This month we published Technology-Supported Learning In and Out of the Japanese Language Classroom edited by Erica Zimmerman and Abigail McMeekin. In this post the editors explain what inspired them to put the book together.
Over the past 25 years, I have participated as a learner/teacher in the changes in technology for learning Japanese. When I started studying Japanese in 1992, I did not own a computer. My sensei (teacher) painstakingly wrote our textbook, worksheets, tests, and quizzes by hand. In 1998, when I needed to produce handouts in Japanese for my pedagogy classes, I installed the Japanese Windows operating system on my laptop. In 2001, with the use of the new Windows IME (Input Method Editor), I conducted a semester-long project with two colleagues examining the use of visual input (chat, MSN Messenger) with the use of voice CMC (PalTalk) for learning Korean. Many of our sessions were fraught with technical issues such as poor connections (it was dial-up then). More recently, with the proliferation of technology, it is increasingly more challenging to determine the effectiveness of apps, online websites, social media, etc. on language learning and acquisition.
Like my co-editor, I have many stories over the years of trying to incorporate technology into my teaching. It was never very easy. In the last ten years, however, it has become commonplace to type in Japanese and Japanese websites are now easily accessible along with internet tools to aid in deciphering them. In 2014, a conference presentation on the importance of digital literacy skills in second languages motivated me to design a project that involved using web-based activities to facilitate learning in Japanese. It was at this point that I began researching the topic but was unable to find anything on how to do this or what the possible learning outcomes might be…
Thus, we both found ourselves wanting to incorporate the latest technologies (e.g., WEB 2.0, web-based tools) using methodologies that addressed more communicative and integrative aspects of learning (versus rote) but could find little information on what that would look like for Japanese. The last review volume published for Japanese CALL was in 2002, considered ancient by today’s technological standards. What we really wanted was a book that synthesized advice on using newer SLA theories and methodologies with the latest technology while offering information on learning outcomes and best practices. As the saying goes, what does not exist, one creates.
This is why everything we wanted to know about Japanese CALL we included in our volume. For instance, the introduction chapter gives an overview of Japanese CALL, offering insights into where the field has been and where it is now, using Warschauer and Healey’s different CALL genres (Behaviorist/structural, communicative, integrative, and ecological).
For the individual chapters, we aimed for including a variety of technologies (e.g. virtual games, computer-mediated communication, corpus software), examined through different theoretical lenses and methodologies in various learning environments (e.g. flipped, online, blended, distance). We wanted each chapter to provide readers not only with a description of how to use the technology being investigated but also to offer findings on potential/actual learning outcomes and best practices. So to give readers an idea of the future trajectory of Japanese CALL research, the epilogue gives specific suggestions on where to go from here.
Thus each chapter offers a combination of experimental, empirical and practical aspects of CALL. Every author who contributed to this volume started from scratch. We hope that readers will find something useful in every chapter.
For more information about this book please see our website.
If you found this interesting, you might also like Multilingual Computer Assisted Language Learning edited by Judith Buendgens-Kosten and Daniela Elsner.