Review of development models; considerations of learner population differences

Background:  “Intelligent” systems, once a driving force/goal in CALL, no longer seem to be as eagerly pursued. In light of what we now know about learning styles, and strategies and having had 10+ years of “standards-driven” teaching, I think it’s time to re-examine what the computer can do for us in this area. Learners can enter preferences, the computer can watch how the learner interacts with it, better interactions/suggestions, especially in listening and reading comprehension, ones informed by but not limited to past performance, should be possible.

Research question:  Will students (incoming undergraduates) who’ve grown up with technology and whose language education (and evaluation) have been performance (standards)-based benefit from the  individualized/customized approach to language learning that an intelligent tutoring system could deliver.

Suggested methodology/comments:  Not a clue, but I’m really thinking of students working in less commonly taught languages and who’ve received training in “how to be a better language learner.” Perhaps a control group would get the training but “unintelligent” CALL software.

Contact:  Jeff Magoto   jmagoto@oregon.uoregon.edu

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