EuroCALL 2025. Advancing CALL: New research agendas
Información General
- Autores: Yazdan Choubsaz (dir. congr.), Paz Díez Arcón (dir. congr.), Ana Gimeno Sanz (dir. congr.)
- Editores: Universitat Politècnica de València, edUPV, Editorial Universitat Politècnica de València
- Año de publicación: 2025
- Colecciones: Actas de congresos
- País: España
- Idioma: inglés
- ISBN: 978-84-1396-326-6
- Recoge los contenidos presentados a: EUROCALL - European Association for Computer-Assisted Language Learning (33. 2025. Milán).
- Enlaces
Resumen
Università Cattolica del Sacro Cuore is delighted to host the EuroCALL 2025 conference in Milan, Italy. The theme of EuroCALL 2025 is Advancing CALL: new research agendas. As technology reshapes the way languages are taught and learned, this conference focuses on innovative approaches that push the boundaries of CALL research. We will discuss and explore the forefront of research methodologies and dive into the tools, frameworks, and experimental designs that define the future of language education. Join us to share your real-world experiences of CALL research and teaching and connect with our vibrant community of practitioners.
Otros catálogos
Identificadores de libro
DOIListado de artículos
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Application of theories and frameworks supporting call
Cross-platform digital ethnography: Ethical, methodological, and pedagogical insights
págs. 1-9
Digital benevolence: An analysis of non-violent digital intercultural communication
págs. 10-20
Exploring multimodal analysis in VR-assisted language learning: Insights and applications
Anna Maria Christoforou
págs. 21-30
págs. 31-40
Engagement in online language learning: The synergy of collaboration and teacher support
págs. 41-48
Integrating AI into language teaching: A teachers’ perspective
págs. 49-53
Using CALL technologies by pre-service teachers of English: Portfolio analysis
págs. 54-60
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Autonomous language learning in call
From matching to meaningful sustainable interaction: Dyad formation for tandem language learning
págs. 61-70
págs. 71-80
págs. 81-90
Encouraging autonomous learning through a vocabulary-building out-of-class activity using online spreadsheets: Case studies from translation and exam preparation courses
págs. 91-99
págs. 100-109
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Clil materials development in call
págs. 110-120
Enhancing structural awareness with AI-powered sentence reordering: An automated tool for CLIL-based primary English education in Japan
págs. 121-130
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Cultural learning in call
Emotion analytics in higher education: The intersection of well-being, data science, and language learning
Amelia Ijiri, Lynsey Mori, Peter J. Galante, Peter M. Galante
págs. 131-138
Integrating ChatGPT in intercultural education: Effects on students' performance in critical incidents exercises
págs. 139-148
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Emerging trends around ai in call
AI-enhanced graded viewers: Creating level-appropriate video content for language learning
págs. 149-158
AI-enhanced extensive reading: Empowering learners as content creators
págs. 159-170
GenAI through students' eyes: Benefits, challenges, and beyond
págs. 171-180
págs. 181-190
AIDI, a CEFR-based chatbot for Italian as a second language: Pilot survey on learners' perceptions
Simone Filippetti, Letizia Cinganotto, Giorgia Montanucci
págs. 191-200
págs. 201-208
Integrating AI tools in Japanese EFL classrooms: Empowering self-regulated learning and cultural mediation
págs. 209-218
págs. 219-226
págs. 227-233
The impact of using ChatGPT in foreign language acquisition: A pilot study
págs. 234-243
AI in digital learning: A case study on developing the critical and effective use of AI tools
págs. 244-254
The intersection of AI and education: Boosting writing skills and intercultural competence
págs. 255-261
AI-driven CALL methodology: Amplifying minority language youth voices in digital citizenship education
págs. 262-271
Assessing written texts: Can university students identify whether texts are written by humans or AI?
Silvia Puig García, Marni Manegre, Piyumi Udeshinee, Martin Mullen
págs. 272-281
AI-generated visual feedback as a writing aid: Improving visual data descriptionskills in EFL learners
Erick Purwanto, Xinyi Xiao, Junhong Liao, Tianchen Niu, Ediyanto Liu
págs. 282-292
(M)other Tongue: Students react to video translations of self
págs. 293-303
Bringing AI to the extensive-reading classroom: Practical ideas and student feedback
págs. 304-310
Comparison of repeated ChatGPT and human feedback on EFL learners’ essays: Focus on verb usage
Kumiko Yabe, Akiyo Hirai
págs. 311-320
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Evaluation and re-evaluation of teaching methodologies in call
Adapting EAP pedagogy for online learning: Lessons from emergency remote teaching
págs. 321-332
págs. 333-341
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General papers
págs. 342-350
págs. 351-360
Shaping the reality of foreign language teachers’ research literacies
Carolyn Blume, Kenan Dikilitas, Raúl García López, Julia Hüttner, Achilleas Kostoulas, Emma Marsden, Christina Ringel, Aysel Saricaoglu, Saskia Schabio, Yela Schauwecker
págs. 361-370
págs. 371-381
págs. 382-388
págs. 389-397
págs. 398-404
págs. 405-414
Using a digital visual dictionary to support reading comprehension: A single-case study with French-as-a-Second Language learners in primary school
págs. 415-423
págs. 424-434
Enhancing emotional reading skills through audiobooks: The case of German learners of Italian L2
págs. 435-444
Audio-visual enrichment among under-12-year-old English learners (AVENUES): Investigating effects on language proficiency and attitudes
Alexandra Schurz, Shona Whyte, Valérie Coumel, Jean Claude Tocabens
págs. 445-455
págs. 456-465
Virtual Reality in foreign language learning: Teacher training students’ perceptions of opportunities and limitations
págs. 466-474
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Inclusive call
págs. 475-486
págs. 487-494
Towards inclusive CALL for Irish: A game-based approach for dyslexic students informed by an English language pilot study
págs. 495-505
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Incorporating ai in call teacher training
págs. 506-513
págs. 514-523
Sustaining openness in language teacher education: Insights from a MOOC-based language OER training program and the emerging role of AI
págs. 524-535
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Language corpora and data-driven learning
págs. 536-542
Exploring mobile DDL for Italian in secondary education: Analysing student engagement, self-directed learning strategies and language outcomes
págs. 543-550
Computer-assisted personalized instruction in Academic Medical English writing: A socio-material view
págs. 551-558
Effects of ChatGPT on revision practices: Improving learner autonomy and critical engagement―A comparison with DDL practices
págs. 559-568
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Language variation in call
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Learner assessment in call
When the AI gets an F: The affordances of (mediocre) automated writing feedback
págs. 579-589
págs. 590-599
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Linguistic-technological approaches for analysing l2 acquisition
Virtual reality and intercomprehension: A serious game for multilingual learning on the Francigena cycle route
págs. 600-612
Learning English conversation in a metaverse: The possibilities and challenges of world heritage tours
págs. 613-621
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Task-based language teaching methodologies in call
págs. 622-631
págs. 632-637
AI-assisted task-based language teaching: EFL learners’ acquisition of collocations through ChatGPT and movie language
págs. 638-645
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