Includes bibliographical references and index.

Print version record and CIP data provided by publisher.

Intro -- Language-Learner Computer Interactions -- Editorial page -- Title page -- LCC data -- Table of contents -- List of figures -- List of tables -- Book series preface: Language Studies, Science and Engineering -- Acknowledgments -- Contributor biographies -- 1. Cutting-edge theories and techniques for LCI in the context of CALL -- Introduction -- Looking at CALL research and practices through the lenses of scientific theoretical frameworks -- On being CALL engineers -- Digging into theories, borrowing methodologies -- LCI investigations in the context of technology-mediated language learning tasks -- About the book -- References -- PART I. Frameworks guiding the research -- 2. CALL ergonomics revisited -- Introduction -- The What: Understanding ergonomics in the context of CALL -- The Why: CALL ergonomics as a scientific process -- The How: Reflecting on CALL ergonomic (evaluation) methods -- Conclusions -- References -- 3. The theory of affordances -- Introduction -- Gibson's theory of affordances -- Affordances in HCI -- Affordances in CALL -- Conclusion -- References -- 4. CALL theory: Complex adaptive systems -- Introduction -- A research paradigm for CAS in CALL -- Language emergent in use -- Second language development -- Characteristics of CAS -- CAS research in CALL -- Methods of analysis of CAS -- Conclusion -- References -- 5. CALL design and research: Taking a micro and macro view -- Introduction -- Key contextual perspectives -- Discussion: The macro level -- Discussion: The micro level -- Conclusion -- References -- PART II. Data and elicitation technologies and techniques -- 6. Learner personas and the effects of instructional scaffolding on working behaviour and linguistic -- Introduction -- Literature review -- Our study -- Results -- Discussion -- Conclusion -- References.

7. Video screen capture to document and scaffold the L2 writing process -- Introduction -- What is VSC? -- Why be interested in the use of VSC? -- Description of the research projects -- Affordances and opportunities associated with VSC -- Lifting the veil on hidden processes -- Conclusion -- References -- 8. Using eye-tracking technology to explore online learner interactions -- Introduction -- Justification of eye-tracking research: Background and personal stories -- Eye-tracking as a research tool: Three areas and three approaches -- Two examples of eye-tracking studies in SCMC -- Reflection and challenges -- Conclusions -- References -- 9. Analysing multimodal resources in pedagogical online exchanges: Methodological issues and challen -- Introduction -- Methodological approaches to the study of multimodal pedagogical interactions -- Reflections on a multimodal approach to synchronous pedagogical online interactions -- Conclusion -- References -- 10. A scientific methodology for researching CALL interaction data: Multimodal LEarning and TEaching -- Introduction -- Differentiating raw language data and corpora -- An illustration of the staged methodology for building LETEC -- LETEC contributions to CALL research -- LETEC contributions beyond research in CALL: CMC training for language teachers and linguistics -- Conclusion -- References -- Afterword: Engineering conditions of possibility in technology-enhanced language learning -- References -- Author index -- Subject index.

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This book focuses on learner-computer interactions (LCI) in second language learning environments drawing largely on sociocultural theories of language development. It brings together a rich and varied range of theoretical discussions and applications in order to illustrate the way in which LCI can enrich our comprehension of technology-mediated communication, hence enhancing learners' digital literacy skills. The book is based on the premise that, in order to fully understand the nature of language and literacy development in digital spaces, researchers and practitioners in linguistics, sciences and engineering need to borrow from each others' theoretical and practical toolkits. In light of this premise, themes include such aspects as educational ergonomics, affordances, complex systems learning, learner personas and corpora, while also describing such data collecting tools as video screen capture devices, eye-tracking or intelligent learning tutoring systems.

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