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3 - Current and Emerging Theories in CALL

from Part I - Laying the Foundations

Published online by Cambridge University Press:  15 June 2025

By
Regine Hampel  and
Helen Lee
Edited by
Glenn Stockwell  and
Yijen Wang
Glenn Stockwell
Affiliation:
Waseda University, Japan
Yijen Wang
Affiliation:
Waseda University, Japan
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Summary

This chapter focuses on why researchers and teachers who are involved in technology-enhanced language learning and teaching might find theoretical approaches useful and provides an overview of more established as well as emergent theories. In order to identify the more recent approaches used to conceptualize CALL today studies are reviewed from leading CALL journals. Key theories and approaches identified from studies were socioculturalism, mediated learning theory, activity theory, social presence, social justice education, maker culture, design thinking, rewilding, social semiotics/multimodality, multimodal interaction analysis, multiliteracies, geosemiotics, gesture studies, dual-coding theory, second language acquisition, dynamic systems theory, translanguaging, connectivism, willingness to communicate, self-determination, sports psychology, and identity and investment. The chapter demonstrates the increasing influence of concepts, theories, and methodologies that originate from other disciplines, resulting in “transdisciplinarity.” Many of the theories deployed highlight the transformative nature of language learning and teaching via an increasingly diverse range of tools and contexts, offering considerable scope for further methodological and pedagogical innovation.

Keywords

theory in CALLsocial approachesmultimodality and multiliteracieslearner motivation and identityonline communitieslearning in the wildecological approachessocial inclusiontransformative nature of CALLsecond language acquisition
Type
Chapter
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The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 33 - 57
Publisher: Cambridge University Press
Print publication year: 2025

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References

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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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