Explore the vast range of titles available.

As shown by several studies, successful integration of technology in language learning requires a holistic approach in order to scientifically understand what learners do when working with web-based technology (cf. Raby, 2007). Additionally, a growing body of research in computer assisted language learning (CALL) evaluation, design and development, has indicated that analysis of learners’ behaviours is an essential element to implementing high-quality technology (e.g., Chapelle, 2001; Levy & Stockwell, 2006). Hence, carefully evaluating the effectiveness of CALL by collecting empirical data on user interactions while focusing on the process of learning is integral to a holistic understanding of students’ behaviours (e.g. Felix, 2005; Hémard, 2006). This article examines a design-based research that seeks to analyse and understand the dynamics of user interactions with a specific web-based CALL tool in the context of a French as a second language (FSL) course. To this end, we present a sample of results based on an analysis of specific tasks carried out with this CALL tool that is designed in part to encourage students’ integration of critical and electronic literacies. By way of conclusion, we identify the steps that are necessary to enhance this particular CALL system and help users better achieve their learning goals. In particular, we explain the process of recycling our results in the next design phase of the CALL tool in a continuous improvement effort.

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.

This paper discusses a data-driven learning (DDL) tool, which consists of a learner corpus for L2 learners of German. The learner corpus, in addition to submissions from ongoing current users, has been constructed from millions of submissions from a variety of activity types of approximately 5000 learners who used the E-Tutor CALL system over a period of five years. By following a cyclical process of development, implementation, and evaluation, adapted from the ADDIE model, E-Tutor helped us not only to inform language teaching pedagogy and to provide system enhancements generated by the outcomes of vast data collections, but also to expand an existing learning environment (e.g., Tutorial CALL) to include DDL. The article discusses the cyclical process of collecting and recycling learner data by also focusing on the design features of the DDL tool of E-Tutor within the ADDIE framework and providing data on student usage.

This paper describes a case study focused on the ways in which university-level learners of French as a second language collaborate during peer-editing sessions assisted by digital tools. The purpose of the study is to better understand users' interactions with each other and with technologies at a micro level. Audio recordings and video screen captures of peerediting sessions serve as a basis for our analysis of strategies deployed by 12 learners of French as a second language enrolled in an intensive intermediate grammar and writing course. Using a mixed-methods approach based on qualitative and quantitative data collected with five peer-editing groups, the study centres on processes in which participants engage to perform their tasks. The paper makes recommendations regarding task design and learners' training for development of digital literacies.

This paper reports on a case study which investigates the interaction patterns among participants in a synchronous writing environment on a Local Area Network (LAN). The focus is on peer feedback, either in the form of social or cognitive acknowledgement. The data were collected from 12 students of a French foreign language class who, for one semester, spent 1 hour of class instruction usingAspects, a synchronous writing environment for the Macintosh. The results suggest that students do provide cognitive and social acknowledgement to their peers in networked writing environments. Students who provide the most social and cognitive acknowledgement are also the highest contributors, although their second language skills are not necessarily superior within their group.

This paper discusses issues surrounding the development of a learning object repository (FLORE) for teaching and learning French at the postsecondary level. An evaluation based on qualitative and quantitative data was set up in order to better assess how second-language (L2) students in French perceived the integration of this new repository into their course and study practice. A total of 46 students participated in the study and provided feedback that will be recycled into developmental changes for the repository. Based on a design experiment methodology, the research provides specific implication for the integration of online resources in a course or program of study. Initial results of the experiment supports the development of online tools such as FLORE while at the same time suggesting the value of carefully implementing such computer-based tools into a curriculum.

This paper discusses issues surrounding the development of a learning object repository (FLORE) for teaching and learning French at the postsecondary level. An evaluation based on qualitative and quantitative data was set up in order to better assess how second-language (L2) students in French perceived the integration of this new repository into their course and study practice. A total of 46 students participated in the study and provided feedback that will be recycled into developmental changes for the repository. Based on a design experiment methodology, the research provides specific implication for the integration of online resources in a course or program of study. Initial results of the experiment supports the development of online tools such as FLORE while at the same time suggesting the value of carefully implementing such computer-based tools into a curriculum.

This paper discusses issues surrounding the development of a learning object repository (FLORE) for teaching and learning French at the postsecondary level. An evaluation based on qualitative and quantitative data was set up in order to better assess how second-language (L2) students in French perceived the integration of this new repository into their course and study practice. A total of 46 students participated in the study and provided feedback that will be recycled into developmental changes for the repository. Based on a design experiment methodology, the research provides specific implication for the integration of online resources in a course or program of study. Initial results of the experiment supports the development of online tools such as FLORE while at the same time suggesting the value of carefully implementing such computer-based tools into a curriculum.

This article discusses CALL development from both educational and ergonomic perspectives. It focuses on the learner-task-tool interaction, in particular on the aspects contributing to its overall quality, herein called ‘usability.’ Two pilot studies are described that were carried out with intermediate to advanced learners of French in two different CALL contexts: the Dire autrement and the Francotoile projects. Both projects are CALL prototypes currently at different stages of development and requiring testing with learners in order to verify that they meet their specific requirements. Innovative methods and tools enabling the observation and analysis of learner behavior were used. Preliminary results show true insights on the learner-task-tool interaction, hence providing significant information for CALL content and interface development.