Joy Egbert, Chin-Chi Chao, and Elizabeth Hanson-smith

1. B Y
J O Y E G B E R T , C H I N - C H I C H A O , A N D
E L I Z A B E T H H A N S O N - S M I T H
Computer- Enhanced language
Learning Environments:
An Overview

2. Need for a theory of Computer-assisted language
learning (CALL) ?
“Our language teaching philosophy, method, or approach
needs to be broadened to encompass new technologies, and
the inter- relationship between language teaching and
computing needs to be carefully explored”
Levy(1990)

3. Why ?
 Increase in the number of computers available to
both educators and learners.
 Desire of educators to apply theories of SLA to the
computer using classrooms.
 It could help educators evaluate how and which
students learn with different kind of technology.

4. Language Learning Theory and the Learning
Environment
 Language acquisition is the result of an interplay
between some kind of cognitive mechanism and
environmental factors.
 According to Spolosky, abilities includes
physiological, biological, intellectual, and cognitive
skills. Opportunity implies the learning environment
or time multiplied by exposure to the language.

5. Conditions for Optimal Language Learning
Environments
 Learners have opportunities to interact and negotiate meaning.
 Learners interact in the target language with an authentic audience.
 Learners are involved in authentic tasks.
 Learners are exposed to and encourage to produce varied and creative
language.
 Learners have enough time and feedback
 Learners are guided to attend mindfully to the learning process.
 Learners work in an atmosphere with an ideal stress/anxiety level.
 Learners autonomy is supported.

6. 1
 Learners are have opportunities to interact and
negotiate meaning.
“Learning is essentially the result of interaction between learners and others.”
“If learning is a social process, then interaction with other people is necessary.”

7. 2
 Learners interact in the target language with an
authentic audience
“Learners must be involved not only in social interaction but in purposeful
interaction..”

8. 3
 Learners are involved in authentic tasks.
“…not only real audience but also an authentic goal for their work, and in this context
the language used tends to be candid and heartfelt.”

9. 4
Learners are exposed to and encourage to produce
varied and creative language.
“Learners tap both receptive and productive language skills and that the
tasks take into account the multiple learning style and preference among
learners”

10. 5
Learners have enough time and feedback
“Within the classroom, individual differences in ability, motivation, and
other factors determine how much time each learner requires to complete
task successfully.”

11. 6
 Learners are guided to attend mindfully to the
learning process.
“They must be motivated to take opportunities presented to them and to be
cognitively engaged as they perform them.”

12. 7
 Learners work in an atmosphere with an ideal
stress/anxiety level.
“Educators can assist in the development of an environment with an
optimal stress level by creating a learner-centered classroom.”

13. 8
Learner autonomy is supported.
“…develops confidence and skill to learn autonomously and to design and
coordinates tasks in variety of context”

14. Exploring the CALL Environment Through
Research
 How can uncover ways to meet the eight conditions
for learning in our own setting ?

15.  1- Ask the right questions
 2- Review the literature
 3- State a hypothesis
 4- Determine how to test the research question
 5- Gather data
 6- Refine your answer.