Cover not available

In:Becoming and Being an Applied Linguist: The life histories of some applied linguists
Edited by Rod Ellis
[Not in series 203] 2016
► pp. 275–300

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
authorization required

My Two Problems in Applied Linguistics

Published online: 3 October 2016
DOI logo with link
https://doi.org/10.1075/z.203.12cha
References (90)
References
Abraham, R., & Chapelle, C. (1992). The meaning of cloze test scores: An item difficulty perspective. Modern Language Journal, 76(4), 468–479. Google Scholar logo with link to Google Scholar
Bachman, L.F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Chapelle, C.A. (1988). Field independence: A source of language test variance? Language Testing, 5(1), 62–82. Google Scholar logo with link to Google Scholar
. (1989). Using intelligent computer‑assisted language learning. Computers and the Humanities, 23, 59–70. Google Scholar logo with link to Google Scholar
. (1990). The discourse of computer‑assisted language learning: Toward a context for descriptive research. TESOL Quarterly, 24(2), 199–225. Google Scholar logo with link to Google Scholar
. (1994a). CALL activities: Are they all the same? System, 22(1), 33–45. Google Scholar logo with link to Google Scholar
Chapelle, C. (1994b). Are C‑tests valid measures for L2 vocabulary research? Second Language Research, 10(2), 157–187. Google Scholar logo with link to Google Scholar
Chapelle, C.A. (1996). Validity issues in computer-assisted strategy assessment. Applied Language Learning, 7(1), 47–60.Google Scholar logo with link to Google Scholar
. (1997). CALL in the year 2000: Still in search of research agendas? Language Learning &Technology, 1(1), 19–43.Google Scholar logo with link to Google Scholar
Chapelle, C. (1998a). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2(1), 22–34.Google Scholar logo with link to Google Scholar
. (1998b). Construct definition and validity inquiry in SLA research. In L.F. Bachman & A.D. Cohen (Eds.), Second language acquisition and language testing interfaces (pp. 32–70). Cambridge: Cambridge University Press. (Winner of the 1998 International Language Testing Association Best Article Award).Google Scholar logo with link to Google Scholar
Chapelle, C.A. (1999). Validity in language assessment. Annual Review of Applied Linguistics, 19, 254–272. Google Scholar logo with link to Google Scholar
. (2000a). Is network based language teaching CALL? In M. Warschauer, & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 204–228). Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
. (2000b). Communication, interaction, et apprentissage des langues secondes en ELAO. In T. Chanier, L. Duquette, & M. Laurier (Eds.), L’enseignement-apprentissage de la L2 dans des environments multimédias (pp. 19–51). Montréal: Les Éditions Logiques.Google Scholar logo with link to Google Scholar
. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press. (Translated into Arabic, 2007) Google Scholar logo with link to Google Scholar
. (2004). Technology and language learning: Expanding methods and agendas. System, 23(4), 593–601. Google Scholar logo with link to Google Scholar
. (2005a). Interactionist SLA theory in CALL Research. In J. Egbert & G. Petrie (Eds.), Research perspectives on CALL (pp. 53–64). Mahwah, NJ: Laurence Erlbaum Associates.Google Scholar logo with link to Google Scholar
. (2005b). Computer assisted language learning. In E. Hinkle (Ed.), Handbook of research in second language learning and teaching (pp. 743–756). Mahwah, NJ: Laurence Erlbaum Associates.Google Scholar logo with link to Google Scholar
. (2005c). CALL the Canadian Way. Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 62(1), 207–219. Google Scholar logo with link to Google Scholar
. (2005d). CALICO at center stage: Our emerging rights and responsibilities. CALICO Journal, 23(1), 5–16.Google Scholar logo with link to Google Scholar
. (2006). L2 vocabulary acquisition theory: The role of inference, dependability and generalizability in assessment. In M. Chalhoub-Deville, C.A. Chapelle, & P. Duff (Eds.), Inference and generalizability in applied linguistics: Multiple perspectives (Language Learning & Language Teaching 12) (pp. 47–64). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
. (2007a). Challenges in evaluation of innovation: Observations from technology research. Innovation in Language Learning and Teaching, 1(1), 30–45. Google Scholar logo with link to Google Scholar
. (2007b). Computer assisted language learning. In B. Spolsky & F. Hult (Eds.), Handbook of educational linguistics, (pp. 585–595). Malden, MA: Blackwell.Google Scholar logo with link to Google Scholar
. (2007c). Learning through online communication: Findings and implications from second language research. In R. Andrews & C. Haythornthwaite (Eds.), Handbook of elearning research (pp. 371–393). Thousand Oaks, CA: Sage.Google Scholar logo with link to Google Scholar
. (2007d). Technology and second language acquisition. In N. Markee (Ed.), Annual review of applied linguistics (pp. 1–17). Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
. (2008a). The TOEFL validity argument. In C. Chapelle, M. Enright, & J. Jamieson, (Eds.), Building a validity argument for the Test of English as a Foreign Language (pp. 319–352). London: Routledge.Google Scholar logo with link to Google Scholar
. (2008b). Utilizing technology in language assessment. In Encyclopedia of language education (2nd ed., vol. 7, pp. 123–134). Heidelberg: Springer. Google Scholar logo with link to Google Scholar
. (2009a). The relationship between SLA theory and CALL. Modern Language Journal, 93(4), 742–754.Google Scholar logo with link to Google Scholar
. (2009b). Computer assisted language teaching and testing. In M. Long & C. Doughty (Eds.), Handbook of second and foreign language teaching (pp. 628–644). Malden, MA: Blackwell. Google Scholar logo with link to Google Scholar
. (2009c). The spread of computer-assisted language learning. Language Teaching. 43(1), 66–74. Google Scholar logo with link to Google Scholar
. (2009d). A hidden curriculum in language textbooks: Are beginning learners of French at U.S. universities taught about Canada? Modern Language Journal, 93(2), 139–152. Google Scholar logo with link to Google Scholar
. (2010). Computer-Assisted Language Learning. In Kaplan, R. (Ed.), Handbook of Applied Linguistics, 2nd Edition, (pp. 539–547). Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
. (2010). If intercultural competence is the goal, what are the materials? In Proceedings of Intercultural Competence Conference (Vol.1, pp. 27–50). Tucson, AZ: University of Arizona.
. (2012a). Seeking solid theoretical ground for the ACTFL-CEFR crosswalk. In E. Tschirner (Ed.), Aligning frameworks of reference in language testing (pp. 35–48). Tübingen: Stauffenburg.Google Scholar logo with link to Google Scholar
. (2011). Validation in Language Assessment. In E. Hinkle (Ed.), Handbook of research in second language teaching (2nd ed., pp. 717–730). New York, NY: Routledge.Google Scholar logo with link to Google Scholar
. (2012b). Conceptions of validity. In G. Flucher, & F. Davidson (Eds.), Routledge handbook of language testing (pp. 21–33). London: Routledge.Google Scholar logo with link to Google Scholar
. (2012c). Validity argument for language assessment: The framework is simple… Language Testing, 29(1), 19–27. Google Scholar logo with link to Google Scholar
. (Ed.). (2013). The encyclopedia of applied linguistics (10 volumes). Oxford: Wiley-Blackwell.Google Scholar logo with link to Google Scholar
. (2014a). Afterword: Technology-mediated TBLT and the evolving role of the innovator. In M. González-Lloret & L. Ortega (Eds.), Technology-mediated TBLT: Researching technology and tasks (Task-based Language Teaching 6) (pp. 323–334). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
. (2014b). Five decades of Canadian and Québec content in French textbooks in the United States. American Review of Canadian Studies, 44(4), 415–432. Google Scholar logo with link to Google Scholar
. (2016). Second language learning online. In C. Haythornthwaite, A.R. Richard, J. Fransman, & M. Kazmer (Eds.), Advances in e-learning research: 2nd edition of the Sage handbook of e-learning research, (pp. 371–393). Thousand Oaks, CA: Sage. Google Scholar logo with link to Google Scholar
Chapelle, C., & Abraham, R. (1990). Cloze method: What difference does it make? Language Testing, 7(2), 121–145. Google Scholar logo with link to Google Scholar
Chapelle, C.A., & Brindley, G. (2001). Assessment. In N. Schmitt (Ed.), Handbook of applied linguistics (pp. X–Y). Edward Arnold.Google Scholar logo with link to Google Scholar
Chapelle, C.A., Chung, Y.-R., & Xu, J. (Eds.). (2008). Towards adaptive CALL: Natural language processing for diagnostic language assessment. Ames, IA: Iowa State University.Google Scholar logo with link to Google Scholar
Chapelle, C.A., & Chung, Y-R. (2010). The promise of NLP and speech recognition technologies in language assessment. Language Testing (Special Issue), 27(3), 301–315. Google Scholar logo with link to Google Scholar
Chapelle, C.A., Chung, Y-R., Hegelheimer, V., Pendar, N., & Xu, J. (2010). Designing a computer-delivered test of productive grammatical ability. Language Testing, 27(4), 443–469. Google Scholar logo with link to Google Scholar
Chapelle, C.A., Compton, L., Kon, E., & Sauro, S. (2004). Theory, research & practice in CALL: Making the links. In L. Lomicka, & J. Cooke-Plagwitz (Eds.), Teaching with technology (pp. 189–208). Boston, MA: Heinle.Google Scholar logo with link to Google Scholar
Chapelle, C.A., Cotos, E., & Lee, J. (2015). Diagnostic assessment with automated writing evaluation: A look at validity arguments for new classroom assessments, Language Testing, 32(3) 385–405 Google Scholar logo with link to Google Scholar
Chapelle, C.A., & Douglas, D. (1993). Foundations and directions for a new decade of language testing. In D. Douglas & C. Chapelle (Eds.), A new decade of language testing research (pp. 1–22). Arlington, VA: TESOL Publications.Google Scholar logo with link to Google Scholar
. (2006). Assessing language through computer technology. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Chapelle, C.A., Enright, M. & Jamieson, J. (Eds.). (2008a). Building a validity argument for the Test of English as a Foreign Language. London: Routledge.Google Scholar logo with link to Google Scholar
Chapelle, C.A., Enright, M.E., & Jamieson, J. (2010). Does an argument-based approach to validity make a difference? Educational Measurement: Issues and Practice, 29(1), 3–13. Google Scholar logo with link to Google Scholar
Chapelle, C., Grabe, W., & Berns, M. (1997). Communicative language proficiency: Definition and implications for TOEFL‑2000 (TOEFL-2000 Monograph Series). Princeton, NJ: Educational Testing Service.Google Scholar logo with link to Google Scholar
Chapelle, C., & Green, P. (1992). Field independence/dependence in second language acquisition research. Language Learning, 42(1), 47–83. Google Scholar logo with link to Google Scholar
Chapelle, C.A., & Hegelheimer, V. (2004). The English Language Teacher in the 21st Century. In S. Fotos & C. Browne, (Eds.), New Perspectives on CALL for Second Language Classrooms (pp. 297–313). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Chapelle, C., & Jamieson, J. (1981a). ESL on PLATO. Selected Papers from Mid West TESOL, 1, 93–98.Google Scholar logo with link to Google Scholar
. (1981b). ESL spelling errors. TESL Studies, 4, 29–36.Google Scholar logo with link to Google Scholar
. (1983). Recognition of student input in computer‑assisted language lessons. CALICO Journal, 1(3), 7–9.Google Scholar logo with link to Google Scholar
. (1985). Intelligent computer‑assisted language learning: What does it mean? Proceedings from the 1985 Rocky Mountain Regional Conference (pp. 34–53).
. (1986a). Authoring systems for courseware development: What should beginners look for? CALICO Journal, 3(3), 14–19.Google Scholar logo with link to Google Scholar
. (1986b). Computer‑assisted language learning as a predictor of success in acquiring English as a second language. TESOL Quarterly, 20(1), 27–46. Google Scholar logo with link to Google Scholar
. (1989). Research trends in computer‑assisted language learning. In M. Pennington (Ed.), Teaching language with computers: The state of the art (pp. 47–59). Houston, TX: Athelstan.Google Scholar logo with link to Google Scholar
. (1991). Internal and external validity issues in research on CALL effectiveness. In P. Dunkel (Ed.), Computer‑assisted language learning and testing – Research issues and practice (pp. 37–59). New York, NY: Harper & Row – Newbury House.Google Scholar logo with link to Google Scholar
Chapelle, C.A., & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to computer assisted language learning. White Plains, NY: Pearson Education.Google Scholar logo with link to Google Scholar
Chapelle, C.A., Jamieson, J., & Hegelheimer, V. (2003). Validation of a Web-based ESL test. Language Testing, 20(4), 409–439. Google Scholar logo with link to Google Scholar
Chapelle, C., Jamieson, J., & Park, Y. (1996). Second language classroom research traditions: How does CALL fit? In M. Pennington (Ed.), The power of CALL (pp. X–Y). Houston, TX: Athelstan.Google Scholar logo with link to Google Scholar
Chapelle C.A., & Lui, H-M. (2007). Theory and research: Investigation of “authentic” CALL tasks. In J. Egbert & E. Hanson-Smith (Eds.), CALL Environments (2nd ed., pp. 111–130). Alexandria, VA: TESOL Publications.Google Scholar logo with link to Google Scholar
Chapelle, C., & Mizuno, S. (1989). Students’ strategies with learner‑controlled CALL. CALICO Journal, 7(2), 25–47.Google Scholar logo with link to Google Scholar
Chapelle, C., & Roberts, C. (1986). Field independence and ambiguity tolerance as predictors of success in acquiring English as a second language. Language Learning, 36(1), 27–46. Google Scholar logo with link to Google Scholar
Chapelle, C.A., & Voss, E. (2013). Evaluation of language testing through validation research. In A. Kunnan, (Ed.), Companion in language assessment, (pp. 1–13). Oxford: Wiley. Google Scholar logo with link to Google Scholar
. (forthcoming). Twenty years of technology and language assessment in Language Learning & Technology. Language Learning & Technology.
Chalhoub-Deville, M., Chapelle, C.A., & Duff, P. (Eds.). (2006). Inference and generalizability in applied linguistics: Multiple perspectives (Language Learning and Language Teaching 12). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Douglas, D., & Chapelle, C. (Eds.) (1993). A new decade of language testing. Alexandria, VA: TESOL Publications.Google Scholar logo with link to Google Scholar
Grgurovic, M., Chapelle, C.A., & Shelley, M.C. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL Journal, 25, 1–34. Google Scholar logo with link to Google Scholar
Hegelheimer, V., & Chapelle, C.A. (2000). Methodological issues in research on learner-computer interactions in CALL. Language Learning and Technology, 4(1), 41–59.Google Scholar logo with link to Google Scholar
Heift, T., & Chapelle, C.A. (2012). Language learning through technology. In S.M. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 555–569). Routledge: London.Google Scholar logo with link to Google Scholar
Hsu, J., Chapelle, C., & Thompson, A. (1993). Exploratory learning environments: What are they and do students explore? Journal of Educational Computing Research, 9(1), 1–15. Google Scholar logo with link to Google Scholar
Jamieson, J., & Chapelle, C.A. (1984). Prospects in CALL. California Occasional Papers, 10, 1–22.Google Scholar logo with link to Google Scholar
. (1987). Working styles on computers as evidence for second language learning strategies. Language Learning, 37(4), 523–544. Google Scholar logo with link to Google Scholar
. (1988). Using CALL effectively: What do we need to know about students? System, 16, 151–162. Google Scholar logo with link to Google Scholar
. (2010). Evaluating CALL use across multiple contexts. System, 38, 357–369. Google Scholar logo with link to Google Scholar
Jamieson, J., Chapelle, C.A., & Preiss, S. (2004). Putting principles into practice. ReCALL Journal, 16(2), 396–415. Google Scholar logo with link to Google Scholar
. (2005). CALL evaluation by developers, a teacher, and students. CALICO Journal, 23(1), 93–138.Google Scholar logo with link to Google Scholar
McCormick, J.M., Chapelle, C.A. (2011). Measuring whether Canadian Studies courses make a difference in knowledge of Canada. American Review of Canadian Studies. 41(4), 448–464. Google Scholar logo with link to Google Scholar
Messick, S. (1989). Validity. In R. Linn (Ed.), Educational measurement (3rd ed., pp. 13–103). Washington, DC: American Council on Education / Macmillan.Google Scholar logo with link to Google Scholar
Mislevy, R., Chapelle, C.A., Chung, Y-R. & Xu, J. (2008). Options for adaptivity in computer-assisted language learning and assessment. In C.A. Chapelle, Y.-R. Chung, & J. Xu (Eds.), Towards adaptive CALL: Natural language processing for diagnostic language assessment (pp. 9–23). Ames, IA: Iowa State University.Google Scholar logo with link to Google Scholar
Pendar, N., & Chapelle, C.A. (2008). Investigating the promise of learner corpora. CALICO Journal, 25(2), 189–206.Google Scholar logo with link to Google Scholar
Read, J., & Chapelle, C.A. (2001). A framework for second language vocabulary assessment. Language Testing, 18, 1–32. Google Scholar logo with link to Google Scholar
Stoynoff, S., & Chapelle, C.A. (2005). ESOL tests and testing: A resource for teachers and program administrators. Alexandria, VA: TESOL Publications.Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue