Keynote speakers


Stephen Bax is Professor of Modern Languages and Linguistics at the Open University in the United Kingdom. His research includes the use of computers in language learning (CALL), the use of computers in language testing, and areas of discourse including Computer Mediated Discourse Analysis.

Most recently he has been using eye tracking technology to research reading and reading assessment, and his article on eye tracking in the Language Testing journal won the international 2014 TESOL Distinguished Research Award. Professor Bax also researches the role of vocabulary in the Common European Framework of Reference (CEFR). He has developed a web tool ( to analyse lexis in English texts from a variety of dimensions, and has used the tool extensively in recent research projects.

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Researching language learning in a digital age: how can we achieve Normalisation?

As we seek to learn and teach in this brave new digital world, how can we blend technology with human intervention in the most productive and painless way?
This talk will contribute to the conference’s wider theme by building on the framework of ’Normalisation’ which I proposed over a decade ago (Bax 2003). I will argue that viewing technology through the lens of Normalisation can help us not only to frame our language pedagogy effectively, but also to research human/technological interactions with a sharper focus. The ultimate aim is to ensure that when a new technology is introduced into language education we get beyond the ’wow’ factor so as to achieve more effective learning.
I will illustrate my argument with reference to recent innovations in teaching and research at the Open University, including the use of eye tracking technology to research reading, a new computer tool called Text for analysing lexis in texts, an innovative new App for learning Chinese characters, large-scale research into the role of Twitter in language education, new MOOCS, and the use of a Student Buddy scheme in online forums. Through discussion of these innovations I hope to illustrate how best we can blend the human with the technological in areas of language learning and teaching in a principled way, as well as to point up some pitfalls and shortcomings.
In summary, I aim in this talk to offer new insights into the role of technology in language learning, and also to contribute to the wider pedagogical debate concerning how best to blend the human and the digital in educational settings.


Marin Dacos, founder and director of the Center for Open Electronic Publishing (Cléo) was trained as an historian. The Center for Open Electronic Publishing, which develops OpenEdition, is a portal dedicated to digital edition in humanities and social sciences. He first created, a platform for scientific journals (1999), then Calenda, a calendar specialised in humanities and social sciences (2000), then Hypothèses, a platform of academic blogs (2008), and finally OpenEdition Books (2013). He received the Cristal medal from the CNRS (French National Centre for Scientific Research) and two Google grants for Digital Humanities. He is strongly dedicated to Digital Humanities and leads, together with Patrice Bellot, Research and Development projects within the OpenEdition Lab.

OpenEdition, la loi numérique, et après

OpenEdition est depuis 2016 une infrastructure nationale de recherche, au même titre que les flottes d’avion SAFIRE qui ont vocation à observer le climat, que la station polaire Concordia ou que les 3500 balises Argo qui sont des capteurs disséminés sur les océans de la planète pour alimenter la recherche scientifique. Elle développe, OpenEdition Books, Calenda et Hypothèses, quatre plateformes de rang international permettant de diffuser et de lire en accès ouvert les résultats de la recherche en sciences humaines et sociales. Le choix de l’accès ouvert permet de toucher un public large. C’est désormais dans le paradigme général de la science ouverte que se développent les politiques publiques, tant en France qu’en Europe. Après le vote de la Loi numérique en France, des perspectives s’ouvrent dans diverses directions, de l’évaluation ouverte aux données ouvertes. Les sciences humaines et sociales ont leur rôle à jouer dans la définition et l’adoption de ces orientations.



Dr. Felix Kronenberg is an Associate Professor of Modern Languages and Literatures and the Director of the Language Learning Center at Rhodes College in Memphis, TN (USA).

His research and professional interests include physical, virtual, and hybrid learning spaces: classroom and informal learning space design, language center design, digital storytelling, computer simulations/games and L2 acquisition, and blended learning.

Dr. Kronenberg has served as the president of the SouthWest Association for Language Learning Technology, has been a fellow for the National Institute for Technology in Liberal Education, and has been a learning spaces and language center design consultant for various colleges and universities. He is currently the President-Elect of the International Association for Language Learning Technology and an advisory board member of the “Learning Spaces Collaboratory.”

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From Language Lab to Language Center and Beyond: The Past, Present and Future of Language Learning Center Design

Language Centers in the United States have been reacting to disruptive changes for decades. What started out as technology-enabled listening and recording facilities with a clearly defined mission - the language laboratories - have evolved into a set of multi-purpose support, teaching, research, social and hybrid spaces.
In his keynote address, Dr. Kronenberg will present this adaptation process, its outcomes, and the current state of language centers and language center design in the US. He will discuss how language centers are becoming curated language learning spaces, community of practice hubs, and catalysts of innovation. Many language centers in the U.S. are moving away from massive technology installations to more flexible, more adaptable, more diverse spaces. Technology is not necessarily their only focus anymore, but rather one (albeit often very important) aspect. Based on language center surveys, an edited volume on the past, present and future of the language center (forthcoming - 2016), numerous workshops, and recent designs and redesigns, Dr. Kronenberg will discuss how language centers will need to be designed, reinvented and organized in the United States to adapt to ever faster cycles of disruptive technological, institutional and
pedagogical changes.

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