This chapter revisits the role of theory in CALL and argues for more theoretically-influenced approaches to CALL research, approaches such as complex systems theory that allow researchers to focus on how new technologies are changing learning, what the implications are for learners and teachers and how they can be supported. A summary of how the new technologies have been causing a phase shift, disrupting tradition patterns of meaning-making in the classroom and encouraging new patterns is followed by a confirmatory response to Roger Säljö’s question which he posed in 1999 about whether the new information technologies are radically transforming the way we learn and which opened this book.
KeywordsCALL theories Disruption and transformation
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