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LANGUAGEQUESTS IN AN OFF-LINE COURSE MANAGEMENT SYSTEM

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Navarro-Coy M., Periñán-Pascual C.
Teaching English with Technology
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2008
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vol. 8
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issue 2
EN
The Internet has become an extremely powerful tool which has pervaded every corner of our lives, including the foreign language classroom. However, we should not forget that in certain situations this tool cannot be easily implemented in the FL classroom, because of either pedagogical or financial reasons. This paper presents CALL Workbench, a course management system which is flexible enough to be adapted to two stand-alone computer-based EFL learning settings: with or without access to the Internet but provided with electronic communication tools. A WebQuest has been designed and implemented through CALL Workbench in order to illustrate some of the advantages and disadvantages that both settings can present as compared to those found in a traditional Web-based environment.
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Computer-mediated communication as an autonomy-enhancement tool for advanced learners of English

100%
Wach A.
Studies in Second Language Learning and Teaching
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2012
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vol. 2
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issue 3
367-389
EN
This article examines the relevance of modern technology for the development of learner autonomy in the process of learning English as a foreign language. Computer-assisted language learning and computer mediated communication (CMC) appear to be particularly conducive to fostering autonomous learning, as they naturally incorporate many elements of autonomy that give learners control over and responsibility for their own learning, such as choosing the materials used, managing their contact with various genres and types of interaction, often in authentic contexts, and evaluating their own progress, measured through their success in understanding and conveying meanings. However, providing access to language resources does not automatically lead to the development of autonomy, as much depends on other factors, such as the learners’ level or previous experience in learner training. The present study investigated whether advanced learners of English made use of out-of-class CMC engagement for the purpose of learning English autonomously. The results indicate that most of the participants were eager to use CMC opportunities to deliberately practice their English, although, quite naturally, leisure and social reasons for using CMC predominated. The expressed willingness to deliberately focus on practicing English during beyond-theclassroom meaning-oriented online interactions confirms the great potential of CMC as an autonomy enhancement tool.
3

An ICQ Message Board Session as Discourse: A Case Study

75%
Górska A.
Lodz Papers in Pragmatics
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2007
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vol. 3
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issue -1
179-193
EN
Even though the scope of literature on online communication expands fast, very little attention seems to be paid to instant messengers-programmes providing for one to one communication in real time. It is quite surprising, since such programmes create conditions closest to face to face communication. The similarities and differences between computer-mediated and face to face interaction should be the most apparent in instant messenger mediated communication. The present paper focuses on this type of internet communication. The data sample is a transcript of an online conversation that took place within one day. It is analysed within the framework of Conversation Analysis with regard to turn-taking and the occurrence of discourse markers. Also, attention is paid to the use of minimal responses. Although, as might be expected, face to face and computer-mediated interaction share many features with respect to the above criteria, there arise a few interesting differences.
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