Thesis Community Language Learning
The hybrid use of whole-language teaching and technology is considered in the context of a first-year English writing programme for matriculated second language (L2) learners.
A review of the literature focuses on learning styles and perceptions of Computer Assisted Language Learning (CALL).
Consequently, the learner is not thought of as a student but as a client.
The native instructors of the language are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselors.
Whole language is introduced and cornerstones identified.
The language-counseling relationship begins with the client’s linguistic confusion and conflict.
The aim of the language counselor’s skill is first to communicate an empathy for the client’s threatened inadequate state and to aid him linguistically.
Surveys regarding Computer-Assisted Feedback disclosed that most students preferred typed comments and nearly all believed that they learned something from the interactive websites linked to their errors.
In support of the use of the weblog as an alternative means of assessment, almost all of students said that they preferred writing the weblog to the more traditional written journal, and most believed that it improved their English.
A Master of Arts Thesis Submitted to the College of Arts and Sciences by Jason Ward, "A Thesis in the Use of Computer Assisted Language Learning in a Whole Language Contest," May 2005. How can technology be used to enhance the delivery of whole language and motivate students?