The instructional development of a handbook on computer-assisted language learning

MacDonald, Ivan J. (1988) The instructional development of a handbook on computer-assisted language learning. Masters thesis, Memorial University of Newfoundland.

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Abstract

Rapid developments in technology have fostered the introduction of the microcomputer into many areas of education including the teaching of French language. Many software materials ranging from drill-and-practice to game and simulation programs have been developed to meet the needs of second language students. Yet, a survey of Newfoundland French Language teachers by Hoskins (1988) revealed that only 5.6% of these teachers were using the computer as an instructional tool. Teachers identified a need for computer knowledge and experience, and for instruction on the application of computer-assisted language learning (CALL) and on selection and evaluation of software. -- Based upon the needs identified in the survey by Hoskins (1988), a handbook was developed to serve as a reference source for second language teachers interested in applying CALL to their classrooms. The development of this handbook was based on the "4-D" model of instructional development. -- The handbook consists of six major sections. The components and operation of the computer are presented in two sections: a) The Microcomputer System (Basic), and b) The Microcomputer System (Advanced). The third section presents some of the inherent features of the microcomputer. Various aspects of CALL software including types and application of CALL software, and the evaluation and selection of software are presented in section four. Section five presents some of the limitations of CALL and section six presents some of the future prospects of computer-assisted language learning. -- The handbook was tested through use with a sample population of 14 French teachers enrolled in a summer session methodology course at Memorial University. Teachers were given a criterion-referenced test in a pretest/post-test situation in order to evaluate the effectiveness of the package. Results of the testing indicated that the handbook was successful in meeting its objectives. In general, 80% of teachers reached 80% or better performance in the post-test. -- The thesis concludes with some recommendations for use of the handbook, as well as for the development of further instructive material to aid French teachers in the province to improve their knowledge and ability to use CALL in the classroom.

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