Abstract
This chapter argues that many of the theoretical approaches currently used to explore computer-assisted language learning originate in face-to-face pedagogy and do not provide explanatory power to account for change in learning contexts where digital tools are being used for communication and interaction. It proposes an alternative approach where complex systems theory is used as a metatheory, offering an overall framework for examining processes of change. In addition, sociocultural theory reflects the belief that learning is a social process, and the multimodal theory of communication allows for a focus on how language learners make meaning today using the various resources that different technologies provide.
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Hampel, R. (2019). Theoretical Framework. In: Disruptive Technologies and the Language Classroom. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-31368-5_2
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