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Metacognitive knowledge, metacognitive strategies, and CALL

Hauck, M. (2005). Metacognitive knowledge, metacognitive strategies, and CALL. In: Egbert, Joy L. and Petrie, G. eds. CALL Research Perspectives. ESL and Applied Linguistics Professional Series. New Jersey, USA: Lawrence Erlbaum, pp. 65–86.

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Abstract

CALL Research Perspectives creates a foundation for the study and practice of computer-assisted language learning and provides an overview of ways to conceptualize and to conduct research in CALL. Its core assumptions are that all approaches to research have a place, and that researchers, teachers, and students all have a role to play in the study of computer-enhanced language learning.
This is not a how-to-do-research text. Written by top researchers in the field, it offers an open-ended view of what educators need to know and be able to do to answer questions that they have. It is intended to be easy to read, to provide resources for readers to explore the ideas further, and to be non-prescriptive in presenting suggestions for CALL research. The text explores problems with current CALL research and suggests ways that teachers and other researchers can avoid such problems; presents both commonly known and less explored theories that provide a foundation for CALL and language research; and addresses other issues and ideas that affect research outcomes.

Item Type: Book Chapter
ISBN: 0-8058-5137-2, 978-0-8058-5137-3
Academic Unit/Department: Education and Language Studies > Languages
Education and Language Studies
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 565
Depositing User: Users 12 not found.
Date Deposited: 19 Jun 2006
Last Modified: 25 Feb 2016 09:40
URI: http://oro.open.ac.uk/id/eprint/565
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