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2 - Impact of Context

from Part I - Laying the Foundations

Published online by Cambridge University Press:  15 June 2025

By
Jozef Colpaert  and
Astrid Cerpentier
Edited by
Glenn Stockwell  and
Yijen Wang
Glenn Stockwell
Affiliation:
Waseda University, Japan
Yijen Wang
Affiliation:
Waseda University, Japan
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Summary

Context is a vague, ill-grounded, and multifarious concept. In this chapter we try to provide an overview of the various acceptations in literature and suggest a design-based approach. In this view, four contexts can be defined: the sociocultural context, the educational context, the geotemporal context, and the learning environment. The first three contexts are impossible to change, but they have an impact on the fourth, which needs to be designed. The geotemporal context remains largely underexplored, but it is quite promising given the emergence of new technologies such as (Linked) Open Data.

Keywords

contextcontextualization
Type
Chapter
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The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 16 - 32
Publisher: Cambridge University Press
Print publication year: 2025

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References

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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
Lee, S. M. (2019). A systematic review of context-aware technology use in foreign language learning. Computer Assisted Language Learning, 35(3), 294–318. https://doi.org/10.1080/09588221.2019.1688836CrossRefGoogle Scholar

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