CALL & Individual Differences - Group 3

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INDIVIDUAL DIFFERENCES and CALL

By Group 3:

ü Zulkifli

ü Eka Margianti S

ü Miftahuljannah Saleh

ü Qori Aturrahmah

ü Dhony

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BACKGROUND

Objective : Investigating what factors on

learners/students that may affect the

Computer-Assisted Language Learning

(CALL).

The factors have been studied on the

basis of learner variables which are assumed

to be affecting the language learning

process. And further study observed which

individual variables which should be

considered most relevant in affecting

language learning outcomes



PREVIOUS STUDIES ON RELATION BETWEEN INDIVIDUAL

DIFFERENCES & LANGUAGE LEARNING

Two types of models of SLA to

individual outcomes:

1. Models with independent learner

variables

2. Models with interdependent learner

variables



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a. The „Good Language-Learner‟ model

b. Monitor Theory model

c. Brown and Fraser‟s framework

d. Levin‟s schematic model.

1.Models with independent learner variables

Distinguishing between individual-related variables and other variables

These models include:

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a. Gardner‟s educational model

b. Skehan‟s model of influences on language

learning

c. Spolsky‟s model of second language learning

2. Models with interdependent learner variables

assuming interrelationship between individual variables

These models include:

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The „Good Language-Learner‟ Model

Consists of:

1. Three independent variables: Learner, Teaching, Context

2. Two dependent variables: Learning, Outcome

“There is a direct link between each of the three „global‟

independent variables and the learning variables.”

Theory:

How the independent variables and which particular sub-

variables affect the learning variable remain unclear.

Weakness:


The ‘Good Language-Learner’ Model

Materials Syllabus Methodology Resources

Unconscious processes -Generalization -Transfer -Simplification Conscious processes - strategies

Age Intelligence Aptitude Motivation Attitude Personality Cognitive Style

EFL/ESL Opportunities for use Social Milieu

Proficiency -Listening - Speaking - Reading - Writing Errors Inter language Affective reason

TEACHING

THE LEARNERS

THE CONTEXT

LEARNING OUTCOME

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Monitor Theory Model (Krashen, 1978)

I

N

P

U

T

Affective

Filter

Cognitive

Organizer MONITOR

O

U

T

P

U

T

Affective

Filter

Self Confidence

Motivation

Attitude

NOTE: Affective filter may cause the

quality of acquisition (output) to be higher

or lower.



Weakness:

How learner variables affect the learning outcomes

remains unclear.

Variables :

Affective filter (learner variable), input, cognitive

organisers, and output.

Theory:

“Affective filter, being a major source of variation,

may cause the quality of acquisition (output) to be

higher or lower.”



Brown & Fraser‟s (1979) Framework

Situation

Scene Participants

Setting (bystanders, local, time)

Purpose (buying, lecturing, playing a game)

Individuals Relationship Between Individuals (shared knowledge power)

Individual Qua individual (personality, attitude)

Individual as member of a social category (class, ethnicity)



Weakness: There is no clear concept of how

factors within this framework interrelate and

affect language use (production).

Variables:

Scene, Participant, Language Choices

This theory examines how individual situational

(consists of Scene and Participant) variables affect

language choices.



Levin‟s (1977) Schematic Model

Weakness:

It is unclear which input variables that lead to

learners‟ variation in output or how the different

variables influence one another.

Variables:

Input (learner variables) & Output

Theory focuses on describing individual

differences in output, wherein input variables

refer to those that differentiate learners in terms

of traits, abilities, and prerequisites that are

related to successful output-task performance.



Gardner‟s (1979, 1985) Educational Model

Social

Milieu

Individual

Differences Contexts Outcomes

C

U

L

T

U

R

A

L

B

E

L

I

E

F

S

Intelligence

Language

Aptitude

Motivation

Situational

Anxiety

Formal

Language

training

Informal

Language

Experience

Linguistic

Non-Linguistic



These models highlight the

interrelationship between variables

(social, individual, and context

variables) in influencing language

learning outcomes.

Variables: social mile (cultural

beliefs), individual

differences, Second language

acquisition contexts, and

Outcomes.



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Skehan‟s (1986, 1989) model of influences

on language learning

Improvement from Naiman‟s „Good Language-Learner‟ model,

however Sekhan highlights the importance of a joined-variables

effect on language learning.




Expectation of

bilingualism

Relationship to target

language community

Attitude to target

language

Social Class

Opportunities

for TL use Learning Outcome

The Learner Classrooms

and materials

Materials

Syllabus

Methodology

resources

Social Context



Weakness:

This model does not clearly identify the role of

individual learner related variables and how they

relate to other variables.

Variables:

Classroom and materials, Social Context,

Opportunities for target language use, The

Learner, Learning, and Outcomes.



Spolsky‟s (1989) Model of Second Language Learning

Variables:

Social context, condition of learner, learning opportunities.

This model examines individual differences resulting from 74

restricted conditions.

His model is based on 5 features:

•All aspects of second or foreign language learning were

combined in a single theory.

• Restricted to the specific domain of second language learning

and focused on individual differences.

•Eclecticism, in which a model of second or foreign language

learning should be “open” to different conditions instead of being

limited to a particular pattern or set of condition.

•Recognising “social context” as an important domain which

affects learning outcomes.



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Two main clusters in Spolsky‟s model:

1. Conditions of social context, i.e.

conditions which influence

learning in two ways.

2. Conditions of learners



Social context

Age Personality Capability Previous

Knowledge

Learning Opportunities

(formal or informal)

Linguistic and non linguistic

outcomes for the learners

Motivation


INDIVIDUAL DIFFERENCES

Age Attitudes

Motivation Intelligence

Language aptitude

Previous knowledge

Familiarity with computers

Interaction with native-speakers of English Language used for interaction with the community



Technology

CALL & Individual Differences - Group 3