Aligning Second Language Learning and Computer-Assisted Language Learning: Networking the Language Class, Tandem Learning and e-movies

By Satomi Kawaguchi and Bruno Di Biase.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

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

The International Journal of Learning, Volume 16, Issue 10, pp.287-302. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.808MB).

Dr. Satomi Kawaguchi

Lecturer, School of Humanities & Languages, University of Western Sydney, Sydney, NSW, Australia

Satomi Kawaguchi teaches Japanese and second language acquisition at the University of Western Sydney. She is also the coordinator of Honours Program in Languages and Linguistics. She has published many articles on Processability Theory and language learning, particularly Japanese L2. She is interested in developing theory-practice connections in language learning.

Prof Bruno Di Biase

Senior Lecturer, Associate Head of School, School of Humanities & Languages, University of Western Sydney, Sydney, NSW, Australia

Bruno Di Biase is the Acting Head, School of Humanities and Languages, University of Western Sydney. He teaches undergraduate and postgraduate courses in Second Language Acquisition as well as Grammatical concepts and Italian L2. His research interests and publications focus on language learning and theory construction in Processability Theory.


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