<i>Scope, goals and methods in CALL research: questions of coherence and autonomy</i>

Levy, Mike

doi:10.1017/s0958344000000525

Cited by 52 publications

(49 citation statements)

References 37 publications

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“…It also makes connections with cognate fields whenever these links prove helpful. This study is the second in a series of three complementary papers which look at research, design and evaluation in CALL (see Levy, 2000). All use the same corpus of CALL work as a database and the research design and methodology in each is the same.…”

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confidence: 99%

CALL by design: discourse, products and processes

Levy

2002

ReCALL

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Design' is a term that is familiar to many language teachers and CALL practitioners. It is used regularly in relation to curriculum, syllabus, course and task in the general literature and it occurs in all these areas and more in the CALL sphere where instructional design, website design, interface design and screen design are just some of the additional points of focus. This paper aims to look at CALL design in more detail. It places a particular emphasis on describing the discourse, products and processes of design in CALL. It looks at what we have learnt about design and points to areas that remain problematical. It also makes connections with cognate fields whenever these links prove helpful. This study is the second in a series of three complementary papers which look at research, design and evaluation in CALL (see Levy, 2000). All use the same corpus of CALL work as a database and the research design and methodology in each is the same. In this paper the description and discussion is based on 93 articles involving design published in books and journals published in 1999. The descriptive section is followed by analysis and interpretation with special attention given to the relationship between theory and design, and the centrality of the task and the learner in the design process.

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confidence: 99%

CALL by design: discourse, products and processes

Levy

2002

ReCALL

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“…Furthermore, technology-integrated instruction with the flexibility of time and space enables teachers to reach learners of varied abilities (Levy, 2000) and to offer guidance, supervision and feedback to learners according to individual needs (Hampel, 2002). Besides, technology affords students more control over what they learn and how they learn, and as a result, the role of a teacher becomes a facilitator rather than being a transmitter of knowledge.…”

Section: Technology Integration In Language Instructionmentioning

confidence: 99%

Technology integration through a task-based email project for EFL writing class at tertiary level in Bangladesh

Uddin

Ferdous

2018

IIUC Studies

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This analytical research paper focuses on the affordances of technology integration and taskbased approach in EFL (English as a Foreign Language) writing classroom. The relevant literature review forms the pedagogical underpinning of the task-based email project sketched in this paper. The task with tech-tools like email, power point and Google search engine aims to unfold opportunities for students for the more considerable amount of language production and variety of target language use with the higher level of accuracy both inside and outside the classroom. Besides, the task design ensures effective collaboration necessary in our mixed ability EFL context and empowers students more and makes them active in their learning process. The outlined task also hopes to encourage teachers to design more students-centred activity on sound pedagogy. However, assumed affordances detailed out in this paper need further research to confirm the validity of the study.

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“…When it comes to a foreign language education, CALL (computer-assisted language learning) has been regarded to increase learning potential by many researchers (Levy, 2000;Liou, 2004;Singh, 2010). CALL embraces a wide range of ICT applications and approaches to teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

Development of EFL learners’ writing attitude through Mobile Instant Messaging Application (MIMA)

Yoon¹

2017

IJRSET

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With the fast development of computer-assisted learning, a variety of computer mediated communication tools have been used in learning. As a kind of modern technology, MIMA (Mobile instant messaging application) is familiar recent years in most e-learning environments. The purpose of this study is to investigate the effectiveness of MIMA and learners' attitudes and perception about MIMA. Using a mixed method, the survey and interview were employed to meet its intention. 32 junior students in the university participated in this research for 15 weeks. Results show the participants affirmed the positive effect in English learning through MIMA. MIMA played an important role in improving the students' interests. About half of participants' attitudes were positive about using MIMA to engage in writing English. Based on the interview data, it seemed clear most participants were satisfied with MIMA for their English writing. Through the analysis and discussion of the data, it was found that in general students held a positive view regarding the use of MIMA. Most participants expressed they liked using MIMA when learning outside the school. Compared with the traditional English writing class, using MIMA was much more interesting, making students more active and attentive. This implies that language teachers can utilize MIMA as a sub-teaching material.

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Scope, goals and methods in CALL research: questions of coherence and autonomy

Cited by 52 publications

References 37 publications

CALL by design: discourse, products and processes

CALL by design: discourse, products and processes

Technology integration through a task-based email project for EFL writing class at tertiary level in Bangladesh

Development of EFL learners’ writing attitude through Mobile Instant Messaging Application (MIMA)

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