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Planning for Future Inquiry: Gaps in the CALL Research
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Author(s): Joy L. Egbert (Washington State University-Pullman, Pullman, USA), Seyed Abdollah Shahrokni (Washington State University-Pullman, Pullman, USA), Xue Zhang (Washington State University-Pullman, Pullman, USA), Intissar Ahmed Yahia (Washington State University-Pullman, Pullman, USA), Nataliia Borysenko (Washington State University-Pullman, Pullman, USA), Adnan F. Saad Mohamed (Washington State University-Pullman, Pullman, USA), David Herman (Washington State University-Pullman, Pullman, USA), Sonia Lopez-Lopez (Washington State University-Pullman, Pullman, USA), Chioma Ezeh (Washington State University-Pullman, Pullman, USA)and Faraj Aljarih (University of Benghazi, Suluq, Libya)
Copyright: 2018
Volume: 8
Issue: 2
Pages: 21
Source title:
International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)
Editor(s)-in-Chief: Bin Zou (Xi'an Jiaotong-Liverpool University, China)and David Barr (Ulster University, United Kingdom)
DOI: 10.4018/IJCALLT.2018040103
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Abstract
The body of research on CALL tasks and topics grows daily; however, there are still a number of areas that are underrepresented in the literature. While there are many gaps in the CALL research to address, this article specifically focuses on eight gaps, chosen because of their perceived importance in improving CALL evidence and research practices and, by extension, language teaching and learning. In presenting the gaps, each section in this article: 1) provides a rationale for exploring the topic, 2) briefly reviews studies that typify the extant research in the focal area, and 3) provides recommendations for future research. The purpose of this article is to encourage all stakeholders in CALL to join in the rigorous and multi-perspective exploration of these under-addressed areas and strengthen the use of CALL for language learning and teaching.
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