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Evaluating Computer-Assisted Language Learning

An Integrated Approach to Effectiveness Research in CALL

Jonathan Leakey

Schools, colleges and universities are investing a great deal in the purchase of computer resources for the teaching of modern languages, but whether these resources make a measurable difference to the learning of language students is still unclear. In this book the author outlines the existing evidence for the impact of computers on language learning and makes the case for an integrated approach to the evaluation of computer-assisted language learning (CALL). Drawing on current and past research linked to CALL and e-learning, the author builds a comprehensive model for evaluating not just the software used in language learning, but also the teaching and learning that takes place in computer-based environments, and the digital platforms themselves. This book will be of interest not only to language teachers and CALL researchers, but also to those interested in e-learning and general research methodology, as well as designers of educational software, digital labs, virtual learning environments (VLEs) and institutional budget holders.


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Index 299


ability of students 105, 117 and BLINGUA 241 and CALL Enhancement Criteria 107 and TOLD Project 217 acronyms 24 af fective variables 50 Alderman, D.L. 88 answer-judging hypotheses 108–109 approaches to language learning 9 approaches to research 6, 11–12 area studies see BLINGUA atomistic studies 8 attitudes of learners 100, 102 and BLINGUA 240 and CALL Enhancement Criteria 106 to new technology 197 to remote learning 181, 183 to TOLD Project 216 Auralog see TellMeMore (TMM) authenticity in TMM7 178 authenticity criterion 48–49, 79, 80, 83 and BLINGUA 242 and MFE2 250 and pedagogy 99, 106–107, 111, 112–113 and platforms 84, 86–87, 136 and programs 90–91, 93 and TMM 192 Authoring Tool 174–175, 191 Bacon, Sir Francis 7 Barr, D. 27 Bax, S. 40–41, 220 BECTA (British Educational Com- munications and Technology Agency) 60–61 behaviouristic approach 38–39 and BLINGUA 223, 225 and TMM 171 and TOLD Project 200 Bell, M.A. 139 Black Box 156–157 Blended Learning (BL) 35, 43–45 advances 190–191 see also BLINGUA blended learning approach and BLINGUA 223, 225 and TMM 171 and TOLD Project 201 BLINGUA 43, 89, 152, 198, 218–221 and CALL Enhancement Criteria 242–243 data collection 226, 229 and evaluation framework 240–241 learning environment 147 MFE1 121–122, 150–151, 154–155 pedagogical approach 221–225, 223, 225 qualitative data 228, 235–239 quantitative data (BLINGUA-1) 232–234 quantitative data (BLINGUA-2) 234–235 and TMM7 172, 178–179...

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