Effectiveness of a dynamic usage based computer assisted language program
The current paper explores whether a Dynamic Usage Based (DUB) approach – which takes authentic meaningful
language use with repetition and scaffolding for comprehension as its basis – can also be implemented in a CALL environment. The
effectiveness of the DUB-CALL program was tested in a semester-long experiment, comparing it with a teacher-fronted DUB program
(using the same materials as the CALL program) and a traditional CLT program; 228 university undergraduates in Sri Lanka
participated. Language gains were assessed in a pre-post design with an objective General English Proficiency (GEP) test and a
writing task. The results show that the students in the DUB-CALL condition performed significantly better on the GEP test than the
students in the two teacher-fronted classes. The results of the writing tests show that all groups improved significantly, but
here there were no differences among groups.
- 2.Rationale for a dynamic usage based teaching approach
- 3.Principles of a DUB teaching approach
- Competing attentional resources and exposure first
- Frequency of exposure through repetition
- Associative learning through real life exemplars
- Comprehension and noticing through teacher scaffolding
- 4.Rationale for a DUB-CALL program
- 5.The study
- 5.2Teacher participants
- 5.3Instructional materials
- 5.3.1DUBc and DUBp
- 5.4Measures and procedures
- 6.Analysis approach
- GEP scores
- Writing scores
- 7.Discussion and conclusion
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