THEORY-DRIVEN CALL AND THE DEVELOPMENT PROCESS
The author aims to establish a clearer understanding of the relationship between theory and application of CALL by exploring the implications of theory-driven CALL in relation to the materials development process.
The author aims to establish a clearer understanding of the relationship between theory and application of CALL by exploring the implications of theory-driven CALL in relation to the materials development process.
The literature shows that the development process of instructional design is prescriptive and is always based on an instructional theory. The generic model suggests that there are three stages: the analysis phase, the development or synthesis phase and the evaluation phrase. For the development of CALL, Meskill outlines a systematic approach and I agree with her that the initial thinking of the media to be used is important. It would be better to consider the technology early rather than late.
The author also summarizes the results of the CALL Survey. If I had to answer the questionnaire, I would say that I usually use CALL materials for lower level tasks or problems. I think I am a proceduralist rather than a formalist which means that I prefer to solve problems by writing programs instead of solving problems by formulating theory. However, when using CALL materials, we have to strike a balance between technology and theories.
1 comment:
Thanks for an interesting reflection. Why do you prefer to use CALL for lower level tasks? Do you feel that it is better suited to them for some reason?
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