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Main Issues
1.
2.
3.
What the learner brings or contributes to the process The nature of the actual language learning process The outcomes from the process in terms of linguistic or communicative competence in the target language
Presage variables (teacher formative experiences, Context variables (learner properties, and school,
community and classroom contexts)
Dunkin and Biddles Model (1974) for the Study of Classroom Teaching (in Beatty, p. 135)
As a supplementary learning material (a tool) As an autonomous process (a tutor) As a virtual teacher for distance learning
2.
Butler-Pascoe and Wiburg's Model (2003) of Computer-based English Language Learning (p. 153)
Sloane (1990) and Boyd & Mitchell (1992): considering CALL a conversational activity shared among
The learner
Classroom learning interaction (student teacher) Classroom learning environments (goals, structure, format)
Program
(Chandlers categories of CAI/CALL activities, 1984)
User
Tutorial | Games | Simulation | Experimental | Content-free | Programming games simulations tools languages
Comprehension (interpreting)
Application (problem solving) Analysis (subdividing, classifying, finding the underlying structure) Synthesis (combining ideas to form a new whole) Evaluation (making value decisions, developing opinions)
Bloom believed that 95% of all classroom questions were at the low level of checking factual information for learner memorization of knowledge. CALL programs (e.g., using multiple modalities and hyperlinks) can challenge students to perform at higher levels of cognitive strategies.
The differences between a traditional classroom teaching model and a CALL model:
A Virtual Classroom
A virtual classroom is an electronic classroom which can be expandable in time, space, and content.
Its informational territory can grow indefinitely as new knowledge and resources are acquired and as the capabilities of new members are added. In a virtual classroom learners can find not only pedagogical resources but also human (social) resources to support their learning. Information and problem-solving capabilities can be mutually shared and reinforced through collaborative interconnection.
Do you think this model appropriately describes how language is learned and taught in a CALL context? What may be missing in this model?
(in Beatty, p. 146)
Teacher behavior