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Guiding
Questions for Readings
Instructions:
Use the questions below to help guide your readings for the course. Note that these are only guides and do not
cover all of the important concepts for each reading/topic. You may respond to these
questions in any way that is effective for you, from underlining concepts
in the text to taking copious notes to drawing a picture of the ideas you
want to remember. Nothing will be collected, but you will be expected to
be able to take part in discussing the answers to these and other questions. Also, make sure to take note of who says what (both authors and classmates) so that you can reference them in your discussions.
Call Overview
- Why is it important
to develop a theory of CALL?
- What are some problems with a theory of CALL?
- What role does the learning environment play in language acquisition?
- How
can the eight conditions in the model be implemented in the classroom?
Topic 1: Current Learning Theories
- What are some of the most popular learning theories?
- What learning theory is associated with the first Computer Assisted Instruction (CAI)?
- What learning theory is most associated with current trends in CALL?
- What are the benefits/limitations of constructivism?
- How does this effect the choices that you make in bringing technology into your classroom?
Topic
2: Interaction
- What is interaction?
- Why is interaction necessary for L2 learners?
- In what ways can technology support
interaction?
- What are some ways to provide
students with opportunities to interact? How can you support interaction?
Topic
3: Authentic Audience, Exposure, and Production
- What constitutes
an "authentic audience"? Why is this an important component of the language
learning environment?
- What are some benefits of/problems with providing
students with an authentic audience in the language learning classroom?
- How can technology assist with providing an authentic audience for language
learners?
- How much and what kind of input do students need?
- What opportunities for output should they have? Why?
- How can technology facilitate student comprehension in and expression of the target language (TL)?
Topic
4: Task / Problem
- What makes a task
"authentic"?
- What impact does this condition have on the other conditions
that make up an optimal language learning environment?
- What are the different
roles that the computer can play as part of the optimal language learning
environment?
- What are some examples of technology-enhanced authentic tasks?
Topic
5: Time & Feedback
- Why are time and
feedback critical components of the classroom language learning environment?
- What kind of feedback do students need, and in what forms (in other words,
what kinds of assessments help students)?
- How can technology assist in
providing students and teachers with enough time and enough feedback?
- How does computer use support or necessitate changes in assessment?
Topic
6: Intentional Cognition, Learning Styles, and Motivation
- What is motivation?
- How is motivation related to learning styles?
- What is intentional cognition?
- How does it affect learning?
- What role does motivation play in intentional
cognition?
- Can teachers motivate students?
- Why is technology motivating
to some students and not to others?
- Can technology be used to motivate
all students?
- In what ways can technology help teachers address different
learning styles?
Topic
7: Atmosphere
- What kinds of events
and things affect classroom atmosphere?
- What impact can technology have
on classroom atmosphere?
- How can virtual environments affect atmosphere?
Topic
8: Control
- What is meant by
"learner control"?
- What do learners control (or are given control
of)?
- Why is learner control important?
- How can technology use assist/prevent
learner control?
Questions Developed by Faridah Pawan (2001)
Adapted by Dan Craig (2005)
Last updated on
June 16, 2005
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