Abstract
Though it may not be expressed explicitly, any CALL design reflects a particular conception of teaching and learning. A broad division may be made between learning that focuses on the individual learner, and learning that emphasises social interaction. The first orientation is represented by the work of Piaget, whose conception of learning is individualistic, whereas Vygotsky is the prime example of a theoretician who has focused on social factors. The two perspectives imply widely differing classroom practices, research agendas and techniques. This paper will detail the theoretical underpinnings of the two approaches, and will explore their implications as they relate to research and practice in CALL, with a particular focus on the tertiary level.
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