Context and consciousness: activity theory and human-computer interaction
Context and consciousness: activity theory and human-computer interaction
Activity theory as a potential framework for human-computer interaction research
Context and consciousness
Measurement in action: an activity-theoretical perspective on producer-user interaction
International Journal of Human-Computer Studies - Understanding work and designing artefacts
ICWL'10 Proceedings of the 2010 international conference on New horizons in web-based learning
ReCALL - Special issue on CALL and CMC teacher education research
A Double-Channel Model for Developing Learner Autonomy in an EFL Context
International Journal of Computer-Assisted Language Learning and Teaching
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While the concepts and principles associated with learner autonomy underpin a broad range of CALL applications and research projects, current debates and research paradigms in CALL do not provide adequate tools and models to investigate in depth the relationship between CALL and the development of learner autonomy. This paper explores the potential of cultural-historical activity theory to study this relationship. Starting from the complex and multidimensional nature of learner autonomy, it highlights some of the weaknesses in the CALL literature addressing some aspects of this relationship. Following a presentation of the main tenets of cultural-historical activity theory (CHAT), including the notion of contradiction which is at the core of CHAT, it then seeks to demonstrate how activity theory can assist us in rethinking our understanding of learner autonomy in the context of technology-rich language learning environments and in formulating suitable criteria and questions, which can guide judgemental and empirical analyses. The paper concludes by illustrating some of the principles explored through examples drawn from an activity-theoretical judgemental analysis of a French module delivered to first year students in Dublin City University.