ComputerEnhanced Language Learning Environments: An Overview

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Computer-Enhanced Language Learning Environments
An Overview

• Joy Egbert, Chin-chi Chao, and Elizabeth
  Hanson-Smith (1999)

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Brief Overview

• Theory of CALL
• Interrelationship between language teaching and
  computing needs
• Connection of second language acquisition and the
  computer-enhanced classroom
• Optimal language learning environments
• Inquiries in the area of CALL

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Theory of CALL SLA

• Ad-hoc theory of CALL?
• Advances of technology do not change the
  principles of language development
• Integrated theory of language acquisition
  framework for teaching and learning with
  technology
• A theory of CALL is a theory of SLA

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Value of both CALL SLA

• Could assist teachers in issues such as
• Pedagogical decisions
• Theoretically sound, vital changes in curricula
• Types of technology/textbooks needed
• Evaluation
• Application of technology/teaching materials
• Research guidance

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Language Acquisition

• Result of an interrelation between a certain
  cognitive mechanism and environmental factors
  Nature (cognition) and Nurture (environment)
• Learners learn in different ways, at different
  rates, or for different purposes

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Spolskys (1989) Theory of Conditions for
Language Acquisition

• Learners future knowledge and skills depend on
  the following conditions for language acquisition
  
• Opportunity, i.e. learning environment, or time
  multiplied by exposure to the language
• Present knowledge
• Abilities, i.e. physiological, biological,
  intellectual, and cognitive skills
• Motivation/affect

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Environment a critical component of SLA

• Is a valid predictor of learning outcomes (e.g.,
  Fraser, 1986)
• Can mediate between the learner and
  macroenvironmental variables
• Is a component of language acquisition that can
  be directly influenced by participants in the
  learning process

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Conditions for optimal language learning
environments

• 1. Learners have opportunities to interact and
  negotiate meaning
• 2. Learners interact in the target language with
  an authentic audience
• 3. Learners are involved in authentic tasks
• 4. Learners are exposed to and encouraged to
  produce varied and creative language
• 5. Learners have enough time and feedback
• 6. Learners are guided to attend mindfully to
  the learning process
• 7. Learners work in an atmosphere with an ideal
  stress/anxiety level
• 8. Learner autonomy is supported

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Research on CALL environments

• CALL research and teachers expectations
• Shift from quantitative research towards
  qualitative research
• Comparing non-CALL with CALL environments
• CALL research-related literature
• 6 fundamental steps in conducting research
• Advantage of computers in the process of data
  collection
• Right questions for CALL research

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Your tentative research topics

• Kate Practical application of language learning
  software
• Scott Optimal learner for a CALL classroom
• Cristian The use of computers to engage learners
  in verbal interaction with each other
• Eric The factor of age in the context of
  computer-enhanced language learning
• Lynn Ideal stress/anxiety level for optimal
  learning
• Nadia Aliye Developing speaking skills in a
  CALL environment

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Your tentative research topics (cont.)

• Tim Integrating new media into a CALL classroom
  (the extent to which the teacher should be a
  demonstrator of new technologies in the targeted
  culture
• Virginia Technologies that are most effective
  for overall fluency gain and for proficiency
  measurement