Sunday, September 10, 2006
Summary of "Computer-Enhanced Language Learning Environments: An Overview"
This article explains how a theory of computer-assisted language learning should not be considered different from other theories of language education or language acquision. Regardless of the media used, what is of interest is understanding the factors that affect optimal language learning.
The article identifies 8 conditions that positively affect language learning environments. These conditions primarily have to do with interacting and negotiating meaning in the target language using authentic tasks. Affective factors, such as the degree of comfort that students experience and their perceived feelings of autonomy, also influence outcomes.
Egbert, et. al., also discuss problems with existing research of computer-assisted language learning, and steps that should be followed when undertaking research. These steps are common to any type of research, but there are special considerations when examining CALL.
This article confirms my beliefs that technology is a tool, but it should not be considered more valuable than other tools that are available for teaching and learning. It provides opportunities that other media don't provide, but it does not take the place of the personal aspects of education. Technology does broaden opportunities, therefore, as it is developed further, and as access becomes more universal, it will probably take on more significant roles in educational processes.
Egbert, J., Chao, C. & Hanson-Smith, E. (1999). Computer-Enhanced Language Learning Environments: An Overview. In J. Egbert & E. Hanson-Smith (Eds.). CALL Environments: Researach, Practice & Critical Issues (pp. 1-13). Alexandria, VA. Teachers of English to Speakers of Other Languages, Inc.
The article identifies 8 conditions that positively affect language learning environments. These conditions primarily have to do with interacting and negotiating meaning in the target language using authentic tasks. Affective factors, such as the degree of comfort that students experience and their perceived feelings of autonomy, also influence outcomes.
Egbert, et. al., also discuss problems with existing research of computer-assisted language learning, and steps that should be followed when undertaking research. These steps are common to any type of research, but there are special considerations when examining CALL.
This article confirms my beliefs that technology is a tool, but it should not be considered more valuable than other tools that are available for teaching and learning. It provides opportunities that other media don't provide, but it does not take the place of the personal aspects of education. Technology does broaden opportunities, therefore, as it is developed further, and as access becomes more universal, it will probably take on more significant roles in educational processes.
Egbert, J., Chao, C. & Hanson-Smith, E. (1999). Computer-Enhanced Language Learning Environments: An Overview. In J. Egbert & E. Hanson-Smith (Eds.). CALL Environments: Researach, Practice & Critical Issues (pp. 1-13). Alexandria, VA. Teachers of English to Speakers of Other Languages, Inc.
# posted by Janine @ 8:27 PM 
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I don't know if the authors would agree that the computer isn't more valuable than other tools. I have to imagine that these authors would say it was.
Like you indicate, the computer provides opportunities that other media do not. Not to mention that it can either replicate or improve upon the functions of most other tools in the classroom.
Of course, there are things that it cannot do. You can use a computer to view 1000's of different images, animations, movies, and so forth, but these are limited to sight and sound. Having actual objects in the classroom is, of course, a much fuller experience. Just thing about a discusssion on snakes. There is a lot of information out there in cyberspace. The computers can help students to identify, classify, and even demystify snakes, but nothing can replace touching, smelling, and generally interacting with a snake. In this way, computers are only useful for finding a snake handler to bring in the slimey reptile :)
("personal aspects of education").
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Like you indicate, the computer provides opportunities that other media do not. Not to mention that it can either replicate or improve upon the functions of most other tools in the classroom.
Of course, there are things that it cannot do. You can use a computer to view 1000's of different images, animations, movies, and so forth, but these are limited to sight and sound. Having actual objects in the classroom is, of course, a much fuller experience. Just thing about a discusssion on snakes. There is a lot of information out there in cyberspace. The computers can help students to identify, classify, and even demystify snakes, but nothing can replace touching, smelling, and generally interacting with a snake. In this way, computers are only useful for finding a snake handler to bring in the slimey reptile :)
("personal aspects of education").
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