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Exploring the relationship between situated activity and CALL learning in teacher education

Published online by Cambridge University Press:  18 March 2013

Levi McNeil
Levi McNeil*
Affiliation:
Graduate School of TESOL, Sookmyung Women's University, South Korea (email: [email protected])
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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.

Keywords

situated learningCALL teacher educationcomputer-assisted language learningprofessional developmentauthentic activity
Type
Research Article
Information
ReCALL , Volume 25 , Issue 2 , May 2013 , pp. 215 - 232
Copyright
Copyright © European Association for Computer Assisted Language Learning 2013 

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