Computer-assisted language learning (CALL) is fast becoming a normal part of second language (L2) learning both inside and outside classroom thanks to advancements in communication technology. However, technological availability, rather than pedagogical objectives, tends to dictate the choice of CALL activities (Miyamoto 2001) in L2 learning. This paper presents three multimedial activities introduced as part of a blended learning project in Japanese L2 and other languages at the University of Western Sydney, aiming to align second language learning and CALL as well as gauging learner satisfaction. These are: (a) social networking using BEBO, (b) tandem learning using MSN and (c) a short e-movie production. We will show how we align pedagogical goal and CALL activities (Levy 2007). We also show that CALL’s capabilities may, for instance, be used to enhance language input and learner output both of which are crucial for language acquisition (c.f., Krashen 1985, Long 1996, Swain 1985). CALL can be used for real-time interaction, production and feedback. Further, using an analysis of language produced in tandem learning activities based on Processability Theory (PT, Pienemann 1998, Pienemann, Di Biase & Kawaguchi 2005) we address the question “does CALL activity promote language learning?”. Results suggest that there are vast individual differences in students’ learning outcomes. This justifies close monitoring to promote overall linguistic development e.g. by using a reliable developmental measure such as PT.
|Keywords:||Aligning CALL and L2 Learning Objectives, CALL, Second Language Learning, Social Networks, Tandem Learning, Processability Theory|
Lecturer, School of Humanities & Languages, University of Western Sydney, Sydney, NSW, Australia
Senior Lecturer, Associate Head of School, School of Humanities & Languages, University of Western Sydney, Sydney, NSW, Australia
There are currently no reviews of this product.Write a Review