Technology In Language Teaching and Learning: Insights and Innovations From The 11th AZCALL 2024 Conference
Marlene Tovar, Ph.D. Candidate, Arizona State University, Tempe, Arizona, USA
Mohamed Almahdi, Ph.D. Candidate, Arizona State University, Tempe, Arizona, USA
Introduction
The 11th Annual Arizona Computer-Assisted Language Learning (AZCALL) 2024 Conference brought together both established and emerging scholars in the field to share and discuss CALL-related research. Often held in late October, AZCALL 2024 was held on Saturday, September 21st at Arizona State University (ASU). Most participants were from local institutions in neighboring cities of Arizona. Though in previous years, AZCALL has welcomed out-of-state and international participants. Attendees this year included scholars, educators, and graduate students from ASU, the University of Arizona, Northern Arizona University (NAU), and the University of College London. AZCALL 2024 featured two plenary speakers, eight paper sessions, and a workshop.
AZCALL 2024 Theme: Transforming Language Teaching and Learning Through Technology Integration
The theme of AZCALL 2024 was “Enhancing Language Teaching and Learning through Technology Integration.” By drawing attention to the implementation of digital tools for language learning and teaching, highlighted how pedagogical practices in the language classroom will inevitably be transformed. Rather than being counterproductive, digital tools can positively inform second language instruction and serve as a vehicle that assists students in the four domains of language learning (i.e., listening, speaking, reading, and writing). The theme also suggests that digital tools will continue to change how second language learners acquire and practice the target language. Individual paper sessions explored various topics such as learners' and teachers' perceptions of tools that use AI to generate text for writing instruction, immersive and intelligent CALL design, game-mediated learning projects, digital multimodal composing (DMC) tasks for academic writing, among others. The plenary speakers this year were Greg Kessler from Ohio University and Okim Kang from Northern Arizona University (NAU). Luke Plonsky, also from NAU, led the post-conference method workshop.
AI Innovations and Ethics: Insights from AZCALL 2024 Plenary Talks and Workshop
In his opening plenary Promoting Engagement through Immersive and Intelligent CALL Design, Kessler provided an overview of the changing nature of language teaching in light of emerging technologies and pedagogical innovations. He discussed the importance of intentional instructional design to harness emerging tools such AI, automated assessment, and data-driven learning. He presented creative approaches to integrating these tools into language instruction in ways that focus on social communication. Of particular interest to language educators is Kessler’s discussion about educating students on academic integrity, as well as defining acceptable use of technology in the classroom. Then, he presented practical examples of current and future innovations shaping the field. By the end of the talk, attendees left with insights on how educators can adapt to technological changes in the field to enhance language teaching and learning experiences.
Okim Kang delivered the second plenary talk entitled Technology-assisted Pronunciation Teaching and Learning: Intervention, Feedback, and Assessment. Kang’s talk began with an overview of CALL-related second language pronunciation research. Her talk covered a range of topics, including technology-based second language intelligibility feedback, automated scoring systems, mobile-assisted pronunciation and communication training, AI approaches to L2 pronunciation and evaluation as well as learners’ and teachers’ perceptions of technologies used in various contexts.
AZCALL 2024 concluded with an interactive methods workshop by Luke Plonsky entitled “Methodological Decisions Are Also Ethical Decisions: Exploring QRPs in Applied Linguistics.” Plonsky’s workshop shed light on the prevalence and implications of Questionable Research Practices (QRPs) and their impact on research validity and societal values. He posed thought-provoking questions to attending scholars about conducting ethical research in the field of applied linguistics. Participants then gathered in small groups to discuss what actions are considered ethical when submitting a manuscript to an academic journal for publication. Some key takeaways from his workshop included an exploration of various QRPs, such as selective reporting, altering data, or failing to disclose conflicts of interest. Plonsky proposed a holistic framework for producing high-quality research, emphasizing methodological rigor, transparency and accuracy when reporting the findings of empirical research. The workshop was a timely and an invaluable contribution to the conference's theme since it offered attendees practical tools and a heightened awareness of ethical challenges in the field. It further provided actionable strategies to address ethical challenges in the field.
The Future of AZCALL
This year, AZCALL 2024 had a large turnout of attendees. Since its inception in 2014, AZCALL continues to garner interest from scholars and educators in the fields of applied linguistics, second language acquisition, and second language writing. This conference has always been hosted at the ASU’s Tempe campus, but future conferences may be hosted at NAU or the University of Arizona. It is also possible that AZCALL organizers may collaborate with other local organizers as they did back in 2016 when AZCALL and the annual L2 Digital Literacies Symposium was held in hybrid format for in-person and online audiences. A change in venue would create opportunities for innovative collaboration between local organizers that can appeal to a wider audience of CALL educators and scholars.
Marlene Tovar is a Ph.D. candidate at Arizona State University. Her research focuses on second-language writing, digital multimodal composing, learning transfer, and teacher education.
Mohamed Almahdi is a Ph.D. candidate at Arizona State University. His research focuses on second language acquisition, corpus linguistics, and the integration of AI tools to enhance writing skills.