English Language Learning and Technology -- Editorial page -- Title page -- LCC page -- Dedication page -- Table of contents -- Preface -- The changing world of English language teaching -- Visions of the invisible -- The technologist's vision -- The social pragmatist's vision -- The critical analyst's perspective -- Visioning the future of ELT -- English language learners -- Motivation for English use with peers -- Technology-shaped registers of English use -- Communicative language ability for the 21st century -- English language teachers -- The English language -- The study of language -- Tasks for language learning -- New forms of assessments -- Research on learning -- Teacher education and applied linguistics -- Applied linguistics -- Technology -- Research methods -- Critical analysis -- Conclusion -- The potential of technology for language learning -- Language learning and instruction -- Insights from the classroom and materials -- Insights from theory and research -- Enhanced input -- Input salience -- Input modification -- Input elaboration -- Enhanced input for CALL -- Interaction -- Theoretical perspectives on interaction -- Interaction in CALL -- Linguistic production -- Theoretical perspectives on production -- Production in CALL tasks -- Integrating input, interaction, and production into tasks -- Conclusion -- Evaluating language learning -- Reconsidering research -- Making a case for technology -- Increasing professional knowledge -- Advice from the field -- What is research? -- General vs. specific knowledge -- Research methodology -- Theory-research links -- Examples of useful CALL research -- Focus on software -- Focus on the learners -- Focus on the learning task -- Summary -- Research methods -- The role of theory -- Theory as a resource -- Theory as a limitation -- Conclusion -- Investigating learners' use of technology.

Technology-related process data -- Examples of process data -- Implementing process research -- Notation for the data -- Description -- Interaction analysis -- Discourse analysis -- Conversation analysis -- Issues in description -- Use of description -- Interpretation -- Inferences about capacities -- Inferences about tasks -- Inferences about capacities and tasks -- Critical discourse analysis -- Validity issues for inferences -- Evaluation -- The problem of evaluation -- Process-based approaches -- Conclusion -- Advancing applied linguistics: L2 learning tasks -- The study of L2 learning tasks -- Task evaluation -- L2 task description -- Technology-mediated L2 tasks -- Examples from the chat room -- Studying technology-based tasks -- The attraction of technology -- Tools for building tasks -- Task theory -- Revisiting assessment -- Conclusion -- Advancing applied linguistics: Assessment -- The tunnel of efficiency -- The panorama of theory -- Construct definition -- Validation -- Probing construct definition -- The test design-construct connection -- The test scoring-construct connection -- Devil in the detail -- Validation -- Educational assessments -- Assessment in second language research -- Validation and consequences -- Conclusion -- The imperative for applied linguistics and technology -- English language use -- Second language acquisition -- Alternatives to CALL-classroom comparison -- Improving the alternatives -- Second language assessment -- Conclusion -- References -- Subject index -- The series LANGUAGE LEARNING & LANGUAGE TEACHING.