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Evaluating the motivational impact of CALL systems: current practices and future directions

机译：评估CALL系统的动机影响：当前实践和未来方向

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摘要

A major aim of computer-assisted language learning (CALL) is to create computer environments that facilitate students' second language (L2) acquisition. To achieve this aim, CALL employs technological innovations to create novel types of language practice. Evaluations of the new practice types serve the important role of distinguishing effective practice environments from less effective environments, while simultaneously informing educational practices and second language acquisition (SLA) theory. Accordingly, evaluations of CALL systems necessarily deal with multiple criteria. Most researchers would probably agree that motivation is an important criterion in CALL evaluations: a system can provide sufficient L2 input and opportunities for L2 output, yet fail to be pedagogically effective if learners are unwilling to participate. Furthermore, knowledge of the motivational impact of practice can provide valuable context linking individual language learners, practice effort and learning outcomes. From the perspective of recent theoretical developments in L2 motivation theory, this paper surveys a representative sample of CALL system evaluations that include motivational impact. Our analysis suggests not only that CALL needs to do more to align its treatment of motivation with recent L2 motivation theories, but also that it is well positioned to do so. We find that (1) few CALL studies treat motivation as it relates to practice as a dynamic variable, (2) behavioural practice logs are underexploited and (3) very few evaluations take into account learners' individual interests and goals. Drawing on these and other findings, we suggest four new directions for developing the motivation dimension in CALL evaluations.
机译：计算机辅助语言学习（CALL）的主要目的是创建有助于学生学习第二语言（L2）的计算机环境。为了实现这一目标，CALL运用技术创新创造了新型的语言实践。对新的练习类型的评估起着重要的作用，即将有效的练习环境与效果较差的环境区分开，同时告知教育实践和第二语言习得（SLA）理论。因此，对CALL系统的评估必然涉及多个标准。大多数研究人员可能会同意，动机是CALL评估中的重要标准：系统可以提供足够的L2输入和L2输出机会，但是如果学习者不愿意参加，那么该方法在教学上就不会有效。此外，对练习的动机影响的了解可以提供有价值的上下文，将各个语言学习者，练习的努力和学习成果联系起来。从L2动机理论的最新理论发展来看，本文调查了包括动机影响在内的CALL系统评估的代表性样本。我们的分析表明，CALL不仅需要做更多工作以使其对动机的处理与最近的L2动机理论保持一致，而且还很容易做到这一点。我们发现（1）很少有CALL研究将动机作为与动力相关的动机作为动态变量对待；（2）行为实践日志未被充分利用；（3）很少有评估考虑到学习者的个人兴趣和目标。利用这些发现和其他发现，我们提出了在CALL评估中发展动机维度的四个新方向。

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  • 来源
    《Computer assisted language learning》 |2016年第4期|186-212|共27页
  • 作者

    Bodnar Stephen; Cucchiarini Catia; Strik Helmer; van Hout Roeland;

  • 作者单位

    Radboud Univ Nijmegen, Dept Linguist, Ctr Language & Speech Technol, NL-6525 ED Nijmegen, Netherlands;

    Radboud Univ Nijmegen, Dept Linguist, Ctr Language & Speech Technol, NL-6525 ED Nijmegen, Netherlands;

    Radboud Univ Nijmegen, Dept Linguist, Ctr Language & Speech Technol, NL-6525 ED Nijmegen, Netherlands;

    Radboud Univ Nijmegen, Fac Arts, Ctr Language Studies, NL-6525 ED Nijmegen, Netherlands;

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  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

    CALL; evaluation; motivation; review;

    机译：呼叫;评估;动机;审查;

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