Acceso usuarios
Wang Ping, Zeng Jingting
With the ever-growing ramifications of artificial intelligence technology, more and more scholarly pursuits and language education cannot be ignored by scholars, whose efforts have been made in the intersection between language pedagogy and technology. This book serves as a primary and timely publication to approach such an intersection through a variety of theories, reviews, and empirical research in the field of computer-assisted language learning (CALL).
In her book, the author starts with the core question of whether and how this new technology changes the way of teaching and learning. The following six chapters then present readers with a range of theoretically informed principles and explore in what specific aspects new technologies have the potential to disrupt language teaching and learning. The final chapter offers a critical reflection on what lies ahead for language teaching and student-oriented assessments. To a great extent, the author upholds that the disruptive potential brought from emerging technologies lies in opening up direct and authentic ways that disrupt conventional models for accessing knowledge, creating new affordances for interactive meaning-making, and meaning-negotiation patterns. The technology brings together different modes into one medium, that is, introducing different ways that disrupt traditional student—teacher interaction routines for genuine communication in classroom language learning and teaching from multimodal perspectives. The technology also disrupts the ‘traditional dichotomy between the classroom and the world out there, and between a learner and a speaker of a language’ (p. 79).
