This document summarizes a presentation on the changing role of the language learner in computer-assisted language learning (CALL) environments. It discusses emerging technologies that are blurring the lines between in-class and out-of-class language learning, such as social networking, mobile technologies, and digital games. Several presenters discussed topics including how these technologies can provide more opportunities for language practice outside the classroom, the need to train learners to be autonomous and self-regulated in their language learning, and the importance of incorporating learners' personal goals and motivations into CALL design.

1. The Learner in Changing CALL Environments Glenn Stockwell Hayo Reinders Philip Hubbard Jozef Colpaert Cynthia White EUROCALL Bordeaux 10 September 2010

12. Learn English or Die! The Role of Computer Games on Willingness to Communicate (an exploratory study)

13. 2) "Psychosocial Moratorium" Principle Learners can take risks in a space where real-world consequences are lowered. 3) Practice Principle Learners get lots of practice in a context where the practice is not boring (i.e., in a virtual world that is compelling to learners on their own terms and where the learners experience ongoing success). 1) Active, Critical Learning Principle All aspects of the learning environment (including the ways in which the semiotic domain is designed and presented) are set up to encourage active and critical, not passive, learning.

15. Iphone games

16. Iphone games

17. Iphone games

18. Quantity and quality of L2 interaction

19. Quantity and quality of L2 interaction Quest 1 Quest 2 Quest 3 Written Oral Written Oral Written Oral Self-corrections 6 17 8 16 11 18 Clarification requests 10 21 4 19 4 23 Confirmation checks 0 18 0 16 0 17

20. WILLINGNESS TO COMMUNICATE Perceived proficiency in L2 interaction 2.4 Anxiety to communicate in L2 3.8 Willingness to communicate in L2 2.4 Chat Oral Willingness to communicate in games 4.4 3.9

22. Hayo Reinders www.innovationinteaching.org

25. Overarching theme: “Globalisation & Localisation: opportunities and challenges” Im Gespr ä ch mit Robbie Williams Body Art Magazin, 05 December 2007 Chinese nurses could Help shortage NZ Herald, April 9, 2008 Maori Russian dolls made in China, sold in NZ The Dominion Post, 12 April 2008 Pure New Zealand America’s Cup Valencia Tourism NZ, 13 April, 2007

27. Hannah: Getting an idea of what people think globalisation might be a good place to start? strutti: Yes of course Hannah, thank you! Hannah: I mean, not very long ago I thought it meant McDonalds... Critical adaptive learning Hannah: I just thought about the problem how we want to integrate the aspect of "opportunities and challenges" in our project? Or do we want to figure out the relationship between NZ and Germany and illustrate opportunities and challenges in this special case....? Jan: So, our task today is maybe … anyway to try to define steps, too, as it was indicated at your ehm thread. We all did some research on the internet and maybe we could try to clear out some … questions or some structure of our presentation which we have to hold on ...in June , we have to hold our presentation in June

28. Q2. Would you get one? Yes - no-one No - 12 males, 14 females. Full face on males. Q1 Do you like/dislike them ? Males - 1 like, 9 dislike, 3 don't care. Females - 1 like, 12 dislike. Q2. Would you get one ? No - 12 males. Chin Tattoos on females. Q1. Do you like/dislike them ? Males - 1 like, 10 dislike. Females - 4 like, 7 dislike, 2 don't care. Q2. Would you get one ? No - 14 Females. 26 people replied - 12 males (11 Pakeha, 1 Maori/Pakeha), 14 females (all Pakeha). Not everyone answered every question. 3 males, 5 females are aged between 20-29. 2 males, 2 females are aged between 30-39. 3 males, 3 females are aged between 40-49. 4 males, 4 females are aged between 50-59. Tattoos Q1. Do you like or dislike them? Males - 3 like, 4 dislike, 5 don't care. Females - 9 like, 3 dislike, 2 don't care. Q2. Do you have one? Yes - 3 males, 3 females No - 8 males, 9 females. Q3. Would you get one? Yes - 1 male, 3 females No - 8 males, 5 females. Maybe - 3 males, 1 female. Ta Moko - body art . Q1 Do you like/dislike them? Males - 4 like, 5 dislike, 5 don't care. Females - 8 like, 2 dislike, 3 don't care. Outputs: Data collection Sharing the world of Nelson

29. Feedback Ich habe dieses Projekt interessant gefunden, besonders die Zusammenfassung und die Interpretation der Fragebögen . Allerdings habe ich es nicht auf dem Schirm gehabt, dass die Studenten in Deutschland auf Englisch schreiben müssen, und sie deshalb eventuell eher mehr Arbeit bereitet habe als weniger, aber wir haben es zusammen geschafft . Was ich ja ein bisschen schwerig fand, war die Fragebögen zu analysieren ohne schon etwas in sie hineinzuinterpretieren. Zum Beispiel hatte ich ein großes Problem mit BB gehabt, weil er mir so auf die Nerven ging, da einige seiner Antworten nicht mit anderen seiner Antworten zusammenpassten , aber letztendlich habe ich es doch bewältigt. I found participation in this project with the German students a good opportunity to improve my German language, as well as build new friendships, which I would not otherwise have. ... Language practice Social networking Intellectual challenge Joint achievement Personal achievement

32. EUROCALL 2010 White, C. (2007). Focus on the language learner in an era of globalization: tensions, positions and practices in technology-mediated language teaching. Language Teaching, 40 (4): 321-326. White, C. & Ding, A. (2009). Identity and self in e-language teaching. In Z. Dörnyei & E. Ushioda (Eds.) Motivation, Language Identity and the L2 Self. Clevedon, England: Multilingual Matters. Pp. 333-349. Bown, J., & White, C. (in press). A social and cognitive approach to affect in SLA. International Review of Applied Linguistics in Language Learning 48 (4) . Bown, J., & White, C. (in press). Affect in a self-regulatory framework for SLA. System: An International Journal of Educational Technology and Applied Linguistics Vom Brocke, J., White, C., Walker, U. and vom Brocke, C. (2010). Making User-Generated Content Communities Work in Higher Education - On the Importance of Incentive Setting. In U.D. Ehlers and D. Schneckenberg (eds.). Changing Cultures in Higher Education - Moving Ahead to Future Learning, 149-166. Springer.

34. Conceptualizing CALL Learner Computer Learning Objectives Peer Teacher Other Materials “ Computer” is more than a single physical device: includes CPU, interface, network & peripherals Levy & Hubbard (2005)