Computer Assisted Language Learning
Scope & Guideline
Connecting Technology and Linguistics for Enhanced Learning
Introduction
Aims and Scopes
- Technology-Enhanced Language Learning:
The journal emphasizes research on how technology, including mobile applications, online platforms, and virtual reality, can enhance language learning outcomes and experiences. - Artificial Intelligence and Language Learning:
A significant focus is placed on the application of AI, such as automated feedback systems and chatbots, to support language learning, improve writing skills, and facilitate learner engagement. - Digital Multimodal Composing:
Research often explores the role of digital tools in multimodal composing, allowing learners to express language skills through various formats, including text, video, and audio. - Informal Digital Learning:
The journal examines informal learning contexts, such as social media and gaming, and their impact on language acquisition, highlighting the role of learner autonomy and motivation. - Collaborative Learning Environments:
CALL promotes research on collaborative learning facilitated by technology, including telecollaboration and peer feedback mechanisms, to enhance interaction and language proficiency. - Assessment and Feedback Mechanisms:
Research on the effectiveness of various assessment methods, including dynamic assessment and automated feedback, is a core area, focusing on how these tools can improve learner outcomes.
Trending and Emerging
- Gamification in Language Learning:
Gamification is increasingly recognized as a powerful tool for enhancing learner engagement and motivation, with research exploring its effectiveness in various language learning contexts. - Integration of Large Language Models:
The application of large language models, such as those used in AI-driven writing assistance, is gaining traction, reflecting a trend towards leveraging advanced technology for improving language skills. - Virtual Reality and Immersive Learning Experiences:
Research on virtual reality (VR) as a means to create immersive language learning experiences is emerging, highlighting its potential to enhance engagement and contextual understanding. - Informal Learning through Digital Media:
The exploration of informal learning environments, particularly through social media and digital gaming, is becoming a prominent theme, emphasizing learner autonomy and motivation in language acquisition. - Emotional and Psychological Aspects of Learning:
There is a growing interest in understanding the emotional and psychological factors that affect language learning outcomes, particularly in digital contexts, addressing learner anxiety and motivation. - Data-Driven Learning and Feedback:
Research focusing on data-driven approaches to learning and feedback mechanisms is on the rise, with studies investigating how data analytics can inform and improve language instruction.
Declining or Waning
- Traditional Language Teaching Methods:
As technology continues to evolve, traditional methods of language instruction, such as grammar-translation and rote memorization, are receiving less attention in favor of more interactive and technology-integrated approaches. - Face-to-Face Interaction in Language Learning:
The shift towards online and hybrid learning environments has led to a decrease in research focused solely on face-to-face interactions, as studies increasingly explore technology-mediated communication. - Static Assessment Tools:
There is a noticeable decline in research centered on static assessment tools, as dynamic assessment and formative feedback mechanisms gain traction due to their effectiveness in supporting learning. - Single-Modal Learning Approaches:
Research emphasizing single-modal approaches, such as traditional reading or listening exercises without integration of multimedia or interactive elements, has become less prominent as multimodal learning gains importance. - General Educational Technology without Language Focus:
While educational technology remains a vast field, specific studies on generic technology applications without a direct connection to language learning are becoming less frequent in CALL.
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