Skip to main content
SpringerLink
Log in

Complexity Approaches to Computer-Assisted Language Learning

  • Living reference work entry
  • First Online:
Language, Education and Technology

Part of the book series: Encyclopedia of Language and Education ((ELE))

  • 194 Accesses

Abstract

Complexity-theoretical approaches in Applied Linguistics are relatively new, but they hold great promise as an integrative (meta-)theory, provide new ways of hypothesizing about and conceptualizing the complex phenomena of language use and (second) language development, and also require different data gathering and analytical methods. This chapter sketches first the main tenets of a theory of complex adaptive systems (CAS) as it applies to technology-mediated language learning. The investigation of complex adaptive systems in computer-assisted language learning (CALL) is in its infancy; a selection of representative CAS studies in CALL will be discussed. As will become apparent, the main challenge for future research in this area is the design and application of robust commensurate research methods. General facets of a CAS methodology in CALL will be outlined and a general direction for future investigation will be given.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Beckner, C., Blythe, R., Bybee, J., Christiansen, M. H., Croft, W., Ellis, N. C., et al. (2009). Language is a complex adaptive system: Position paper. Language Learning, 59(Suppl. 1), 1–26.

    Google Scholar 

  • Bertin, J.-C., & Narcy-Combes, J.-P. (2012). Tutoring at a distance: Modelling as a tool to control chaos. Computer Assisted Language Learning, 25(2), 111–127.

    Article  Google Scholar 

  • de Bot, K., & Larsen-Freeman, D. (2011). Research second language development from a dynamic systems theory perspective. In M. H. Verspoor, K. de Bot, & W. Lowie (Eds.), A dynamic approach to second language development (pp. 5–24). Amsterdam: John Benjamins.

    Chapter  Google Scholar 

  • de Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7–21.

    Article  Google Scholar 

  • Braga, J. D. C. F. (2013). Fractal groups: Emergent dynamics in on-line learning communities. Revista Brasileira de Linguistica Aplicada, 13(2), 603–623.

    Article  Google Scholar 

  • Chapelle, C. A. (2009). The relationship between second language acquisition theory and computer-assisted language learning. Modern Language Journal, 93, 741–753. doi:10.1111/j.1540-4781.2009.00970.x.

    Article  Google Scholar 

  • Colpaert, J. (2013). Peripatetic consideration on research challenges in CALL. In P. Hubbard, M. Schulze, & B. Smith (Eds.), Learner-computer interaction in language education (pp. 272–279). San Marcos, TX: Computer Assisted Language Instruction Consortium.

    Google Scholar 

  • Davis, B., & Simmt, E. (2003). Understanding learning systems: Mathematics education and complexity science. Journal for Research in Mathematics Education, 34(2), 137–167.

    Article  Google Scholar 

  • Dörnyei, Z. (2014). Researching complex dynamic systems: “Retrodictive qualitative modeling” in the language classroom. Language Teaching, 47(1), 80–81.

    Google Scholar 

  • Gee, J. P. (2006). Why game studies now? Video games: A new art form. Games & Culture, 1(1), 58–61.

    Article  Google Scholar 

  • Gleick, J. (1987). Chaos: Making a new science. New York: Viking.

    Google Scholar 

  • Heift, T., & Schulze, M. (2007). Errors and intelligence in CALL. Parsers and pedagogues. New York: Routledge.

    Google Scholar 

  • Heift, T., & Schulze, M. (2015). Tutorial CALL. Language Teaching, 48(4), 471–490.

    Article  Google Scholar 

  • Kelsey, S., & St. Amant, K. (2008). Handbook of research on computer mediated communication. Hershey, PA: Information Science Reference.

    Book  Google Scholar 

  • de Keyser, R. (Ed.). (2007). Practice in a second language. Perspectives from applied linguistics and cognitive psychology. Cambridge: Cambridge University Press.

    Google Scholar 

  • Langacker, R. W. (2008). The relevance of cognitive grammar for language pedagogy. In S. De Knop & T. De Rycker (Eds.), Cognitive approaches to pedagogical grammar. A volume in honour of René Dirven (pp. 7–35). Berlin: Mouton de Gruyter.

    Google Scholar 

  • Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford/New York: Oxford University Press.

    Google Scholar 

  • Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18(2), 141–165.

    Article  Google Scholar 

  • Larsen-Freeman, D. (2002). Language acquisition and language use form a chaos/complexity theory perspective. In C. Kramsch (Ed.), Language acquisition and language socialization: Ecological perspectives (pp. 33–46). London: Continuum.

    Google Scholar 

  • Larsen-Freeman, D., & Cameron, L. (2008a). Complex systems and applied linguistics. Oxford: Oxford University Press.

    Google Scholar 

  • Larsen-Freeman, D., & Cameron, L. (2008b). Research methodology on language development from a complex systems perspective. The Modern Language Journal, 92(2), 200–213.

    Article  Google Scholar 

  • Liou, H.-C. (2012). The roles of Second Life in a college computer-assisted language learning (CALL) course in Taiwan, ROC. Computer Assisted Language Learning, 25(4), 365–382.

    Article  Google Scholar 

  • Lorenz, E. N. (1963). The predictability of hydrodynamic flow. Transactions of the New York Academy of Sciences, 25(4), 409–432.

    Article  Google Scholar 

  • Lorenz, E. N. (1993). The essence of chaos. Seattle: University of Washington Press.

    Book  Google Scholar 

  • Marek, M. W., & Wu, W.-C. V. (2014). Environmental factors affecting computer assisted language learning success: A complex dynamic systems conceptual model. Computer Assisted Language Learning, 27(6), 1–19.

    Article  Google Scholar 

  • Nicholson, J. (2014). Fractal. In The concise Oxford dictionary of mathematics. Oxford: Oxford University Press. Retrieved from http://www.oxfordreference.com/10.1093/acref/9780199679591.001.0001/acref-9780199679591-e-1173. doi:10.1093/acref/9780199679591.013.1173.

    Chapter  Google Scholar 

  • Penner, N., & Schulze, M. (2010). Group work in a technology-rich environment. Journal of Interactive Learning Research, 21(1), 111–137.

    Google Scholar 

  • Scholz, K. (2017). Encouraging free play: Extramural digital game-based language learning as a complex adaptive system. CALICO Journal, 34(1), 39–57.

    Article  Google Scholar 

  • Scholz, K., & Schulze, M. (2017). Digital-gaming trajectories and second language development. Language, Learning and Technology, 21(1), 100–120.

    Google Scholar 

  • Schulze, M., & Scholz, K. (2016). CALL theory: Complex adaptive systems. In C. Caws & M.-J. Hamel (Eds.), Learner-computer interactions: New insights on CALL theories and applications (pp. 65–87). Amsterdam: John Benjamins.

    Google Scholar 

  • Sockett, G. (2013). Understanding the online informal learning of English as a complex dynamic system: An emic approach. ReCALL, 25(1), 48–62.

    Article  Google Scholar 

  • Sockett, G., & Toffoli, D. (2012). Beyond learner autonomy: A dynamic systems view of the informal learning of English in virtual online communities. ReCALL, 24(2), 138–151.

    Article  Google Scholar 

  • Souza, V. V. S. (2013). Virtual learning environments in the light of the complexity paradigm: Interface, affordances and equifinality. Revista Brasileira de Linguistica Aplicada, 13(2), 577–601.

    Article  Google Scholar 

  • Swain, M., Kinnear, P., & Steinman, L. (2011). Sociocultural theory in second language education: An introduction through narratives. Bristol/Buffalo: Multilingual Matters.

    Google Scholar 

  • Thorne, S. L., Fischer, I., & Lu, X. (2012). The semiotic ecology and linguistic complexity of an online game world. ReCALL, 24(3), 279–301.

    Article  Google Scholar 

  • Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA/London: Harvard University Press.

    Google Scholar 

  • Tuckerman, M. E. (2008). Reaction coordinates. Retrieved October 31, 2014, from https://www.nyu.edu/classes/tuckerman/stat.mechII/lectures/lecture_9/node5.html

Download references

Author information

Authors and Affiliations

  1. University of Waterloo, Waterloo, ON, Canada

    Mathias Schulze

Authors
  1. Mathias Schulze
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mathias Schulze .

Editor information

Editors and Affiliations

  1. Portland, Oregon, USA

    Steven Thorne

  2. Faculty of Education, University of Auckland, School of Critic, Auckland, New Zealand

    Stephen May

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this entry

Cite this entry

Schulze, M. (2017). Complexity Approaches to Computer-Assisted Language Learning. In: Thorne, S., May, S. (eds) Language, Education and Technology. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02328-1_24-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-02328-1_24-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-02328-1

  • Online ISBN: 978-3-319-02328-1

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation