for organizing qualitative software.

Q. For you, what is the one indispensable tool/web page?
A. Perusall (https://www.perusall.com/). One of the greatest challenges is ensuring the reading gets done outside of class. Perusall is a social reading and annotation tool that will auto-grade student reading, interaction, and annotation. This means students read more and are better prepared for class while teachers grade less.

Q. What is your most unexpected source of information about CALL?
A. Students always have a new tool or website to share. I have taught a course I designed, “TESOL and Technology,” a Special Topics in SLA for college seniors, and there were many tools that they used that could be applied to the classroom that I have never heard of. Such is the way of technology.

Q. What are you working on now?

A. I just started a new position as a Specialist in Applied Linguistics and am doing all the things required to move to a new city and institution. Rochester Institute of Technology also has a Satellite site in Weihai, China, and I have been working with colleagues to develop a sequence for their college reading and writing course.

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

A. The Covid-19 pandemic showed us that many of us are unprepared. In this publication, I know I’m speaking to the choir, but teachers, second language or not, need to develop a level of internet literacy that allows them to both teach and function in the 21st century and transfer those skills to our students. The implementation of a CALL-specific course for TESOL MAs and Certifications is needed if we are to ensure our field is prepared to use current and future technology. And, a short answer for the future: the metaverse; it’s coming!

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

A. CALL is not all or nothing. Meaning: use what makes your teaching better, more exciting, or less work. Use a little or a lot, or none at all because CALL’s real purpose is to allow students to reach their language goals. Any implementation of CALL should focus on that goal.


Jasmin (Bey) Cowin is a Fulbright Scholar; Assistant Professor and TESOL Practicum Coordinator at Touro University, Graduate School of Education, New York; Computers for Schools Burundi Sustainability Analyst and Trainer (pro bono); and collaborator for TESOL teacher education with Future Horizons Foundation for Translation, Training, and Development (pro bono) Sanaa, Yemen. She was the 2021 conference chair for NYSTESOL and conference co-chair for the Second Annual VirtuaTeLL Conference Spring 2022 (VTCon 2022), NYS TESOL: Emerging Technologies in Language Learning and Teaching: Diversity, Criticality and Multimodality.

e-mail: drcowinj@gmail.com

Years in the CALL-IS: first year

Q. What is your favorite platform?

A. Currently: Agora World (https://agoravr.world/discover/), a no-code metaverse platform. I have already hosted two presentations using their free worlds. I absolutely love the ability to explore the potential of building metaverses targeted to language acquisition and teacher education.

Q. For you, what is the one indispensable tool/web page?

A. I created a clickable Language Educator Technology Wheel to share some of my favorite resources for everyone to explore.

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

A. LinkedIn - Dr. Jane Chien, our new Chair, recruited me from LinkedIn.

Q. What was your favorite CALL creation?

A. Going on a virtual field trip to the Louvre and the Great Barrier Reef with TESOL teacher trainees from Sanaa, Yemen.

Q. What are you working on now?

A. Just completed: Cowin, J. (2022). A chain of worlds: Education in the age of metaverses. In N. Callaos, J. Horne, B. Sánchez, M. Savoie (Eds.), Proceedings of the 26th World Multi-Conference on Systemics, Cybernetics and Informatics: WMSCI 2022, Vol. III, pp. 25-29. International Institute of Informatics and Cybernetics. https://doi.org/10.54808/WMSCI2022.03.25

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

A. First, the potential and positive aspects of simulation training for teacher trainees in education programs globally to make progress with the United Nations Sustainable Development Goal of 4C (SDG 4c) to “substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.” Second, metaverses, specifically the contexts and applications of metaverses in education with an analysis of the current developers of metaverses and their possible effects on learners’ cognitive development.

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

A.Make connections, reach out, participate - you will find wonderful colleagues from around the world.


Judy Wong has been an active contributor to the EVO for the last 5 years, a member of TESOL International for almost 9 years, and the current Co-Chair Elect for CALL-IS. Judy has been an academic teacher for over forty years, teaching academics through the arts since 1981, which included teaching robotics, as well as the other academic disciplines to students in K-12. She has an MATESOL and has focused on teaching TESOL since 2012 to students in K-12 and in university. She has been an independent IT consultant, designing and building computers for small businesses for over thirty years and is a Zoom trainer.

e-mail: TheaterForELL@gmail.com

Years in the CALL-IS: 6 years. It was after I was introduced to the Electronic Village at my first in person TESOL conference that I went to 7 years ago.

Q. What is your favorite platform?

A. My favorite computer platform is PC. I am fully versed in working with anything Apple, but I prefer PC because I am a professional tech and I hate overpriced old tech... which is Apple (they actually use old tech inside their devices).

Q. For you, what is the one indispensable tool/web page?

A. In this day and age of teaching online globally, I find Zoom (https://zoom.us/) is indispensable. I am actually a Zoom Trainer because I have been using it since its creation years ago. I use TEDtalks (https://www.ted.com/talks) extensively in my teaching and have done many presentations for teachers on how to use it.

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

A. The most unexpected source was elementary school teachers. I didn't expect them to be that involved in teaching using technology.

Q. What was your favorite CALL creation?

A. When I used to teach in Higher Ed, I taught my speaking classes using TEDtalks for speaking examples. Then my students had to create a fictional product/company to promote and produce a complete presentation using animation programs.

Q. What are you working on now?

A. Actually, as I am the new Co-Chair Elect for CALL-IS, I am working on the coming conference in Portland. I am also working on an intersection session with IC-IS titled, "Teaching Intercultural Competence in the New Global Techno World.”

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

A. I would like to see teachers using virtual worlds more. The globe is getting smaller - not bigger - and virtual worlds can bridge the gaps.

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

A. Do not be scared and stop trying to do what you have been doing with the new tools that you are learning. Just think of the new tech as a cool new kind of pen or blackboard. It is a new tool, so play with it.


Suzan Stamper is a lecturer in the Center for Language Education at the Hong Kong University of Science and Technology. She has been a CALL-IS and TESOL member since 1995.

MEET THE TEAM


Statement of Purpose

TESOL CALL-IS is the Interest Section for Computer Assisted Language Learning and is a part of the international association of Teachers for Speakers of Other Languages (TESOL). The CALL- IS Interest Section focuses on all aspects of using computers in language teaching. We work to increase educators’ awareness of the importance of CALL for English learners of all ages. We help educators recognize the role of CALL in second language development. We encourage research and scholarship, disseminate information, develop teaching materials, and advance teaching tools and methods.

Should you wish to reach out to any of the members, you should contact them via the myTESOL Community of Practice pages.


CALL FOR SUBMISSIONS


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 need a book recommendation, please reach out. Send your submissions to Larry Udry.

Please feel free to pass this on to your professional colleagues and post on your professional lists and sites.

Submission Guidelines:

Letters/ Articles

  • be no longer than 1,750 words (including teasers, tables, and bios)
  • have the title in ALL CAPS
  • list a byline: author's name with embedded email, affiliation, city, and country
  • include a 50-word teaser for the Newsletter Homepage
  • contain no more than five citations
  • include a 2-to-3 sentence author biography at the end of the article
  • include a clear, professional, appropriate author headshot. See below for details.
  • follow the style guidelines in the Publication Manual of the American Psychological Association, 7th edition (APA style)
  • be in .doc, .docx, .rtf, or .txt format
  • All figures, graphs, and other images should be labeled and sent as separate jpg files.


Book Reviews

  • 650 – 1000 words in length
  • include a 50-word teaser for the Newsletter Homepage
  • include a 2-to-3 sentence author biography at the end of the article
  • include a clear, professional, appropriate author headshot. See below for details.
  • follow the style guidelines in the Publication Manual of the American Psychological Association, 7th edition (APA Style)
  • be .doc or .docx, .rtf, or .txt format
  • All figures, graphs, and other images should be labeled and sent as separate jpg files.

Author photos must be:
  • A head and shoulder shot
  • A jpg
  • Width = 120px, height = 160px
  • Clear, clean, professional, appropriate to the article
  • Preferably including the person's name who took the shot.


Book reviews should provide a concise summary of the book content, and, most importantly, offer a critical assessment of the content. Book reviews 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.

AND

If you are looking for an exciting opportunity in Professional Development, why not become CALL-IS Newsletter Editor or join the CALL-IS Newsletter Editing Team. Contact Larry Udry for details. Back issues of our newsletter can be found at http://newsmanager.commpartners.com/tesolcallis/issues/