1. Several models have been proposed to study the relationship between individual differences and language learning outcomes, including models with independent learner variables and models with interdependent learner variables. 2. Key factors studied include affective variables like motivation, attitude, anxiety, and cognitive variables like intelligence, as well as social and contextual variables. 3. However, most models have weaknesses in clearly identifying how the various learner variables interact with each other and social/contextual variables to impact language learning outcomes. More research is needed to better understand these complex relationships.

1. INDIVIDUAL DIFFERENCES and CALL
By Group 3:
ü Zulkifli
ü Eka Margianti S
ü Miftahuljannah
ü Qori Aturrahmah
ü Dhony
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2. BACKGROUND
 Objective : Investigating what factors on
learners/students that may affect the
Computer-Assisted Language Learning
(CALL).
 The factors have been studied on the
basis of learner variables which are
assumed to be affecting the language
learning process. And further study
observed which individual variables which
should be considered most relevant in
affecting language Templates outcomes
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learning

3. PREVIOUS STUDIES ON RELATION BETWEEN INDIVIDUAL
DIFFERENCES & LANGUAGE LEARNING
Two types of models of SLA to
individual outcomes:
1. Models with independent learner variables
2. Models with interdependent learner variables
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4. 1. Models with independent learner variables
distinguishing between individual-related variables and other variables
These models include:
a. The „Good Language-Learner‟ model
b. Monitor Theory model
c. Brown and Fraser‟s framework
d. Levin‟s schematic model.
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5. 2. Models with interdependent learner variables
assuming interrelationship between individual variables
These models include:
a. Gardner‟s educational model
b. Skehan‟s model of influences on language
learning
c. Spolsky‟s model of second language learning
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6. The „Good Language-Learner‟ Model
 Consists of:
1. Three independent variables: Learner, Teaching, Context
2. Two dependent variables: Learning, Outcome
 Theory:
“There is a direct link between each of the three „global‟
independent variables and the learning variables.”
 Weakness:
How the independent variables and which particular sub-
variables affect the learning variable remain unclear.
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7. The ‘Good Language-Learner’ Model
TEACHING
Materials
Syllabus
Methodology
Resources
OUTCOME
THE LEARNERS LEARNING
Proficiency
Age Unconscious processes -Listening
Intelligence -Generalization - Speaking
Aptitude -Transfer - Reading
Motivation -Simplification - Writing
Attitude Conscious processes Errors
Personality - strategies Inter language
Cognitive Style Affective reason
THE CONTEXT
EFL/ESL
Opportunities for use
Social Milieu

8. Monitor Theory Model (Krashen, 1978)
O
I
U
N
Affective Cognitive T
P MONITOR
Filter Organizer P
U
U
T
T
Attitude
Affective Motivation
Filter
Self Confidence
NOTE: Affective filter may cause the
quality of acquisition (output) to be higher
Freeor lower. Templates
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9.  Variables :
Affective filter (learner variable), input, cognitive
organisers, and output.
 Theory:
“Affective filter, being a major source of variation,
may cause the quality of acquisition (output) to be
higher or lower.”
 Weakness:
How learner variables affect the learning outcomes
remains unclear.
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10. Brown & Fraser‟s (1979) Framework
Situation
Scene Participants
Setting Purpose Individuals Relationship
(bystanders, (buying, lecturing, Between
local, time) playing a game) Individuals
(shared
Individual Individual as knowledge
Qua member of a power)
individual social category
(personality, (class, ethnicity)
attitude)
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11.  Variables:
Scene, Participant, Language Choices
 This theory examines how individual situational
(consists of Scene and Participant) variables affect
language choices.
 Weakness: There is no clear concept of how
factors within this framework interrelate and
affect language use (production).
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12. Levin‟s (1977) Schematic Model
 Variables:
Input (learner variables) & Output
 Theory focuses on describing individual
differences in output, wherein input variables
refer to those that differentiate learners in terms
of traits, abilities, and prerequisites that are
related to successful output-task performance.
 Weakness:
It is unclear which input variables that lead to
learners‟ variation in output or how the different
variables influence one another.
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13. Gardner‟s (1979, 1985) Educational Model
Social Individual Outcomes
Differences
Contexts
Milieu
Intelligence
Formal Linguistic
C Language
U
L
training
T Language
U Aptitude
R
A
L
B Motivation
E
L Non-Linguistic
I Informal
E
F Language
S Experience
Situational
Anxiety
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14.  Variables: social mile (cultural
beliefs), individual
differences, Second language
acquisition contexts, and
Outcomes.
 These models highlight the
interrelationship between variables
(social, individual, and context
variables) in influencing language
learning outcomes.
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15. Skehan‟s (1986, 1989) model of influences
on language learning
Improvement from Naiman‟s „Good Language-Learner‟ model,
however Sekhan highlights the importance of a joined-variables
effect on language learning.
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16. The Learner
Classrooms
and materials
Materials Opportunities
Learning Outcome
Syllabus for TL use
Methodology
resources
Social Context
Expectation of
bilingualism
Relationship to target
language community
Attitude to target
language
Social Class
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17. Variables:
Classroom and materials, Social Context,
Opportunities for target language use, The
Learner, Learning, and Outcomes.
Weakness:
This model does not clearly identify the role of
individual learner related variables and how they
relate to other variables.
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18. Spolsky‟s (1989) Model of Second Language Learning
Variables:
Social context, condition of learner, learning opportunities.
This model examines individual differences resulting from 74
restricted conditions.
His model is based on 5 features:
•All aspects of second or foreign language learning were
combined in a single theory.
• Restricted to the specific domain of second language learning
and focused on individual differences.
•Eclecticism, in which a model of second or foreign language
learning should be “open” to different conditions instead of being
limited to a particular pattern or set of condition.
•Recognising “social context” as an important domain which
affects learning outcomes.
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19. Two main clusters in Spolsky‟s model:
1. Conditions of social context, i.e.
conditions which influence
learning in two ways.
2. Conditions of learners
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20. Social context
Motivation
Age Personality Capability
Previous
Knowledge
Learning
Opportunities
(formal or
informal)
Linguistic and
non linguistic
outcomes for the
learners

21. INDIVIDUAL
Ag
DIFFERENCES
e Attitu
des Motivation
Intelligence
Language aptitude
Previous knowled
Familiarity with com
Interaction with native-s
Language used for interaction
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