CALL begins with a “C”: interaction in computer-mediated language learning

Abstract Recent calls have been made to anchor CALL theory and practice in the Instructed SLA/Interaction Account of language learning (Chapelle, 1997, This move, it is argued, will provide CALL with a principled framework for research and theory development. Although we agree with these authors that much current CALL research lacks a transparent and coherent theoretical foundation, we believe the Interaction Account, as it stands, has significant shortcomings when applied directly to CALL. At issue is the nature of second language learning, the relationship between face-to-face and computer-mediated interaction, and the effects of technology on second language communication and learning. We argue that the Interaction Account evokes an overly narrow view of CALL, and that it does not differentiate sufficiently between the types of CALL now commonly practised, particularly with regard to the distinctive characteristics of the modes available under the rubric of Computer-Mediated Communication (i.e. email, discussion lists, Internet Relay Chat, video-conferencing).

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