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Twenty-five years of computer-assisted language learning: A topic modeling analysis

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dc.contributor.author Chen, Xieling
dc.contributor.author Zou, Di
dc.contributor.author Xie, Haoran R.
dc.contributor.author Su, Fan
dc.date.accessioned 2021-10-05T21:14:12Z
dc.date.available 2021-10-05T21:14:12Z
dc.date.issued 2021-10-01
dc.identifier.citation Chen, X. L., Zou, D., Xie, H. R., & Su, F. (2021). Twenty-five years of computer-assisted language learning: A topic modeling analysis. Language Learning & Technology, 25(3), 151–185. http://hdl.handle.net/10125/73454
dc.identifier.issn 1094-3501
dc.identifier.uri http://hdl.handle.net/10125/73454
dc.description.abstract The advance of educational technologies and digital devices have made computer-assisted language learning (CALL) an active interdisciplinary field with increasing research potential and topic diversity. Questions like “what topics and technologies attract the interest of the CALL community?,” “how have these topics and technologies evolved?,” and “what is the future of CALL?” are key to understanding where the CALL field has been and where it is going. To help answer these questions, the present review combined structural topic modeling, the Mann-Kendall trend test, and hierarchical clustering with bibliometrics to investigate the research status, trends, and prominent issues in CALL from 1,295 articles over the past 25 years ending in 2020. Major findings revealed that Social Sciences Citation Indexed journals such as Computer Assisted Language Learning, Language Learning & Technology, and ReCALL contributed most to the field. Topics that drew the most interest included mobile-assisted language learning, project-based learning, and blended learning. Topics drawing increasing research interest include mobile-assisted language learning, seamless learning, wiki-based learning, and virtual world and virtual reality. Additionally, the development of mobile devices, games, and virtual worlds continuously promote research attention. Finally, the review showed that scholars and educators are integrating different technologies, such as the mixed use of mobile technology and glosses/annotations for vocabulary learning, and their application into various contexts; one such context being the integration of digital multimodal composing into blended project-based learning.
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.publisher (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
dc.subject Computer Assisted Language Learning
dc.subject Structural Topic Modeling
dc.subject Bibliometrics
dc.subject Mobile Assisted Language Learning
dc.title Twenty-five years of computer-assisted language learning: A topic modeling analysis
dc.type Article
dc.type.dcmi Text
prism.publicationname Language Learning & Technology
prism.volume 25
prism.number 3
prism.startingpage 151
prism.endingpage 185
Appears in Collections: Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL


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