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Revisiting Gaps in the CALL Literature

Revisiting Gaps in the CALL Literature
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Author(s): Joy Egbert (Washington State University, Pullman, USA), Seyed Abdollah Shahrokni (Washington State University, Pullman, USA), Xue Zhang (University of Hong Kong, Hong Kong), David Herman (English Language Fellow Program, Taiwan), Intissar Yahia (Washington State University, Pullman, USA), Adnan Mohamed (Washington State University, Pullman, USA), Faraj M. Aljarih (University of Benghazi, Libya), Chioma Ezeh (Washington State University, Pullman, USA), Nataliia Borysenko (Washington State University, Pullman, USA) and Sonia Lopez-Lopez (Washington State University, Pullman, USA)
Copyright: 2020
Pages: 28
Source title: Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning
Source Author(s)/Editor(s): Bin Zou (Xi’an Jiaotong-Liverpool University, China) and Michael Thomas (Liverpool John Moores University, UK)
DOI: 10.4018/978-1-7998-1282-1.ch001

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Abstract

The body of research on CALL tasks and topics grows daily; however, a number of areas remain underrepresented in the literature. While there are many gaps in the CALL research to address, this chapter updates an earlier focus on 8 gaps, chosen because of their perceived importance in language teaching and learning. In presenting the gaps, each section in this chapter: 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. This chapter encourages all stakeholders in CALL to join in the rigorous and multi-perspective exploration of these and other under-addressed areas and strengthen the use of CALL for language learning and teaching.

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