CALL Beliefs in Context: A Study of US High School Foreign Language Learners

Autor/in	Hellmich, Emily A.
Titel	CALL Beliefs in Context: A Study of US High School Foreign Language Learners
Quelle	In: Computer Assisted Language Learning, 34 (2021) 7, S.845-867 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hellmich, Emily A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2019.1643739
Schlagwörter	Computer Assisted Instruction; Second Language Learning; Second Language Instruction; Student Attitudes; Case Studies; Applied Linguistics; High School Students; Technology Uses in Education; Student Surveys; Discourse Analysis; Educational Practices; Newspapers; Computational Linguistics; Information Technology; Geographic Regions; Correlation; California (San Francisco) + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Case study; Fallstudie; Case Study; Linguistics; Linguistik; Angewandte Linguistik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerbefragung; Diskursanalyse; Bildungspraxis; Newspaper; Zeitung; Computerlinguistik; Informationstechnologie; Korrelation
Abstract	Recent calls from applied linguistics and from CALL have emphasized the importance of situating the understanding and use of digital tools for language learning within layered contexts. An important component of these layered contexts is societal discourses of technology, which are multiple and far from neutral. In response to these calls, this study examines how students at one San Francisco Bay Area high school understand technology in foreign language learning and how these beliefs relate to regional discourses of technology. The study assumed an ecological theoretical frame and deployed a multi-pronged research design: a survey study (n = 283), a case study (n = 3), and a discourse analysis of a regional newspaper corpus (n = 372). Findings indicate that students held largely utilitarian beliefs about CALL that both aligned with and diverged from regional discourses. Instances of alignment suggest the potential influence of larger societal discourses on student beliefs about CALL while instances of divergence underscore the need to address the larger role of technology in society when considering CALL beliefs and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01