The document discusses several models that examine the relationship between individual differences and language learning. It summarizes models that view individual variables as independent factors affecting learning outcomes, as well as models that see the variables as interdependent. The models covered include the Good Language Learner model, Monitor Theory model, Brown and Fraser's framework, Levin's schematic model, Gardner's educational model, Skehan's model of influences, and Spolsky's model of second language learning. The document also lists several individual difference factors that may affect Computer-Assisted Language Learning outcomes.

1. INDIVIDUAL DIFFERENCES and CALL
By Group 3:
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ü Eka Margianti S
ü Miftahuljannah Saleh
ü Qori Aturrahmah
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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 learning outcomes
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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. Models with independent learner variables
 Distinguishing between individual-related
variables and other variables
These models include:
1. The ‘Good Language-Learner’ model
2. Monitor Theory model
3. Brown and Fraser’s framework
4. Levin’s schematic model.
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5. Models with interdependent learner variables
 Assuming interrelationship between
individual variables
These models include:
1. Gardner’s educational model
2. Skehan’s model of influences on language
learning
3. 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
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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 or lower.
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9. Monitor Theory Model (Krashen, 1978)
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
knowledge
power)
Individual Individual as
Qua individual member of a
(personality, social category
attitude) (class, ethnicity)
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11. Brown & Fraser’s (1979) Framework
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
U
Language
L training
T Language
U
R
Aptitude
A
L
B Motivation
E
Non-Linguistic
L
I
Informal
E Language
F
S Situational Experience
Anxiety
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14. Gardner’s (1979, 1985) Educational Model
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. Skehan’s (1986, 1989) model of
influences on language learning
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. Skehan’s (1986, 1989) model of
influences on language learning
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.
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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19. Spolsky’s (1989) Model of Second Language Learning
Social context
Motivation
Age Personality Capability
Previous Knowledge
Learning Opportunities
(formal or informal)
Linguistic and non
linguistic outcomes for
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20. INDIVIDUAL DIFFERENCES
• Age
• Attitudes
• Motivation
• Intelligence
• Language aptitude
• Previous knowledge
• Familiarity with computers
• Interaction with native-speakers of English
• Language used for interaction with the
community
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