Integrated Call Design: <i>Crescendo in Italia</i>, a Language Teaching Package for Intermediate Italian Learners

Brussino, Gabriella; Luciano, Bernadette; Gunn, Cathy

doi:10.1076/call.12.5.409.5695

Cited by 3 publications

(5 citation statements)

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“…This label includes 'named' CALL projects (e.g. 'Crescendo in Italia' - Brussino et al, 1999), specially constructed Web sites (e.g. Mugane, 1999), CALL programs (Johns & Lixun, 1999), CALL software (Mills, J., 1999), specially designed exercises (Harben, 1999), a CD (Levy, 1999a), authoring tools (Arneil & Holmes, 1999) and hybrids (Jeffery, 1999).…”

Section: Resultsmentioning

confidence: 99%

“…What is particularly interesting about the members in the artifact group of CALL researchers is the varied ways they go about evaluating the effectiveness of their work and the multiplicity of methods and techniques employed. For example, the paper by Brussino, Luciano and Gunn (1999) has the 'purpose of evaluating the effectiveness of multimedia in language teaching within the context of a specific language-teaching programme ' (1999: 417). In this case the artifact is called 'Crescendo in Italia' and comprises six multimedia CDs.…”

Section: Call Artifactsmentioning

confidence: 99%

“…Artifact building can involve more established technologies (e.g. CD - Brussino et al, 1999) or newly emerging ones (e.g. ASR -Harless et al, 1999).…”

Section: Call Artifactsmentioning

confidence: 99%

“…This is well illustrated in the goals of the surveys (questionnaires and/or interviews) that were conducted in a number of the research projects in the CALL-1999 corpus; surveys were used in 34.0% (16/47) of the projects. In the artifact group, Brussino et al (1999) used a survey to gather data on student computer literacy and program usefulness, Harless et al (1999) assessed program believability, Holland et al (1999) judged program robustness related to automated speech recognition, and Kötter et al (1999) investigated learners' perceptions and reactions to a particular media combination. SLA researchers would, I think, normally be expected to focus more directly on learning gains.…”

Section: Call Artifactsmentioning

confidence: 99%

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

Levy

2000

ReCALL

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This paper considers the problem of coherence and direction in CALL research. Rather than suggesting a top-down approach to setting goals for research, it argues for a much closer examination and a much stronger emphasis on existing CALL research work as a platform for directing and informing future CALL work. Based on a corpus of 47 CALL research articles published in books and journals in 1999, it sets out a framework for the description and analysis of CALL research as it is represented in the literature. Two major directions and three important, though less frequent, directions are described in detail, using examples from the corpus, and the implications for research in the future are considered. Particular emphasis will be placed on identifying the goals of CALL researchers and on clarifying the unique attributes of research in this field.

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Section: Resultsmentioning

confidence: 99%

Section: Call Artifactsmentioning

confidence: 99%

“…Artifact building can involve more established technologies (e.g. CD - Brussino et al, 1999) or newly emerging ones (e.g. ASR -Harless et al, 1999).…”

Section: Call Artifactsmentioning

confidence: 99%

Section: Call Artifactsmentioning

confidence: 99%

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

Levy

2000

ReCALL

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“…Examples range from Sivert and Egbert (1999), who describe the building of a computer-enhanced language classroom, to Harben (1999), who considers in detail the design of a specific CALL exercise. There are numerous examples in between and include CALL design issues in relation to websites (Mugane, 1999), learning environments (Goodfellow, Manning and Lamy, 1999), authoring systems (Frommer & Foelsche, 1999) and 'named' CALL projects (Brussino, Luciano & Gunn, 1999).…”

Section: Introductionmentioning

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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An international bibliography of computer-assisted language learning: fifth instalment

Jung

2002

System

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Integrated Call Design: Crescendo in Italia, a Language Teaching Package for Intermediate Italian Learners

Cited by 3 publications

References 0 publications

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

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

CALL by design: discourse, products and processes

An international bibliography of computer-assisted language learning: fifth instalment

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