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.
Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2006. 358 pp., num. tables and graphs
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.