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Generation Study Abroad IIE Summit


Webinar: Turn on language learning for students by using technology they already have

Webinar: Turn on language learning for students by using technology they already have

CFP: Automated Writing Evaluation in Language Teaching
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Special Issue: CALICO Journal 33.1, 2016 Automated Writing Evaluation in Language Teaching: Theory, Development, and Application

When: 8/1/2014

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*Call for Papers*

Special Issue: CALICO Journal 33.1, 2016

Guest editors: Volker Hegelheimer, Ahmet Dursun, Zhi Li, Iowa State

*Automated Writing Evaluation in Language Teaching: Theory, Development,
and Application*

The first automated writing evaluation (AWE) software for assessment
purposes dates back to the 1960s (Project Essay Grade, Page Ellis). Rapid
advances in the fields of artificial intelligence and natural language
processing in the last few decades have led to the development of more
powerful scoring engines, such as e-rater developed by ETS and
IntelliMetric by Vantage Learning. Recent years have seen the application
of scoring engines expand to language learning and teaching purposes.
Likewise, much open-source and commercial AWE software has been released
for use in the language learning (L2) classroom.

Opinions on the utility of AWE tools and their potential effects on
educational practices vary, as shown by two frequently-cited books on AWE:
Ericsson and Haswell (2006) and Shermis and Burstein (2013). While many AWE
tools are impressive in terms of scoring reliability, the use of AWE for
assessment purposes in writing classrooms has seen fierce discussion and
opposition, as articulated in the 2004 position statement of the Conference
on College Composition and Communication (CCCC). More studies are needed to
evaluate AWE tools in classrooms. This special issue will bring together a
variety of studies related to AWE in the context of Computer-Assisted
Language Learning (CALL). The issue will cover conceptual and empirical
research on AWE tool development, AWE tool classroom implementation, and
resulting pedagogical implications. It will thus be of interest to AWE
designers and developers, applied-linguistics researchers, and language
teachers and practitioners. With an emphasis on AWE development for
classroom use and its implementation, this issue will be a good complement
to existing books on AWE, such as Ericsson & Haswell (2006) and Shermis &
Burstein (2013).

Research articles that include a theoretical discussion and/or empirical
research on the promise, challenges, and issues related to the development,
implementation, or evaluation of AWE tools are invited. These articles may
investigate how AWE tools provide L2 learners, language teachers, and
computational linguists with opportunities and challenges to:

* promote writing proficiency development

* encourage learner autonomy

* support pedagogical practices

* incorporate theories of Second Language Acquisition

* integrate L2 writing curricula

* develop theory-based AWE tools

By bringing together a variety of researchers and practitioners who have
employed qualitative, quantitative, or mixed-method methodologies in
researching different AWE tools across different contexts and genres, this
Special Issue will raise the awareness of researchers and practitioners
regarding the use of AWE tools as part of classroom instruction. This issue
is timely as new commercial and academic AWE tools are being used or
introduced. The papers in this issue can generate both valuable guidance
for implementation and also offer suggestions for needed research on the
use of AWE tools as potential language learning technologies.

It is our hope that this Special Issue will stimulate lively discussion
about (1) how to approach the theory-based design and use of different AWE
tools in order to best address the needs of L2 learners in different
contexts, (2) whether or not to integrate AWE tools into the L2 writing
curriculum and use these tools as part of classroom instruction, and (3)
how to effectively coordinate a variety of existing technologies in light
of learner variables, such as self-regulated learning, motivation, and
learner autonomy.

In a wider sense, this Special Issue will illustrate how developers design
and create AWE tools, how instructors implement these tools in their
classes, and how learners use them to improve their L2 writing skills. We
will thus de-mystify the development of AWE tools for pedagogical purposes
and shed light on best practices for teaching L2 writing with AWE tools.
Please send inquiries and abstracts to Volker Hegelheimer ( before 1st August 2014. Please list CALICO Journal
Special Issue in the subject line of your email. For the submission of the
manuscript, follow the online submission process and refer to the Author
Guidelines of CJ.

Visit the CALL Announcement webpage.

During the submission process, select ‘Special Issue AWE’ as the section.


First Call for Papers: 1 June 2014

Deadline for submission of abstracts: 1 August 2014

Notification of contributors: 1 September 2014

First draft of papers to be submitted: 1 January 2015

Returned to authors for changes: 15 March 2015

Second draft of papers to be submitted: 15 June 2015

Returned to authors for final changes: 1 September 2015
Special Issue to be published: February 2016

Guest editors:
Volker Hegelheimer, Ahmet Dursun, Zhi Li
Iowa State University

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