Computers, learners and teachers: Teamwork in the CALL classroom

Son, Jeong-Bae (2002) Computers, learners and teachers: Teamwork in the CALL classroom. English Language Teaching, 14 (2). pp. 239-252. ISSN 1226-6566

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Abstract

There are three main components in the computer-assisted language learning (CALL) classroom: the learner, the teacher, and the computer. While they are complementary to each other, each component has its own characteristics and stories of roles they play and how those roles have changed in the CALL classroom. For the integration of CALL into a specific language teaching environment, it is critical to look at the ways in which these components work as a team and how they contribute to the implementation of CALL activities. This paper presents a conceptual model of these elements and examines their interrelationship with a special focus on the teacher. Looking at teachers' roles in the CALL classroom, it explores teacher development with discussions on teachers' views on the future of CALL and competencies in CALL. The results of a study on what teachers think about the future of CALL suggest that there is general agreement on a viable future for CALL. Some recommendations are made to improve the teamwork in the CALL classroom.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Author's corrected pre-publication version.
Depositing User: Dr Jeong-Bae Son
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Oct 2007 01:10
Last Modified: 02 Jul 2013 22:45
Uncontrolled Keywords: computer-assisted language learning, teamwork, language teacher development
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
20 Language, Communication and Culture > 2004 Linguistics > 200401 Applied Linguistics and Educational Linguistics
URI: http://eprints.usq.edu.au/id/eprint/2616

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