Teaching & Researching: Computer-Assisted Language Learning

305 Pages·2010·3.492 MB·

by  Ken Beatty

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This book is essential reading for all teachers and all
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Teaching and Researching Computer-Assisted Language Learning
APPLIED LINGUISTICS IN ACTION
General Editors:
Christopher N.Candlinand David R.Hall
Books published and forthcoming in this series include:
Teaching and Researching Computer-Assisted Language Learning,
2nd edition KenBeatty
Teaching and Researching Autonomy in Language Learning PhilipBenson
Teaching and Researching Motivation ZoltánDörnyei
Teaching and Researching Reading WilliamGrabeand
FredrickaStoller
Teaching and Researching Lexicography ReinhardHartmann
Teaching and Researching Translation BasilHatim
Teaching and Researching Speaking RebeccaHughes
Teaching and Researching Writing KenHyland
Teaching and Researching Language and Culture Joan KellyHall
Teaching and Researching Language Learning Strategies RebeccaOxford
Teaching and Researching Listening MichaelRost
Teaching and Researching
Computer-Assisted
Language Learning
Second edition
Ken Beatty
Pearson Education Limited
Head Office:
Edinburgh Gate
Harlow CM20 2JE
Tel: [phone]
Fax: [phone]
London Office:
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Tel: [phone]
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Website: www.pearsoned.co.uk
First published in Great Britain in 2003
Second edition published 2010
© Pearson Education Limited 2003, 2010
The right of Ken Beatty to be identified as Author
of this Work has been asserted by him in accordance
with the Copyright, Designs and Patents Act 1988.
ISBN 978-1-4082-0500-6
British Library Cataloguing in Publication Data
A CIP catalogue record for this book can be obtained from the British Library
Library of Congress Cataloging in Publication Data
Beatty, Ken.
Teaching and researching computer-assisted language learning / Ken
Beatty. – 2nd ed.
p. cm. – (Applied linguistics in action)
Includes bibliographical references and index.
ISBN 978-1-4082-0500-6 (pbk.)
1. Language and languages–Computer-assisted instruction.
2. Language and languages–Computer-assisted instruction–Research.
3. Language and languages–Study and teaching.
4. Language and languages–Study and teaching–Research. I. Title.
P53.28.B43 2010
418.0078′5–dc22
2010002466
All rights reserved; no part of this publication may be reproduced, stored

in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without either the prior
written permission of the Publishers or a licence permitting restricted copying
in the United Kingdom issued by the Copyright Licensing Agency Ltd,
Saffron House, 6-10 Kirby Street, London EC2N 8TS. This book may
not be lent, resold, hired out or otherwise disposed of by way of trade in
any form of binding or cover other than that in which it is published,
without the prior consent of the Publishers.
10 9 8 7 6 5 4 3 2 1
13 12 11 10
Typeset in 10.5/12pt Janson by Graphicraft Limited, Hong Kong
Printed and bound in Malaysia (CTP-KHL)
Contents
General Editors’ Preface ix
Acknowledgements xi
Publisher’s Acknowledgements xii
Introduction 1
Section I Key concepts 5
1 The emergence of CALL 7
1.1 A broad discipline 7
1.2 Technology driving CALL 12
1.3 The changing focus of research in CALL 15
Summary 17
2 A brief history of CALL 18
2.1 CALL in the 1950s and 1960s 18

2.2 Simulations 21
2.3 CALL in the 1970s and 1980s 25
2.4 CALL in the 1990s 37
2.5 CALL in the twenty-first century 39
Summary 41
3 Hypertext, hypermedia and multimedia 42
3.1 Hypertext 42
3.2 Hypermedia 43
3.3 Multimedia 44
3.4 Antecedents of multimedia 46
v
vi TEACHING AND RESEARCHING COMPUTER-ASSISTED LANGUAGE LEARNING
3.5 Science fiction and CALL 48
3.6 The printed book and CALL 51
3.7 Applications to general learning 53
3.8 Applications of multimedia to language learning 54
Summary 56
4 Eight CALL applications 58
4.1 Word processing 58
4.2 Games 60
4.3 Literature 63
4.4 Corpus linguistics 67
4.5 Computer-mediated communication 69
4.6 WWW resources 76
4.7 Adapting other materials for CALL 78
4.8 Personal Digital Assistants (PDAs) and mobile telephones 80
Summary 82
Section II The place of CALL in research and teaching 83
5 Second-Language Acquisition and models of instruction 85
5.1 Concepts in SLA, behaviourism and constructivism 85
5.2 Comprehensible input and output 89
5.3 Behaviourist models of instruction 92
5.4 Constructivism 99
Summary 107
6 Collaboration and negotiation of meaning 108

6.1 The place of collaboration in CALL 108
6.2 Structuring collaboration 116
6.3 Differences between collaboration and other terms 119
6.4 The range of collaboration and CALL 120
6.5 Collaboration at the computer 121
6.6 Benefits of collaborative learning at the computer 122
6.7 Collaboration, CALL and SLA 124
6.8 Collaboration at the computer as evidenced by discourse 125
6.9 Challenges to collaboration at the computer 130
6.10 Challenges to collaboration in a CALL context 132
6.11 Discourse that evidences challenges to collaboration 135
Summary 141
CONTENTS vii
7 Defining a model of CALL 142
7.1 Defining a model 142
7.2 The need for a CALL model 144
7.3 A model of current non-CALL language learning 144
7.4 Dunkin and Biddle’s model in a CALL context 146
7.5 Various views of CALL 151
7.6 Teacher and pupil classroom behaviour:
activities used in CALL 153
7.7 The virtual classroom 156
7.8 Aspects of a CALL model 157
Summary 158
8 Theoretical and pedagogical concerns 159
8.1 Concerns for software development 159
8.2 Pedagogical concerns for classroom practice 162
8.3 Evaluating software 166
8.4 Learning and working styles 167
8.5 Evolving technology 168
8.6 Commercial software 171
8.7 Making better use of existing materials 173
8.8 Copyright and plagiarism 176
8.9 Viruses 179
8.10 Safety online 180
8.11 Technological have-nots 182
Summary 183
Section III Researching CALL 185

9 Current research interests 187
9.1 A new field: reporting CALL research 187
9.2 Approaches to research in CALL 189
9.3 The computer as a research tool 190
9.4 The role of commercial publishers 190
9.5 Reviewing current studies: a survey 191
9.6 Conducting research 202
9.7 Action Research 202
Summary 205
viii TEACHING AND RESEARCHING COMPUTER-ASSISTED LANGUAGE LEARNING
10 Research 206
10.1 Research context 1: The literature review 210
10.2 Research context 2: The pilot study 213
10.3 Research context 3: Corpus linguistics 216
10.4 Research context 4: Error analysis 218
10.5 Research context 5: The experiment 221
10.6 Research context 6: The case study 224
10.7 Research context 7: The survey 227
10.8 Research context 8: The ethnographic approach 231
Conclusion 233
Section IV Resources and Glossary 235
Resources 237
Glossary of key terms 243
References 252
Index 276
General Editors’ Preface
Applied Linguistics in Action, as its name suggests, is a Series which
focuses on the issues and challenge to teachers and researchers in a range
of fields in Applied Linguistics and provides readers and users with the
tools they need to carry out their own practice-related research.
The books in the Series provide the reader with clear, up-to-date,
accessible and authoritative accounts of their chosen field within
Applied Linguistics. Starting from a map of the landscape of the field, each
book provides information on its main ideas and concepts, competing
issues and unsolved questions. From there, readers can explore a range
of practical applications of research into those issues and questions, and
then take up the challenge of undertaking their own research, guided
by the detailed and explicit research guides provided. Finally, each book
has a section which provides a rich array of resources, information
sources and further reading, as well as a key to the principal concepts of
the field.
Questions the books in this innovative Series ask are those familiar to all
teachers and researchers, whether very experienced, or new to the fields of

Applied Linguistics.
• What does research tell us, what doesn’t it tell us and what should it tell
us about the field? How is the field mapped and landscaped? What is its
geography?
• How has research been applied and what interesting research possibil-
ities does practice raise? What are the issues we need to explore and
explain?
• What are the key researchable topics that practitioners can undertake?
How can the research be turned into practical action?
• Where are the important resources that teachers and researchers need?
Who has the information? How can it be accessed?
ix