The spread of computer-assisted language learning

Abstract

This paper argues that the vertical spread of computer-assisted language learning (CALL), i.e., a spread throughout language materials and curricula, makes it difficult to draw a clear distinction between CALL and other language materials. In view of the emphasis that teachers, researchers, and administrators have placed on evaluating CALL, I argue that some valuable lessons about materials evaluation can be drawn from reflection on issues in CALL evaluation. In particular, I discuss the opportunities for professionals to reconsider assumptions held about comparative research, draw upon research perspectives and methods from applied linguistics in materials evaluation, and include critical perspectives which examine the opportunities that materials offer language learners to engage in language and culture learning. This paper argues that the vertical spread of computer-assisted language learning (CALL), i.e., a spread throughout language materials and curricula, makes it difficult to draw a clear distinction between CALL and other language materials. In view of the emphasis that teachers, researchers, and administrators have placed on evaluating CALL, I argue that some valuable lessons about materials evaluation can be drawn from reflection on issues in CALL evaluation. In particular, I discuss the opportunities for professionals to reconsider assumptions held about comparative research, draw upon research perspectives and methods from applied linguistics in materials evaluation, and include critical perspectives which examine the opportunities that materials offer language learners to engage in language and culture learning.

Web-Based Journals in the Classroom: Motivation and Autonomous Learning

“…The knowledge that the language they produced was received intelligibly, in conjunction with the social aspect of the exchange itself, adds the human aspect of communication and a sense of reality to their language learning (Chapelle, 2010;de Almeida Soares, 2008;Jung, 2011;Lee, 2010;Miyazoe & Anderson, 2010;Sasaki & Takeuchi, 2009). Ellis (2004) and Thorne (2003) extend the notion that the social aspect can affect the language learner through making reference to the development of relationships and friendships.…”

O campo CALL (Computer Assisted Language Learning): definições, escopo e abrangência

“…É importante destacar que a defi nição de CALL mais utilizada na literatura (Chapelle, 2010;Egbert, 2005;Moreira, 2003) é a de Levy (1997), para quem CALL é um campo que cobre a procura por e o estudo de aplicações do computador no ensino e aprendizagem de línguas. consideram essa uma defi nição catch-all, ou seja, uma defi nição que engloba várias possibilidades, genérica.…”

“…consideram essa uma defi nição catch-all, ou seja, uma defi nição que engloba várias possibilidades, genérica. Chapelle (2010) afirma também que essa é uma definição eficaz que apropriadamente captura o sentido de mapear um novo território, fator esse importante para distinções na área.…”

Research and Software Development of Active Learning Mode for College Students Based on Computer Network

“…Instead, they are able to flexibly take the initiative to arrange their own learning. It is really a radical change for the form of traditional learning [3]. From the perspective of educators, teachers are no longer dominating in the learning process but the participants and guiders of learning.…”