The learner has sufficient time and feedback.Ħ. The learner is exposed to and creates varied, creativelanguage.ĥ. The learner is involved in authentic tasks.Ĥ. The learner has opportunity to interact with authenticaudience.ģ.
![kobo taskpaper kobo taskpaper](https://netdna.coolthings.com/wp-content/uploads/2016/08/kobo-aura-one-2.jpg)
Egbert et al's (1999)set of 8 conditions for optimal language learning environmentsprovides a guideline for the creation of such a scenario:ġ.The learner has opportunity to interact and negotiatemeaning.Ģ. Naturally the learner, performing a language acquisition relatedtask, constitutes the essential language learning scenario.Peripheral to the learner's learning are such questions as whether acomputer is involved or not, if and how the task is evaluated andwhat the teacher thinks is happening.ĬALL design is the creation of a scenario where the learner isempowered to acquire the second language (L2). Given that KUT's CALL lab is a taughtcourse scenario using instructor-authored materials which arecontinuously revised in response to student performance, this focuson learner and task comes as no surprise.įigure 1. Eight amongst those 30 graphics deal with either thelearner or task design or both. To facilitate discussionof issues in the planning of the replacement for the aging CALLfacility at Kochi University of Technology (KUT), approximately 30graphics were devised by one of the English department's two CALLplanners. The heuristic diagrams which we draw in thecourse of exploring and debating CALL design reveal much about ourparticular situation and our reaction to it. Planners typically use graphics to improve communication and toreduce cognitive load.
![kobo taskpaper kobo taskpaper](http://zealousinformatics.com/img/mobile_data_collection.jpg)
Insights from the choice of graphical tools The author's own work in CALL planning is used toillustrate the use of this approach. Taking a pragmatic cue from planning documents, thispaper identifies 2 central parameters in EFL CALL design, the learnerand task, which can serve as a strategic starting point forarticulating the numerous decisions leading to the design of a CALLfacility.
![kobo taskpaper kobo taskpaper](https://kbimages1-a.akamaihd.net/Images/7e4f22b3-087e-481a-bc11-c2e0f88ce8da/320/320/10/false/null.jpg)
However, among that complex mass of decisions bearing on the actof creating a CALL design, the question of where to begin goesunanswered. According to that heuristic, the main influences on aa CALL design decision are: 1. Hunter's (in press) comprehensive graphical heuristic for CALLplanning (see figure 1) provides an overview of the complexity ofCALL planning. These are in factimportant decision areas in CALL planning, but they are not centralto CALL design. It is predictable and natural that CALL-related discussionis often narrowed to computer-related considerations such as softwarecapabilities and maintenance, or to plant-related considerationsincluding purchasing, obsolescence and scheduling. Lawrie Hunter, Kochi University of Technologyĭiscussion between the parties involved in university EFL CALLfacility decisions ought to cover a wide range of parameters, fromadministrative to educational and psychological, to logistic andtechnical. Hunter: paper: Learner and task Rational CALL Planning: Learner and Task