The practice of Computer-Aided Language Learning (CALL) in foreign language writing classes is justified by certain concepts in education. From both the cognitive and social perspectives, some theories have been forwarded in seeking to explain the bene? fits of writing teaching in Computer-Aided Language Learning en? vironment. Among them the following three theories are more in? fluential: the cognitive writing process theory, the constructivismbased learning theory and the collaborative learning theory. In fact, the three theoretical foundations for the instruction of college English writing in Computer-Aided Language Learning environ? ment are supplemental or to some extent, overlap each other.
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