The CLT supports scholarly work on technology-enhanced instructional materials, resources, and innovative pedagogical approaches that are relevant to the curricular areas of the College of Arts, Languages & Letters (CALL).

Below is a list of publications that illustrate the reach and scope of CLT work in this area:

Fincham, N. X., & Li, G. (forthcoming) Online English Learners’ Metacognitive Knowledge Development about Writing: Implications for Second Language Writing Pedagogy. In Educational Innovations and Emerging Technologies (ISSN:2737-5315).

Fincham, N. X., Rodríguez, J. C., & Tschudi, S. (forthcoming). Simulations for professional language. In Wang & Uber Grosse (Eds.). Reaching across Disciplines: Chinese for Business and Professionals in the Workplace. Routledge.

Medina, R., & Tschudi, S. (2022). Hack the Experience: Scaffolding codesign processes for organizational innovation in language learning. Proceedings of the 55th Hawaii International Conference on System Sciences.

Levet, S., & Tschudi, S. (2021). Open by design: The Cultura project. In C. S. Blyth & J. J. Thoms (Eds.), Open education and second language learning and teaching: The rise of a new knowledge ecology (pp. 47-68). Bristol, UK: Multilingual Matters.

Medina, R. (2021, November). AMPLIFY: Professional Learning Experiences for World Language Educators. FLTMAG: Tech Highlights. https://fltmag.com/amplify-professional-learning-experiences/

Medina, R., & Stahl, G. (2021). Analysis of group practices. In U. Cress, C. Rosé, A. F. Wise, & J. Oshima (Eds.), International Handbook of Computer-Supported Collaborative Learning (pp. 199–218). Springer International Publishing.

Suvorov, R., & Chapelle, C. A. (forthcoming). Computer-assisted language learning effectiveness research. In C. A. Chapelle (Ed.), The Concise Encyclopedia of Applied Linguistics. New York, NY: Wiley-Blackwell.

Gruba, P., & Suvorov, R. (forthcoming). Technology and second language listening. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation. Singapore: Springer.

Suvorov, R. (2019). Multimedia in the teaching and assessment of listening. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation. Singapore: Springer.

Gleason, J., & Suvorov, R. (Eds.). (2019). Moving forward with CALL to promote social justice. CALICO Journal, 36(1).

Gleason, J., & Suvorov, R. (2019). Promoting social justice with CALL [Guest editorial]. CALICO Journal, 36(1), i–vii.

Suvorov, R. (2018). Investigating test-taking strategies during the completion of computer-delivered items from Michigan English Test (MET): Evidence from eye tracking and cued retrospective reporting. Cambridge Michigan Language Assessment (CaMLA) Working Papers 2018-02. Retrieved from https://michiganassessment.org/wp-content/uploads/2019/03/CWP-2018-02.pdf

Rodriguez, J. C., & Suvorov, R. (2018, November 26). Professional learning opportunities for online language educators. CASLS InterCom Newsletter. Retrieved from http://caslsintercom.uoregon.edu/content/26062

Trace, J., Brown, J. D., & Rodríguez, J. C. (2018). How do stakeholder groups’ views vary on technology in language learning? CALICO Journal, 35(2), 142–161. https://doi.org/10.1558/cj.32211  

Rodríguez, J. C. (2018). Redesigning technology integration into world language education. Foreign Language Annals, 51, 233–239. https://doi.org/10.1111/flan.12328

Chuang, H., Rodriguez, J., Suvorov, R., & Tschudi, S. L. (2018). Professional development for online language educators. In E. Lavolette & E. F. Simone (Eds.), Language Center Handbook (pp. 219–236). Auburn, AL: International Association for Language Learning Technology.

Suvorov, R., Carrillo Cabello, A., & Jannsen Sánchez, B. (2018). Professional development in Language Learning Centers: Approaches and guidelines for design and implementation. In E. Lavolette & E. F. Simone (Eds.), Language Center Handbook (pp. 193–216). Auburn, AL: International Association for Language Learning Technology.

Suvorov, R. (2018). Test takers’ use of visual information in an L2 video-mediated listening test: Evidence from cued retrospective reporting. In G. Ockey & E. Wagner, Assessing L2 listening: Moving towards authenticity (pp. 145–160). Amsterdam, Netherlands: John Benjamins.

Tschudi, S. L., & Rodríguez, J. C. (2017). Project-based language learning: In pursuit of authentic connections. CLEAR [Center for Language Education & Research] News 21(2), 1-5.

Rodriguez, J.C. (2017). Design-based research. In C. Chapelle & S. Sauro (Eds.), The Handbook of Technology and Second Language Teaching and Learning (pp. 364–377). New York, NY: John Wiley & Sons, Inc. https://doi.org/10.1002/9781118914069

Suvorov, R. (2017, August). PERLS pilot study report. Research Notes. Honolulu, HI: Language Flagship Technology Innovation Center.

Suvorov, R., & Camp, A. (2017). An exploratory study of test-takers’ cognitive states using electroencephalography (EEG) and retrospective interviews in the context of L2 testing. In J. Colpaert, A. Aerts, R. Kern, & M. Kaiser (Eds.), Proceedings of the eighteenth international CALL research conference: CALL in context (pp. 698–704). Antwerp, Belgium: University of Antwerp.

Suvorov, R., & Carrillo Cabello, A. (2017). The development of language learner autonomy in adaptive learning systems. In M. Cappellini, T. Lewis, & A. Rivens Mompean (Eds.), Learner Autonomy and Web 2.0 (pp. 36–66). Bristol, CT: Equinox.

Chuang, H. Y. (2016). Mobile Assisted Language Learning APPs for the Chinese Classroom, Journal of Technology and Chinese Language Teaching, 7 (2), 113-119.

Brown, J. D., Trace, J., & Rodriguez, J. (2016). Stakeholder views of the place of technology in Flagship Programs. Honolulu, HI: Center for Language & Technology, University of Hawaii at Manoa. Available online at http://lftic.lll.hawaii.edu/?page_id=1618 (click on Flagship Survey Full Report at the bottom).

Gruba, P., Cárdenas-Claros, M. S., Suvorov, R., & Rick, K. (2016). Blended language program evaluation. London, UK: Palgrave Macmillan.

Ning, C. Y., Tschudi, S. L., & Montanaro, J. S. (2016). Encounters: Chinese language and culture (Annotated Instructor’s Edition Book 3). New Haven, CT, and Beijing, China: Yale University and China International Publishing Group.

Ning, C. Y., Tschudi, S. L., & Montanaro, J. S. (2016). Encounters: Chinese language and culture (Student Book 3). New Haven, CT, and Beijing, China: Yale University and China International Publishing Group.

Ning, C. Y., Tschudi, S. L., & Montanaro, J. S. (2016). Encounters: Chinese language and culture (Annotated Instructor’s Edition Book 4). New Haven, CT, and Beijing, China: Yale University and China International Publishing Group.

Ning, C. Y., Tschudi, S. L., & Montanaro, J. S. (2016). Encounters: Chinese language and culture (Student Book 4). New Haven, CT, and Beijing, China: Yale University and China International Publishing Group.

Rodriguez, J. (2016, July 25). What is project-based language learning (PBLL)? CASLS InterCom newsletter. Retrieved from http://tinyurl.com/jpzp6sz

Suvorov, R. (2016). [Review of the book Advancing quantitative methods in second language research]. CALICO Journal, 33(1), 142–145.

Chuang, H. Y. & Liu, K. (2015). The Benefits and Challenges of Implementing E-Portfolio Assessment in Language Courses. In Proceedings of E-Learn: World Conference on E-Learning 2015 (pp. 177–180). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Suvorov, R. (2015). Interacting with visuals in L2 listening tests: An eye-tracking study. In V. Berry (Ed.), ARAGs research reports online (Report #AR-A/2015/1). Retrieved from British Council http://www.britishcouncil.org/sites/default/files/interacting_with_visuals_in_l2_listening_tests_suvorov.pdf  

Suvorov, R. (2015). The use of eye tracking in research on video-based second language (L2) listening assessment: A comparison of context videos and content videos. Language Testing, 32(4), 463–483.

Yoshioka, J., & Rodriguez, J. C. (2015). NFLRC 2015 Intensive Summer Institute: Project-Based Language Learning (PBLL) in Action. Honolulu, HI: National Foreign Language Resource Center, University of Hawaii at Manoa. http://dx.doi.org/10125/14577

Jiang, S., Wang, H., & Tschudi, S. L. (2014). Intercultural learning on the Web: Reflections on practice. In D. Chun (Ed.), Cultura-inspired intercultural exchanges: Focus on Asian and Pacific languages (pp. 127–143). Honolulu, HI: National Foreign Language Resource Center.

National Foreign Language Resource Center (NFLRC). (2014, December 22). Project-based language learning. CASLS InterCom newsletter. Retrieved from http://tinyurl.com/h8n87rh

Pardo-Ballester, C., & Rodríguez, J. C. (2013). Design principles for language learning activities in synthetic environments. In J. C. Rodríguez & C. Pardo-Ballester (Eds.), Design-based research in CALL (pp. 183–209). San Marcos, TX: CALICO.

Rodríguez, J. C., & Pardo-Ballester, C. (Eds.). (2013). Design-based research in CALL. CALICO Monograph Series, Volume 8. San Marcos, TX: CALICO.

Hill, Y. Z., & Tschudi, S. L. (2011). Exploring task-based curriculum development in a blended-learning conversational Chinese program. International Journal of Virtual and Personal Learning Environments, 2(1), 19–36.

Tschudi, S. L., Hiple, D., & Chun, D. (2009). Fostering community and cohesion in asynchronous online courses. In I. Lancashire (Ed.), Teaching literature and language online, Options for Teaching series (pp. 121–146). New York, NY: Modern Language Association.