Aligning Second Language Learning and Computer-Assisted Language Learning: Blended and Tandem Learning
computer-assisted language learning (CALL) is fast becoming a normal part of second language (L2) learning both inside and outside classroom thanks to advancements in communication technology. However, technological availability, rather than pedagogical objectives, tends to take over the choice of CALL activities (Miyamoto 2001) in L2 learning. This paper presents three CALL activities introduced as part of blended learning project in Japanese L2 and Italian L2 at the University of Western Sydney, aiming to align second language learning and CALL (while gauging learner satisfaction). These are: (a) social networking using BEBO, (b) tandem learning using msn and (c) short e-movie production. We will show how we align pedagogical goal and CALL activities (Levy 2007). We also show that CALL’s capabilities may, for instance be used to enhance language input and learner output both of which are crucial for language acquisition (e.g., Krashen, 1985, Long 1996, Swain, 1985, 1995). CALL can be used for real-time interaction, production and feedback. Further we will address the question “does CALL activity promote language learning?” using an analysis of tandem learning based on Processability Theory (PT, Pienemann 1998, Pienemann, Di Biase & Kawaguchi 2005). Results suggest that there are vast individual differences in students’ learning outcomes. This justifies close monitoring to promote overall linguistic development e.g. by using a reliable developmental measure such as PT.