The Role of Cognitive Style in Improving Computer/Assisted Language Learning

Abstract

One of the strongest points in favor of using computer-assisted language learning (CALL) is that can provide self-paced, individualized instruction. With almost any CALL material, students can learn at their own pace if we allow them sufficient time to study by themselves at the computer. To insure that computer-assisted exercises are truly individualized, however, we must pay careful attention to software design and the way content is presented. Unfortunately, CALL has not yet lived up to many of our expectations. Before we fault computers, however, we must recognize that it isn't what's wrong with the computer, but rather the way we are using the new medium.. . (Quinn). Specifically, we must remember that computers are merely a delivery medium. They are, therefore, only as effective as the exercises they present. The exercises, in turn, are only as strong as the methodology upon which they are based and the appropriateness with which they are presented. The full potential of computer-assisted learning, I contend, will be realized only after software authors begin providing material that is both self-paced and tailored to our students' individual needs. To help software developers begin producing more effective CALL materials, appropriate research must be carried out to identify the effects the computer has on students, particularly with regard to how they process information due to their individual learning styles. Simply stated, we need to understand our students and know their learning strategies before we can reach them better. In this article, I will first describe the design and limitations of an experiment carried out to foster such understanding. Next, I will discuss how data from the qualitative component of the study can provide insights to help software developers produce more effective CALL material. Then I will explain how information gathered in the qualitative portion can positively influence decisions about the content, instructional methodology, and features to be used in CALL tutorials for Spanish. This experiment, however, is an initial investigation of the role cognitive style can play in improving computer-assisted language learning. Because more precisely designed empirical studies must be conducted before we will really be able to individualize software, I will conclude by discussing three directions that should be explored in order to provide CALL lessons tailored to our students' individual learning styles. Since empirical research suggests that may be best to adapt instructional delivery and content to accommodate differences in the ways our students learn, we should be able to use the computer as a new means to suit variations in learning style (Hansen; Hansen and Stansfield). Before investing substantial amounts of time and money in producing CALL programs, would be well worth our while, therefore, to determine the best strategies to employ in addressing processing differences among learners (Raschio). Although the relationship between how learners process information and how well they do in foreign language study has already been investigated, no clear and consistent results have yet been found (Hansen; Naiman et al; Hamayan and Genesee). The traditional process-product model of research, however, may not be the most appropriate tool by which to identify relationships between how individuals process information and specific features of the medium which delivered that information. On the other hand, an investigative approach that includes learner-generated information may allow us to identify features of the medium which best serve the learning style used by the majority of students. Until we design and begin using software that takes advantage of the features unique to computerssuch as presenting interactive exercises in a variety of formats, branching to