Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition

Abstract

This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.

Japanese University Students’ Perceptions of Foreign English Teachers

“…Thus, teachers focus on content-based language education by engaging students in the discussion and presentation of various intercultural contents. However, due to years of exposure to teacher-controlled instruction with a focus on entrance examinations, many students are unaccustomed to this style and experience difficulties with their adaptation into a learner-centered educational environment (Edwards, 2014;Hosoki, 2011;Kawashima, 2009;King, 2013, Loucky & Ware, 2016.…”