Aligning CALL with the Theory and Practice of Instructed SLA

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Adrienne Wai Man Lew


With the availability of a wide range of information technologies in the 21st century, the second language (L2) classroom has by and large been transformed digitally. Such technological tools include, but are not limited to, authoring software and blogs, learning management systems (LMSs), online real-time texting via instant messengers (IMs) like Google Talk, audio-and video-conferencing through Skype, artificial intelligence (AI) and intelligent systems, speech recognition and pronunciation training technologies, mobile technologies, and even web-based social networking interfaces like Facebook and Google Plus. In a sense, computer-assisted language learning (CALL) seems to have brought about abundant opportunities for innovation and creativity vis-à-vis the language acquisition process. In order to fully capitalize from this technology craze, therefore, it is essential that the properties and strengths of these technologies be thoroughly studied in ways that would bring their applications in spirit with the core theoretical underpinnings and principles of practice in instructed second language acquisition (SLA) and its related research.

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