Reading summary: Theory – Driven Call and the development process

By Mike Levy

A woman knitting a scarf in Yuennam. Could this be a theory driven act?

The writer pointed out that Call course ware development was well-grounded by theoretical motivation. Those common theories include psychology, linguistic, second language acquisition, and specific language problems. For instance, Hubbard’s methodological framework was driven by linguistic theories of second language learning. Mutterer et al’s integrated framework was focused on theories from instructional design, language teaching, language learning and knowledge of the applicability of the technology. Kanji Card paid attention on using a specific language problem.

The writer further examined the development process of instructional design which is a systematic approach with a series of steps that, though, may vary in number and sequence, their generic model includes three stages: the analysis phase, the development phase and the evaluation phase.

Thus the Call development processes are systematic with identical discrete elements. However, the elements are different from hierarchical and linear to non-hierarchical and circular.

As not all CALL begins at the theoretical level, CALL authors should try to merge their theory, pedagogy and methodology with technology. According to the writer, in formulating the model, “fit” between the computer’s capabilities and the demands of language pedagogy is most valuable. A model of language learning would better integrate with a computer-aided learning methodology. Integrated theoretical framework should combine with knowledge of how the technology is most effectively applied.

Self reflection:
When surfing a CALL website, I haven’t thought of any theory behind its construction. This article gives me some insights in designing our web pages.