Greg Kessler

Ohio University, Innovative Learning Design & Technology, Faculty Member

Ohio University, Linguistics, Faculty Member

Ohio University, Instructional Technology, Faculty Member

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Greg Kessler is professor of innovative learning design & technology and department chair of the educational studies department in the Patton college of education at Ohio University. He has published extensively and delivered keynotes and featured talks around the world. His research addresses technology, teaching, learning, culture and language with an emphasis on teacher preparation. He is editor of the CALICO Equinox book series, Advances in CALL Practice & Research, and the Language Teaching & Technology forum in the journal Language Learning & Technology, as well as many other comprehensive collections.
Phone: 740-593-2748
Address: 302X McCracken Hall

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Books by Greg Kessler

Voices from the TESOL Classroom: Participant Inquiries in Online and Hybrid Classes

Hybrid and online learning have been around for some time and many of us across educational domai... more Hybrid and online learning have been around for some time and many of us across educational
domains have had experience teaching and learning in these contexts. However, not
all online environments and practices are created equal. The breadth of these contexts today
requires us to carefully reflect upon our practices to better understand the various ways
that we can interact with one another in the pursuit of effective teaching and learning. There is
evidence that many factors may influence how technologies are implemented, including cultural
norms and expectations. Similarly, the educational backgrounds of teachers and learners and their
attitudes toward these approaches, and technology in general, can determine if a given technological
intervention will have any chance of success. As we learn more about these online and hybrid
contexts, we continue to develop a richer and more sophisticated understanding. The chapters in
this volume have much to contribute to this discussion. This volume in the TESOL Voices series
addresses reflective teaching practices and participant inquiry in online and hybrid teaching contexts.
The authors in this collection present a diversity of authentic TESOL teaching and learning
contexts utilizing online and hybrid instructional approaches. Each chapter is illustrated with a
rich description of participant inquiry.
This is a collection of insider perspectives that is geographically, culturally, and contextually
diverse. The collection is divided into three sections: (1) voices of participants in online and
hybrid TESOL teacher preparation contexts, (2) voices of participants in online ESL and EFL
contexts, and (3) voices of participants in hybrid ESL and EFL contexts.

Technology across writing contexts and tasks

This book was envisioned with the idea of merging fundamental ideas and tenets from researchers a... more This book was envisioned with the idea of merging fundamental ideas and tenets from researchers and educators who have worked and reflected on L2 writing through the use of various technologies. With this vision in mind, the authors in this monograph bring forward some of the concerns, innovations, and reflections that are voiced among many professionals in our fields. The following chapters present and take into account new explorations into a familiarly travelled territory that already pertains to our social lives, but has not been sufficiently explored in our academic environments. For this reason, even though web 2.0 technologies such as blogs, wikis, synthetic immersive environments, and virtual worlds support socioculturally rich language learning opportunities in L2 writing, we still have a lengthy path of discovery ahead of us. The full integration of technology and L2 writing bolsters the students' engagement in language use that results in high-quality language learning moving beyond the traditional classroom setting. This integration, however, should be based upon sound theoretical and research based findings as well as insights gained from pedagogical practices that consider the affordances of technology (e.g., what technology provides that pen and paper cannot). This monograph includes insights into, and reflections about, different perspectives of the relationship between L2 writing and technology with particular emphasis on the writing process, development of linguistic skills, development of writing competencies and literacy, educational approaches to writing, as well as task creation and assessment in diverse writing contexts. In this regard, the chapters incorporate the recognition of a connection between the fields of second language writing, pedagogy, second language acquisition and emphasizing the need for technological innovation and integration to be built upon a strong pedagogical and research-based foundation.

INTRODUCTION
In the following 15 chapters in this book, the authors present a wide range of topics that move from an overall view of current studies that have integrated technology into second language writing over the last three decades to new writing environments whose potential to enhance L2 writing call for further exploration. The book is divided in 5 sections: feedback and assessment, collaborative writing, content, curricular/educational applications and implications for L2 writing and an annotated bibliography of recent research in second language writing involving technology."

TESOL Technology Standards Framework

The TESOL Technology Standards Framework is available as a bookmarked PDF with linked table of co... more The TESOL Technology Standards Framework is available as a bookmarked PDF with linked table of contents, references, and URLs. Navigation is easy for users who want to focus on one of the two major sections: Technology Standards for Language Learners and Technology Standards for Language Teachers. All standards have a strong focus on specific pedagogy for English language teaching. They are designed to be applicable to teachers and students at a range of English proficiency levels in a wide range of English language teaching and learning settings around the world.

Also presented is a discussion on the research base for the standards, as well as a handful of vignettes that help situate the standards in various English language teaching and learning contexts. Upcoming is an expanded volume of the standards illustrated by multiple vignettes that cover a range of settings, including young learners, teens, adults, EFL, ESL, intensive English programs, adult workplace English, English for Specific Purposes (academic and professional), one-computer classroom, class-lab, and fully-online.

TESOL Technology Standards: Description, Implementation, Integration

"The TESOL Technology Standards are applicable in a wide range of contexts: foreign language, sec... more "The TESOL Technology Standards are applicable in a wide range of contexts: foreign language, second language, child, teen, adult, higher education, vocational education, language for specific purposes, and fully online programs; and in settings with low, medium, or high resources and access to communication technologies. Students, teachers, teacher educators, administrators, and researchers will find this an easy guide through the technology standards and how they can be applied in the varied contexts in which language instruction occurs. The book is organized around two strands of standards: Technology Standards for Language Learners and Technology Standards for Language Teachers. Useful supplemental material included for the reader are a comparison of the TESOL Technology Standards with other technology-focused standards, extensive reference lists, a glossary, and an index.

Even practitioners with little access to technology resources can apply the standards in their contexts, while those with a great deal of access to technology are encouraged to do as much as their resources will allow. Vignettes provide detail-specific resources, and attempt to offer free and open-source technology alternatives where possible, and in some instances they suggest technology for the physically disabled. Although the vignettes tend to focus on English language learning and teaching, the technology standards can be applied to languages other than English."

Papers by Greg Kessler

Making the most of discussion boards in the ESL classroom

by Greg Kessler and Dawn Bikowski

TESOL Journal, Jan 1, 2002

A collaborative video project allows MA TESOL students to discover firsthand how computer technol... more

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Integrating Telecollaboration into the Secondary School Curriculum: Examining the Impact on Intercultural Communication and Technology Skills

Enhancing Linguistic and Intercultural Competencies Through the Use of Social Network Sites and Google Earth

REVIEW OF COMPUTER ASSISTED LANGUAGE LEARNING: CRITICAL CONCEPTS IN LINGUISTICS

Language, Learning and Technology

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Telecollaboration in the secondary language classroom: case study of adolescent interaction and pedagogical integration

Computer Assisted Language Learning, 2014

This study builds on research examining the in-school technology practices of adolescent language... more This study builds on research examining the in-school technology practices of adolescent language learners by exploring the patterns of classroom literacy practices that emerge when a telecollaborative project is introduced into a conventional secondary language classroom. We draw on the conceptual frameworks and discourse analytical tools developed by researchers of online communication practices at the post-secondary level and turn this lens to examine how an international online exchange project might contribute to the creation of an in-school learning environment in which adolescents use technology to interact with distally located peers through telecollaboration. The particular contribution of this study is twofold: to offer insight into patterns that characterize the literacy practices that emerge through the introduction of telecollaboration into the learning environment and to document the types of pedagogical decision-making that such projects introduce into the secondary context. Using a case-study design, we explored two central areas: (1) What patterns of interaction emerge in the literacy practices of adolescent students as they build relationships with their intercultural partners? (2) How do teachers address the pedagogical issues that are foregrounded when introducing innovative literacy practices such as telecollaboration into the secondary learning environment? Our premise is that online exchanges might offer a different kind of learning experience that provides opportunities for adolescents to engage with language in ways that do not typically get enacted in conventional language classrooms. Our interest therefore is grounded both in providing a rich, descriptive inventory of how adolescents engage with telecollaboration in the classroom context, as well as in documenting the types of pedagogical issues that are introduced. We offer a linguistically grounded portrait of what constitutes the interactional patterns and pedagogical issues in a classroom learning environment shaped by the introduction of an online intercultural project. Using a case-study approach, therefore, we provide close documentation and analyses of a 15-week, classroom-based telecollaboration project through student transcripts and focal teacher interviews. We conclude with a discussion of the empirical and pedagogical implications associated with integrating telecollaboration into secondary language classroom contexts.

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Collaborative Language Learning in Co-constructed Participatory Culture

CALICO Journal, Dec 2013

This article expands upon themes addressed in the 2012 CALICO opening plenary that I delivered at... more This article expands upon themes addressed in the 2012 CALICO opening plenary that I delivered at the University of Notre Dame. This extended interpretation allows me the opportunity to further explore the nature of participatory human communication and collaboration and offer some clarification of the proposed instructional model for promoting collaborative autonomous language learning abilities. In particular, this article focuses upon the hyper-collaborative participatory culture that has become ubiquitous across the Internet. This collaborative culture has transformed the frequency and manner of our communication with one another as well as the way we co-construct reality. The potential for incorporating the opportunities presented by this participatory culture into language teaching and learning is enormous, but we must recognize and avoid a variety of threats. This article addresses these realities while suggesting ways to promote collaborative autonomous language learning abilities. I discuss the potential for a pedagogical paradigm shift in response to this dramatically altered communication landscape and share some practical suggestions for classroom practice.

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Teaching ESL/EFL in a World of Social Media, Mash‐Ups, and Hyper‐Collaboration

TESOL Journal, Dec 1, 2013

This article explores the emerging pedagogical potential offered by today’s technologies and how ... more This article explores the emerging pedagogical potential offered by today’s technologies and how understanding the relationship between emerging technology and emerging pedagogy can enhance the teaching of English as a second or foreign language (ESL/EFL). The author begins with an overview of recent developments in the field, focused upon pedagogical practice and computer-assisted language learning (CALL), and then describes suggestions for incorporating various forms of social and new media within collaborative learning practices. By incorporating these forms of popular communication into language teaching, teachers can promote participation and engagement. They are also able to raise awareness of the benefits of various forms of literacy. The essay concludes with some thoughts about pedagogical and technological developments that teachers might anticipate in the future.
doi: 10.1002/tesj.106

Collaborative Writing among Second Language Learners in Academic Web-Based Projects

by Greg Kessler and Dawn Bikowski

This study investigates Web-based, project oriented, many-to-many collaborative writing for acade... more This study investigates Web-based, project oriented, many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used a Web-based word processing tool to collaboratively plan and report on a research project. The purpose of this study is to explore and understand the changing nature of collaborative writing, as it is influenced by Web-based writing contexts. Details of students’ writing processes and their perceptions of the collaborative Web-based word processing experience are explored. Findings suggest that students focused more on meaning than form, that their grammatical changes were overall more accurate than inaccurate, that they participated with varying frequency, and that they used the tool for simultaneous varied purposes. Student feedback about the Web-based collaborative activity and use of Google Docs offers additional insights. Observations about the evolving nature of Web-based collaborative writing and associated pedagogical practices including considerations about student autonomy are discussed.

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Student-Initiated Attention to Form In Wiki-Based Collaborative Writing

Language Learning & Technology, Jan 1, 2009

This study reports on student initiated attention to form within the collaborative construction o... more This study reports on student initiated attention to form within the collaborative construction of a wiki among pre-service Non-Native Speaker (NNS) English teachers. Forty NNS pre-service teachers from a large Mexican university were observed over a period of a sixteen week semester in an online content-based course aimed at improving their language skills while studying about the cultures of the English-speaking world. A core element of the course was a wiki that was collaboratively created, developed, and revised throughout the course. Students were encouraged to focus on language accuracy while actively participating and interacting with their peers in varied ways. This article explores the degree to which these NNS EFL teacher candidates attempt to correct their own and others’ grammar errors in a long-term collaborative task. The article also addresses the level of accuracy these participants achieve and the attention they pay to grammar revision versus content revision. Follow-up interviews with participants provided insight into the perception of the importance of grammar in the context of collaborative technologies among these NNS pre-service teachers.

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Preparing tomorrow’s second language writing teachers to use technology

This chapter addresses the technology preparation of future second language (L2) writing teachers... more This chapter addresses the technology preparation of future second language (L2) writing teachers. Particular attention is paid to issues associated with the integration of technology based writing tools and their role in the writing classroom. In spite of a wealth of research into the increasing variety of writing activities in language classrooms, there has been little written about the role of technology in the preparation of language teachers focused upon varied forms of writing using new and emerging tools. This chapter addresses the CALL preparation of teachers who specialize in second language writing, CALL writing specialists, and those teachers who teach writing as well as other skills. In attempt to align this preparation with appropriate expectations for language teachers, this discussion is presented in the context of the TESOL technology standards. Suggestions for varied writing activities, practices and opportunities within new and emerging writing contexts are presented.

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Does Teachers' Confidence with CALL Equal Innovative and Integrated Use?

Computer Assisted Language Learning, May 2008

This paper examines the relationship between confidence and CALL – specifically the use of audio ... more This paper examines the relationship between confidence and CALL – specifically the use of audio and video technology among language teachers. Through logged usage of CALL, the authors tracked seven teachers at two large universities in the United States over a term. These teachers were also interviewed periodically in order to gain insight into their confidence with and use of CALL.

Upon data analysis, the authors identified the teachers as less confident, contextually confident and highly confident. Highly confident teachers used technology less often with less integration than the contextually confident teachers. Less confident teachers integrated CALL only in prescribed ways. The authors conclude that CALL teacher preparation may benefit from a focus on developing contextualized confidence within certain teaching domains or types of technology rather than expecting teachers to develop a high level of confidence with technology across domains.

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The influence of SLA training in curricular design among teachers in preparation

by Greg Kessler and Dawn Bikowski

This study reports on how language teachers in preparation integrate key concepts from second lan... more This study reports on how language teachers in preparation integrate key concepts from second language acquisition (SLA) theory into CALL curricular design. The need for language teachers who have had SLA coursework to receive orientation to student- centered learning in a CALL context has been identified previously (Kessler, 2010). This research is intended to provide insight into the ways that students can more effectively design CALL environments with activities that are based on SLA-informed pedagogy. The suggestion is made that in order to successfully integrate SLA theories and CALL, not only is it beneficial for SLA principles to be incorporated into CALL courses but also for SLA theory courses to address the opportunities that CALL may offer for integrating SLA principles within the language classroom.

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Assessing CALL Teacher Training

Teacher education in CALL, Jan 1, 2006

In recent years in CALL, there has been much anecdotal evidence to suggest that language teachers... more In recent years in CALL, there has been much anecdotal evidence to suggest that language teachers who wish to learn more about the uses of technology in lan- guage learning are not able to locate the appropriate formal courses or programs to help them. As a result, language teachers are often compelled to take one of two alternatives, or both, to acquire some of the requisite skills. The first alternative is to attend short, generic courses on new learning technologies, or introductory courses on a particular piece of software, for example a new or upgraded e-mail application, or a learner management system (LMS) that the institution has cho- sen to adopt, such as a Blackboard. The second alternative is to “do it yourself ”, for example through asking colleagues, through attending workshops at CALL con- ferences, or by joining a discussion group where more experienced members of the group answer specific questions. Though these alternatives have their place and value, they have their limitations too. To explore this problem, Greg Kessler collected data from practicing teachers, teacher trainers, and teacher education Program coordinators through an online survey, focus groups and interviews. In analyzing the findings, he sheds light on trends and patterns of activity in teacher education and CALL. He also provides more detail on how motivated language teachers respond to prevailing conditions, how they compensate for the lack of formal courses, and the many ways in which they seek to educate themselves. On the basis of the data collected, he concludes the chapter with a series of recom- mendations for both pre-service and in-service teacher training and support.

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CALL and digital feedback

In the field of CALL research, the term digital feedback has been used in a variety of ways. In s... more In the field of CALL research, the term digital feedback has been used in a variety of ways. In some cases, feedback refers to individualized computer-based tutorials programmed to offer information about a targeted set of discrete language skills such as grammar or pronunciation. Other research has viewed technology not as a tutor, but as the mode by which human feedback is delivered (c.f., Kern, Ware, & Warschauer, 2004; Ware & Warschauer, 2006). Such research focuses on the various ways that synchronous and asynchronous forms of interaction provide language users with information on their language and content. In this chapter, we examine recent research across these various definitions of digital feedback with a specific focus on the promotion of the skills of writing and speaking.

Language teacher training in technology

Teacher training in computer-assisted language learning (CALL) is an emergent area of increasing ... more Teacher training in computer-assisted language learning (CALL) is an emergent area of increasing interest and varied influences. As CALL has evolved in recent decades, it has resulted in a complex and diverse array of instructional opportunities. Teachers are faced with a multitude of choices involving environments, resources, student abilities, mobility, automation, and access. Teachers are often overwhelmed by the technology that is avail- able to them and feel unprepared to make informed decisions about the selection, creation, and use of a particular technology-based tool or resource. They are also generally uninformed about the potential assistance that technology can provide them with in their language- teaching pursuits, even when extensive resources are available to them (Ertmer, 2005; Kessler, 2007). It is clear that teachers are likely to use CALL when they appreciate the value it can add to the classroom, and they are likely to make better decisions about using CALL when they are properly prepared. Consequently, two important goals of training include raising awareness of CALL potential and reflecting on the decision-making process.

Authoring tools for language assessment

Authoring tools include a wide array of software specifically designed to create material for the... more Authoring tools include a wide array of software specifically designed to create material for the internet. These tools are ubiquitous throughout the web development world, including broad use in language education. Language assessment authoring tools allow language teachers, material developers and language department administrators to create a variety of interactive computer based materials. These can include embedded media, automated scoring, feedback and database archival storage of performance. Over the past two decades a number of authoring tools have been developed to allow teachers to easily prepare evaluation and assessment materials for their unique needs. Many of these have become commonplace in individual classrooms while they may be unfamiliar at departmental or institutional levels of assessment. Of course the assessment needs are different at the classroom and institutional level as some have identified (Fulcher & Davidson, 2007). These authoring tools are most common, and perhaps most appropriate, in classroom assessment contexts. An examination of the types of authoring tools should help readers better understand their potential role in assessment.

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