The spread of computer-assisted language 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 admi...
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| Veröffentlicht in: | Language teaching 2010-01, Vol.43 (1), p.66-74 |
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| container_title | Language teaching |
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| creator | Chapelle, Carol A. |
| description | 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. |
| doi_str_mv | 10.1017/S0261444809005850 |
| format | Article |
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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.</description><subject>Applied Linguistics</subject><subject>CAI</subject><subject>Classrooms</subject><subject>Computer Assisted Instruction</subject><subject>Computer assisted language learning</subject><subject>Computer Software Evaluation</subject><subject>Computers</subject><subject>Curricula</subject><subject>Editing</subject><subject>Educational materials</subject><subject>Educational Technology</subject><subject>Educational Trends</subject><subject>Electronic Equipment</subject><subject>English (Second Language)</subject><subject>Evaluation Criteria</subject><subject>Foreign language learning</subject><subject>French Canadians</subject><subject>Instructional Material Evaluation</subject><subject>Instructional Materials</subject><subject>Language culture relationship</subject><subject>Language Research</subject><subject>Language Variation</subject><subject>Learning Activities</subject><subject>Learning Management Systems</subject><subject>Learning Strategies</subject><subject>Management Systems</subject><subject>Reference Materials</subject><subject>Research Methodology</subject><subject>Second Language Instruction</subject><subject>Second Language Learning</subject><subject>Stereotypes</subject><subject>Teachers</subject><subject>Teaching 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Teach</addtitle><date>2010-01</date><risdate>2010</risdate><volume>43</volume><issue>1</issue><spage>66</spage><epage>74</epage><pages>66-74</pages><issn>0261-4448</issn><eissn>1475-3049</eissn><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. 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| identifier | ISSN: 0261-4448 |
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| source | Cambridge University Press Journals Complete |
| subjects | Applied Linguistics CAI Classrooms Computer Assisted Instruction Computer assisted language learning Computer Software Evaluation Computers Curricula Editing Educational materials Educational Technology Educational Trends Electronic Equipment English (Second Language) Evaluation Criteria Foreign language learning French Canadians Instructional Material Evaluation Instructional Materials Language culture relationship Language Research Language Variation Learning Activities Learning Management Systems Learning Strategies Management Systems Reference Materials Research Methodology Second Language Instruction Second Language Learning Stereotypes Teachers Teaching Methods Textbooks |
| title | The spread of computer-assisted language learning |
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