CLA - Università di Modena e Reggio Emilia

XXV Seminario AICLU 2021

CALL FOR PAPERS

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  • ESTENSIONE DELLA SCADENZA PRESENTAZIONE ABSTRACT: 23 LUGLIO 2021. L'ACCETTAZIONE SARA' COMUNICATA ENTRO IL 31 LUGLIO 2021

    DEADLINE FOR ABSTRACT SUBMISSION EXTENDED TO JULY 23, 2021. NOTIFICATION OF ACCEPTANCE WILL BE SENT BY JULY 31, 2021

  • Le proposte di intervento potranno concentrarsi sulle seguenti tematiche:
    - la valutazione e l’autovalutazione delle competenze linguistiche attraverso gli strumenti digitali;
    - approcci didattici innovativi per l’insegnamento e l’apprendimento a distanza delle lingue straniere;
    - la didattica a distanza e le lingue in ambito specialistico;
    - didattica e valutazione nei corsi di lingue per i docenti (EMI) e per il personale;
    - DSA e disabilità: didattica a distanza delle lingue e relativa valutazione;
    - sillabo delle competenze scritte e orali nella didattica a distanza.

    Saranno comunque prese in considerazione anche altre eventuali proposte relative al tema del seminario.

    Si prevedono due tipologie di presentazioni:
    - presentazioni (in loco oppure a distanza) della durata di 15 minuti, seguite da 5 minuti di discussione;
    - poster virtuali.
    Lingue per le presentazioni: francese, inglese, italiano, spagnolo, tedesco.

    Le proposte, di massimo 300 parole (bibliografia esclusa), corredate da 5 riferimenti bibliografici e redatte nella lingua utilizzata per la presentazione, dovranno pervenire entro il 23 luglio 2021 all'indirizzo:
    em

    Ogni proposta dovrà specificare se si tratta di presentazione o poster virtuale e contenere le generalità dell'autore/degli autori: nome, cognome, affiliazione, indirizzo e-mail.

    Verrà inviata una mail di accettazione il 31 luglio 2021. E' prevista una quota di iscrizione di 30 euro.

Riferimenti bibliografici
  • Apprendimento Linguistico Digitale
    Blume B. (2019), 33 Ideen digitale Medien Deutsch, Augsburg: Auer Verlag.
    Chapelle C.A. (2001), Computer Applications in Second Language Acquisition, Cambridge: Cambridge University Press.
    Holec H. (2009), Autonomy in Language Learning: A Single Pedagogical Paradigm or Two?, in Kjisik F., Voller P., Aoki N., Nakata Y. (Eds.), Mapping the Terrain of Learner Autonomy: Learning Environments, Learning Communities and Identities, Tampere: Tampere University Press, pp. 21-47.
    Guichon N. (2012), Vers l’intégration des TICE dans l’enseignement des langues, Paris: Didier.
    Laurillard D. (2002), Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies, London-New York: RoutledgeFalmer.
    Lai C. (2017), Autonomous Language Learning with Technology: Beyond the Classroom, London: Bloomsbury.
    Li L. (2017), New Technologies and Language Learning, London: Palgrave Macmillan.
    Mangenot F. (2017), Formation en ligne et MOOC: Apprendre et se former avec le numérique, Paris: Hachette FLE.
    Nissen E. (2019), Formation hybride en langues: Articuler présentiel et distanciel, Paris: Didier.
    Reinders H. & Pegrum M. (2016), Supporting Language Learning on the Move: An Evaluative Framework for Mobile Language Learning Resources, in Tomlinson B. (Ed.), Second Language Acquisition Research and Materials Development for Language Learning, New York-Oxford: Routledge.
    Salinas J.G., Cabrera A.F. & Ríos S.M. (2012), Autonomía en el aprendizaje de lenguas extranjeras en contextos de enseñanza mediatizados por la tecnología, Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, 25, pp. 15-50.
    Soubrié T. (2020), Penser le numérique: Orientations pédagogiques et préoccupations de recherche en didactique des langues, ALSIC – Apprentissage des langues et systèmes d’information et de communication, 23 (1), OpenEdition: https://doi.org/10.4000/alsic.4687; https://hal.archives-ouvertes.fr/hal-03122142 (ultimo accesso 29.03.2021).
  • Valutazione Digitale delle Lingue
    Berkey D. & Halfond J. (2015), Cheating, Student Authentication and Proctoring in Online Programs, New England Journal of Higher Education, https://nebhe.org/journal/cheating-student-authentication-and-proctoring-in-online-programs
    Chalhoub-Deville M. (1999) (Ed.), Issues in Computer-Adaptive Testing of Reading Proficiency, Studies in Language Testing 10, New York: Cambridge University Press.
    Chalhoub-Deville M. & Deville C. (1999), Computer Adaptive Testing in Second Language Contexts, Annual Review of Applied Linguistics, 19, pp. 273-299, DOI: https://doi.org/10.1017/S0267190599190147 (ultimo accesso 29.03.2021).
    Chapelle C.A. (2008), Utilizing Technology in Language Assessment, in Hornberger N.H. (Ed.), Encyclopedia of Language and Education, Boston: Springer, DOI: https://doi.org/10.1007/978-0-20387-30424-3_172
    Chapelle C.A., Cotos E. & Lee J. (2015), Validity Arguments for Diagnostic Assessment Using Automated Writing Evaluation, Language Testing, 32 (3), pp. 385-405.
    Chapelle C.A. & Douglas D. (2006), Assessing Language through Computer Technology, Cambridge: Cambridge University Press.
    Cotos E. (2018), Automated Writing Evaluation, in Liontas J.I. (Ed.), The TESOL Encyclopedia of English Language Teaching, Hoboken: Wiley, DOI: 10.1002/9781118784235.eelt0391 (ultimo accesso 30.03.2021).
    Dikli S. (2006), An Overview of Automated Scoring of Essays, The Journal of Technology, Learning and Assessment, 5 (1), https://ejournals.bc.edu/index.php/jtla/article/view/1640/1489 (ultimo accesso 30.03.2021).
    D’Souza K.A. & Siegfeldt D.V. (2017), A Conceptual Framework for Detecting Cheating in Online and Take-Home Exams, Decision Sciences: Journal of Innovative Education, 15 (4), pp. 370-391, DOI: 10.1111/dsji.12140 (ultimo accesso 30.03.2021).
    Freedle R. (1990) (Ed.), Artificial Intelligence and the Future of Testing, Hillsdale: Lawrence Erlbaum.
    Fulcher G. (1998), Computer-based Language Testing: The Call of the Internet, in Coombe C.A. (Ed.), Current Trends in English Language Testing, UAE: Al Ain University Press, pp. 1-14.
    Fulcher G. (1999), Computerizing an English Language Placement Test, English Language Teaching Journal, 53 (4), pp. 289-299.
    Fulcher G. (2000), Computers in Language Testing, in Brett P. & Motteram G. (Eds.), A Special Interest in Computers: Learning and Teaching with Information and Communications Technologies, Manchester: IATEFL Publications, pp. 93-107.
    Fulcher G. (2003), Interface Design in Computer-based Language Testing, Language Testing, 20 (4), pp. 384-408.
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    Karim M.N., Kaminsky S.E. & Behrend T.S. (2014), Cheating, Reactions, and Performance in Remotely Proctored Testing: An Exploratory Experimental Study, Journal of Business and Psychology, 29 (4), pp. 555-572, https://doi.org/10.1007/s10869-014-9343-z (ultimo accesso 30.03.2021).
    Ketab S., Clarke N. & Haskell-Dowland P. (2015), E-Invigilation of E-Assessments, in Gómez Chova L., López Martínez A. & Candel Torres I. (Eds.), INTED2015 Conference Proceedings, IATED Academy, pp. 1582-1591.
    Liao H.-C. (2016), Using Automated Writing Evaluation to Reduce Grammar Errors in Writing, English Language Teaching Journal, 70 (3), pp. 308-319.
    Linacre J.M. (2000), Computer-Adaptive Testing: A Methodology Whose Time Has Come, MESA Memorandum No. 69, in Chae S., Kang U., Jeon E. & Linacre J.M., Development of Computerized Middle School Achievement Test [in Korean], Seoul: Komesa Press.
    Purpura J.E., Davoodifard M. & Voss E. (2021), Conversion to Remote Proctoring of the Community English Language Program Online Placement Exam at Teachers College, Columbia University, Language Assessment Quarterly, 18 (1), pp. 42-50, DOI: 10.1080/15434303.2020.1867145 (ultimo accesso 30.03.2021).
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