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Description
(Text)
Computer-assisted language learning (CALL) has advanced considerably of late. More and more frequently online modules are integrated into formal educational contexts, with virtual and face-to-face learning environments co-existing. This book examines university students' reactions to blended learning at a time when the usefulness of the computer for research and communication is uncontested, while its benefits as a teaching tool are still somewhat controversial. The first part of the book provides a detailed overview of research into individual differences - e.g. aptitude, motivation, and cognitive style - and the theoretical context of CALL. A series of studies then examines empirically in what way students' experience of blended learning is linked to individual learner differences and other contextual variables.
(Table of content)
Contents: Research into Individual Differences - Aptitude - Motivation and Anxiety - Affective Factors and CALL - Cognitive Learning Style Models - Personality-based Models - Approaches to Learning - Learner Training - CALL and its Theoretical Context - Tracing the Roots of CALL - Learning Theories - Psycholinguistic Perspective - Applied Linguistics - Second Language Acquisition, Pedagogy and CALL Design - Current Issues in CALL - Empirical Research - Studies 1-10: Investigating Students' Views of Blended Learning in Light of Individual Differences - Integration of Results and Conclusion.
(Author portrait)
The Author: Ruth Trinder is Associate Professor in the Department of English Business Communication at the Vienna University of Economics and Business Administration in Austria.
