Computer-Asissted Language Learning and the Principles
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computer-mediated interaction class Johnston, 1999: 62. It is because such audiences concern more on the meaning of messages than on their form.
3 Authentic tasks
Authentic tasks which engage learners actively in using the target language becomes the third principle of optimal CALL environments. A good task must
have a clear goal which also leads learners to have goal-oriented behavior. Pica , Kanagy Falodun 1993 as cited in Chapelle 1999: 101 define authentic tasks
as “the most useful and interesting tasks to be those whose goals require communication in the target language”. Thus, it can be concluded that a qualified
authentic task must provide sufficient practices on the target language. There are two goals of authentic second language tasks, namely
communicative and pedagogical Chapelle: 1999. Both of the goals are then connected with one of two levels of task analysis; they are the second language
activity and the second language task. Breen 1987 as cited in Chapelle 1999: 113 distinguishes both tasks further into task-as-work-plan and task-in-process.
Task as work plan is the second language activity goals which refers to “a general description of what learners are expected to do in a task, how they are to go about
doing it, and what they are expected to learn” Chapelle: 114. In relation to web- based vocabulary class, the concept of task as work plan refers to the instructions
and the requirements on how the students should accomplish the tasks provided in ELTGallery web well. Task in process is the second language task goals which
refers to “the specific conditions and processes that actually occur as the learner works” Chapelle: 114. In web-based vocabulary class, this concept is applied in
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how the students use the vocabularies learnt to make sentences. The sentences they make in the web are expected to be able to scaffold their knowledge in using
the vocabularies in a real communication.
4 Language exposure and production
In this fourth principle, various language exposures and production are needed to create the best CALL environment. Language exposures are important
for learners in order to encourage them to use and practice the language they learn. Spolsky 1989: 166 as cited in Egbert, Chao Hanson-Smith 1999: 5
states that “…the outcome of language learning depends in large measure on the amount and kind of exposure to the target language”. This statement highlights
that a large number of exposures is not enough. Various kinds of exposures are also important to enhance the learners’ creativity in practicing the language.
The benefit of applying web-based class is its strength to facilitate students with different learning styles and preferences. Students have the autonomy to
manage their own learning process based on their learning styles and preferences. Further, it also supports a large variety and creative language tasks for learners to
practice both their receptive and productive language skills.
5 Enough time and feedback
Each learner needs different span of time to comprehend the learning process and to complete the tasks given as the exposures. As Egbert, Chao and
Hanson- Smith 1999: 5 claim that “within the classroom, individual differences
in ability, motivation, and other factors determine how much time each learner PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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requires to complete a task successfully”. Therefore, in order to create the best CALL environment, teachers should provide adequate time for learners to
complete the learning process. Besides time, learners also need individualized feedback to maintain their
learning progress and to accomplish the learning goals. Critical feedback is necessary to build positive learning motivation which encourage learners to keep
progressing. Feedback is also one way of maintaining interactions between lecturers and students.
6 Mindful attention to the learning process
Though the conditions of creating the best CALL environment have been set, but without mindful attention to the learning process, all of the efforts will be
useless. Learners should realize the learning purposes and do things mindfully to get the best of them. Salomon 1990, as cited in Egbert, Chao, and Hanson-Smith
1999: 6 states, “during the learning process, learners must be mindful; they must be motivated to take the opportunities presented to them and to be cognitively
engaged as they perform them”. It can also be said that learners must be aware in their every action during the learning process.
Further, Vygotsky 1978, Salomon, Globerson Givon 1991 suggest that metacognitive guidance which contains instructions and examples on how to
learn things are included in the learning process. Teachers and peers are involved in metacognitive guidance to support the learning process and promote cognitive
engagement. Moreover, providing metacognitive guidance in the learning process PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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can also equip learners with self-confidence to be autonomous in doing the learning activities.
7 Atmosphere with an ideal stressanxiety level
During the learning process, learners might get stressful and become anxious especially when they have low self-confidence in accomplishing the
learning goals. Once learners feel stressful, then it will lead them to discouragement which affects their motivation to continue the learning process
well. Brown 1987, Krashen Terrel 1983 and Lozanov 1978 as cited in Egbert, Chao, and Hanson-
Smith 1999: 6 present their ideas that “before becoming mindfully engaged and willing to communicate their ideas, learners
must experience an optimal level of anxiety in the language learning environment, any feelings or worry or apprehension must be facilitative rather than
debilitative”. From the statement, it can be concluded that even if learners experience anxiety during the learning process, it should be challenging instead of
discouraging. Therefore, teachers should also be mindful in setting the targets for
learners in accomplishing their learning tasks. Teachers’ expectation should be reasonable and the goals they set should also be achievable. In CALL
environment class, learners are given the opportunities to control their own learning which results on lower anxiety level.
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8 Learner autonomy
Since CALL environment class enables learners to control their own learnin
g, it means that learners’ autonomy should also be thoughtfully allocated to achieve the optimum result. Being autonomous does not mean that learners take
over all the responsibilities in their learning process. Thein 1994 as cited in Egbert, Chao, and Hanson-Smith 1999: 6 describes a learner-centered classroom
as “one that develops learners’ confidence and skills to learn autonomously and to design and coordinate tasks in a variety of contexts”. Thus, teachers still have the
responsibility to control a nd to give feedback to the learners’ learning progress as
well as to set clear boundaries to keep the learners on the right track in achieving the learning goals.
In addition, Savery and Duffy 1995 as cited in Egbert, Chao, and Hanson-
Smith 1999: 7 believe that “a teacher’s role is to challenge learners’ thinking, not to dictate or attempt to regulate their thinking for them”. A good
challenge is able to raise l earners’ curiosity in learning.
In brief, to support learners to learn autonomously, teachers act as facilitators in modeling and
monitoring the learners’ progress.