Call dimensions : options and issues in computer-assisted language learning

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Computer‐Assisted Language Learning Trends and Issues Revisited: Integrating Innovation (2009, background): “…and Pusack (this issue) on authoring and materials development , Smith and Lafford (this issue) on professional rewards and incentives (see also Levy & Stockwell, 2006), and Ockey (this issue) and Cummins and Davesne (this issue) on the use of technology for assessment of second language (L2)…”
Computer-Assisted Language Learning: Conclusion (2012, unknown): “The statement from the learner who felt that having both platforms allowed them to choose depending on their particular circumstances at the time is powerful, and adds weight to the importance of providing learners with choices to suit their backgrounds and preferences (see Levy & Stockwell, 2006).”
Student-initiated attention to form in wiki-based collaborative writing (2009, background): “Levy and Stockwell (2006) provide an overview of the distinctions between various types of Computer- Mediated Communication (CMC), including suggestions that asynchronous CMC may allow for more focus on form due to the additional time available for reflection.”
Equity Beyond Bias in Language Technologies for Education (2019, background): “Computer-Assisted Language Learning, or CALL (Thomas et al., 2012), is an effective use of language technologies for vocabulary-building, pro-nunciation training, and practice through speech recognition, and other less common tasks (Witt, 2012; Levy and Stockwell, 2013).”