Elsewhere in this website:
Bibliography links Elsewhere:
The listing below was compiled in December 1999 in an effort to stock a teacher resource library with basic CALL texts, in addition to other resource materials. To compile this I drew heavily on the following resources, to which I refer viewers of this web page.
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Ahmad, Kurshid; Corbett, Greville; Rogers, Margaret; and Sussex, Roland (1985). Computers, language learning and language teaching. Cambridge, Cambridge University Press. 158 pp. ISBN 0- 521-31957-9.
Aijmer, Karin and Altenberg, Bengt (1991). English corpus linguistics. London, Longman. 338 pp.
Aston, Guy and Burnard, Lou (1998). The BNC handbook. Edinburgh, Edinburgh University Pres. 256 pp. ISBN 0-7486-1055-3
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Barlow, Michael (1987). Working with computers; computer orientation for foreign students. Stanford, Athelstan Publications. 302 pp.
Barnbrook, Geoff (1996). Language and computers. Edinburgh, Edinburgh University Press. 209 pp.
Barrett, B and Sharma, P The Internet and Business English (Summertown 2003)
Birkerts, Sven. The Gutenberg Elegies
Bloothooft,G. et al. (eds). 1997. The landscape of future education in speech communication sciences. Utrecht: Led.
Boden, Margaret (1977, 2nd edn 1987). Artificial intelligence and natural man. London, the MIT press. 576 pp. ISBN 0-262-52123-7.
Boswood, Tim (Ed.). 1997. New Ways in Using Computers in Language Teaching. Alexandria, VA, TESOL Inc.
Brooks, Frederick P (1982). The mythical man-month; essays on software engineering. Reading, Mass; Addison Wesley. 195 pp.
Brumfit, Christopher, Phillips, Martin and Skehan, Peter (eds. 1985). Computers in English language teaching; a view from the classroom. ELT Documents 122. Oxford, Pergamon Press for the British Council. 136 pp. ISBN 0-08-031082-6.
Butler, Christopher S. (ed. 1992). Computers and written texts. Oxford, Basil Blackwell. 305 pp. ISBN 0-631-16382-4.
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Cameron, Keith (ed. 1989). Computer assisted language learning; program structure and principles. Oxford, Blackwell Scientific Publications. 115 pp..
Cameron, K.C., Dodd, W.S. and Rahtz, S.P.Q. (eds. 1986). Computers and modern language studies. Chichester, Ellis Horwood. 160 pp. ISBN 0-7458-0057-2.
Carrier, M. (1997) ELT Online: The Rise of the Internet. _ELT Journal_ 51(3)
Cotton, Eileen. The Online Classroom
Chandler, Daniel and Marcus, Stephen (eds. 1985). Computers and literacy. Milton Keynes, Open University Press. 155 pp. ISBN 0-335-15031-4
Cornell, Richard & Karen Murphy (Eds.). An International Survey of Distance Education and Teacher training: From Smoke Signals To Satellite II. University of Central Florida, Orlando, FL, USA. Oct.1995
Craven, Mary-Louise, Dana Paramskas, Roberta Sinyor (Eds.). CALL: Papers and Reports. 1990 Athelstan; Order Number: 753014 $14.95 from http://members.tripod.com/~eslss/index.htm (not found by LinkSleuth Aug 2007)
Cummins, Jim, and Dennis Sayers. Brave New Schools: Challenging Cultural Illiteracy Through Global Learning Networks. Paperback, 386 pages, Published by St Martins Press, Publication date: April 1, 1997. ISBN: 0312163584 [also available in hardcover] seen also as (1995) doublecheck
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Daiute, Colette (1985). Computers and writing. Addison Wesley.
Information Technology and Innovation in Language Education (Edited by Chris Davison) 2005: Hong Kong University Press
Davies, Graham (1985). Talking BASIC; an introduction to BASIC programming for users of language. London, Cassell Computing. 338 pp.
Davis, Caroline and Marilyn Deegan(Eds.). Computers and Language. 1992. Pages: Pp 99; ISBN: 1-897791-02-X - Publisher: Office for Humanities, Communication Publications, Oxford University Computing Services - Ordering Info: firstname.lastname@example.org
Decoo, W., "In defence of drill and practice in CALL: A re-evaluation of fundamental strategies", Computers and Education: An International Journal, vol. 23, 1/2 (1994), 151-158. "The article contains a critique of certain tendencies in CALL and a description of criteria to implement 'drill and practice' optimally. Wilfried is currently teaching at BYU. His e-mail address is email@example.com." per Jozef Colpaert, calico-l, 08 Oct 1999
Dieu, Barbara. (2004). Blogs for language learning. Essential Teacher, Volume 1, Issue 4 (Autumn), pp. 26-28.
Dillon and Gabbard's review of quantitative research on "hypermedia" in Review of Educational Research, Fall 1998, vol.68, no.3, pp. 322-349.
Dudeney, Gavin. The Internet and the language classroom (2000: CUP)
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Eastment, D. (1998) Quality Sites on the World Wide Web. Where Are the Good Web Pages? _Modern English Teacher_ 7(2).
The Internet by David Eastment, David Hardisty and Scott Windeatt. To be published by O.U.P. in the Resource Book For Teachers series with a companion web site
Educator's Internet Companion, Prentice Hall. 1996. ISBN 0-13-569484-1.
Egbert, Joy and Elizabeth Hanson-Smith (Eds.). CALL Environments: Research, Practice, and Critical Issues. TESOL; reviewed by Saad AlKahtani in Language Learning and Technology at: http://llt.msu.edu/vol3num1/review/review1.html
Ellsworth, Jill H. 1996. Education on the Internet. SAMS Publishing,. ISBN 0-872-30595-X.
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The Web as a Student Centered Medium for Language Learning Finnemann, Michael D. 1996. In The World Wide Web and Foreign Language Teaching. ERIC/CLL News Bulletin 20 #1: 1, 6-7.
Fotos, Sandra (Ed.). Multimedia Language Teaching.
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Geoffrion, Leo D. and Geoffrion, Olga (1983). Computers and reading instruction. Reading, Mass., Addison Wesley. 219 pp. ISBN 0-201-10566-7.
Gitsaki, Christina, and Richard P. Taylor. Internet English : Www Based Communication Activities. Oxford University Press
Grabe, Mark and Cindy Grabe. Integrating Technology for Meaningful Learning Second Edition.
González, Dafne. (2004). Bringing Colleagues Into Web-Based Learning and Teaching. Essential Teacher, Volume 1, Issue 4 (Autumn), pp. 22-25.
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Hainline, Douglas (ed. 1987). New developments in computer-assisted language learning. London, Croom Helm. 229 pp. ISBN 0-7099-3780-6.
Hall, Mary and George Stewart. Processing Words: Computer Supported Language Lessons for ESL Learners. ISBN 0-9681586-0-9 , available from M Hall: firstname.lastname@example.org. Mex Butler wrote on neteach-l, 22 Sep 1999: "I like it because it develops computing skills gently, with enjoyable exercises along the way. It starts with naming the external parts of the computer and attention to the keyboard and what is seen on the screen." It's written for 5 popular word processors
Hardisty, David and Windeatt, Scott (1989). CALL. Resource Books for Teachers, series editor Alan Maley. Oxford, Oxford University Press. 165 pp. ISBN 0-19-437105-0.
Healey, Deborah (1995). Something to do on Tuesday. Athelstan Publications. 138 pp. ISBN 0-940753-02-2. $24.95 from http://members.tripod.com/~eslss/index.htm
Heift, T. (2003). Drag or Type, but don't Click: A Study on the Effectiveness of Different CALL Exercise Types. Canadian Journal of Applied Linguistics, 6(3), 69-87. investigates the comparative effects on learning outcomes and behaviour using three different CALL task types: typing, clicking, dragging.. More: The study investigated the comparative effects on learning outcomes and learner behaviour noted using three different CALL exercise types for German word order practice: multiple-choice, reordering (drag-and- drop), and completion (typed-entry). Study results indicate that students using the drag-and-drop interface performed significantly better than those using multiple choice, but only marginally better than the typed-entry group. The more flexible word order practice afforded by the drag-and-drop interface in addition to other benefits such as eliminating typing errors and ease-of-use argue in its favour, suggesting that task content plays a role in the choice of exercise type. For instance, the drag-and-drop group was able to focus on errors in word order exclusively, while, at the same time, exploring a variety of answers in a convenient way. The results of the study also showed that learner behaviour during practice varied greatly: students committed most errors with the drag- and-drop task, although they outperformed the other two groups in the post-test. It remains to be investigated, however, whether the higher performance of the drag-and-drop group was due to the explorative behaviour during practice. This was a small-scale study (27 participants) and, like always :), it came with its limitations. For instance, I did not investigate any long-term learning effects, etc. Best wishes, Trude
Trude Heift and Mathias Schulze. (2007). "Errors and Intelligence in Computer-Assisted Language Learning: Parsers and Pedagogues". Routledge. ISBN: 9780415361910 - The book provides the first comprehensive overview of theoretical issues, historical developments and current trends in ICALL, the field integrating Natural Language Processing and other AI techniques into Computer-Assisted Language Learning. Given the interdisciplinary character of ICALL research and the fragmented nature of its publications outlets, the book provides a unique opportunity to read a comprehensive discussion of the research issues and results based on information collected from a wide range of outlets, including reports and proceedings not widely available. The book is an important resource for students studying CALL, SLA, language pedagogy, applied linguistics, computational linguistics or artificial intelligence, as well as researchers with a background in any of these fields. Table of Contents: 1. Introduction 2. NLP in CALL 3. Error analysis and description 4. Feedback 5. Student modeling 6. The past and the future - in the Routledge 'Studies in Computer Assisted Language Learning' Series
Hewer, Sue (1989). Making the most of IT skills. Technology in language learning. London, Centre for Information on Language Teaching and Research. 59 pp. ISBN 0-948003-23-5.
Hewer, S. & Shield, L. (1999) Building up fluency on-line, Netword, 25. (Spring) p.8
Higgins, John (1988). Language, learners and computers. Harlow, Longman. 108 pp. ISBN 0-582-55263-X.
Higgins, John and Johns, Tim (1984). Computers in language learning. London, Collins ELT. 192 pp. ISBN 0-00-370623-0.
Higgins, John (ed. 1986). Computer assisted language learning; a European view. Special issue of System, 14, 2, p. 147 - 219. ISSN 0346-251X.
Higgins, John (1995). Computers and English language learning. Oxford, Intellect Books, and Norwood NJ, Ablex Publications. 140 pp. ISBN 1-871516-40-4.
Hockey, Susan (1980). A guide to computer applications in the humanities. London, Gerald Duckworth. 248 pp. ISBN 0-7156-1310-3.
Hoey, Michael (ed. 1993). Data , description, discourse; papers on the English language in honour of John McH Sinclair. Harper Collins. 175 pp. ISBN 0-00-370947-7
Hofstadter, Douglas R. (1979). Gödel, Escher, Bach; an eternal golden braid. London, Penguin Books. 777 pp. ISBN 0-1400-5579-7.
Holt, Patrick O'Brian and Williams, Noel (eds. 1992). Computers and writing; state of the art. Intellect Books. 387 pp. ISBN 0-7923-1858-7.
Huckvale, M. et al. 1997. "Computer-aided learning and use of the Internet". In G.Bloothooft et al.(eds).1997.94-142.
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Irvine, Mark. Write Around the World. Reporter Publications, Via Manzoni 31, 50018 Scandicci, Italy tel +39-55-2578346 fax +39-55-250868, E-mail email@example.com [$25 US dollars]
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Johns, Tim and King, Philip (eds. 1991). Classroom concordancing. Special issue of ELR Journal, volume 4. Centre for English Language Studies, the University of Birmingham.
Jones, Christopher and Fortescue, Sue (1987). Using computers in the language classroom. Harlow, Longman. 154 pp. ISBN 0-582-74617-5.
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Kenning, M.J. and Kenning, M.-M. (1983). An introduction to computer assisted language teaching. Oxford, Oxford University Press. 195 pp. ISBN 0-19-437090-9.
Kenning, M.J. and Kenning, M.-M. (1990). Computers and language learning; current theory and practice. Chichester, Ellis Horwood. 153 pp. ISBN 0-13-173097-5.
Richard Kern has an interesting take on the state of CALL in TESOL, in TESOL Quarterly, v 40, no. 1, March 2006 (so I hear - Vance)
Krol, Ed, Bruce C. Klopfenstein (1995). The whole Internet users guide and catalog. Reilly, Nutshell Books.
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Lam, Y. (2000). Technophilia v. technophobia: A preliminary look at why second language teachers do or do not use technology in their classrooms. Canadian Modern Language Review, 56, 389-420.
Last, Rex (1984). Language teaching and the microcomputer. Oxford, Basil Blackwell. 112 pp. ISBN 0-631-13413-1.
Last, Rex (1989). Artificial intelligence techniques in language learning. Chichester, Ellis Horwood. 173 pp. ISBN 0-7458-0177-3.
Leech, Geoffrey and Candlin, Christopher N. (eds. 1986). Computers in English language teaching and research; selected papers from the 1984 Lancaster symposium. Harlow, Longman. 230 pp. ISBN 0-582-55069-6.
Leech, Geoffrey, Myers, Greg and Thomas, Jenny (1995). Spoken English on computer. Longman. 260 pp. ISBN 0-582-25021-8.
Levy, Michael (1997). Computer-assisted language learning; context and conceptualisation. Oxford University Press. 314 pages. Paperback (ISBN 0-19-82361-X) Hardcover (ISBN 0-19-823632-8)
Lewis, Michael (1993). The lexical approach. Hove, England. Language Teaching Publications. 200 pp. ISBN 0-906717-99-X.
Lloyd, David. English@work: A Passport to Cyberspace
Lloyd, David. English@work: Student's Book. Amazon price: - Paperback (April 1999)
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Maidment, J.A. & E. Estebas-Vilaplana (eds). 2001. Proceedings of the Phonetics Teaching and Learning Conference, April 5-7 2001, London. London: UCL Dept of Phonetics and Linguistics.
McAleese, Ray and Green, Catherine (eds. 1990). Hypertext; state of the art. Intellect Books. 269 pp. ISBN 1-871516-08-0.
McCain, Charles (1996). Plugged in and turned on.. Corwin Press. ISBN 0-8039-6432-3.
McEnery, Tony and Wilson, Andrew (1996). Corpus linguistics. Edinburgh, Edinburgh University Press. 209 pp. ISBN 0 7486 0482 0.
Minsky, Marvin (1987). The society of mind. London, Picador. 339 pp. ISBN 0-330-30039-3.
Mitton, Roger (1997). English spelling and the computer. Longman.
Monteith, Moira (ed. 1993). Computers and language. Intellect Books. 159 pp. ISBN 1-871516-27-7.
Murison-Bowie, Simon (1993). MicroConcord manual; an introduction to the practices and principles of concordancing in language teaching. OUP. 96 pp. ISBN 0-19-458329-5. (Supplied with the MicroConcord software).
Murray, Janet. Hamlet on the Holodeck.
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A shortened version of Robert O'Dowd's thesis has been published as a book by Langenscheidt in Germany. The title of the book is: "Telecollaboration and the Development of Intercultural Communicative Competence" available from www.amazon.de (link times out in LinkSleuth Aug 2007). Here is a brief summary of the book's contents: "This publication looks at the much neglected question of how on-line intercultural exchanges (better known today as telecollaboration), can contribute to culture learning and the development of intercultural communicative competence (ICC) in the foreign language classroom. Learning about the foreign culture and becoming more aware of one's own culture are possible outcomes of on-line exchanges, but this is not necessarily the case. Indeed, the evidence in a growing number of reports reviewed in these pages suggests that many learners engaged in such activities actually confirm their stereotypes and fail to establish good working relationships with their partners. With this in mind, this study sets out to examine what teachers and students need to know and to do in order to fully benefit from these on-line activities.Three qualitative studies based on German students of EFL and their interaction with virtual partners in Ireland and the USA are used to illustrate the challenges and opportunities which telecollaboration can bring to the foreign language classroom."
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Papert, Seymour (1980). Mindstorms: children, computers and powerful ideas. Brighton, The Harvester Press. 230 pp. ISBN 0-85527-163-9.
Pederson, K. M. (1987). Research on CALL. In W. F. Smith (Ed.) - Modern media in foreign language education: Theory and implementation (pp. 99-131). Lincolnwood - IL: National Textbook. "has 20 pages on comparisons of CALL and traditional studies and how it was flawed research"
Pellegrino, F., C. Fressard & G. Puech. 2001. "Teaching phonetics with a multimodal internet site". In J.A.Maidment & E.Estebas-Vilaplana (eds).2001.31-34.
Pennington, Martha C. (ed. 1989). Teaching languages with computers; the state of the art. Athelstan Publications. 177 pp. ISBN 0-940753-12-X.
Pennington, Martha C. (ed, 1996). The Power of CALL. Athelstan. 224 pp., index. ISBN 0-940753-03-0
Pennington, Martha C. and Stevens, Vance (eds. 1992). Computers in applied linguistics: an international perspective. Clevedon, Multilingual Matters. 328 pp. ISBN 1-85359-119-X.
Perez, Laura M. and Macey B. Taylor. Something to Do on Monday. 1989 Athelstan; Order Number: 753006 $19.95 from http://members.tripod.com/~eslss/index.htm
Postman, Neil. *Technopoly* and *Amusing Ourselves to Death*
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Rheingold, Howard. The Virtual Community
Roach, Peter (ed. 1992). Computing in linguistics and phonetics; introductory readings. London, Academic Press Ltd. 115 pp. ISBN 0-12-589340-X.
Roediger, Henry L. III. (1990). Implicit memory: retention without remembering. In "Science Watch" section of the American Psychologist, Vol. 45, no. 9, pp. 1043-1056. (Research cited supporting Lazanov, per Gloria Sampson, neteach-l, 08 Oct 1999)
Roerden, Laura Parker. Net Lessons: Web-Based Projects For Your Classroom, 1st Edition March 1997, Order Number: 2913, 306 pages, ,
Roszak, Theodor. The Cult of Information.
Rumelhart, D. and J.. McClelland. (1987). Learning the past tenses of english verbs: Implicit rules of parallel distributed processing. In B. MacWhinney, editor, Mechanisms of Language Aquisition, chapter 7, pages 197-248. Lawrence Erlenbaum Associates, Hillsdale, New Jersey.
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Salmon, Gilly e-tivities (RoutledgeFalmer: reprinted 2005)
Scanlon, E. and K Issroff. (2005). Activity Theory and Higher Education: Evaluating Learning Technologies. In: Journal of Computer Assisted Learning, vol.21, no. 6, December 2005 pp430-439. This paper examines current practice in the evaluation of learning technology in the UK and proposes a new approach informed by Activity Theory. It is based on the authors experiences of using Activity Theory to understand students' and lecturers' experiences of technology-based teaching environments. They discuss the activity of evaluating learning technologies in higher education, and some frameworks currently in use that assume an efficiency criteria for their evaluations. They use the evaluation criteria proposed by Breen et al (2001) as a starting point for alternative criteria to review a number of examples of technology-based teaching in Higher Education. The authors identify a need for a broader view of the outcomes and value of using learning technologies and relate this activity to a new approach based on an Activity Theory augmented view of evaluation. The review is from SANTEC Newsletter, March 16, 2006.
Schmid, E. Cutrim. (2006). Investigating the use of interactive whiteboard technology in the English language classroom through the lens of a critical theory of technology. Computer Assisted Language Learning, Volume 19, Issue 1 February 2006 , pages 47 - 62. Abstract: Several authors have pointed out that CALL research does not have the academic status that it should have because it does not take place within a well-developed theoretical framework. For this reason, there have been several proposals which seek to anchor CALL research within various existing theoretical frameworks - for instance, instructed second language acquisition and sociocultural theory. This article aims at contributing to the theoretical and methodological development of CALL research by throwing light on the potential benefits of using a particular conceptual framework - that of a critical theory of technology, which stresses the necessity of contextualizing technology and understanding its social embeddeness when investigating its integration in any context. The data discussed here are drawn from a qualitative study, carried out as part of a Ph.D. research programme, which aimed at exploiting the potential of Promethean interactive whiteboard technology for the teaching of English as a foreign language. The findings indicate that the final picture of technology use in the context investigated was seen as the result of the interaction of several elements, such as: the inherent characteristics of the technology, teacher's pedagogical beliefs, students' own understandings of the potentials of the technology and the negotiations between students and the teacher regarding how the technology should be pedagogically exploited. According to Graham Stanley, in postings to various lists in July 2007, "an interesting discussion has been developing about IWBs (interactive whiteboards) at the dogme (teaching unplugged) list, http://groups.yahoo.com/group/dogme and a request made about the [above] article
Scrimshaw, Peter (ed) (1993). Language, classrooms and computers. Routledge. 197 pp. ISBN 0 415 085756.
Serim, Ferdi and Melissa Koch. 1996. Netlearning - Why Teachers use the Internet. O'Reilly & Associates, , ISBN 1-56592-201-8
Sharples, Mike (1985). Cognition, computers and creative writing. Chichester, Ellis Horwood. 167 pp. ISBN 0-85312-895-2.
Shield, L. & Hewer, S. (1999) A Synchronous Learning Environment to Support Distance Language Learners. In: Cameron, K. (ed) CALL in the Community, proceedings of Exeter CALL 99, Exeter: Elm Bank. pp.379-389.
Sinclair, J.M. (ed. 1987). Looking up; an account of the COBUILD project. London, Collins ELT. 182 pp. ISBN 0-00-370256-1.
Sinclair, John (1991). Corpus, concordance and collocation. Oxford, Oxford University Press. 179 pp. ISBN 0-19-437144-1.
David Gordon Smith and Eric Baber. Teaching English with Information Technology, Modern English Publishing Ltd Language: English ISBN: 1904549012 http://www.modernenglishpublishing.com/shop/product_info.php?cPath=21&produ;cts_id=99 .
Snyder, I. (Ed.). (1998). Page to screen: Taking literacy into the electronic era. New York/London: Routledge
Sperling, Dave. April 1998. The Internet Guide For English Language Teachers. Prentice Hall Regents, ISBN: ISBN 0-13-918053-2
Sperling, Dave. 1999. Internet Activity Workbook. Prentice Hall Regents ISBN 0-13-010325-X
Steeples C. & Jones C. (2002): Networked learning: Perspectives and issues. Computer Supported Cooperative Work- series. Springer - technology is not what learning is all about. Learning is essentially about change. Learning involves changes in attitudes, beliefs, capabilites, knowledge structures and skills - Quoted at http://126.96.36.199/search?q=cache:9_he8MiTfNYJ:gvu.unu.edu/docs/asynchronous_conferencing_as_learning_medium.doc+%22technology+is+not+what+learning+is+all+about%22&hl=en&gl=us&ct=clnk&cd=1
Stilborne, L. and A. Heide. 1996. The Teacher's Complete & Easy Guide to the Internet, ISBN: 1-895579-85-6 - Trifolium Books, 228 Davenport Road, Suite 28, Toronto, ON, Canada M5R 1J6
Stoll, Clifford (1989). The cuckoo's egg. London, the Bodley Head.
Stonier, Tom (1983). The wealth of information; a profile of the post-industrial economy. London, Methuen. 224 pp. ISBN 0-423-00800-5.
Stubbs, Michael (1996). Text and corpus analysis. Blackwell. 267 pp. ISBN 0-631-19512-2.
Swaffar, Romano, Susan Romano, Phillip Markley, & Katherine Arens (Eds.). 1998. Language Learning Online: Theory and practice in the ESL and L2 computer classroom; reviewed by Lauren Goldenberg for CALL@Chorus, http://www-writing.berkeley.edu/chorus/call/reviews/llonline/index.html
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Taylor, Macey B. and Perez, Laura (1989). Something to do on Monday... Athelstan Publications. 106 pp. ISBN 0-940753-00-6.
Thomas, Jenny, Michael H. Short, and Geoffrey N. Leech (Eds.). 1996. Using corpora for language research: Studies in Honour of Geoffrey Leech Longman. 301 pp.
Thompson, June and Jenny Parsons. 1995. ReCALL Software Guide, No. 4. Publisher: CTI Centre for Modern Languages - ISSN: 0958-3459 - Pages: Pp. xii+230; Ordering Info: firstname.lastname@example.org
Tribble, Chris and Jones, Glyn (1990). Concordances in the classroom. Harlow, Longman. 95 pp. ISBN 0582-03821-9.
Tuman, Myron. (1992). Word perfect: Literacy in the computer age. University of Pittsburg Press.
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Underwood, John H. (1984). Linguistics, computers, and the language teacher; a communicative approach. Rowley, Mass., Newbury House. 109 pp. ISBN 0-88377-470-4.
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Wang, Y. (in press). Task design in videoconferencing-supported distance language learning. CALICO Journal, 25(1) (acceptance date: 21/11/2005).
Wang, Y. (in press). Negotiation of meaning in desktop videoconferencing-supported distance language learning. ReCALL, 18(1) (acceptance date: 08/12/2005).
Wang, Y. (in press). Review of Windows NetMeeting 3.01.e-FLT, 3, Supplement (1) (acceptance date: 12/01/2006).
Wang, Y. (2004b). Internet-based desktop videoconferencing in supporting synchronous distance language learning. Language Learning and Technology, 8(3), 90-121.
Wang, Y. (2004a). Distance language learning: Interactivity and fourth-generation. Internet-based videoconferencing. CALICO Journal, 21 (2), 373-395.
Wang, Y. & Sun, C (2001). Internetbased real-time language education: Towards a fourth generation distance education. CALICO, 18 (3), 539-561.
Warschauer, Mark. Electronic Literacies: Language, Culture, and Power in Online Education, 220 pages.
Warschauer, Mark and Richard Kern (Eds.). Network-Based Language Teaching: Concepts and Practice. 256-page book (ISBN 0-521-66742-9). See further information about the book and its contents at http://www.gse.uci.edu/faculty/markw/nblt.html
Warschauer, Mark. Telecollaboration in Foreign Language Learning. 256 pages.
Warschauer, Mark (Ed.). Virtual Connections: Online Activities and Projects for Networking Language Learners. 417 pages.
Warschauer, Mark. E-Mail for English Teaching: Bringing the Internet and Computer Learning Networks into the Language Classroom. TESOL.120-pages
Orality in MOO: rehearsing speech in text. A preliminary study. Markus J.Weininger, Universidade Federal de Santa Catarina, Brasil Lesley Shield, Open University, UK
Weizenbaum, Joseph (1976). Computer power and human reason; from judgment to calculation. San Francisco, W.H.Freeman & Co,. 300 pp. ISBN 0-7167-0463-3.
Wenger, Etienne, Richard McDermott, and William M. Snyder. 2002. Cultivating communities of practice: A guide to managing knowledge. Boston: Harvard Business School Press.
Wichmann, Anne; Fligelstone, Steven; Knowles, Gerry; McEnery, Anthony (1997). Teaching and language corpora. Addison-Wesley Longman, 368 pp. ISBN 0-582-27609-8.
Williams, Bard. The Internet for Teachers. IDG Books, 1995, ISBN 1-56889-600-2
Williams, Bard. The World Wide Web for Teachers. IDG Books, 1995, ISBN 1-56884-604-5
Willis, Dave (1990). The lexical syllabus; a new approach to language teaching. Collins COBUILD. 136 pp.
Winograd, Terry (1983). Language as a cognitive process. Volume I: Syntax. Reading Mass., Addison Wesley. 640 pp. ISBN 0-201-08571-2.
Winograd, Terry and Flores, Fernando (1986). Understanding computers and cognition; a new foundation for design. Addison Wesley. 207 pp. ISBN 0 201 11297 3
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Yazdani, Masoud (ed. 1993). Multilingual multimedia; bridging the language barrier with intelligent systems. Intellect Books. 210 pp. ISBN 1-871516-30-7
"Oxford University Press has just released a new ESL book called *Internet English* which aims to introduce students to basic word-processing, internet and e-mail skills, as well as involve students in project-based ESL. http://www.oup.com/elt/internet.english;" posted on neteach-l, 22 Sep 1999
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Previously updated: August 13, 2007
Mirrors: On January 22, 2007 this page was available at: