Detailed Information
Cited 0 time in 
Cited 14 time in 
Cited 14 time in
Metadata Downloads
Exploring the relationship between situated activity and CALL learning in teacher education
- Authors
- McNeil, Levi
- Issue Date
- May-2013
- Publisher
- CAMBRIDGE UNIV PRESS
- Keywords
- situated learning; CALL teacher education; computer-assisted language learning; professional development; authentic activity
- Citation
- RECALL, v.25, no.2, pp 215 - 232
- Pages
- 18
- Journal Title
- RECALL
- Volume
- 25
- Number
- 2
- Start Page
- 215
- End Page
- 232
- ISSN
- 0958-3440
- Abstract
- Situated learning is often proposed as a model for CALL teacher education. However, we know little about how students perceive situated CALL coursework and activities, and the nature of the relationship between situated learning and CALL learning. This exploratory case study addresses these issues. Survey, questionnaire, and open-ended data were collected from 21 MA TESOL students enrolled in a CALL course in South Korea. The results showed that students perceived that the course offered many elements of situated learning environments, and that some course activities were more situated than others. Additionally, the relationship between situated learning and CALL was strong and positive. Implications for research into situated learning and CALL teacher education are discussed.
- Files in This Item
- Go to Link
- Appears in
Collections - TESOL·국제학대학원 > TESOL학과 > 1. Journal Articles
Items in ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.