Abstract
A new paradigm in second language pedagogy has Computer Assisted Language Learning (CALL) playing a significant role. Much of the literature to-date claims that CALL can have a positive impact on students’ second language acquisition (SLA). Mixed method of research produces data to investigate if CALL positively affects student language proficiency, motivation and autonomy. Classroom observation of participants in their natural environment is a qualitative technique used but has situational variables that could skew results if not structured. A questionnaire is a quantitative tool that can offer insight regarding participants’ perception of performance but can contradict what the researcher has observed. This paper will take an in-depth look at variables such as: instructor’s pedagogical application; blending CALL into the curriculum; types of CALL implemented; feedback received and their implications for design of the data collection tools
Highlights
A new paradigm in teaching English to second language learners (L2) has evolved over the last 40 years which essentially revolves around the technological advancements within education itself
Situati application of Computer Assisted Language Learning (CALL) during instruction and the types used; the kind of feedback, both computer and instructor, the student receives while using CALL; and attitude and motivation, both student and instructor, towards CALL whether it is pre-conceived or developed in the classroom; all need to be acknowledged by the researcher in order to produce valid and reliable results
Literature review Pedagogical knowledge and application Many second language theorists believe that interaction is the most important way for learners to obtain information needed for language learning (Chapelle, 1997; Podcameni & Salies, 2001; de la Fuente, 2003; Gonzalez-Lloret, 2003)
Summary
A new paradigm in teaching English to second language learners (L2) has evolved over the last 40 years which essentially revolves around the technological advancements within education itself. Literature review Pedagogical knowledge and application Many second language theorists believe that interaction is the most important way for learners to obtain information needed for language learning (Chapelle, 1997; Podcameni & Salies, 2001; de la Fuente, 2003; Gonzalez-Lloret, 2003). Kerres and de Witt (2003) offer a way of blending technology with traditional learning by giving attention to content of the materials; to communication between learners/teacher, learners/peers; and to construction of knowledge. By keeping these three components in mind, the teacher can use CALL to facilitate learning in various ways. CALL is an effective way to make available a practice environment where students can think, reflect, and create language slowly (Pinkman, 2005) while receiving the support necessary to improve
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