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Rapid evolution of communication technologies has changed language pedagogy and language use, enabling new forms of discourse, new forms of authorship, and new ways to create and participate in communities. The first section of this article identifies and discusses four key issues arising from the recent technology-related literature (the status of CALL, its theoretical grounding, its cultural embeddedness, and its effectiveness). The second section synthesizes research findings from three current areas of research: computer-mediated communication, electronic literacies, and telecollaboration. The third section develops implications for teaching and research, highlighting the importance of the teacher, new understandings of language and communication, critical awareness of the relationships among technology, language, culture, and society, and new trends in research methods.
Richard Kern (Wed,) studied this question.