Theories
Constructivism, CALL and e-learning in language teaching
Constructivism is a psychological theory of knowledge which argues that humans construct knowledge from their experience. In parallel with the development of computer technology, the constructivist view of language learning and teaching is applied and incorporated as one major theoretical framework for CALL pedagogies and development. Bonk and Cunningham (1998) pointed out that “the blending of … technological and pedagogical advancements has elevated the importance of research
on electronic learner dialogue, text conferencing, information sharing, and other forms of collaboration” (p. 27). Active and collaborative construction of knowledge instead of knowledge transfer from one person to another (Cobb, 1994; Jonassen, 1994; O.Malley, 1995; Schank & Cleary, 1995), engagement in contextualized
authentic tasks as opposed to abstract instruction, and less controlled environments versus predetermined sequences of instruction where “conditions for shared understanding” are created and “alternative solutions and hypothesis building,” (O.Malley, 1995, p. 289) are promoted through learners. interaction.
From the educational point of view, CALL is closely related to many aspects of second/foreign language learning and teaching. CALL is administered not only as a teaching method but also as an effective tool to help teachers in language teaching, and to promote learners. interactive learning (Shi, 2006) as it can be employed in many ways, and both in and out of the classroom. From Feng.s (2006) study on the implementation of CALL in a college English class in China, results show that it provides a constructive language learning environment to students and can improve students. interest in learning English. It is noticeable that in an L2 speaking class, the use of computer as a teaching tool has a significant effect on enhancing learners. motivation (Bax, 2003; Merrill & Hammons, 1996; Molnar, 1997). In Zheng.s (2006)
research study on the tentative educational reform of current college English teaching in China, the recommendations on the use of CALL are provided to create self-learning and learner-centered onsciousness for both learners and teachers, which can motivate learners to practice more by actively constructing new knowledge instead of passively accepting what teachers teach.
E-learning has become the main trend in CALL because of its technicality, practicality, diversity, and interactive nature. Learners can access the Web to go through sequences of instruction to complete the learning activities, and to achieve learning outcomes and objectives (Ally, 2002; Ally, 2004; Ritchie & Hoffman, 1997). According to Dawley (2007), e-learning can encourage learners to seek information, evaluate it, share it collaboratively and, ultimately, transform it into their own knowledge.
Constructive role play in e-learning
According to Brown and Yule (1995), constructive role play can help students become more interested and involved in classroom learning by addressing problems, and exploring alternatives and creative solutions in terms of not only material learning, but also in terms of integrating the knowledge learned in action. Naidu and Linser (2000) pointed out that constructive role plays increase motivation. They encourage students to engage in L2 speaking freely and creatively, as well as explore options through the creative use of language (Xiao, 2003). According to Ladousse (1991), the incorporation of constructive role play activities into the L2 classroom adds variety, a change of pace and opportunities for a lot of language production, and also a lot of
fun. In this study, constructive role plays refer to speaking activities with pre-described conversations in NHCE e-learning, which students can modify and vary when taking computer lab classes.
Scaffolding as teaching support
Scaffolding is a term given to the provision of appropriate assistance to learners in order that they may achieve what alone would have been too difficult for them. Scaffolding is a good way to provide comprehensible input to EFL learners so that not only will they learn essential subject content but they will also make progress in their acquisition of English (Daniels, 1994). Chaiklin (2003) claimed that following the use
of scaffolding provided by a teacher, students can engage in interactive learning. Wood, Bruner, and Ross (1976) pointed out that EFL learners are particularly dependent on scaffolding. However, the purely oral scaffolding undertaken by the teacher is not enough. More scaffolding from the teacher is necessary because it helps learners understand why they are doing the work and why it is important. In this light,
EFL learners greatly benefit from scaffolding.
Constructivism, CALL and e-learning in language teaching
Constructivism is a psychological theory of knowledge which argues that humans construct knowledge from their experience. In parallel with the development of computer technology, the constructivist view of language learning and teaching is applied and incorporated as one major theoretical framework for CALL pedagogies and development. Bonk and Cunningham (1998) pointed out that “the blending of … technological and pedagogical advancements has elevated the importance of research
on electronic learner dialogue, text conferencing, information sharing, and other forms of collaboration” (p. 27). Active and collaborative construction of knowledge instead of knowledge transfer from one person to another (Cobb, 1994; Jonassen, 1994; O.Malley, 1995; Schank & Cleary, 1995), engagement in contextualized
authentic tasks as opposed to abstract instruction, and less controlled environments versus predetermined sequences of instruction where “conditions for shared understanding” are created and “alternative solutions and hypothesis building,” (O.Malley, 1995, p. 289) are promoted through learners. interaction.
From the educational point of view, CALL is closely related to many aspects of second/foreign language learning and teaching. CALL is administered not only as a teaching method but also as an effective tool to help teachers in language teaching, and to promote learners. interactive learning (Shi, 2006) as it can be employed in many ways, and both in and out of the classroom. From Feng.s (2006) study on the implementation of CALL in a college English class in China, results show that it provides a constructive language learning environment to students and can improve students. interest in learning English. It is noticeable that in an L2 speaking class, the use of computer as a teaching tool has a significant effect on enhancing learners. motivation (Bax, 2003; Merrill & Hammons, 1996; Molnar, 1997). In Zheng.s (2006)
research study on the tentative educational reform of current college English teaching in China, the recommendations on the use of CALL are provided to create self-learning and learner-centered onsciousness for both learners and teachers, which can motivate learners to practice more by actively constructing new knowledge instead of passively accepting what teachers teach.
E-learning has become the main trend in CALL because of its technicality, practicality, diversity, and interactive nature. Learners can access the Web to go through sequences of instruction to complete the learning activities, and to achieve learning outcomes and objectives (Ally, 2002; Ally, 2004; Ritchie & Hoffman, 1997). According to Dawley (2007), e-learning can encourage learners to seek information, evaluate it, share it collaboratively and, ultimately, transform it into their own knowledge.
Constructive role play in e-learning
According to Brown and Yule (1995), constructive role play can help students become more interested and involved in classroom learning by addressing problems, and exploring alternatives and creative solutions in terms of not only material learning, but also in terms of integrating the knowledge learned in action. Naidu and Linser (2000) pointed out that constructive role plays increase motivation. They encourage students to engage in L2 speaking freely and creatively, as well as explore options through the creative use of language (Xiao, 2003). According to Ladousse (1991), the incorporation of constructive role play activities into the L2 classroom adds variety, a change of pace and opportunities for a lot of language production, and also a lot of
fun. In this study, constructive role plays refer to speaking activities with pre-described conversations in NHCE e-learning, which students can modify and vary when taking computer lab classes.
Scaffolding as teaching support
Scaffolding is a term given to the provision of appropriate assistance to learners in order that they may achieve what alone would have been too difficult for them. Scaffolding is a good way to provide comprehensible input to EFL learners so that not only will they learn essential subject content but they will also make progress in their acquisition of English (Daniels, 1994). Chaiklin (2003) claimed that following the use
of scaffolding provided by a teacher, students can engage in interactive learning. Wood, Bruner, and Ross (1976) pointed out that EFL learners are particularly dependent on scaffolding. However, the purely oral scaffolding undertaken by the teacher is not enough. More scaffolding from the teacher is necessary because it helps learners understand why they are doing the work and why it is important. In this light,
EFL learners greatly benefit from scaffolding.
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