Perspective Article
Interaction and CALL: Insights from Thirty Years of Research
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Since Chapelle’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’ lives and educational experiences (Godwin-Jones, 2022; González-Lloret, 2020). Responding to Chapelle’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 “normalized” (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.
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Keywords
Interaction Approach; Technology-Mediated Language Learning; Computer-Assisted Language Learning; Second Language Acquisition
Author(s) Information
Publisher’s Note
The claims, arguments, and counter-arguments made in this article are exclusively those of the contributing authors. Hence, they do not necessarily represent the viewpoints of the authors’ affiliated institutions, or EUROKD as the publisher, the editors and the reviewers of the article.
Acknowledgements
I would like to thank the editors and reviewers for their insightful comments and thoughtful guidance throughout the review process. Their suggestions were invaluable and undoubtedly improved the article. Any remaining errors are my own. My deepest thanks also go to Alison Mackey, Bryan Smith, Ron Leow, and Marta González-Lloret for fostering my early interest in technology-mediated language learning when I was in graduate school and for their continued support since then.
Funding
Not applicable.
CRediT Authorship Contribution Statement
Nicole Ziegler: Conceptualization, Writing – Original Draft, Writing – Review & Editing
Generative AI Use Disclosure Statement
AI was not used in the preparation, conceptualization, and writing of this article.
Ethics Declarations
World Medical Association (WMA) Declaration of Helsinki–Ethical Principles for Medical Research Involving Human Participants
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Competing Interests
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