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Dr Antonie Alm

MA (Bordeaux), PhD (UCLA)

Dr Antonie Alm

Office Arts 3C10
Tel +64 3 479 8690
Email antonie.alm@otago.ac.nz

Antonie teaches German language at all levels, intercultural communication, and computer-assisted language learning. Her research focuses on the use of technology in language education. She is interested in the development of blended learning environments to support learner autonomy. Her studies on the use podcasts for listening, social networking for informal language learning, and more recently on language apps have appeared in leading scholarly journals.

Antonie is on various editorial review committees and is also the associate-president of the New Zealand German teacher association, GANZ.

Current teaching

  • GLBL 101 Introduction to Intercultural Communication
  • GERM 331 Intermediate German language

Current research

Recent research projects investigate the use of language apps for formal and informal language learning. In an auto-ethnographic study, Antonie has written about her own experiences of learning Spanish with apps. A further on-going study assesses the use of language apps in formal learning settings. The dynamics of informal (self-initiated and out-of-class) and formal (classroom-bound) learning practices are at the core of Antonie’s research interest.

Supervision

She welcomes applications for BA Honours, Masters and PhDs in the fields of language education, computer assisted language learning, informal learning and intercultural communication.

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Publications

Alm, A. (2021). Language learning with Netflix: From extensive to intra-formal learning. Eurocall Review, 29(1), 81-92. doi: 10.4995/eurocall.2021.14276

Alm, A. (2021). Netflix for language learning: Individual trajectories in intra-formal L2 viewing. Proceedings of the German Colloquium. Retrieved from https://ganz.ac.nz/german-colloquium-2021

Alm, A. (2021, April). Subtitle use in L2 viewing. Verbal presentation at the Asia-Pacific Association for Computer-Assisted Language Learning (APACALL) Webinar, [Online].

Alm, A. (2020). 2.9 L2 chat for semi-formal and informal language learning. In J.-B. Son (Ed.), Technology-enhanced language teaching in action. (pp. 52-55). Asia-Pacific Association for Computer-Assisted Language Learning. Retrieved from www.apacall.org

Alm, A., & Ohashi, L. (2020). From self-study to studying the self: A collaborative autoethnography of language educators as informal language learners. In K.-M. Frederiksen, S. Larsen, L. Bradley & S. Thouësny (Eds.), CALL for widening participation: Short papers from EUROCALL 2020. (pp. 1-6). Research-publishing.net. doi: 10.14705/rpnet.2020.48.1156

Authored Book - Research

Alm-Lequeux, A. (1996). Eduard von Keyserling: Sein Werk und der Krieg. Paderborn: IGEL-Verlag, 162p.

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Chapter in Book - Research

Alm, A. (2020). 2.9 L2 chat for semi-formal and informal language learning. In J.-B. Son (Ed.), Technology-enhanced language teaching in action. (pp. 52-55). Asia-Pacific Association for Computer-Assisted Language Learning. Retrieved from www.apacall.org

Alm, A., & Ohashi, L. (2020). From self-study to studying the self: A collaborative autoethnography of language educators as informal language learners. In K.-M. Frederiksen, S. Larsen, L. Bradley & S. Thouësny (Eds.), CALL for widening participation: Short papers from EUROCALL 2020. (pp. 1-6). Research-publishing.net. doi: 10.14705/rpnet.2020.48.1156

Alm, A., & Daniel, B. (2019). Student engagement with mobile language apps in blended learning environments: Perspectives from university language students. In A. Palalas (Ed.), Blended language learning: International perspectives on innovative practice. (pp. 182-220). China Central Radio & TV University Press.

Alm, A. (2018). Advanced language learners as autonomous language users on Facebook. In J. Buendgens-Kosten & D. Elsner (Eds.), Multilingual computer assisted language learning. (pp. 191-209). Bristol, UK: Multilingual Matters.

Alm, A. (2009). L2 blogging: The emergence of a new voice in the foreign language classroom. In J.-B. Son (Ed.), Internet-based language learning: Pedagogies and technologies. (pp. 119-137). Asia-Pacific Association for Computer-Assisted Language Learning.

Alm, A. (2009). Blogging for self-determination with L2 learner journals. In M. Thomas (Ed.), Handbook of research in Web 2.0 and second language learning. (pp. 202-222). Hershey, PA: Information Science Reference.

Alm-Lequeux, A. (1997). Karoline Pichlers Denkwurdigkeiten: Ein Selbstbekenntnis? In A. Obermayer (Ed.), 1000 Jahre Osterreich im Spiegel Seiner Literatur. (Otago German Studies, vol.9). (pp. 66-86). Dunedin: Dept. of German, University of Otago.

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Journal - Research Article

Alm, A. (2021). Language learning with Netflix: From extensive to intra-formal learning. Eurocall Review, 29(1), 81-92. doi: 10.4995/eurocall.2021.14276

Alm, A., & Nkomo, L. M. (2020). Chatbot experiences of informal language learners: A sentiment analysis. International Journal of Computer-Assisted Language Learning & Teaching, 10(4), 51-65. doi: 10.4018/IJCALLT.2020100104

Alm, A. (2016). Creating willingness to communicate through L2 blogging. CALL-EJ, 17(1), 67-79.

Alm, A. (2015). Facebook for informal language learning: Perspectives from tertiary language students. Eurocall Review, 23(2), 3-18.

Alm, A. (2013). Extensive listening 2.0 with foreign language podcasts. Innovation in Language Learning & Teaching, 7(3), 266-280. doi: 10.1080/17501229.2013.836207

Alm, A. (2008). Integrating emerging technologies in the foreign language classroom: A case study. International Journal of Pedagogies & Learning, 4(4), 44-60.

Alm, A. (2007). Motivationstheoretische Grundbedingungen für den erfolgreichen Einsatz von Neuen Medien im Fremdsprachenunterricht. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 12(1). Retrieved from http://zif.spz.tu-darmstadt.de/jg-12-1/beitrag/beitra32.htm

Alm, A. (2007). Video-based language learning: A motivational study. New Zealand Language Teacher, 33, 38-43.

Alm, A. (2006). CALL for autonomy, competence and relatedness: Motivating language learning environments in Web 2.0. JALT CALL Journal, 2(3), 29-38.

Alm-Lequeux, A. (2004). NEW! Re-purposing TV ads for building vocabulary-learning strategies. Die Unterrichtspraxis - Teaching German, 53-55.

Alm-Lequeux, A. (2001). Using the internet as a zone of proximal development for teaching indirect speech: A Vygotskian approach. Die Unterrichtspraxis - Teaching German, 34(1), 1-10.

Alm-Lequeux, A. (1998). Tourismus, Deutschlernen und Neuseeland oder Wie das Internet einen Deutschkurs verènderte. Ein Projektbericht. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 3, 1-8.

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Journal - Professional & Other Non-Research Articles

Alm-Lequeux, A. (2000). Überlegungen und Anregungen zum Einsatz des WWW im Deutschunterricht. German Newsletter 1999 / 2000: Informationstechnologie, 22-28.

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Conference Contribution - Published proceedings: Full paper

Alm, A. (2019). Piloting Netflix for intra-formal language learning. In F. Meunier, J. Van de Vyver, L. Bradley & S. Thouësny (Eds.), CALL and complexity: Short papers from EUROCALL 2019. (pp. 13-18). Research-publishing.net. doi: 10.14705/rpnet.2019.38.979

Alm, A. (2017). From teacher to learner: Building context-awareness for mobile app use through exploration. Proceedings of the CALL in Context Research Conference. Antwerp, Belgium: Universiteit Antwerpen. Retrieved from http://call2017.language.berkeley.edu/?page_id=582

Alm, A. (2016). Amateur online interculturalism in foreign language education. In S. Papadima-Sophocleous, L. Bradley & S. Thouësny (Eds.), CALL communities and culture: Short papers from EUROCALL 2016. (pp. 25-31). Dublin, Ireland: Research-publishing.net. doi: 10.14705/rpnet.2016.EUROCALL2016.9781908416445

Alm, A. (2015). Technology-mediated task-based listening: From authentic input to authentic response. In J. Colpaert, A. Aerts, M. Oberhofer & M. Gutiérez-Colón Plana (Eds.), Proceedings of the Seventeenth International CALL Conference: Task Design and CALL. (pp. 39-44). Antwerp, Belgium: Universiteit Antwerpen. [Full Paper]

Alm, A. (2014). The socially networked language learner: Implications for tertiary language education. In B. Hegarty, J. McDonald & S.-K. Loke (Eds.), Proceedings of the Australasian Society for Computers in Learning in Tertiary Education (ascilite) Conference: Rhetoric and Reality: Critical Perspectives on Educational Technology. (pp. 693-697). Retrieved from http://ascilite2014.otago.ac.nz/

Alm, A. (2013). Choice-based listening with podcasts. In M. Hobbs & K. Dofs (Eds.), Proceedings of the 5th Independent Learning Association (ILAC) Conference: Autonomy in a Networked World. (pp. 142-144). Christchurch, New Zealand: Independent Learning Association. [Full Paper]

Alm, A. (2013). Socially multilingual? An exploration of informal language learning practices on Facebook. Proceedings of the Global Perspectives on Computer-Assisted Language Learning (WorldCALL) Conference. Retrieved from https://dl.dropboxusercontent.com/s/p3853ngyb94dazq/Short%20Papers.pdf

Alm, A. (2012). Status updates in language learning: From 'pointless babble' to L2 conversation. In J. Colpaert, A. Aerts, W.-C. V. Wu & Y.-C. J. Chao (Eds.), Proceedings of the 15th International Computer Assisted Language Learning (CALL) Research Conference: The Medium Matters. (pp. 17-20). Taichung, Taiwan: Providence University. [Full Paper]

Alm, A. (2010). The social side of L2 motivation. In A. Aerts, J. Colpaert & M. Oberhofer (Eds.), Proceedings of the Antwerp CALL: Motivation and Beyond Conference. (pp. 10-13). Antwerp, Belgium: Linguapolis, Universiteit Antwerpen. [Full Paper]

Alm, A. (2009). Blogs as protected spaces for language learners. In R. J. Atkinson & C. McBeath (Eds.), Proceedings of the 26th Annual Australasian Society for Computers in Learning in Tertiary Education Conference: Same Places, Different Spaces. (pp. 20-24). ascilite. Retrieved from http://www.ascilite.org.au/conferences/auckland09/?m=Programme

Alm, A. (2008). The impact of emergent technologies on CALL practice and research: The use of blogs for reflection in L2 learning. Practice-based and practice-oriented CALL research: Proceedings of the XIIIth International CALL Conference. (pp. 35-36). Linguapolis, University of Antwerp. [Full Paper]

Alm-Lequeux, A. (2004). CALL IT motivation: On competence, relatedness and autonomy in computer-assisted language learning environments. In G. Wigglesworth (Ed.), Proceedings of the Marking our Difference Conference. (pp. 157-170). Victoria, Australia: University of Melbourne. [Full Paper]

Alm-Lequeux, A. (2000). Gateway to Germany: A new Internet-Based German Culture Course. Supporting the Learner through Open, Flexible and Distance Strategies. 2000, (pp. 48-54). Wellington: The Distance Education Association of NZ. [Full Paper]

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Conference Contribution - Published proceedings: Abstract

Alm, A. (2021). Netflix for language learning: Individual trajectories in intra-formal L2 viewing. Proceedings of the German Colloquium. Retrieved from https://ganz.ac.nz/german-colloquium-2021

Alm, A. (2020). Lockdown with La Casa de Papel: From social isolation to social engagement with language. Proceedings of the Applied Linguistics Association of New Zealand (ALANZ) Symposium: Teaching to the Times. Retrieved from https://www.alanz.org.nz/conferences-events

Feick, D., & Alm, A. (2020). Participation in virtual learning spaces: Affordances of breakout rooms for language learning. Proceedings of the Applied Linguistics Association of New Zealand (ALANZ) Symposium: Teaching to the Times. Retrieved from https://www.alanz.org.nz/conferences-events

Hauck, M., & Alm, A. (2019). Social CALL: Trajectories, turns and trends [Keynote]. In J. Colpaert, A. Aerts, Q. Ma & J. L. F. King (Eds.), Proceedings of the XXth Computer Assisted Language Learning (CALL) Research Conference. (pp. 14). Antwerp, Belgium: Universiteit Antwerpen. [Abstract]

Alm, A. (2019). Chatbots for informal language learning. Proceedings of the Applied Linguistics Conference: Applied Linguistics and Language Teaching: Making Connections. (pp. 25). Retrieved from http://alaa-alanz2019conference.com

Alm, A. (2018). Chatbots for informal language learning. Proceedings of the 5th WorldCALL International Conference: CALLing all the CALLers. (pp. 71). Concepción, Chile: Universidad de Concepción. Retrieved from http://www.worldcall5.org

Alm, A. (2016). 'I du not Sie the point of the German you'*: Learner perceptions of the German T-V distinction in online interactions. Proceedings of the Computer Assisted Learning Instruction Consortium (CALICO) Conference: Evolving Interactions in Digital Language Learning. Retrieved from https://calico.org/p-687-Thursday%20Sessions,%20May%2012.html

Alm, A. (2016). An auto-ethnographic study on the use of apps for language learning. Proceedings of the L2 Digital Literacies with AZ Computer-Assisted Language Learning (L2DL & AZCALL) Symposium. Retrieved from https://cerclldiglit.wordpress.com/auto-ethnographic-study-on-the-use-of-apps-for-language-learning/

Alm, A. (2016). Informelles Lernen mit Facebook: Auswertung einer Befragung von Deutschlernenden in Neuseeland. Proceedings of the Webkonferenz für Deutschlehrende (DaFWEBKON). Retrieved from http://dafwebkon.com/Veranstaltung/alm-informelles-lernen-mit-facebook-auswertung/?instance_id=252

Alm, A. (2013). Informal language learning practices on Facebook. In J. McDonald, S.-K. Loke, A. McLean & M. Rajoo (Eds.), Proceedings of the Spotlight on Teaching and Learning Colloquium. (pp. 67). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]

Alm, A. (2011). Language practice and conversation through status updates: Exploring microblogging for language learning. Proceedings of the Applied Linguistics Association of Australia (ALAA), Applied Linguistics Association of New Zealand (ALANZ) and the Australian Linguistic Society (ALS) Conference. Retrieved from http://law.anu.edu.au/coast/events/langfest/conference.htm

Alm, A. (2011). Podcasts in language learning: Strategy use in online digital listening. In K. Shephard, T. Harland & A. Cohen (Eds.), Proceedings of the Spotlight on Teaching and Learning Colloquium. (pp. 29). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]

Alm, A. (2011). Resistance to technology in higher education [Workshop]. Proceedings of the Internet Research Group of Otago (IRGO) unConference 2.0: Resistance and Control. Retrieved from http://irgo.otago.ac.nz/blurbs.html

Alm, A. (2010). Language learning through Social Networking Sites. Proceedings of the 12th National Conference for Community Languages and ESOL (CLESOL). Retrieved from http://www.clesol.org.nz/2010/programme.html

Alm, A. (2009). Learning to think in an L2 through blogging. Proceedings of the Independent Learning Association Conference: Independent Learning: Building on Experience, Seeking New Perspectives. ILA. Retrieved from http://ilac2009.elc.polyu.edu.hk/index.php/ILAC/ILAC2009/index

Alm, A. (2008). Fostering learner engagement and cultural understanding through foreign language blogging. In C. Bond & R. Sproken-Smith (Eds.), Proceedings of the Spotlight on Teaching at Otago Conference. (pp. 5). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]

More publications...