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Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

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Artificial Intelligence Knowledge Development

<p style="text-align: justify;">Since Chapelle&rsquo;s series of influential articles (1997, 1998, 2001, 2005, 2009), the field of computer-assisted language learning (CALL) has grown markedly, with technology having become an integrated part of learners&rsquo; lives and educational experiences (Godwin-Jones, 2022; Gonz&aacute;lez-Lloret, 2020). Responding to Chapelle&rsquo;s call to action to integrate research methods and theories from second language acquisition (SLA) into investigations of technology-mediated language learning, the field has grown and matured, providing a range of insights into how technology might support second language (L2) development. In addition, technologies for language learning and teaching have become increasingly &ldquo;normalized&rdquo; (Bax, 2003), with teachers having access to a variety of tools for the L2 classroom, such as internet-based resources or video-conferencing platforms like Zoom (Kessler, 2018). Taking a reflective perspective, this paper reviews key insights from the past thirty years of technology-mediated interaction research, exploring how technologies have improved our understanding of interactional processes as well as how interaction supports the language learning experience in technology-mediated contexts.</p>

ltrq.2025.50.05.pdf

Perspective Article

ltrq.2025.50.05.xml

Interaction and CALL: Insights from Thirty Years of Research

Guest-editors: 
Christine Coombe 
Higher Colleges of Technology, Dubai, UAE 
Tony Clark 
Cambridge University Press & Assessment, UK 
Hassan Mohebbi 
European Knowledge Development Institute, Turkey


Special Issue: In Honour of Carol A. Chapelle’s Contributions to Language Assessment and Learning (Volume 50-First Part)