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Pedagogy, Process, and Classroom Context: Integrating Teacher Voice and Experience Into Research on Technology‐Enhanced Language Learning
Author(s) -
EGBERT JOY,
HUFF LESLIE,
MCNEIL LEVI,
PREUSS CARA,
SELLEN JOANNE
Publication year - 2009
Publication title -
the modern language journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.486
H-Index - 83
eISSN - 1540-4781
pISSN - 0026-7902
DOI - 10.1111/j.1540-4781.2009.00971.x
Subject(s) - assertion , context (archaeology) , inclusion (mineral) , language acquisition , process (computing) , field (mathematics) , pedagogy , second language acquisition , mathematics education , psychology , computer science , linguistics , social psychology , paleontology , philosophy , mathematics , pure mathematics , biology , programming language , operating system
Computer‐assisted language learning (CALL) literature notes concerns with research in the field, and many of these concerns are similar to those noted for second language acquisition research in general. One fundamental problem is the general failure to address Garrett's (1991) assertion that research must consider classroom context. We believe that this can be done most usefully by including teachers’ voices, observations, and concerns. Many authors note the importance of teachers in the successful integration of technology into instruction. In other words, teachers play a vital role in determining the success of the CALL classrooms; for this reason alone, we must change the way we do research. In this article, we review CALL research on the acquisition of language skills published from 2000 to 2008 to demonstrate ongoing issues with study content and procedure. Based on these studies, we discuss how the inclusion of context—focusing specifically on teacher participation in or conduct of research—can impact both what we know and what we do. We conclude with ways to include missing elements of teacher voice and experience that can help us more completely answer important questions in our field.