1. Phil Hubbard

Phil Hubbard博士，美国斯坦福大学语言中心（Stanford University Language Center）荣誉退休高级讲师，2003-2020年期间担任海外学生英语课程项目部主任。过去四十年，在CALL的评价、发展、理论、研究方法、听力教学、教师教育和学习者培训等领域发表了丰硕的研究成果。曾参与制定《TESOL技术标准》（TESOL Technology Standards）(2008、2011)。目前担任国际期刊《计算机辅助语言学习》（Computer Assisted Language Learning）和《语言学习与技术》（Language Learning & Technology）副主编。最新专著An Invitation to CALL: Foundations of Computer-Assisted Language Learning可通过www.apacall.org免费下载。

【发言题目】

Emerging technologies and language learning: Mining the past to transform the future

【发言摘要】

The theme of this year’s ChinaCALL Conference, emerging technologies, will naturally be the focus of many exciting presentations. Artificial intelligence, machine learning, conversational robots, virtual worlds, virtual reality, augmented reality, automated assessment, and so on are full of promise and seem poised to revolutionize language teaching and learning over the next decade. Yet they have elements–mediational elements--that link them more closely to technologies of former days than might be expected. I first introduce some underlying concepts relating to the mediational properties of technology for language learning and teaching. I then discuss how language researchers, developers, and teachers can use what we have learned in CALL research and practice from the past to help them more effectively face the challenge of creating and refining effective language learning applications, activities, and tasks using these emerging technologies. I conclude with suggestions and examples from recent studies showing how this goal might be accomplished.

2. 王 泉

西安电子科技大学教授、博士、副校长。陕西省人机交互与可穿戴计算重点实验室主任。中国计算机学会理事、嵌入式系统专委会主任。教育部教学信息化与教学方法创新指导委员会副秘书长、软件工程教学指导委员会委员。中国高等教育学会创新创业教育分会副理事长。中国联合国教科文组织全国委员会专家。教育部《教育信息化长期发展规划（2021-3035）》和《教育部信息化“十四五规划”》编制专家组成员。

【发言题目】

信息技术赋能人才培养高质量发展（Information Technology Empowering the High Quality Development of Talent Cultivation）

【发言摘要】

本报告从人才培养的现状和高质量发展的需求出发，探讨大数据、人工智能等信息技术赋能课堂革命、教育教学评价改革等提高人才培养能力的一些思路，并介绍西安电子科技大学人才培养高质量发展的实践和效果。（The report starts with the current situation of talent cultivation and the demand of high-quality development. It presents some ideas of how to improve talent cultivation capability by using information technology (such as big data and artificial intelligence) to bring about classroom revolution and reform of teaching evaluation. The practice and results of high-quality talent cultivation of Xidian University are also covered in this report.）

3. Thang Siew Ming

Thang Siew Ming博士，马来西亚精英大学（HELP University）教授，马来西亚国立大学（Universiti Kebangsaan Malaysia）社会科学和人文科学学院名誉教授。研究领域包括计算机辅助外语教学（CALL）、学习者自主性，学习动机和眼动研究。现任PacCALL（环太平洋地区计算机辅助外语教学协会）主席和GLoCALL系列会议联合主席，担任多个知名CALL和语言教育期刊编委。学术成果丰硕，最新文章发表在《计算机辅助语言学习》（CALL）、《亚太教育研究者》（TAPER）、《语言与教育》（Language & Education）、《澳大利亚教育技术杂志》（AJET）等国际知名期刊。

【发言题目】

Eye-tracking research on young children: What can we learn from it?

【发言摘要】

There have been many studies on how children develop literacy skills, but not many of these studies attempt to investigate the cognitive process behind the development of these skills. Children who have not yet received formal instruction in reading are known as prereaders. Investigations into the cognitive processes of prereaders are difficult to carry out, as it is not possible to get them to express their thoughts in think-aloud protocol or participate in interviews. The presentation will share eye-tracking research which explore prereaders’ responses when exposed to reading materials under various conditions, such as looking at a picture and listening to a matching narration, looking at a picture and listening to a non-matching narration, given a picture without narration and also given a text with a matching narration only. Their story-telling performance was also investigated and match with their eye-tracking data. Studies undertaken in Western contexts will be compared with the studies undertaken in the Malaysian context to see the influence of culture as well as language proficiency on prereaders’ eye movements and story-telling performance. Theories will be used to derive a better understanding of the cognitive processes that go on in their minds when exposed to the different conditions.

4. 李佐文

李佐文，教授，博士生导师，现任北京外国语大学人工智能与人类语言重点实验室主任。其他学术职务包括教育部外语教学指导委员会英语分委会委员，全国话语语言学研究会会长，中国广播电视联合会影视译制与传播委员会会长，中国高等教育学会外语研究分会常务理事等。在《外国语》、《中国外语》、《现代传播》、《外语研究》等刊物发表论文50余篇，出版专著教材10余部。研究领域包括话语语言学，计算语言学，语言教学等。

【发言题目】

Disciplinary Knowledge Graph and Intelligent Language Teaching

【发言摘要】

In recent years, artificial intelligence, big data, 5G, virtual reality and other technologies have penetrated into various fields of education, and have had a far-reaching impact on the traditional teaching content, mode and evaluation. The development trend of education from digitalization to intellectualization is increasingly obvious. Artificial intelligence has developed from computational intelligence and perceptual intelligence to cognitive intelligence, which is embodied in the fact that machines can understand data, understand language and then understand the real world, in the fact that machines can interpret data, explain processes and then explain phenomena, and in a series of human unique cognitive abilities such as reasoning and planning. As a semantic network, subject knowledge graph can not only enhance the interpretability and reasoning of artificial intelligence, but also provide technical means for domain knowledge modelling, the core and basic problem in personalized adaptive learning system. It is the key to build an intelligent education system. Therefore, the development of subject knowledge graph has become an important research topic for the development of intelligent education.

5. Mirjam Hauck

Mirjam Hauck博士，英国开放大学（The Open University, UK）语言与应用语言学学院“国际化、平等、多样性和包容性”项目副主任，英国高等教育研究院（UK’s Higher Education Academy）高级研究员。著有大量关于技术在语言和文化教学中的应用方面的文章和书籍章节，特别是在虚拟交流环境中。研究工作涉及学习者和教师的自主性、跨文化交际能力以及批判性数字素养等方面。定期在世界各地的学术会议、研讨会和工作坊上发言。现任欧洲计算机辅助语言学习协会(EUROCALL)主席，国际期刊CALL副主编，以及ReCALL和LLT编委。

【发言题目】

Critical CALL, Critical Virtual Exchange, and Critical Global Citizenship Education

【发言摘要】

Higher Education Institutions (HEIs) are responsible for preparing young people for the 21st century labour market in a globally interconnected world by helping them develop their international and intercultural skills including foreign languages. One way of assuming this responsibility is through internationalisation at home (IaH) (Beelen & Jones, 2015) as only a minority of (language) students are, in fact, able to study abroad. Virtual exchange (VE) – also known as telecollaboration - is increasingly seen as “the” solution to IaH (O’Dowd and Beelen (2021). VE is a research-informed practice consisting of sustained, technology-enabled, people-to-people education programmes in all subject areas in which constructive communication and interaction occurs between students who are geographically separated and/or from different cultural backgrounds, with the support of educators. It combines the deep impact of intercultural dialogue with the broad reach of digital technology (EVOLVE, 2019). Yet, it cannot be assumed that IaH and VE are inherently inclusive. On the contrary, they are as prone to suffer from Western hegemonies as any other form of online or blended education (Helm, 2020), the dominance of English being one example.

Hence, my starting points are critical CALL and critical VE, each conceptualised as a vehicle for public engagement, and socio-political change. A vehicle which can address social justice and inclusion at institutional level, and for individuals for instance by improving students’ access to employment through purposeful (language) learning experiences which are
  • specifically target marginalised and underrepresented student populations
  • encourage development and critical reflection on international, linguacultural, and digital skills
  • promote multilingualism and translanguaging approaches.

My stance is aligned with critical Global Citizen Education (GCE) as framed by Andreotti (2006) which has notions of power, voice, and difference at its core, and - similar to critical CALL and critical VE - involves the systematic development of critical engagement, reflexivity, and re-learning. My contribution will be mix of theoretical framing and practical examples of language-focused instantiations of VEs that speak to a critical CALL, critical VE and critical GCE agenda.

6. Jeong-Bae SON

Jeong-Bae Son博士，在澳大利亚南昆士兰大学（University of Southern Queensland, Australia）教授应用语言学和TESOL课程并指导博士生。研究领域包括计算机辅助语言学习(CALL)和语言教师发展。在CALL领域发表了大量文章，并在世界各地举办研讨会和讲习班。现任亚太计算机辅助语言学习协会(APACALL)主席及APACALL系列丛书编辑。更多介绍请访问https://drjbson.com 。

【发言题目】

Teacher Development through Exploration, Communication, Collaboration and Reflection

【发言摘要】

Language teachers need to develop their competence in computer-assisted language learning (CALL) and technology-enhanced language teaching (TELT). This talk explores language teacher development in technology integration based on Son’s (2018) Exploration-Communication-Collaboration-Reflection (ECCR) model. It also looks at technology standards and teacher development frameworks with a focus on Son’s digital language teacher development framework (DLTDF), which guides teachers what they can do and how they can engage with ECCR in digital environments where digital devices are used for learning and teaching. In addition, it discusses language teachers’ engagement with professional development with data from two studies, which investigated how in-service language teachers explore, communicate, collaborate and reflect for TELT. The results of the two studies indicate that those teachers in the studies were engaged with various ECCR activities with different interests and competencies in their contexts. It is important to keep addressing the questions of how teachers can integrate technology effectively and how they can improve their knowledge and skills for TELT in continuously changing educational environments.

7. 赖春

赖春博士，香港大学教育学院副教授，CALICO Journal和CALL等期刊编委。研究领域聚焦技术与语言教育、考察教师和学习者如何使用技术促进语言教与学。赖春博士在这一领域进行了全面和系统的研究，已在国际期刊上发表相关主题论文80余篇，并有相关主题书籍章节出版。

【发言题目】

Incorporating Technology in Language Teaching and Learning

【发言摘要】

Technology is pervasive and constantly updating. With more and more technologies getting entrenched and new technologies being introduced in language education, how we as language teachers should position language teaching in the world of emerging technologies? In this session, we will explore the promises some emerging technologies bring to language teaching and learning inside and outside the classroom. We will also discuss how language teachers can coordinate the learning opportunities inside and outside the classroom to reap the benefits emerging technologies bring to language education.