Cross-Cultural Perspectives on Technology-Enhanced Language Learning
Dara Tafazoli (University of Córdoba, Spain), M. Elena Gomez Parra (University of Córdoba, Spain) and Cristina A. Huertas-Abril (University of Córdoba, Spain)
Release Date: June, 2018|Copyright: © 2018 |Pages: 403
ISBN13: 9781522554639|ISBN10: 1522554637|EISBN13: 9781522554646|DOI: 10.4018/978-1-5225-5463-9
Technology-Enhanced Language Learning (TELL) is an attempt to apply different technology-based tools and programs in language classrooms in order to enhance their learning; it also assists language teachers to improve their teaching. Vis-à-vis traditional learning and teaching, TELL meets the 21st century learners and teachers’ needs, which plays a vital role in educational systems of all of the countries around the world.
There is a significant amount of research that attempts to evaluate TELL and its programs from a variety of aspects. Almost all of the related literature on the TELL/CALL is within a specific culture and society, and there is a lack of cross-cultural study on the TELL/CALL-related issues. There is an argument that educational improvement can be obtained through methods gather from comparative education research study (Stigler & Hiebert, 1999). Cross-cultural study is a kind of comparative study which looks at two or more different societies and cultures. Cross-cultural research has been incredibly valuable for research purposes.. Another perspective which emphasizes the importance of cross-cultural study is the compatibility of the product with the two different societies and culture. The editors believe that copying and applying the findings of other societies, communities, and cultures is not merely end in the same result in another context. Although there are different studies which signify the applicability and usefulness of TELL/CALL in some countries, it does not prove the fact that it should provides the similar consequences for other cultures.