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Establishing a Praxis Between SLA Theory and CALL-Based Practices
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Author(s): Amirhossein Monfared (Alliant International University, USA), Seth Eugene Cervantes (Alliant International University, USA), Soo Min Lee (Alliant International University, USA)and Monica Jackson (Alliant International University, USA)
Copyright: 2018
Pages: 21
Source title:
Applications of CALL Theory in ESL and EFL Environments
Source Author(s)/Editor(s): James Perren (Alliant International University, USA), Kenneth B. Kelch (Alliant International University, USA), Jin-suk Byun (Alliant International University, USA), Seth Cervantes (Alliant International University, USA)and Setareh Safavi (Alliant International University, USA)
DOI: 10.4018/978-1-5225-2933-0.ch004
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Abstract
The field of computer-assisted language learning (CALL) has grown in terms of second language acquisition (SLA) theory. Researchers have linked sociocultural theories to CALL (Youngs, Ducate, & Arnold, 2011), noting that technologies can create communities of practice. Although many L2 learners and language teachers are proficient in the use of technology (Prensky, 2001), this does not mean they can use it systematically to learn or teach (Healey et al., 2011). The aim of this chapter is to connect current sociocultural perspectives with CALL-based technologies. The first part discusses interactionist and sociocultural theories of SLA and shows how technology can build communities of practice, encourage reflection, and ultimately promote autonomous learning (Hubbard, 2004). The second section describes three CALL-based practices: (1) wikis, (2) role-playing games, and (3) online record-keeping. Each description, links these practices to sociocultural perspectives of SLA theory and TESOL Technology Standards (TTS).
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