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Language Learning with Computers: The Students’ Perspective

A Theoretical and Empirical Investigation

Ruth Trinder

Computer-assisted language learning (CALL) has advanced considerably of late. More and more frequently online modules are integrated into formal educational contexts, with virtual and face-to-face learning environments co-existing. This book examines university students’ reactions to blended learning at a time when the usefulness of the computer for research and communication is uncontested, while its benefits as a teaching tool are still somewhat controversial. The first part of the book provides a detailed overview of research into individual differences – e.g. aptitude, motivation, and cognitive style – and the theoretical context of CALL. A series of studies then examines empirically in what way students’ experience of blended learning is linked to individual learner differences and other contextual variables.
Contents: Research into Individual Differences – Aptitude – Motivation and Anxiety – Affective Factors and CALL – Cognitive Learning Style Models – Personality-based Models – Approaches to Learning – Learner Training – CALL and its Theoretical Context – Tracing the Roots of CALL – Learning Theories – Psycholinguistic Perspective – Applied Linguistics – Second Language Acquisition, Pedagogy and CALL Design – Current Issues in CALL – Empirical Research – Studies 1-10: Investigating Students’ Views of Blended Learning in Light of Individual Differences – Integration of Results and Conclusion.