publications

 

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 LLL. The following list of publications illustrates the reach and scope of CLT work in this area.

 

Rodriguez, J. C. (forthcoming). Design-based research. In C. Chapelle & S. Sauro (Eds.), The Handbook of technology and second language teaching and learning. New York, NY: Wiley.

Suvorov, R., & Carrillo, A. (2017, forthcoming). Development of language learner autonomy in adaptive learning systems. CALICO 2017 Special Issue on Learner Autonomy and Web 2.0.

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., and 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.