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Part I - Laying the Foundations

Published online by Cambridge University Press:  15 June 2025

Edited by
Glenn Stockwell  and
Yijen Wang
Glenn Stockwell
Affiliation:
Waseda University, Japan
Yijen Wang
Affiliation:
Waseda University, Japan
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The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 1 - 72
Publisher: Cambridge University Press
Print publication year: 2025

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Further Reading

Despite common acceptance of the claim that learning is context-dependent to some degree, and despite a widespread interest in researching learning in specific contexts such as museums, classrooms, or workplace settings, there is a lack of consensus on what context exactly is. This article aims to clarify the concept of context. It provides a minimal construct, which is applicable to all references to context, and a typology of context categories that is relevant for understanding the significance of context for learning.

This article focuses on the development of virtually immersive English as a foreign language (EFL) learning contexts beyond the regular English class schedule. As many as 132 elementary school students participated in this study. Both qualitative and quantitative data, including observation and English learning performances, were collected and analyzed.

This study examined articles published between 2000 and 2018 to understand the trends of technology and the current issues with context-aware technology in FL learning. This review included 75 empirical studies and 13 system-descriptive studies. The studies were examined in terms of publication year, methodology, participants, languages, device types, and effectiveness of the technology, as measured on the basis of FL learning results.

Dohn, N., Hansen, S., & Klausen, S. (2018). On the concept of context. Education Sciences, 8(3), 111. http://dx.doi.org/10.3390/educsci8030111CrossRefGoogle Scholar
Lan, Y.-J. (2015). Contextual EFL learning in a 3D virtual environment. Language Learning & Technology, 19(2), 16–31. http://dx.doi.org/10125/44412Google Scholar
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Further Reading

This book significantly contributed to identifying and outlining the social turn in applied linguistics, specifically in the area of second-language acquisition. The author proposes an alternative approach to the input–interaction–output model, an approach that is informed by interdisciplinarity and a focus on the social.

Gunther Kress and Theo Van Leeuwen’s book lays out their multimodal theory of communication to a wider audience. It shows how people can make meaning in different ways, using different modes and media. This is particularly important in today’s communication environment, which offers a multitude of online resources for making meaning.

This book provides a useful overview of complexity theory in the context of applied linguistics. Focusing on the interaction between the language learner and his/her context, it is a particularly useful way of approaching the transformative impact of the digital media on the way we learn languages.

Block, D. (2003). The social turn in language acquisition. Georgetown Press.Google Scholar
Kress, G., & Van Leeuwen, T. (2001). Multimedia discourse: The modes and media of contemporary communication. Edward Arnold.Google Scholar
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford University Press.Google Scholar

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Further Reading

This chapter provides an overview of qualitative, quantitative, and mixed-methods approaches used in CALL research, investigating various aspects such as grammar, vocabulary, reading/writing, listening/speaking, pragmatics, intercultural competence, and overall communication skills. The chapter also discusses potential future research directions and methodologies for CALL.

This co-edited book lays the foundation for CALL research. It emphasizes diverse approaches and the involvement of researchers, teachers, and students in exploring computer-enhanced language learning. Written by well-known researchers in the field, the book offers an accessible view, additional resources, and suggestions for CALL research. Despite its publication date, its relevance endures, as it addresses current research issues, presents theories, and considers the factors that influence the outcomes. It complements other CALL and research texts, benefiting teachers and researchers situated in various contexts.

This book provides a comprehensive exploration of MALL; the use of terms CALL and MALL is discussed in chapter 2. That chapter also explores the evaluation of research conducted in the fields of CALL and MALL. It emphasizes the complex nature of research, theory, and practice, highlighting what is involved in assessing the effectiveness and impact of these learning approaches. By addressing the challenges and complexities of conducting research in CALL and MALL, this book, and especially its second chapter, sheds insight into the evolving landscape of technology-assisted language learning.

Chun, D. (2017). Research methods for investigating technology for language and culture learning. In Chapelle, C. A., & Sauro, S. (Eds.), The handbook of technology in second language teaching and learning (pp. 393–408). John Wiley & Son. https://doi.org/10.1002/9781118914069.ch26CrossRefGoogle Scholar
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Stockwell, G. (2022). Mobile assisted language learning: Concepts, contexts, and challenges. Cambridge University Press. https://doi.org/10.1017/9781108652087CrossRefGoogle Scholar

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  • Laying the Foundations
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.001
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  • Laying the Foundations
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.001
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  • Laying the Foundations
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.001
Available formats
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