Computer Assisted Language Learning CALL and Online Learning
19 acquire knowledge, to construct personal meaning, and to grow from the learning
experience” which by Ally 2004 is explained as online learning. He further explains in his definition that online learning is meant to
promote the quality of learning. When it is used alone, it serves only as the medium “to bring real-life models in which students can interact, link new info to
old, and acquire meaningful knowledge” Beatty, 2010. The tools that are utilized for the learning process, both offline and online, have to be intended to create a
meaningful learning environment and to make sense and meaning of the curriculum being taught which facilitate the students to have “higher order,
creative thinking skills”. The supporting environment will likely help the students to engage and optimize the knowledge acquisition Jones, 2009.
A meaningful learning environment in term of language learning, according to Egbert and Hanson-Smith 1999, will occur within a classroom
which complies with a general set of environment. The first is the opportunities to build interaction. Learning is believed to be a social process which means that
interactions with others such as peers, teachers and experts are needed Egbert and Hanson-Smith, 1999. Interaction will help the students to construct their
knowledge and build their understanding. Interaction also means a good relationship among student-teacher which is needed by the students to develop
their ability to survive in term of social relation and their own perception as a learner. Good interaction among students and teachers as well as positive
classroom climate fosters the students’ social engagement that prevents dropout and “more likely increase students’ high level of interest, motivation, and
enjoyment in learning” Taylor Parsons, 2011. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20 The second environment to support language learning is an environment
that supports the opportunities to interact with authentic audience with the target language. In building the interaction, students will need more than the
opportunities to practice their language skill in the target language with their peers and teachers. It is also important for them to build purposeful social interaction
“in the target language with a knowledgeable source” that will improve their language acquisition Egbert and Hanson-Smith, 1999.
The third environment is an environment where learners are involved in authentic task. Besides having authentic audience, the students also need authentic
tasks in order to inspire them. The students are given the opportunities not to only interact with real audience but are also challenged to complete the tasks which
require the students to perform authentic communication. Therefore, their learning experience becomes meaningful and relevant because the students are working
within a context. This learning environment will engage the students as they most likely engaged in a way that they find their time and attention are worth spend to
learn things that are relevant, meaningful, and authentic Wills, et al, 2009 in Taylor Parsons, 2011.
The forth supporting environment for language learning is the exposure and encouragement for the learners to produce varied and creative language.
Learners require the large amount and varied exposure in the target language in order to maximize their language acquisition. Therefore, it is not only authentic
tasks that learners need but also a broad variety of language input. Given this opportunity, learners can be encouraged to produce output in the target language
21 in more varied styles, thus encouraging their creativity Egbert and Hanson-Smith,
1999. The fifth is sufficient time and feedback for learners. In regard to learner
differences such as in ability, motivation, learning style, anxiety and other factors that influence the process of learning, each learner may need different amount of
time in order to complete the given tasks successfully. Therefore, flexibility of learning is required to cater the learners need. In addition, feedback is also helpful
for learners’ process of learning to assist them in reaching the tasks’ goals Egbert and Hanson-Smith, 1999.
The sixth environment to support the language learning is an environment where learners are guided to attend mindfully to the learning process. In
producing the outcome, the learners have to be mindful, that is being “motivated to take opportunities presented to them and to be cognitively engaged as they
perform the production” Egbert and Hanson-Smith, 1999. The learning environment has to be accommodative so that the learners are encouraged and
guided to employ various meta-cognitive strategies during their learning process. The seventh environment is the atmosphere with ideal level of stress or
anxiety. The ideal level of stress and anxiety should be first created before the learners are able to perform the mindful process of learning. This can be achieved
by forming group discussion which provides the learners with the sense of control over their own learning. Besides, creating a student-centered learning environment
is also required to keep the learners within their stressanxiety level during their process of learning Egbert and Hanson-Smith, 1999.
22 The eight is the support to the occurrence of learning autonomy. Learners’
autonomy means that the learners are given the ownership to devise their own learning including to plan and to solve problems of their learning task. Teacher’s
presence is to challenge the students’ critical thinking and guide them to decide their own learning goal. Learning autonomy can occur when the learning
environment supports the learner-centered class Egbert and Hanson-Smith, 1999.