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Authors

Kasumi Yamazaki

Abstract

With the advancement of technology now allowing complex and intricate simulation gaming and virtual reality (VR), current trends and issues in language learning extend their research on the topic of digital literacy, aiming to find the ways in which the use of technology fosters, or perhaps hinders, overall performance of language learning. While there have been many published articles that claim the successful utilization of technology and digital media into the classroom, there are considerably few that deliver a successful integration of theory into practice. To address this issue, this paper provides a historical review of Computer-Assisted Language Learning (CALL), overviewing the shifting process in which the contemporary model of CALL is established. By addressing the dissonant relationship between SLA theory and CALL as a theoretical limitation, this paper argues that a modern CALL orientation can be re-conceptualized when considering the evidence derived from integrative sets of SLA theories.

 

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