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In this issue:
LEADERSHIP UPDATES
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LETTER FROM THE CHAIR
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LETTER FROM THE COCHAIRS ELECT
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LETTER FROM THE EDITORS
ARTICLES
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USING H5P + VIDEO TO SUPPORT ENGLISH LANGUAGE LEARNERS
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ENGAGE AND EMPOWER STUDENTS BY USING GOOGLE DOCS FOR SHORT, MULTIDRAFT WRITING ASSIGNMENTS
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INCREASING STUDENT ENGAGEMENT, PARTICIPATION, AND UNDERSTANDING VIA KAHOOT!
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EXTENSIVE READING WITH E-BOOKS: INITIAL FEEDBACK FROM UNIVERSITY L2 LEARNERS
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MAKING CONNECTIONS
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CALL FOR SUBMISSIONS
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CALL- IS LEADERSHIP TEAM
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CALL FOR SUBMISSIONS
The CALL- IS Newsletter, on CALL, encourages submission of many
types of articles related to CALL: software, website or book reviews,
announcements, reports on conferences, presentations or webcasts that
you might have participated in. If you have suggestions, ideas, and/ or
questions, send them to Suzanne Bardasz or Larry Udry.
General Submission Guidelines
Articles should
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Have the title in ALL CAPS.
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List a byline: author’s name with hyperlinked email,
affiliation, city, country, & an author photo. (in that
order).
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Include a 2-3 sentence (or less) teaser for the Newsletter Homepage.
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Be no longer than 1,750 words (includes bylines,
teasers, main text, tables, and author bios). Articles longer than 1,750
can be included, but will not be copyedited.
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Contain no more than five citations.
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Have a 2- to 3-sentence author biography at the end of the article.
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Follow the style guidelines in the Publication Manual
of the American Psychological Association, 6th Edition (APA
style).
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Be in .doc, .docx, .rtf, or .txt format.
All figures, graphs, and other images should be sent in separate jpg files.
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If the author includes a photo, it must be:
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A head and shoulder shot
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A jpg
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Width = 90px, height = 120px
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Clear, clean, professional, appropriate to the article
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Preferably including the person's name who took the shot.
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Have hyperlinks that have meaningful urls.
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Accurately and completely credit sources, including
students. Do not take online content (including photos) from other
websites without attribution. Contact me for the permission forms.
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Get written permission for borrowed material
(including photos) and send the signed permissions forms. Contact me for the permission forms.
If you´ve forgotten what our newsletter looks like
(and if you are a current member of TESOL), here is a link, so you can see for yourself.
According to Michelle Kim, TESOL’s Professional Learning Coordinator,
Book reviews should be commentary/critical, not merely summary,
and must include elements such as assessment of the writing, the
content, the research/evidence provided, the book's usefulness, etc. The
summary portion should, really, make up less than half of the text.
Here's a great article on academic book reviews from USC: "Writing Academic Book Reviews." Additionally, here's a
good basic academic book review outline from the UNC Writing
Center:
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First, a review gives the reader a concise summary of
the content. This includes a relevant description of the topic as well
as its overall perspective, argument, or purpose.
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Second, and more importantly, a review offers a
critical assessment of the content. This involves your reactions to the
work under review: what strikes you as noteworthy, whether or not it was
effective or persuasive, and how it enhanced your understanding of the
issues at hand.
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Finally, in addition to analyzing the work, a review
often suggests whether or not the audience would appreciate
it.
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