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THEORETICAL FRAMEWORKS USED IN CALL STUDIES: A SYSTEMATIC REVIEW

100%
Akayoğlu S.
Teaching English with Technology
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2019
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vol. 19
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issue 4
104-118
EN
In the last three decades, there has been a great interest in the field of Computer Assisted Language Learning (CALL). As a newly flourished area, CALL borrowed or adapted theories from other disciplines, such as second language acquisition, linguistics, psychology and education; however, it is still questioned how these theories are modified, utilized and integrated into CALL research. In this study, the articles published in Computer Assisted Language Learning, System, British Journal of Educational Technology, and Language Learning and Technology between 1997 and 2018 were analyzed and the suggested theoretical frameworks for the research studies were examined. First, the articles without any explicit theoretical frameworks were eliminated. Second, the articles with specific theories were categorized and discussed in categories. At the end of the study, it was found that the prominent theoretical frameworks used in the last two decades were Social Constructivism, Sociocultural Theory, and Interactionist SLA in CALL studies. As for further studies, it can be claimed that these prominent theories will continue to be adopted by the researchers no matter what kind of new tools and platforms emerge for educational purposes. These findings might help researchers to better understand the past and the present situation of CALL research and to design further studies.
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FATIH Project in Turkey: A Case Analysis

33%
Yavuzalp N., Derya Gürer M., Curaoğlu O., Durmuş S., Akayoğlu S., Bahar M., Kiliç F., Tekinarslan E.
International Journal of Research in E-learning IJREL
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2015
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vol. 1
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issue 1
117-127
EN
In the 2023 vision strategy, prepared by TUBITAK in Turkey, Information Technology (IT), areas have been designated for target countries and FATIH project started in 2010. In order to achieve the aimed goals, FATIH (Increasing Opportunities and Improving Technology Movement) project consists of five main components. These components establish hardware and software infrastructure, educational e-content preparation and management, effective use of IT in the curriculum, in-service training of teachers, conscious, reliable, manageable and quantifiable IT use. The first component identifies technical infrastructures of school. The second component was created for the provision of education al content which is Education Information Network (EIN). The third component considers training programs. The fourth and fifth components of the effective use of IT by teachers discuss the issue of conscious and reliable Internet use and plan information for the in-service training. This paper presents the first component of the FATIH project and discusses the current situation and future goals of the ongoing project.
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