Assemblage theory: Coping with complexity in technology enhanced language learning

Blair Matthews

doi:10.14705/rpnet.2019.38.1023

Assemblage theory: Coping with complexity in technology enhanced language learning

Blair Matthews

University of St Andrews

Research output: Contribution to conference › Paper › peer-review

Abstract

Language classrooms are complex systems, but theory often simplifies
these processes making researching effectiveness difficult. Assemblage theory – a
theory of complexity in the social sciences – allows us to examine complexity in the
language classroom. In this paper, I present an account of the language classroom
that captures the complexity, subjectivity, and temporality of technology enhanced
language learning.

Original language	English
Pages	280-284
DOIs	https://doi.org/10.14705/rpnet.2019.38.1023
Publication status	Published - 9 Dec 2019
Event	EUROCALL 2019: Call and Complexity - Louvain-la-Neuve, Belgium Duration: 28 Aug 2019 → 31 Aug 2019 https://sites.uclouvain.be/eurocall2019/

Conference

Conference	EUROCALL 2019
Country/Territory	Belgium
Period	28/08/19 → 31/08/19
Internet address	https://sites.uclouvain.be/eurocall2019/

Keywords

Assemblage theory
Complexity
Language Learning
Computer Assisted Language Learning
Technology Enhanced Learning

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10.14705/rpnet.2019.38.1023

https://research-publishing.net/publication/chapters/978-2-490057-54-2/1023.pdfLicence: CC BY

Cite this

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KW - Language Learning

KW - Computer Assisted Language Learning

KW - Technology Enhanced Learning

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Assemblage theory: Coping with complexity in technology enhanced language learning

Abstract

Conference

Keywords

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Cite this