Systematic Review Of Research On The Development Of Computer-Assisted Language Learning From 2013 To 2019 In Theories And Practice

The traditional teacher-centred teaching model has failed to meet the needs of the educational field and computer-assisted technology has been fully integrated into the classroom teaching process,especially in the English classroom.This research attempts to clarify the current research trends and directions of Computer-Assisted Language Learning(CALL)at home and abroad,and to fully demonstrate the extent of the use of computer-enhanced technology in English language teaching and learning and the latest results achieved.This study systematically reviewed the research on the development of CALL from 2013 to 2019 in terms of theories and practice and solved the following three questions: the individual factors of learners combined with CALL,the theoretical frameworks commonly used in CALL studies and the research designs appeared in CALL studies,and to what extent of those provide reference for future study.In this thesis,1,836 pieces journal papers of literature were selected as data for the study,which have been published in international core journals from Social Sciences Citation Index(SSCI)as well as the core journals and Chinese Social Sciences Citation Index(CSSCI)about CALL in China National Knowledge Internet(CNKI)between 2013 and 2019.The literatures were collected,excluded and incorporated by using a literature retrieval and classification process.All collected data were analyzed by conducting content analysis and descriptive analysis with the help of the statistical figures.It is found that in the process of combining individual factors with CALL,age related articles account for the largest proportion,and other factors are also widely distributed in CALL research.Cognitivism and constructivism occupy a great deal of content in CALL research,but the research on self-regulated learning theory is also rising in the field of CALL research.The use of research design in CALL is mainly reflected in flipped classroom,gamed-based classroom,task-based language teaching and learning-website.The results demonstrate that the combination of CALL and individual factors can better reflect the progress of learners in language learning to achieve better learning efficiency.The wide application of theoretical framework and research design of class in CALL research promote the fluency of communication between teachers and learners to improve their learning outcomes and long-term memories.Finally,it is expected that the results of this study will provide some theoretical and practical implications for future teaching,study and research.