ANNOTATED BIBLIOGRAPHY

Considering that our research question is How does the use of Rosetta stone platform affect
undergraduate students oral performance at Universidad Cooperativa de Colombia, we
have chosen the following bibliography, retrieved from books related to CALL and oral
production.

1. Beaty, K. (2010). Teaching and researching computer-assisted language learning)

This book explores the history of CALL and it also depict the many applications of this
approach to different fields. There is no need to explain why we will focus mainly on the
Second Language Acquisition chapters and the combination of CALL with cooperative
learning, which encourages various types of discourse (Beaty, 2010).

2. Nunan & Lamb (1996). The self-directed teacher

This book is basically a handbook for teachers to improve the way classroom
management is done. Although this might seem completely unrelated to the topic of
CALL, Nunan and Lamb rise awareness of how CALL can stimulate a great deal of
interactive discussion if students are given the opportunity of working in pairs or small
groups rather than individually. (Nunan & Lamb, 1996).

3. Kormos, J. (2006). Speech production and second language acquisition.

Kormos book displays the basic concepts about speech production and links them to the
findings made in the cognitive science (CS) and second language acquisition (SLA) in a
systematic way. Kormos explains that the basic ground for speech production to be
consolidated there four aspects that are essential: (a) conceptualization, that is, planning
what one wants to say; (b) formulation, which includes the grammatical, lexical, and
phonological encoding of the message; (c) articulation, in other words, the production of
speech sounds; and (d) self-monitoring, which involves checking the correctness and
appropriateness of the produced output.

4. Tomlinson & Whittaker (2013). Blended Learning in EnglishLanguage Teaching:

CourseDesign and Implementation.

Blended learning though it has its origins in marketing and the business world (Sharma
& Barret, 2006) it would later on transfer its potential to education. This latter is the one
that studies and explores this book written by Tomlinson and Whittaker. These two
authors number the benefits of using blended learning as follows: pedagogical richness;
access to knowledge; social interaction; personal agency (i.e. learner control and choice);
cost effectiveness; and ease of revision.