Learner activities in a collaborative CALL task

doi:10.1080/09588220802090295

2008-05-29

PRE

Christine Leahy *

DOI：10.1080/09588220802090295

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摘要

En 中文

This paper briefly discusses different research approaches in CALL and makes a case for applying grounded theory (GT) to data gathered from an electronic role-play conducted in L2. The article shows that this method can help gain a better understanding of what learners do when engaged in the task. Through the process of open coding, four categories emerge which are introduced in turn.

Keyword:

learner activities

collaborative CALL task

grounded theory

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期刊

Computer Assisted Language Learning

IF:

6.6

论文数:

3.0K

被引数:

5.2K

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