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Exploring the relationship between situated activity and CALL learning in teacher education
| Content Provider | Scilit |
|---|---|
| Author | McNeil, Levi |
| Copyright Year | 2013 |
| Description | 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. |
| Related Links | https://www.cambridge.org/core/services/aop-cambridge-core/content/view/F9A4EBD535D33B84A7C49536F0396BE6/S0958344013000086a.pdf/div-class-title-exploring-the-relationship-between-situated-activity-and-call-learning-in-teacher-education-div.pdf |
| Ending Page | 232 |
| Page Count | 18 |
| Starting Page | 215 |
| ISSN | 09583440 |
| e-ISSN | 14740109 |
| DOI | 10.1017/s0958344013000086 |
| Journal | ReCALL |
| Issue Number | 2 |
| Volume Number | 25 |
| Language | English |
| Publisher | Cambridge University Press (CUP) |
| Publisher Date | 2013-05-01 |
| Access Restriction | Open |
| Subject Keyword | ReCALL Education Research Situated Learning Call Teacher Education assisted Language Learning Professional Development Authentic Activity |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education Computer Science Applications Linguistics and Language |
