CALICO at Center Stage

Our Emerging Rights and Responsibilities


  • Carol Chapelle Iowa State University



CALICO conference, keynote address


Keynote address delivered at CALICO's annual conference in May 2005 at Michigan State University.

Author Biography

Carol Chapelle, Iowa State University

Carol A. Chapelle (Ph.D. in Second Language Acquisition and Teacher Education, University of Illinois) is Professor of TESL/Applied Linguistics at Iowa State University. She teaches classes in CALL, second language testing, and second language acquisition in an MA program in TESL/Applied Linguistics with specialization in CALL and in a Ph.D. program in Applied Linguistics & Technology. Carol has published widely in these areas. She has served as editor of TESOL Quarterly, and she is vice president of the American Association for Applied Linguistics.


Belz, J. A. (2001). Institutional and individual dimensions of transatlantic group work in network-based language teaching. ReCALL, 13 (2), 213-231.

Belz, J. A., & Kinginger, C. (2003). Discourse options and the development of pragmatic competence by classroom learners of German: The case of address forms. Language Learning, 53 (4), 591-648.

Blake, R. (2000). Computer-mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4 (1), 120-136. Retrieved June 15, 2005, from

Borrás, I., & Lafayette, R. C. (1994). Effects of multimedia courseware subtitling on the speaking performance of college students of French. The Modern Language Journal, 78 (1), 61-75.

Chun, D. M. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22 (1), 17-31.

de Graaff, R. (1997). The eXperanto experiment: Effects of explicit instruction on second language acquisition. Studies in Second Language Acquisition, 19, 249-276.

Ellis, R., & Barkhuizen, G. (2004). Analyzing learner language. Oxford University Press.

García, M. F., & Arbelaiz, A. M. (2003). Learnersʼ interactions: A comparison of oral and computer-assisted written conversations. ReCALL, 15 (1), 113-136.

Hubbard, P. (2003). Learner training for effective use of CALL. In S. Fotos & C. Browne, (Eds.), New perspectives on CALL for second language classrooms, (pp. 45-67). Mahwah, NJ: Lawrence Erlbaum Associates.

Kasper, G. (2001). Four perspectives on L2 pragmatic development. Applied Linguistics, 22 (4), 502-530.

Kon, C. K. (2002). The influence on outcomes of ESL studentsʼ performance strategies on a CALL listening comprehension activity. Unpublished MA thesis, Department of English, Iowa State University, Ames, IA.

Lam, W. S. E. (2000). L2 literacy and the design of the self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34 (3), 457-482.

Mackey, A., & Gass, S. (2005). Second language research: Methodology and design. Lawrence Erlbaum Associates.

Negretti, R. (1999). Web-based activities and SLA: A conversation analysis research approach. Language Learning & Technology, 3 (1), 75-87. Retrieved June 15, 2005, from

Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90 (1), 25-36.

Smith, B. (2004). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition, 26 (3), 365-398.

Thorne, S. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7 (2), 38-67. Retrieved June 15, 2005, from http://llt.

Warner, C. N. (2004). Itʼs just a game, right? Types of play in foreign language CMC. Language Learning & Technology, 8 (2), 69-87. Retrieved June 15, 2005, from

Yoshii, M., & Flaitz, J. (2002). Second language incidental vocabulary retention: The effect of text and picture annotation types. CALICO Journal, 20 (1), 33-58.



How to Cite

Chapelle, C. (2013). CALICO at Center Stage: Our Emerging Rights and Responsibilities. CALICO Journal, 23(1), 5–15.