Ana Gimeno-Sanz is Professor of English Language in the Department of Applied Linguistics at the Universitat Politècnica de València (UPV), Spain.Mike Levy is Honorary Professor of Second Language Studies in the School of Languages and Cultures at the University of Queensland, Brisbane, Australia.Françoise Blin is Senior Lecturer at Dublin City University, Ireland.David Barr is Head of the School of Modern Languages at the University of Ulster, Northern Ireland.

[Part 5 in particular] offers several unique insights into innovation in the field of CALL ... This book is a lesson for all educational technologists that we should look past the latest fads and instead concentrate on building sustainable platforms that places students’ learning as the chief priority.

• Foreword, Ana Gimeno-Sanz and David BarrIntroduction, Mike Levy, Ana Gimeno-Sanz, David Barr and Françoise BlinPART I: TEACHER EDUCATION AND CALL1. Learning for the long haul: Developing perceptions of learning affordances in CALL teachersKaren Haines, Unitec, Auckland, New Zealand2. Designing digitally-based didactic proposals for English teacher education programs: an analysis of a Brazilian experience with podcastsLucas Moreira dos Anjos-Santos, Monash University, Victoria, AustraliaVera Lúcia Lopes Cristovão, State University of Londrina, Paraná, Brazil3. Creating pedagogical knowledge through electronic materials in a distance telecollaboration project for pre-service teacher traineesMarcin Kleblan, Jagiellonian University, Krakow, PolandMª Camino Bueno-Alastuey, Universidad Pública de Navarra, Spain4. Promoting Student Collaborative Reflective Interaction Using Wikis and VoiceThreadsSabrina Priego, Université Laval, Québec, Canada5. Transformative learning: The developmental processes of L2 teachers as effective users of online resources for language teaching and learningSandra Morales and Scott Windeatt, Newcastle University, UKPART II: NORMALISATION OF CALL6. Factors that determine CALL integration into Modern Languages Courses in BrazilClaudia Beatriz M.J. Martins and Herivelto Moreira, Universidade Tecnológica Federal do Paraná, Curitiba, Brazil7. Data and elicitation methods in interaction-based researchMarie-Josée Hamel, University of Ottawa, CanadaFrançoise Blin, Dublin City University, IrelandCatherine Caws, University of Victoria, CanadaTrude Heift, Simon Fraser University, Burnaby, CanadaMathias Schulze, University of Waterloo, CanadaBryan Smith, Arizona State University, USA8. Factors for sustainable CALLMonica Ward, Dublin City University, Ireland PART III: CALL SYSTEMS9. From a vision to reality: paving the way for CALL sustainability by harmonizing theory, practice and technology in the creation of an EFL b-learning environment for Chilean learnersEmerita Bañados, Universidad de Concepción, Chile10. Sustaining and building online communities of practice through language economyJonathan White, Högskolan Dalarna, Sweden11. The development of self-regulated learning behaviour in out-of-class CALL activities in a university EFL blended learning courseYasushige Ishikawa and Craig Smith, Kyoto University of Foreign Studies, JapanReiko Akahane-Yamada and Misato Kitamura, ATR Intelligent Robotics and Communication Laboratories, JapanYasushi Tsubota and Masatake Dantsuji, Academic Center for Computing and Media Studies, Kyoto University, JapanPART IV: MOBILE-ASSISTED LANGUAGE LEARNING12. An evidence-based study of Hong Kong university students’ mobile-assisted language learning experienceQing Ma, The Hong Kong Institute of Education, Hong Kong13. Students’ perspectives on the benefits and constraints of using mobile apps for learning languagesCaroline Steel, The University of Queensland, Brisbane, Australia14. What to consider for effective mobile-assisted language learning: design implications from an empirical analysisHeyoung Kim, Chung-Ang University, South Korea15. Improving learners’ reading skills through instant short messages: a sample study using WhatsAppMar Gutiérrez-Colon Plana, Universitat Rovira i Virgili, Tarragona, SpainAna Gimeno, Universitat Politècnica de València, SpainChristine Appel and Joseph Hopkins, Universitat Oberta de Catalunya, SpainPART V: INNOVATION IN CALL16. Eyetracking in CALL – present and futureBreffni O’Rourke and Claire Prendergast, The University of Dublin, IrelandLijing Shi, The London School of Economics and Political Science, UKBtyan Smith, Arizona State University, USAUrsula Stickler, Open University, UK17. Using text analysers as an aid to examining the effects of task complexity on academic L2 writingErifili Roubou, Aristotle University of Thessaloniki, Greece18. How to tell digital stories with handcrafted video clipsEva Wilden, Ruhr-Universität Bochum, GermanyConclusionFrançoise Blin, David Barr, Ana Gimeno and Mike Levy

Ana Gimeno-Sanz is Professor of English Language in the Department of Applied Linguistics at the Universitat Politècnica de València (UPV), Spain.Mike Levy is Honorary Professor of Second Language Studies in the School of Languages and Cultures at the University of Queensland, Brisbane, Australia.Françoise Blin is Senior Lecturer at Dublin City University, Ireland.David Barr is Head of the School of Modern Languages at the University of Ulster, Northern Ireland.

[Part 5 in particular] offers several unique insights into innovation in the field of CALL ... This book is a lesson for all educational technologists that we should look past the latest fads and instead concentrate on building sustainable platforms that places students’ learning as the chief priority.

• Foreword, Ana Gimeno-Sanz and David BarrIntroduction, Mike Levy, Ana Gimeno-Sanz, David Barr and Françoise BlinPART I: TEACHER EDUCATION AND CALL1. Learning for the long haul: Developing perceptions of learning affordances in CALL teachersKaren Haines, Unitec, Auckland, New Zealand2. Designing digitally-based didactic proposals for English teacher education programs: an analysis of a Brazilian experience with podcastsLucas Moreira dos Anjos-Santos, Monash University, Victoria, AustraliaVera Lúcia Lopes Cristovão, State University of Londrina, Paraná, Brazil3. Creating pedagogical knowledge through electronic materials in a distance telecollaboration project for pre-service teacher traineesMarcin Kleblan, Jagiellonian University, Krakow, PolandMª Camino Bueno-Alastuey, Universidad Pública de Navarra, Spain4. Promoting Student Collaborative Reflective Interaction Using Wikis and VoiceThreadsSabrina Priego, Université Laval, Québec, Canada5. Transformative learning: The developmental processes of L2 teachers as effective users of online resources for language teaching and learningSandra Morales and Scott Windeatt, Newcastle University, UKPART II: NORMALISATION OF CALL6. Factors that determine CALL integration into Modern Languages Courses in BrazilClaudia Beatriz M.J. Martins and Herivelto Moreira, Universidade Tecnológica Federal do Paraná, Curitiba, Brazil7. Data and elicitation methods in interaction-based researchMarie-Josée Hamel, University of Ottawa, CanadaFrançoise Blin, Dublin City University, IrelandCatherine Caws, University of Victoria, CanadaTrude Heift, Simon Fraser University, Burnaby, CanadaMathias Schulze, University of Waterloo, CanadaBryan Smith, Arizona State University, USA8. Factors for sustainable CALLMonica Ward, Dublin City University, Ireland PART III: CALL SYSTEMS9. From a vision to reality: paving the way for CALL sustainability by harmonizing theory, practice and technology in the creation of an EFL b-learning environment for Chilean learnersEmerita Bañados, Universidad de Concepción, Chile10. Sustaining and building online communities of practice through language economyJonathan White, Högskolan Dalarna, Sweden11. The development of self-regulated learning behaviour in out-of-class CALL activities in a university EFL blended learning courseYasushige Ishikawa and Craig Smith, Kyoto University of Foreign Studies, JapanReiko Akahane-Yamada and Misato Kitamura, ATR Intelligent Robotics and Communication Laboratories, JapanYasushi Tsubota and Masatake Dantsuji, Academic Center for Computing and Media Studies, Kyoto University, JapanPART IV: MOBILE-ASSISTED LANGUAGE LEARNING12. An evidence-based study of Hong Kong university students’ mobile-assisted language learning experienceQing Ma, The Hong Kong Institute of Education, Hong Kong13. Students’ perspectives on the benefits and constraints of using mobile apps for learning languagesCaroline Steel, The University of Queensland, Brisbane, Australia14. What to consider for effective mobile-assisted language learning: design implications from an empirical analysisHeyoung Kim, Chung-Ang University, South Korea15. Improving learners’ reading skills through instant short messages: a sample study using WhatsAppMar Gutiérrez-Colon Plana, Universitat Rovira i Virgili, Tarragona, SpainAna Gimeno, Universitat Politècnica de València, SpainChristine Appel and Joseph Hopkins, Universitat Oberta de Catalunya, SpainPART V: INNOVATION IN CALL16. Eyetracking in CALL – present and futureBreffni O’Rourke and Claire Prendergast, The University of Dublin, IrelandLijing Shi, The London School of Economics and Political Science, UKBtyan Smith, Arizona State University, USAUrsula Stickler, Open University, UK17. Using text analysers as an aid to examining the effects of task complexity on academic L2 writingErifili Roubou, Aristotle University of Thessaloniki, Greece18. How to tell digital stories with handcrafted video clipsEva Wilden, Ruhr-Universität Bochum, GermanyConclusionFrançoise Blin, David Barr, Ana Gimeno and Mike Levy

Ana Gimeno-Sanz is Professor of English Language in the Department of Applied Linguistics at the Universitat Politècnica de València (UPV), Spain.Mike Levy is Honorary Professor of Second Language Studies in the School of Languages and Cultures at the University of Queensland, Brisbane, Australia.Françoise Blin is Senior Lecturer at Dublin City University, Ireland.David Barr is Head of the School of Modern Languages at the University of Ulster, Northern Ireland.

[Part 5 in particular] offers several unique insights into innovation in the field of CALL ... This book is a lesson for all educational technologists that we should look past the latest fads and instead concentrate on building sustainable platforms that places students’ learning as the chief priority.

• Foreword, Ana Gimeno-Sanz and David BarrIntroduction, Mike Levy, Ana Gimeno-Sanz, David Barr and Françoise BlinPART I: TEACHER EDUCATION AND CALL1. Learning for the long haul: Developing perceptions of learning affordances in CALL teachersKaren Haines, Unitec, Auckland, New Zealand2. Designing digitally-based didactic proposals for English teacher education programs: an analysis of a Brazilian experience with podcastsLucas Moreira dos Anjos-Santos, Monash University, Victoria, AustraliaVera Lúcia Lopes Cristovão, State University of Londrina, Paraná, Brazil3. Creating pedagogical knowledge through electronic materials in a distance telecollaboration project for pre-service teacher traineesMarcin Kleblan, Jagiellonian University, Krakow, PolandMª Camino Bueno-Alastuey, Universidad Pública de Navarra, Spain4. Promoting Student Collaborative Reflective Interaction Using Wikis and VoiceThreadsSabrina Priego, Université Laval, Québec, Canada5. Transformative learning: The developmental processes of L2 teachers as effective users of online resources for language teaching and learningSandra Morales and Scott Windeatt, Newcastle University, UKPART II: NORMALISATION OF CALL6. Factors that determine CALL integration into Modern Languages Courses in BrazilClaudia Beatriz M.J. Martins and Herivelto Moreira, Universidade Tecnológica Federal do Paraná, Curitiba, Brazil7. Data and elicitation methods in interaction-based researchMarie-Josée Hamel, University of Ottawa, CanadaFrançoise Blin, Dublin City University, IrelandCatherine Caws, University of Victoria, CanadaTrude Heift, Simon Fraser University, Burnaby, CanadaMathias Schulze, University of Waterloo, CanadaBryan Smith, Arizona State University, USA8. Factors for sustainable CALLMonica Ward, Dublin City University, Ireland PART III: CALL SYSTEMS9. From a vision to reality: paving the way for CALL sustainability by harmonizing theory, practice and technology in the creation of an EFL b-learning environment for Chilean learnersEmerita Bañados, Universidad de Concepción, Chile10. Sustaining and building online communities of practice through language economyJonathan White, Högskolan Dalarna, Sweden11. The development of self-regulated learning behaviour in out-of-class CALL activities in a university EFL blended learning courseYasushige Ishikawa and Craig Smith, Kyoto University of Foreign Studies, JapanReiko Akahane-Yamada and Misato Kitamura, ATR Intelligent Robotics and Communication Laboratories, JapanYasushi Tsubota and Masatake Dantsuji, Academic Center for Computing and Media Studies, Kyoto University, JapanPART IV: MOBILE-ASSISTED LANGUAGE LEARNING12. An evidence-based study of Hong Kong university students’ mobile-assisted language learning experienceQing Ma, The Hong Kong Institute of Education, Hong Kong13. Students’ perspectives on the benefits and constraints of using mobile apps for learning languagesCaroline Steel, The University of Queensland, Brisbane, Australia14. What to consider for effective mobile-assisted language learning: design implications from an empirical analysisHeyoung Kim, Chung-Ang University, South Korea15. Improving learners’ reading skills through instant short messages: a sample study using WhatsAppMar Gutiérrez-Colon Plana, Universitat Rovira i Virgili, Tarragona, SpainAna Gimeno, Universitat Politècnica de València, SpainChristine Appel and Joseph Hopkins, Universitat Oberta de Catalunya, SpainPART V: INNOVATION IN CALL16. Eyetracking in CALL – present and futureBreffni O’Rourke and Claire Prendergast, The University of Dublin, IrelandLijing Shi, The London School of Economics and Political Science, UKBtyan Smith, Arizona State University, USAUrsula Stickler, Open University, UK17. Using text analysers as an aid to examining the effects of task complexity on academic L2 writingErifili Roubou, Aristotle University of Thessaloniki, Greece18. How to tell digital stories with handcrafted video clipsEva Wilden, Ruhr-Universität Bochum, GermanyConclusionFrançoise Blin, David Barr, Ana Gimeno and Mike Levy