C6 Call for Papers

ICCE 2018 Sub-Conference on Technology Enhanced Language Learning (TELL)

In response to emerging research diversity, ICCE 2018 will be a meta-conference, comprising of seven co-located theme-based sub-conferences. This is the Call for Papers for Subconference C6: Technology Enhanced Language Learning (TELL).

The rapid advancement of technology has transformed our daily lives and has provided numerous possibilities for instructional design and curriculum development. The sub-conference on Technology Enhanced Language Learning (TELL) invites submissions that focus on the rationale, theories, pedagogies, and best practices for the use of modern technologies to enhance first/second/foreign language teaching and learning. Researchers interested in novel theories and innovative practices for the integration of emerging technologies in language instruction are strongly encouraged to submit their work to the TELL sub-conference.

Through stimulating discussion among TELL scholars/practitioners, the TELL sub-conference will present the outcomes of latest research efforts in the use of technology in first/second/foreign language education, share insights into the design, development, evaluation, and enhancement of technology-enhanced language learning environments, and provide directions for future research collaborations and ongoing improvement of TELL practices. The scope of the TELL sub-conference includes but not be limited to the following topics:

  • Theoretical foundations and perspectives of TELL
  • Hardware and Software technologies applicable to TELL, such as:
    • Established and emerging TELL tools, applications, and platforms
    • Application of mobile technology and platforms for TELL
    • Language learning in virtual environments
    • Game-based instructional strategies in TELL
    • Natural Language Processing and Corpora in language learning
    • Computer-Supported Collaborative Learning for language education
  • Educational psychology implications for TELL, such as:
    • Learning strategies and learning styles
    • Cognitive and Learning sciences
    • Self-efficacy and motivation
    • Learner autonomy and self-regulated learning
  • Content development and management for TELL, such as:
    • Blended/hybrid language learning courses
    • TELL in open, distance, and flexible learning contexts
    • TELL in informal learning environments (outside the classroom)
    • TELL in workplace and adult learning settings
  • Language Teacher professional development
  • Assessment and evaluation of TELL
  • Supporting less widely taught languages through TELL
  • Socio-cultural perspectives related to TELL, such as:
    • Teacher and learner expectations and readiness to use TELL
    • Improving intercultural and interdisciplinary competence through TELL

Paper Categories

  • Full paper (8-10 pages)
  • Short paper (5-6 pages)
  • Poster paper (2-3 pages)

Important Dates

  • Paper Submission Due: May 7, 2018 May 21, 2018
  • Notification of Acceptance: July 30, 2018
  • Camera-ready paper due: August 13, 2018

Program Co-chairs

Jiyou JIA, Peking University, China (Executive Program Chair)
Yun WEN, Singapore Centre for Chinese Language, Nanyang Technological University, Singapore
Agnes KUKULSKA-HULME, The Open University of UK
Weichao CHEN, University of Virginia, USA
Chih-cheng LIN, National Taiwan Normal University, Taiwan
Masanori YAMADA, Kyushu University, Japan

Program Committee Members

Emerita BAÑADOS-SANTANA, Universidad de Concepción, Chile
Alex BOULTON, Nancy University, France
Mei-Mei CHANG, National Pingtung University of Science and Technology, Taiwan
Zhenzhen CHEN, Beijing University of Posts and Telecommunications, China
Ying-Hsueh CHENG, National Chung Cheng University, Taiwan
Jozef COLPAERT, University of Antwerp, Belgium
Liliana CUESTA, Universidad de La Sabana, Colombia
Jun DA, Middle Tennessee State University, USA
Vera Lucia Menezes DE OLIVEIRA PAVIA, Universidade Federal de Minas Gerais, Brazil
Gülcan ERÇETIN, Boğaziçi University, Turkey
Yoshiko GODA, Kumamoto University, Japan
Robert GODWIN-JONES, Virginia Commonwealth University, USA
Yanhui HAN, Open University of China, China
Chia-Ling HSIEH, National Taiwan Normal University, Taiwan
Phil HUBBARD, Stanford University, USA
Hsiu-Ting HUNG, National Kaohsiung First University of Science and Technology, Taiwan
Yu-Min KU, National Central University, Taiwan
Ho Cheong LAM, The Education University of Hong Kong, Hong Kong China
Jeng-Yiiang LI, Minghsin University of Science and Technology, Taiwan
Jia (Joan) LI, University of Ontario Institute of Technology, Canada
Jiahang LI, Michigan State University, USA
Li LI, Singapore Centre for Chinese Language, Singapore
Jingjing LIAN, Beijing University of Posts and Telecommunications, China
Meei-Ling LIAW, National Taichung University of Education, Taiwan
Shijuan LIU, Indiana University of Pennsylvania, USA
Carlos MONTORO, University of Guanajuato, Mexico
Misato OI, Kyushu University, Japan
Yuichi ONO, Tsukuba University, Japan
Teadira PÉREZ, University of Los Andes, Venezuela
Zahra SHAHSAVAR, Shiraz University of Medical Sciences, Iran
Chee Lay TAN, Singapore Centre for Chinese Language, Singapore
Siew Ming THANG, Universiti Kebangsaan, Malaysia
Meng-Ping TSUEI, National Taipei University of Education, Taiwan
Noriko UOSAKI, Osaka University, Japan
Takafumi UTASHIRO, Hokkai Gakuen University, Japan
Jane VINTHER, University of Southern Denmark, Denmark
Shuang WANG, Tianjin Coastal Polytechnic, China
Junhong XIAO, Shantou Radio & Television University, China
Shelley YOUNG, National Tsinghua University, Taiwan
Shenglan ZHANG, Iowa State University, USA
Di ZOU, The Education University of Hong Kong, Hong Kong China