“Computer-assisted language learning (CALL) is a form of computer-based learning which carries two important features: bidirectional learning and individualized learning. It is not a method. CALL materials are tools for learning. The focus of CALL is learning, and not teaching. CALL materials are used in teaching to facilitate the language learning process. It is a student-centered accelerated learning material, which promotes self-paced accelerated learning.” – from Wikipedia
As a new technologically-driven tool in learning language, CALL, has been going to play an active part in educational environment, the role of the instructors also believed to be changed in terms of autonomous learning without the presence of them.
‘Learner autonomy’ and ‘self-directed’ learning have come to be focused in consistent with CALL method compared to the old-fashioned instructor-oriented classroom method, considering being free from the time limitation, place limitation, selecting materials with individuals learning pace and their abilities, etc.
Here, I have to think about Korean learning situation, especially, taking unique EFL environment into account, which means Korean learners have another obstacle as second language learners, not from mother tongue background.
Chapter 6 mentioned about autonomous and nonautonomous learners. And I also guess that autonomous learning is supposed to highly depend on individuals’ own intention, motivation, willingness, confidence and capability to proceed.
If the learners are very much motivated and goal-oriented for their future in studying, there will not be any problems; however, other case, if they aren’t capable of learning by themselves in terms of inability, unwillingness, no goal, laziness, etc, the sense of ‘autonomous’ and ‘self-directed’ would be just the pie in the sky regardless of its good purpose. It can be just ideal not driving effectiveness as of educational outcome.
Especially, to learners in EFL environment, the presence of the instructors in advancing CALL method either physically or on-line appears to be absolutely significant. I think instructors should supervise their students directing, encouraging, motivating and giving marks for them not to be lazy in completing their work. They should force their students to solve the problems and take control of their own learning confidently based on self-directive along with their intention and spontaneity.
As Wikipedia said above, CALL should be students-centered, but instructors also absolutely ought to be involved in their students’ on-line activities to help them to take responsibilities for their learning and to motivate them as for bearing fruit of better outcome in learning English. Here students’ responsibilities for their learning and instructors’ providing motivation to their students will be very important issue. Students’ responsibilities can be students-centered, students-accelerated, in other words, students’ duties in completing on-line exercises regardless of their instructors’ presence. Instructors’ providing motivation can be to encourage their students to get them recognize what the autonomous learning is and what their responsibilities are in doing so. Furthermore instructors should develop a way to give students a better sense of their social network along with the rhythms of interactions in dynamic relationships in virtual world, on-line world; finding new links and materials.
In short, I agree Class access type among a four-way distinction of CALL access types (p.72), ‘The instructor is present in a class that meets in the CALL lab or smart (electronically outfitted) classroom during a regularly scheduled class’, in adopting CALL in my class. That means I like guided, required, and supervised access putting focus on effectiveness, promoting a better understanding my students, appropriate evaluation, grading, observing, assisting, good outcome (result), etc.
I like the course management system, Moodle and Wikispace. Instructors, like Prof. Dan Craig, will be happy with either system in keeping track of their students. They can watch and observe how well their students are going to implement their on-line tasks. I also think Wikispace is very attractive as it shows all the history between the instructors and students in terms of consistent interconnection in language learning.
I like your overview of the concepts in chapter 6. You should work on organizing the text a little in these long posts (maybe with headings). I had a little trouble following your logic.
답글삭제You talk about lazy, unmotivated students as being an impediment to creating autonomous learners (and classrooms). I can see your point of view, but some would say that it is the teachers' responsibility to overcome this (I'm one of those people). Additionally, I would say that the best way to help learners become more autonomous it to get them interested in what they are learning. Interested learners are less likely to be lazy or unmotivated.
If you are confronted with lazy, unmotivated students, what can you do to change that? How do you make the learning environment engaging and motivating?
Dan