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CALL in the zone of proximal development: novelty effects and teacher guidance

机译：近期发展中的CALL：新颖性效应和教师指导

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Digital tools are not always used in the manner their designers had in mind. Therefore, it is not enough to assume that learning through CALL tools occurs in intended ways, if at all. We have studied the use of an enhanced word processor for writing essays in Swedish as a second language. The word processor contained natural language processing technology to display linguistic information such as part of speech while students wrote their texts. We investigated how students' real classroom activity when using the tool corresponded to that which was planned by their teacher. Our contribution is on two levels: (1) a real-world analysis of occasionally problematic technology and (2) an elaboration on research methodology for conducting classroom studies within the sociocultural perspective. Our findings show that use of the tool varied greatly between sessions and that paying close attention to the near-future proficiencies of students is paramount. It is therefore important to account for novelty effects in CALL and to provide guidance to teachers concerning the use of such tools in their pedagogical context. We also suggest further elaborations of sociocultural theory and method in order to capture learners' classroom activities.
机译：数字工具并非总是以设计者的想法使用。因此，仅仅假设通过CALL工具进行的学习仅以预期的方式发生是不够的。我们研究了使用增强型文字处理器以瑞典语作为第二语言撰写论文的方法。文字处理器包含自然语言处理技术，可在学生书写文本时显示语言信息，例如词性。我们调查了使用该工具时学生的实际课堂活动与他们老师计划的活动如何相对应。我们的贡献来自两个层次：（1）对偶尔有问题的技术进行现实世界的分析；（2）详细阐述在社会文化视角下进行课堂研究的研究方法。我们的研究结果表明，该工具的使用在各届会议之间差异很大，密切关注学生的近期熟练程度至关重要。因此，重要的是要考虑CALL中的新颖性，并为教师提供有关在教学环境中使用此类工具的指导。我们还建议进一步阐述社会文化理论和方法，以捕捉学习者的课堂活动。

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