<?xml version="1.0" encoding="utf-8"?>
	<!-- generator="Podcast Generator 1.4" -->
		<rss xmlns:itunes="http://www.itunes.com/dtds/podcast-1.0.dtd" xml:lang="en" version="2.0">
	<channel>
		<title>CALICO Journal Audio </title>
		<link>http://www.slu.edu/colleges/AS/languages/calico/</link>
		<description>
Welcome to the audio podcast of the CALICO Journal. Now you can hear the latest CALICO Journal articles anytime and anywhere! Please click on the subscribe button or find us on iTunes. Please note that the audio version is limited in that it does not contain tables, figures, appendices, footnotes or references. These are available in the full text of the article at www.calico.org. Enjoy!</description>
		<generator>Podcast Generator 1.4 - http://podcastgen.sourceforge.net</generator>
	<lastBuildDate>Mon, 06 May 2013 13:33:53 -0500</lastBuildDate>
		<language>en</language>
		<copyright>&#xA9;  2012 </copyright>
		<itunes:image href="http://www.slu.edu/colleges/AS/languages/calico/images/itunes_image.jpg" />
		<image>
		<url>http://www.slu.edu/colleges/AS/languages/calico/images/itunes_image.jpg</url>
		<title>CALICO Journal Audio </title>
		<link>http://www.slu.edu/colleges/AS/languages/calico/</link>
		</image>
		<itunes:summary>
Welcome to the audio podcast of the CALICO Journal. Now you can hear the latest CALICO Journal articles anytime and anywhere! Please click on the subscribe button or find us on iTunes. Please note that the audio version is limited in that it does not contain tables, figures, appendices, footnotes or references. These are available in the full text of the article at www.calico.org. Enjoy!</itunes:summary>
		<itunes:subtitle>CALICO Journal Audio </itunes:subtitle>
		<itunes:author>CALICO</itunes:author>
		<itunes:owner>
		<itunes:name>CALICO</itunes:name>
		<itunes:email>dnickol1@slu.edu</itunes:email>
		</itunes:owner>
		<itunes:explicit>no</itunes:explicit>
		<itunes:category text="Arts">
			</itunes:category>
			<item>
								<title>30(2) Towards an Agenda for Learner Preparation...</title>
								<itunes:subtitle>30(2) Towards an Agenda for Learner...</itunes:subtitle>
								<itunes:summary><![CDATA[ 30(2) Special issue on Learner Preparation in CALL Towards an Agenda for Learner Preparation in Technology-Enhanced Language Learning EnvironmentCHUN LAIThe University of Hong KongBRUCE MORRISONHong Kong Polytechnic University ]]></itunes:summary>
								<description>30(2) Towards an Agenda for Learner...</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2013-05-06_lai_final.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2013-05-06_lai_final.mp3" length="15123677" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2013-05-06_lai_final.mp3</guid>
								<itunes:duration>21:00</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Mon, 06 May 2013 13:28:02 -0500</pubDate>
								</item><item>
								<title>30(1) Thirty Years of the CALICO Journal—Replicate, Replicate, Replicate</title>
								<itunes:subtitle>30(1) Thirty Years of the CALICO Journal—Replicate, Replicate, Replicate</itunes:subtitle>
								<itunes:summary><![CDATA[ BRYAN SMITHArizona State UniversityMATHIAS SCHULZEUniversity of Waterloo, CanadaEDITORIALIn June 1983, the first issue of the CALICO Journal was published. This is a wonderful opportunity for a look back on the long way we have come. ]]></itunes:summary>
								<description>30(1) Thirty Years of the CALICO Journal—Replicate, Replicate, Replicate</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2013-01-15_editor30.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2013-01-15_editor30.mp3" length="14943608" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2013-01-15_editor30.mp3</guid>
								<itunes:duration>12:27</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Tue, 15 Jan 2013 09:14:22 -0600</pubDate>
								</item><item>
								<title>30(1) A Conceptual Overview of the History of the CALICO Journal: The Phases of CALL</title>
								<itunes:subtitle>30(1) A Conceptual Overview of the History of the CALICO Journal: The Phases of CALL</itunes:subtitle>
								<itunes:summary><![CDATA[ By ROBERT FISCHERABSTRACTOver the 30 year history of the CALICO Journal, various areas of research and development in CALL have come to the fore in articles published in the journal at different points in time. These areas, which reflect the general concerns of the profession, can be conveniently categorized under the general acronym of ICT: Information and Communication Technology. In this article, the former Executive Director of CALICO and Editor of the CALICO Journal traces the major lines of CALL research and development as reported in CALICO Journal articles. ]]></itunes:summary>
								<description>30(1) A Conceptual Overview of the History of the CALICO Journal: The Phases of CALL</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2013-01-15_fischer30.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2013-01-15_fischer30.mp3" length="24436506" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2013-01-15_fischer30.mp3</guid>
								<itunes:duration>20:22</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Tue, 15 Jan 2013 09:11:42 -0600</pubDate>
								</item><item>
								<title>30(1) Who Needs Replication?</title>
								<itunes:subtitle>30(1) Who Needs Replication?</itunes:subtitle>
								<itunes:summary><![CDATA[ GRAEME PORTEUniversity of Granada, Spain ABSTRACTIn this paper, the editor of a recent Cambridge University Press book on research methods discusses replicating previous key studies to throw more light on their reliability and generalizability. Replication research is presented as an accepted method of validating previous research by providing comparability between the original and replicated study. The paper considers three scenarios to account for the relative lack of replication research in learned journals in our field and goes on to suggest a number of ways in which this situation might be remedied. ]]></itunes:summary>
								<description>30(1) Who Needs Replication?</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2013-01-15_porte30.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2013-01-15_porte30.mp3" length="17360980" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2013-01-15_porte30.mp3</guid>
								<itunes:duration>14:28</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Tue, 15 Jan 2013 09:07:14 -0600</pubDate>
								</item><item>
								<title>29(4) Editorial: CALL Roads Well—Or Less Well—Travelled</title>
								<itunes:subtitle>29(4) Editorial: CALL Roads Well—Or Less Well—Travelled</itunes:subtitle>
								<itunes:summary><![CDATA[ Editorial: CALL Roads Well—Or Less Well—Travelled MATHIAS SCHULZEUniversity of Waterloo, CanadaBRYAN SMITHArizona State University ]]></itunes:summary>
								<description>29(4) Editorial: CALL Roads Well—Or Less Well—Travelled</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_intro.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-09-20_intro.mp3" length="6646178" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_intro.mp3</guid>
								<itunes:duration>9:14</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 20 Sep 2012 08:55:25 -0500</pubDate>
								</item><item>
								<title>29(4) Replication Studies in CALL Research</title>
								<itunes:subtitle>29(4) Replication Studies in CALL Research</itunes:subtitle>
								<itunes:summary><![CDATA[ Replication Studies in CALL ResearchDOROTHY M. CHUN University of California, Santa Barbara This paper discusses replication studies in the context of computer-assisted language learning. I begin with what is feasible for CALL replication studies, proposing that conceptual replication is more realistic than exact replication. Then, based on the premise that theories and principles of SLA should underlie CALL research, a brief summary of CALL&apos;s contributions to SLA is given. I attempt to set an agenda for CALL replication studies, but rather than suggesting a list of specific studies that could or should be replicated, I propose an expansive approach and provide guidelines for how to select studies or types of studies that could be replicated conceptually. This approach allows researchers to select from the most pressing issues in SLA/CALL studies and conduct conceptual replication, based on their theoretical perspective and ona principled implementation of the ever-evolving new technologies available. I close with some examples of concepts or notions that need to be tested or verified across different contexts, including my own pet areas of interest, and how one might go about replication studies in these areas. ]]></itunes:summary>
								<description>29(4) Replication Studies in CALL Research</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_chun.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-09-20_chun.mp3" length="20517825" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_chun.mp3</guid>
								<itunes:duration>28:30</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 20 Sep 2012 08:54:48 -0500</pubDate>
								</item><item>
								<title>29(4) Using Automatic Speech Recognition Technology with Elicited Oral Response Testing</title>
								<itunes:subtitle>29(4) Using Automatic Speech Recognition Technology with Elicited Oral Response Testing</itunes:subtitle>
								<itunes:summary><![CDATA[ Using Automatic Speech Recognition Technology with Elicited Oral Response TestingTROY L. COX &amp; RANDALL S. DAVIES Brigham Young University This study examined the use of automatic speech recognition (ASR) scored elicited oral response (EOR) tests to assess the speaking ability of English language learners. It also examined the relationship between ASR-scored EOR and other language proficiency measures and the ability of the ASR to rate speakers without bias to gender or native language. To that end, 179 subjects were given an ASR-scored EOR test with 60 items, followed by an oral proficiency interview (OPI) type assessment and a battery of other language tests. Findings suggest that ASR-scored EOR results could be used alone to predict speaking ability in specific situations and for limited purposes such as initial placement of students in language training situations. However, if more certainty is required, adding a listening component would improve the assessment. Analysis of the study results also suggests that while there were some differences in amount of variance explained in speaking scores based on gender and native language, there was no significant negative effect that would preclude the use of ASR-scoring. While EOR is not an authentic performance assessment of the speaking ability, it does correlate well with other assessments of this construct and has good content validity. The use of an ASR-scored EOR test seems to provide a practical estimate of speaking proficiency that could be used for initial placement of students in situations where assessments of speaking for the purpose of placement are not currently being used due to the cost of administering OPI type assessments. ]]></itunes:summary>
								<description>29(4) Using Automatic Speech Recognition Technology with Elicited Oral Response Testing</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_cox_davies.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-09-20_cox_davies.mp3" length="32010553" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_cox_davies.mp3</guid>
								<itunes:duration>44:28</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 20 Sep 2012 08:54:06 -0500</pubDate>
								</item><item>
								<title>29(4) Investigating the Effects of Planning on L2 Text Chat Performance</title>
								<itunes:subtitle>29(4) Investigating the Effects of Planning on L2 Text Chat Performance</itunes:subtitle>
								<itunes:summary><![CDATA[ Investigating the Effects of Planning on L2 Text Chat PerformanceHSIU-CHEN HSU University of Texas at San Antonio Over the last decade, a small body of SLA research has examined the effects of task planning on L2 production. This research has revealed positive results concerning the effect of pre-task and online planning on oral and written production. However, no studies to date have investigated the joint effects of pre-task and online planning. In addition, relatively little research has explored the efficacy of planning in the context of written synchronous computer-mediated communication (SCMC), or text chat, which is a growing medium in which L2 learners use the target language. Accordingly, this study examined the joint effects of pre-task and online planning in a written SCMC environment. The researcher chatted individually on a picture-based narrative task with thirty ESL learners. With one group, this chat was preceded bystrategic planning. With the other group, there was no strategic planning. Both groups were allowed unlimited online planning time for task completion. Chat production was coded and was measured in terms of complexity, accuracy, and fluency. Findings did not suggest any advantage for strategic planning across the three variables when unlimited online planning time was available. ]]></itunes:summary>
								<description>29(4) Investigating the Effects of Planning on L2 Text Chat Performance</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_hsu.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-09-20_hsu.mp3" length="31104000" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_hsu.mp3</guid>
								<itunes:duration>43:12</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 20 Sep 2012 08:53:32 -0500</pubDate>
								</item><item>
								<title>29(4) Multimedia Activities in L2 Course Websites</title>
								<itunes:subtitle>29(4) Multimedia Activities in L2 Course Websites</itunes:subtitle>
								<itunes:summary><![CDATA[ Multimedia Activities in L2 Course Websites — A Case Study of a Site Dedicated to Cultural Topics of Portuguese-Speaking Countries RICARDO VASCONCELOS University of Wisconsin - Milwaukee This study examines student preferences and behavior when navigating online multimedia modules dedicated to teaching cultural aspects associated with an L2, and the contribution of the online multimedia format of the modules to raising interest in these cultural topics. It focuses on student options regarding reading texts on the modules&apos; main pages and/or in versions with glossary annotations, and it analyzes student preferences regarding the articulation of audio/video and writing assignments. Students enrolled in five sections of first-year Portuguese classes completed five modules as well as surveys expressing their preferences with regards to the navigation features. A qualitative and quantitative analysis of their replies showed that students prefer not to navigate away from main web pages of modules to read exclusively annotated versions of texts on separate web pages, and that students read both the texts on the main web pages and on the annotated versions when texts are more demanding. Students rely less on an annotated version when a video advance organizer is provided. The study also showed that when prompted to perform writing activities about audio or video, the majority of students take notes while listening to the audio or watching the video and prefer to ease cognitive load by replaying the audio/video files. Finally, student answers demonstrated that the multimedia format of the modules contributed to stimulating interest in the cultural topics studied. ]]></itunes:summary>
								<description>29(4) Multimedia Activities in L2 Course Websites</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_vasconcelos.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-09-20_vasconcelos.mp3" length="23541551" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_vasconcelos.mp3</guid>
								<itunes:duration>32:42</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 20 Sep 2012 08:52:35 -0500</pubDate>
								</item><item>
								<title>29(4) Do Language Proficiency and Lecture Comprehension Matter?</title>
								<itunes:subtitle>29(4) Do Language Proficiency and Lecture Comprehension Matter?</itunes:subtitle>
								<itunes:summary><![CDATA[ Do Language Proficiency and Lecture Comprehension Matter? OpenCourseWare Lectures for Vocabulary LearningYU-CHIH SUN &amp; Hui-Chi YangNational Chiao Tung University Open source lectures not only provide knowledge-seekers with convenient ways to obtain knowledge and information, they also serve as potential language learning resources that provide extensive language input and repeated exposure to vocabulary within specific topics or disciplines. This current study aims to examine the relationship between English proficiency, lecture comprehension, and the acquisition of vocabulary through viewing OpenCourseWare (OCW) lectures on the Internet. Data was drawn from a pool of 65 college-level students learning English as a foreign language. Three open source lectures were selected from OCW lectures at MIT and Yale University. The participants&apos; English proficiency and general comprehension of the three lectures were measured through pre- and post-testing to examine the effects of the lectures on vocabulary acquisition. The results of the study indicate that the learners with better English proficiency and better content comprehension acquired more vocabulary from viewing OCW lectures. Overall, learners were satisfied with the learning experience provided by the OCW lectures and considered the OCW lectures to be beneficial for learning English. ]]></itunes:summary>
								<description>29(4) Do Language Proficiency and Lecture Comprehension Matter?</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_sun_yang.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-09-20_sun_yang.mp3" length="21228774" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_sun_yang.mp3</guid>
								<itunes:duration>29:29</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 20 Sep 2012 08:51:51 -0500</pubDate>
								</item><item>
								<title>29(4) Concordance-based Glosses for Academic Vocabulary Acquisition</title>
								<itunes:subtitle>29(4) Concordance-based Glosses for Academic Vocabulary Acquisition</itunes:subtitle>
								<itunes:summary><![CDATA[ Concordance-based Glosses for Academic Vocabulary AcquisitionROBERT POOLE University of Alabama This study compares the effectiveness of online textual glosses enhanced with modified corpus-extracted sentences presented in concordance lines and textual glosses enhanced with dictionary definitions drawn from an online learner&apos;s dictionary for academic vocabulary learning at higher proficiency levels. Particularly, the study aimed to determine which textual gloss technique would be most beneficial in helping intermediate to advanced language learners, who likely possess foundational receptive knowledge (i.e. they recognize the word and know the definition), gain productive knowledge of academic lexical items. While the usefulness of multimedia and pictorial glosses are not disputed, lexical items from an academic word list may not be easily glossed through these techniques, and the development of a concordance-based modality mayprove beneficial for more proficient learners seeking productive vocabulary knowledge. Also investigated were learner attitudes towards the textual annotation techniques. Participants in both experimental groups exhibited post-test gains in receptive and judgment tasks, but only the concordance-based group displayed improvement on the productive assessment. Furthermore, the concordance-based group indicated that the glosses were beneficial and likely to be used for subsequent language study, while the dictionary group indicated the glosses would not be later used as the annotations were perceived as ineffective. ]]></itunes:summary>
								<description>29(4) Concordance-based Glosses for Academic Vocabulary Acquisition</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_poole.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-09-20_poole.mp3" length="28968333" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_poole.mp3</guid>
								<itunes:duration>40:14</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 20 Sep 2012 08:51:12 -0500</pubDate>
								</item><item>
								<title>29(4) Patterns of Emoticon Usage in ESL Students&apos; Discussion Forum Writing</title>
								<itunes:subtitle>29(4) Patterns of Emoticon Usage in ESL Students&apos; Discussion Forum Writing</itunes:subtitle>
								<itunes:summary><![CDATA[ Patterns of Emoticon Usage in ESL Students&apos; Discussion Forum WritingANDY HALVORSEN University of Illinois at Urbana-Champaign This mixed-methods study looks at patterns of emoticon usage in adult, ESL student writing. Data are drawn from 13 students and their participation in online discussion forums designed to supplement a traditional ESL writing course. The study conceptualizes computer mediated communication as a hybridized and emergent form which utilizes features of both oral and written discourse. Emoticons are seen as central to this hybridity in terms of their ability to serve as textual representations of oral discourse features. Findings from this study suggest that emoticon usage is prevalent in the writing of some non-native speakers of English but that usage patterns vary significantly across individuals. Previous experience with discussion forums in the first language as well as emoticon familiarity are identified as mediating factors in emoticon usage in English. The study also raises concerns about the multiple interpretations of emoticons and the possibilities for miscommunication and misunderstanding. ]]></itunes:summary>
								<description>29(4) Patterns of Emoticon Usage in ESL Students&apos; Discussion Forum Writing</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_halvorsen.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-09-20_halvorsen.mp3" length="33707363" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-09-20_halvorsen.mp3</guid>
								<itunes:duration>46:49</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 20 Sep 2012 08:50:25 -0500</pubDate>
								</item><item>
								<title>29(3) Editor&apos;s Introduction</title>
								<itunes:subtitle>29(3) Editor&apos;s Introduction</itunes:subtitle>
								<itunes:summary><![CDATA[ 29(3) Editor&apos;s Introduction ]]></itunes:summary>
								<description>29(3) Editor&apos;s Introduction</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_editor-intro-29-3.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-05-24_editor-intro-29-3.mp3" length="5525211" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_editor-intro-29-3.mp3</guid>
								<itunes:duration>7:40</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 24 May 2012 10:55:55 -0500</pubDate>
								</item><item>
								<title>29(3) Web 2.0 and Second Language Learning: What Does The Research Tell Us?</title>
								<itunes:subtitle>29(3) Web 2.0 and Second Language Learning: What Does The Research Tell Us?</itunes:subtitle>
								<itunes:summary><![CDATA[ Shenggao WangCamilla VásquezUniversity of South Florida  ABSTRACT  This article reviews current research on the use of Web 2.0 technologies in second language (L2) learning. Its purpose is to investigate the theoretical perspectives framing it, to identify some of the benefits of using Web 2.0 technologies in L2 learning, and to discuss some of the limitations. The review reveals that blogs and wikis have been the most studied Web 2.0 tools, while others, such as social networking applications and virtual worlds, have been less frequently explored. In addition, the most commonly investigated languages have been English, Spanish, German, and French. Considerably less research has been conducted on applying Web 2.0 technologies to less commonly taught languages, such as Arabic, Chinese, or Russian. Additionally, the language learning environments afforded by Web 2.0 technologies have greatly broadened the scope of topics explored in computer-assisted language learning (CALL): from earlier research which tended to concentrate on the traditional four broad language skills, to more recent topics, such as learners' identities, online collaboration, and learning communities. Although very few studies surveyed have actually examined students' progress and learning outcomes associated with these tools, the most frequently reported benefit associated with Web 2.0 technologies is the favorable language learning environments they help to foster. Finally, this review found that much research on Web 2.0 technology and language learning is not clearly grounded in theory, and that a number of studies suffer from a set of common methodological limitations. ]]></itunes:summary>
								<description>29(3) Web 2.0 and Second Language Learning: What Does The Research Tell Us?</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_wang-vasquez.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-05-24_wang-vasquez.mp3" length="24391367" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_wang-vasquez.mp3</guid>
								<itunes:duration>33:53</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 24 May 2012 10:52:54 -0500</pubDate>
								</item><item>
								<title>29(3) Collaboration or Cooperation? Analyzing Group Dynamics and Revision Processes in Wikis</title>
								<itunes:subtitle>29(3) Collaboration or Cooperation? Analyzing Group Dynamics and Revision Processes in Wikis</itunes:subtitle>
								<itunes:summary><![CDATA[ NIKE ARNOLDPortland State University  LARA DUCATEUniversity of South Carolina  CLAUDIA KOSTUniversity of Alberta  ABSTRACT  This study examines the online writing and revision behaviors of university language learners. In small groups, 53 intermediate German students from three classes at three different universities created wiki pages with background information about a novel read in class. All meaning- and language-related revisions were analyzed to determine whether students revised only their own contributions (cooperation) or took responsibility for the text as a whole (collaboration). Results indicate that students utilized both collaborative and cooperative strategies to make formal revisions, but they worked more cooperatively when making content changes. Group members did not take on any specific task roles with regards to formal revisions, but they were engaged in the project to varying degrees. While most students contributed to content and editing of their wiki page as required, some students did not do their share of the work and engaged in social loafing and free riding. The study demonstrates wikis' great potential for collaborative and autonomous work, but it also underlines the need for clear tasks, teacher guidance and possibly even intervention. Suggestions to mitigate social loafing and free riding in-group work are discussed.     ]]></itunes:summary>
								<description>29(3) Collaboration or Cooperation? Analyzing Group Dynamics and Revision Processes in Wikis</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_arnold-audio.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-05-24_arnold-audio.mp3" length="32782315" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_arnold-audio.mp3</guid>
								<itunes:duration>45:32</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 24 May 2012 10:50:10 -0500</pubDate>
								</item><item>
								<title>29(3) Intercultural Competence and Cultural Learning Through Telecollaboration</title>
								<itunes:subtitle>29(3) Intercultural Competence and Cultural Learning Through Telecollaboration</itunes:subtitle>
								<itunes:summary><![CDATA[ THERESA SCHENKERMichigan State University  ABSTRACT  This paper presents the findings of a six-week telecollaborative project between sixteen American students enrolled in a second-semester German class at an American university and sixteen German students enrolled in an advanced English course at a high school in Germany. Students discussed various cultural topics with their partner in two e-mails per week. The study strove to reveal the American college students' understanding of their own and of German culture, their interest in cultural learning, and possible changes therein through telecollaboration. Moreover, the study aimed at exploring if intercultural competence can be exhibited, and thus assessed, through an e-mail exchange. For that purpose, Byram's model of intercultural competence (1997) was used for the data analysis. One e-mail exchange was used as to represent the exchange. In addition, a pre- and post-survey were administered to help answer some of the research questions. The results of the study revealed that students became more knowledgeable about the other culture, but not about their own. The students' interest in cultural learning did not change significantly. The case-study findings were inconclusive about the possibility of using e-mails for assessing intercultural competence. ]]></itunes:summary>
								<description>29(3) Intercultural Competence and Cultural Learning Through Telecollaboration</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_schenker-audio.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-05-24_schenker-audio.mp3" length="31489567" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_schenker-audio.mp3</guid>
								<itunes:duration>43:44</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 24 May 2012 10:47:51 -0500</pubDate>
								</item><item>
								<title>29(3) A Social Tool: Why and How ESOL Students Use Facebook</title>
								<itunes:subtitle>29(3) A Social Tool: Why and How ESOL Students Use Facebook</itunes:subtitle>
								<itunes:summary><![CDATA[ KATHLEEN MITCHELLOregon State University  ABSTRACT  English language learners in the United States and abroad have begun to utilize Facebook, a social networking site, which since its inception in 2004 has become extremely popular with American college students. This qualitative case study with participants from an intensive English program in the US explores seven ESOL students' motivations for joining Facebook and use of the site and two ESOL students' reasons for not joining it. This study follows the individual cases and looks across cases to find trends in motivation, use, and difficulties. The ESOL students in this study joined Facebook for social reasons. There use over a four-week period and interview data showed that they were able to communicate with existing friends, learn English, and learn about American culture through Facebook. They were able to accomplish there goals on Facebook with few difficulties.  ]]></itunes:summary>
								<description>29(3) A Social Tool: Why and How ESOL Students Use Facebook</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_mitchel-audio.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-05-24_mitchel-audio.mp3" length="33309571" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_mitchel-audio.mp3</guid>
								<itunes:duration>46:16</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 24 May 2012 10:45:09 -0500</pubDate>
								</item><item>
								<title>29(3) Examining the Effectiveness of Extensive Speaking Practice via Voice Blogs in a Foreign Language Learning Context</title>
								<itunes:subtitle>29(3) Examining the Effectiveness of Extensive Speaking Practice via Voice Blogs in a Foreign Language Learning Context</itunes:subtitle>
								<itunes:summary><![CDATA[ YU-CHIH SUNNational Chiao Tung University  ABSTRACT  Educational blogs have drawn the growing interest of researchers and language teachers due to the user-friendly interfaces as well as the powerful archiving features. The purpose of the current study is two-fold: (1) to examine the effectiveness of extensive speaking practice on speaking performance in voice blogs, and (2) to examine learners' perceived gains in extensive speaking practice via voice blogs. The participants of the study were 46 college students learning English as a foreign language in Taiwan.  They were taking a one-semester English speech class that lasted for 18 weeks. The participants were required to post voice blog entries during out-of-class time on a class blog as a supplement to the insufficient speaking practice in the class. The participants' gains in speaking skill were evaluated by two raters who examined the learners' first three and last three voice blog entries. Participants' perceived gains in speaking skills were collected through questionnaires. The results indicate that students generally perceived gains in their speaking proficiency. However, there was no significant improvement in their pronunciation, language complexity, fluency, or accuracy. The results corroborate previous studies that the personal and authentic nature of blogging might encourage students to focus more on meaning expression, rather than accuracy. ]]></itunes:summary>
								<description>29(3) Examining the Effectiveness of Extensive Speaking Practice via Voice Blogs in a Foreign Language Learning Context</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_sun-audio.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-05-24_sun-audio.mp3" length="20449802" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_sun-audio.mp3</guid>
								<itunes:duration>28:24</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 24 May 2012 10:42:19 -0500</pubDate>
								</item><item>
								<title>29(3) Task-based oral computer-mediated communication and L2 vocabulary acquisition</title>
								<itunes:subtitle>29(3) Task-based oral computer-mediated communication and L2 vocabulary acquisition</itunes:subtitle>
								<itunes:summary><![CDATA[ IÑIGO YANGUASSan Diego State University  ABSTRACT:  The present study adds to the computer-mediated communication (CMC) literature by exploring oral learner-to-learner interaction using Skype, a free and widely used Internet software program. In particular, this task-based study has a two-fold goal: Firstly, it explores possible differences between two modes of oral CMC (audio and video) and traditional face-to-face (FTF) interaction in terms of L2 vocabulary development. This study also investigates participants' perceptions regarding these computer-mediated modes of communication. A within groups experimental design was employed in which a total of fifty-eight third semester college students of Spanish participated. Twenty-nine conversational dyads were assigned to one of three different groups: Face-to-face, Video CMC, and Audio CMC. Repeated measures ANOVA analyses were conducted on the scores of the final pool of participants (N=47) in production, recognition, and aural comprehension tests to investigate possible differences. Furthermore, descriptive analyses were carried out of participants' answers to a debriefing questionnaire that tapped into their perceptions toward these CMC modes. Results showed no significant differences among the groups for production or written recognition measures. All participants, however, were able to retain their recognition ability (but not their production ability) after two weeks. Finally, a significant difference was found among the groups in aural comprehension measures: the Audio CMC group outperformed both other groups. Regarding participants' attitudes toward the CMC modes used in this study, they had generally positive attitudes, which may be exploited in the L2 classroom.    ]]></itunes:summary>
								<description>29(3) Task-based oral computer-mediated communication and L2 vocabulary acquisition</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_yanguas.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-05-24_yanguas.mp3" length="35490691" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_yanguas.mp3</guid>
								<itunes:duration>49:18</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 24 May 2012 10:40:33 -0500</pubDate>
								</item><item>
								<title>29(3) CALL evaluation: Effectiveness and Impact of Spanish learners using a Web-based multimedia program to develop language and culture skills</title>
								<itunes:subtitle>29(3) CALL evaluation: Effectiveness and Impact of Spanish learners using a Web-based multimedia program to develop language and culture skills</itunes:subtitle>
								<itunes:summary><![CDATA[ CALL evaluation: Effectiveness and Impact of Spanish learners using a Web-based multimedia program to develop language and culture skills  CRISTINA PARDO-BALLESTERIowa State University  ABSTRACT  In order to integrate technology into the language curriculum, it is essential not only to evaluate a program with a second language acquisition (SLA) framework but also seek the students' attitudes towards the use of computer-assisted language learning (CALL). Addressing CALL evaluation, this paper reports on a 2-year empirical study of learners' perceptions at the intermediate level about the use of a web-based multimedia program with authentic video clips having full control of help options (i.e., dual input using subtitles in L1 and L2, pitch-correct slow play, and backward and forward buttons, transcripts and online dictionary) and its effectiveness as a language-learning tool guided by Chapelle's (2001) framework. Students believed that the learned culture and vocabulary enhanced their listening skills. A pretest/post-test design assessed the long-term gains in listening and speaking performances. Results indicated a significant gain in listening and speaking skills because post-test scores were significantly higher than pre-test scores. The paper concludes by highlighting what lessons to consider when integrating CALL into language courses.  ]]></itunes:summary>
								<description>29(3) CALL evaluation: Effectiveness and Impact of Spanish learners using a Web-based multimedia program to develop language and culture skills</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_pardo-audio.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-05-24_pardo-audio.mp3" length="30379886" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_pardo-audio.mp3</guid>
								<itunes:duration>42:12</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 24 May 2012 10:37:48 -0500</pubDate>
								</item><item>
								<title>29(3) Language Teaching at a Distance: An Overview of Research</title>
								<itunes:subtitle>29(3) Language Teaching at a Distance: An Overview of Research</itunes:subtitle>
								<itunes:summary><![CDATA[ Language Teaching at a Distance: An Overview of Research  OKSANA VOROBELDEOKSOON KIMUniversity of South Florida  ABSTRACT  In this paper, we review empirical research on language teaching at a distance, published between 2005 and 2010. After compiling a list of journals, we went through a multi-stage process of analyzing relevant studies. This overview of research is based on twenty-four articles. The content analysis of research studies led our inquiry on topics researched in distance language teaching in 2005-2010: types of contexts, learners, languages, and technologies targeted in the empirical research during this period of time; trends in methodological choices; and lessons we can learn from the conducted research studies. We then discuss the implications of the gaps in research literature on language teaching at a distance and provide suggestions for future directions in empirical inquiry. ]]></itunes:summary>
								<description>29(3) Language Teaching at a Distance: An Overview of Research</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_vorobel.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-05-24_vorobel.mp3" length="19577731" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_vorobel.mp3</guid>
								<itunes:duration>27:11</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 24 May 2012 10:35:21 -0500</pubDate>
								</item><item>
								<title>29(3) Memorization Effects of Pronunciation and Stroke Order Animation in Digital Flashcards</title>
								<itunes:subtitle>29(3) Memorization Effects of Pronunciation and Stroke Order Animation in Digital Flashcards</itunes:subtitle>
								<itunes:summary><![CDATA[ YU ZHUXiamen University  ANDY S.L. FUNGBNU-HKBU United International College  HONGYAN WANGXiamen University   ABSTRACT  Digital flashcards are one of the most popular self-study computer-assisted vocabulary learning tools for beginners of Chinese as a foreign language. However, studies on the effects of this widely used learning tool are scarce. Introducing a new concept-referential stimulus-into the Dual Coding Theory (DCT) framework, this study acknowledges the existence of imagery text and textual image in addition to the conventional binary categorization of stimuli as either verbal or nonverbal and further hypothesizes their functions. The adapted DCT used in this study allowed us to better understand the findings from this and the earlier studies. In addition, a MANCOVA permitted a more thorough examination of effects of pronunciation and stroke order animation in digital flashcards on the memorization of the forms, pinyin, and definitions of the new Chinese words. Findings of this study have practical implications for development and applications of computer-assisted language learning software. The authors conclude with a call for further research to examine the adapted DCT framework. ]]></itunes:summary>
								<description>29(3) Memorization Effects of Pronunciation and Stroke Order Animation in Digital Flashcards</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_zhu-audio.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-05-24_zhu-audio.mp3" length="23601737" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-05-24_zhu-audio.mp3</guid>
								<itunes:duration>32:47</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 24 May 2012 10:32:12 -0500</pubDate>
								</item><item>
								<title>29(2) Calico Journal in 2012</title>
								<itunes:subtitle>29(2) Calico Journal in 2012</itunes:subtitle>
								<itunes:summary><![CDATA[ MATHIAS SCHULZE University of Waterloo BRYAN SMITH Arizona State University Editorial  ]]></itunes:summary>
								<description>29(2) Calico Journal in 2012</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-26_29-2-editorial.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-03-26_29-2-editorial.mp3" length="2015086" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-26_29-2-editorial.mp3</guid>
								<itunes:duration>8:24</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Mon, 26 Mar 2012 15:56:32 -0500</pubDate>
								</item><item>
								<title>29(2) Technology for French Learning: A Mismatch Between Expectations and Reality</title>
								<itunes:subtitle>29(2) Technology for French Learning: A Mismatch Between Expectations and Reality</itunes:subtitle>
								<itunes:summary><![CDATA[ ALIYE KARABULUT KIMBERLY LEVELLEJINRONG LI RUSLAN SUVOROVIowa State UniversityAbstract:The qualitative study reported in this article explored the use of technology for language learning in a third-year French class at a public university in the Midwest of the USA. To address the need for a more holistic study of technology for language learning (Basharina, 2007; Thorne, 2003), an Activity Theory framework was employed to investigate the relationships among different elements within a learning environment. Specifically, this multiple-case study examined the relationships between students' reasons for using different types of technology and the instructor's rationale for using technology in the French class. The analysis of interviews conducted with the participants throughout a semester revealed a mismatch between the students' and teacher's rationales for using technology for learning French. The findings suggest that to make technology-enhanced language learning more effective, instructors should assess students' use of technology, their preferences and needs, and thus structure class activities and assignments accordingly.  ]]></itunes:summary>
								<description>29(2) Technology for French Learning: A Mismatch Between Expectations and Reality</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-22_29-2-karabulut.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-03-22_29-2-karabulut.mp3" length="11853845" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-22_29-2-karabulut.mp3</guid>
								<itunes:duration>49:23</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 22 Mar 2012 10:37:15 -0500</pubDate>
								</item><item>
								<title>29(2) An Activity Theory Exegesis on Conflict and Contradictions in Networked Discussions and Feedback Exchanges</title>
								<itunes:subtitle>29(2) An Activity Theory Exegesis on Conflict and Contradictions in Networked Discussions and Feedback Exchanges</itunes:subtitle>
								<itunes:summary><![CDATA[ STELLA K. HADJISTASSOUArizona State UniversityAbstract:The goal of this study was to investigate the culturally afforded contradictions that ten advanced English as a Second Language (ESL) learner encountered when they posted their paper topics and exchanged feedback strategies online and contextualized some of these strategies to draft their papers. Using Cultural-Historical Activity Theory (CHAT), and more precisely, the notion of contradictions, the students&apos; paper topic postings and feedback exchanges were examined within the opposing historically and politically built values, salient cultural convictions, and life experiences in which they occurred (Leont&apos;ev, 1981b; Engeström, 1987, 2001, 2008). An examination of students&apos; online postings, proffered feedback strategies, and rough drafts indicated that this activity was construed on three major contradictions: (1) instructor expectations for defining topics that student-authors perceived as salient; (2) the requirements for devising thought-provoking strategies to assist student-authors in drafting their papers that then contradicted student-reviewers&apos; efforts to maintain friendly relationships with student-authors; and (3) reviewers&apos; construction of challenging feedback strategies online to help authors with the drafting process that contradicted their efforts as authors to draft cogent arguments by strategically avoiding materializing some of their peers&apos; suggestions, especially counterarguments.  ]]></itunes:summary>
								<description>29(2) An Activity Theory Exegesis on Conflict and Contradictions in Networked Discussions and Feedback Exchanges</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-22_29-2-hadjistassou.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-03-22_29-2-hadjistassou.mp3" length="15591549" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-22_29-2-hadjistassou.mp3</guid>
								<itunes:duration>64:58</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 22 Mar 2012 10:34:46 -0500</pubDate>
								</item><item>
								<title>29(2) Assessing Aptitude and Attitude Development in a Translation Skills Course</title>
								<itunes:subtitle>29 (2) Assessing Aptitude and Attitude Development in a Translation Skills Course</itunes:subtitle>
								<itunes:summary><![CDATA[ MOHAMED AMIN A. MEKHEIMER King Khalid University Abstract:This study investigates the effects on EFL students of using Blackboard technology and online dictionaries in developing translating skills and building positive attitudes towards translation in male Saudi college students. The study compares two groups of students in a translation course; one in a traditional, face-to-face setting (control) and the other (experimental) in an online course taught via Blackboard, which incorporated an online dictionary. These groups are compared in terms of their translation skills as well as their attitudes toward the course. The study reveals an improvement in translation skills as well as indicates increased positive attitudes towards translation in the e-learning environments of Blackboard.  ]]></itunes:summary>
								<description>29 (2) Assessing Aptitude and Attitude Development in a Translation Skills Course</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-20_29-2-mekheimer.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-03-20_29-2-mekheimer.mp3" length="8114469" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-20_29-2-mekheimer.mp3</guid>
								<itunes:duration>33:49</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Tue, 20 Mar 2012 09:03:13 -0500</pubDate>
								</item><item>
								<title>29(2) An Investigation into Reported Differences Between Online Foreign Language Instruction and Other Subject Areas in a Virtual School</title>
								<itunes:subtitle>29(2) An Investigation into Reported Differences Between Online Foreign Language Instruction and Other Subject Areas in a Virtual School</itunes:subtitle>
								<itunes:summary><![CDATA[ KEVIN OLIVERSHAUN KELLOGGRUCHI PATELNorth Carolina State UniversityAbstract:High school students participating in online courses offered by the North Carolina Virtual Public School (NCVPS) completed end-of-course surveys in spring 2009. When the responses of 559 foreign language students were compared to students in five other subject area groups, the findings suggested foreign language students had significantly lower perceptions of their online courses in several key areas: overall success in the online environment, teacher preparation, teaching, course/assignment instructions, and level of group collaboration. A follow-up survey with open-ended questions was sent to students and teachers asking them to help explain these significant differences. The 119 students and 19 teachers who responded to follow-up questions reported that lower student perceptions of online foreign language courses might be improved by modifying specific aspects of teaching, increasing collaboration, and providing adequate support for student learning needs.  ]]></itunes:summary>
								<description>29(2) An Investigation into Reported Differences Between Online Foreign Language Instruction and Other Subject Areas in a Virtual School</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-20_29-2-oliver.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-03-20_29-2-oliver.mp3" length="15387167" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-20_29-2-oliver.mp3</guid>
								<itunes:duration>64:07</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Tue, 20 Mar 2012 08:59:51 -0500</pubDate>
								</item><item>
								<title>29(2) Students' Readiness for and Attitudes Toward Hybrid FL Instruction</title>
								<itunes:subtitle>29(2) Students' Readiness for and Attitudes Toward Hybrid FL Instruction</itunes:subtitle>
								<itunes:summary><![CDATA[  SENTA GOERTLER MAGELONE BOLLEN JOEL GAFF JR  Michigan State University  Abstract:Due to increases in enrollment, hybrid course delivery models, in which part of the instruction happens online, have become a popular solution to financial and space problems. Yet, little is known about the institutional preparedness for the implementation of hybrid language courses, especially the students&apos; computer literacy and access as well as the attitudes toward hybrid instruction among college students beyond the studies conducted by Barrette (2001), Winke and Goertler (2008) and Winke, Goertler and Amuzie (2010). This study compares the general student population reported in Winke and Goertler (2008) with students in two hybrid first-year Spanish courses and students in a non-credit bearing beginning German course. General computer literacy and access were found to be high in all three groups, however, specialized skills were lacking even in the hybrid group. Incidentally it was found that students select a hybrid course not for their own technological savvy or their belief in the delivery format, but rather for the same logistical reasons that often prompt an institution to hybridize the curriculum: the flexibility in space and time.   ]]></itunes:summary>
								<description>29(2) Students' Readiness for and Attitudes Toward Hybrid FL Instruction</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-20_29-2-goetler.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-03-20_29-2-goetler.mp3" length="15114344" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-20_29-2-goetler.mp3</guid>
								<itunes:duration>62:59</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Tue, 20 Mar 2012 08:54:55 -0500</pubDate>
								</item><item>
								<title>29(2) Wiki and Digital Video Use in Strategic Interaction-based Experiential EFL Learning</title>
								<itunes:subtitle>29(2)Wiki and Digital Video Use in Strategic Interaction-based Experiential EFL Learning</itunes:subtitle>
								<itunes:summary><![CDATA[ JONATHAN DEHAANUniversity of ShizuokaNEIL H. JOHNSONThe University of AizuNORIKO YOSHIMURATAKAKO KONDOUniversity of ShizuokaAbstract:This paper details the use of a free and access-controlled wiki as the learning management system for a four-week teaching module designed to improve the oral communication skills of Japanese university EFL students. Students engaged in repeated experiential learning cycles of planning, doing, observing, and evaluating their performance of a role in a strategic interaction scenario. Each performance was digitally video recorded and uploaded to the wiki. Students then used the wiki to evaluate their video performance, transcribe and self-correct their utterances, and reflect on changes in subsequent performances. The instructor used the wiki's video and text to give students online feedback and focus post-performance group debriefing sessions. Comparisons of performance transcripts revealed syntactic, pragmatic, lexical and fluency improvement from learning cycle 1 to learning cycle 2, and observations, surveys, and interviews provide evidence for the students' ease of use of the wiki and video cameras, enjoyment of the instructional activities, and improved independence and confidence. The results suggest that a wiki, digital video, and strategic interaction-based experiential learning cycles can be effectively integrated to mediate Japanese university EFL students' oral communication development. Technical and pedagogical recommendations are elucidated. Teaching materials can be downloaded from http://langcom.u-shizuoka-ken.ac.jp/si.  ]]></itunes:summary>
								<description>29(2)Wiki and Digital Video Use in Strategic Interaction-based Experiential EFL Learning</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-20_29-2-dehaan.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-03-20_29-2-dehaan.mp3" length="13761202" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-20_29-2-dehaan.mp3</guid>
								<itunes:duration>57:20</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Tue, 20 Mar 2012 08:51:23 -0500</pubDate>
								</item><item>
								<title>29(2) Wikis for Building Content Knowledge in the Foreign Language Classroom</title>
								<itunes:subtitle>29(2) Wikis for Building Content Knowledge in the Foreign Language Classroom</itunes:subtitle>
								<itunes:summary><![CDATA[ STÉPHANIE H. PELLETWake Forest University  Abstract:  Most pedagogical applications of wikis in foreign language education draw on this collaborative tool to improve (formal) writing skills or to develop target language cultural sensitivity, missing largely on the opportunity to support student-developed L2 content knowledge. Seeking an alternative to traditional teacher-centered approaches, this paper proposes a social-constructivist model that integrates computer-mediated communication (CMC) and collaborative learning to teach two advanced undergraduate L2 content-based courses—French sociolinguistics and modern French. It reports on the processes and learning outcomes for thirty students who built a wiki, and engaged in other collaborative and active-learning exercises, to develop content knowledge in French. This approach provides an authentic and meaningful language learning setting and integrates technology-assisted collaborative learning in syllabus design from the outset. Post-course evaluations indicate that students developed a sense of class community through the collaborative approach and felt engaged with course content. This exploratory, qualitative project also provides insight on the importance of continuous critical instructor feedback for optimal quality of student output and of a system encouraging and controlling equal participation of students. The study suggests that the “read-and-write” Internet offers a unique medium for constructive learning approaches, which together can help students develop learner autonomy and metacognitive skills. ]]></itunes:summary>
								<description>29(2) Wikis for Building Content Knowledge in the Foreign Language Classroom</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-08_29(2)_pellet-audio.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-03-08_29(2)_pellet-audio.mp3" length="13919295" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-08_29(2)_pellet-audio.mp3</guid>
								<itunes:duration>58:00</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Thu, 08 Mar 2012 08:31:40 -0600</pubDate>
								</item><item>
								<title>29(2) Review of the CALLspot</title>
								<itunes:subtitle>CALICo Journal</itunes:subtitle>
								<itunes:summary><![CDATA[ Podcast Review of the CALLspot ]]></itunes:summary>
								<description>CALICo Journal</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-07_29-2-review-of-the-callspot.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-03-07_29-2-review-of-the-callspot.mp3" length="7576169" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-03-07_29-2-review-of-the-callspot.mp3</guid>
								<itunes:duration>7:52</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Wed, 07 Mar 2012 08:17:42 -0600</pubDate>
								</item><item>
								<title>29(2) L2 Learners' Engagement with High Stakes Listening Tests: Does Technology Have a Beneficial Role to Play?</title>
								<itunes:subtitle>L2 Learners' Engagement with High Stakes Listening Tests: Does Technology Have a Beneficial Role to Play?</itunes:subtitle>
								<itunes:summary><![CDATA[ MARTIN EAST, The University of AucklandCHRIS KING, Unitec, New ZealandIn the listening component of the IELTS examination candidates hear the input once, delivered at ‘normal' speed. This format for listening can be problematic for test takers who often perceive normal speed input to be too fast for effective comprehension. The study reported here investigated whether using computer software to slow down the tempo of listening input, without reducing its pitch, makes a difference to test takers in ‘listen-once' tests, measured by both their performance in and their perceptions of the test. In an independent groups design, participants (n=120) took tests reduced in tempo by various amounts. It was found that slower speed input led to increases in performance. The slower the speed of delivery the less likely the participants were to perceive the test as difficult and the less speed became an issue. Although it is unlikely that this technology will lead language testers to modify high-stakes listening test procedures, we conclude that the facility to slow down tempo using freely available technology may be beneficial in classroom and self-directed study contexts as a scaffolding measure as students get used to ‘once only at normal speed' listening scenarios or prepare for high-stakes tests. ]]></itunes:summary>
								<description>L2 Learners' Engagement with High Stakes Listening Tests: Does Technology Have a Beneficial Role to Play?</description>
								<link>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-02-27_l2_learners__engagement.mp3</link>
								<enclosure url="http://www.slu.edu/colleges/AS/languages/calico/media/2012-02-27_l2_learners__engagement.mp3" length="12168255" type="audio/mpeg"/>
								<guid>http://www.slu.edu/colleges/AS/languages/calico/?p=episode&amp;name=2012-02-27_l2_learners__engagement.mp3</guid>
								<itunes:duration>50:42</itunes:duration>
									<author>dnickol1@slu.edu (CALICO)</author>
									<itunes:author>CALICO</itunes:author>
									<itunes:explicit>no</itunes:explicit>
									<pubDate>Mon, 27 Feb 2012 13:03:03 -0600</pubDate>
								</item></channel></rss>