Year: 2007
Type: article
Abstract: Ever since the PLATO system of the 1960's, CALL (computer assisted language learning) has had a major focus on providing self-paced, auto-correcting exercises for language learners to practice their skills and improve their knowledge of discrete areas of language learning.The computer has been recognized from the beginning as a patient and tireless --if inflexible --tutor, allowing students to practice repeatedly, completing drill exercises with the computer program providing feedback.Chunks of knowledge for which identifiable right and wrong answers can be provided enable the creation of selfcorrecting exercises.Unfortunately, human language is notoriously more difficult to adapt to this kind of computer-based instruction than are other areas of knowledge like mathematics.Language is so much more fluid and ambivalent than numbers and equations that basic pattern drills in language learning can accomplish only so much.Moreover, self-correcting computer drills seem inconsistent with the current model of communicative language learning based on meaningful task-based interactions with the language.Yet such exercises continue to be created and used and can still play a useful role, particularly when paired with more open-ended, communicative tools and integrated into a multimedia-rich, collaborative on-line language instruction environment.The advent of the Web (and particularly of JavaScript) as well as of digital multimedia has provided new options and capabilities for creation of language exercises.At the same time, the Web has become the preferred platform for delivery of intelligent tutoring systems, which provide a rich context for self-paced instruction.The complexity of these systems has been a formidable obstacle to involvement of language professionals.Now authoring tools are becoming available which allow language teachers to become active participants in this process.At the same time, new initiatives in educational technology standards (3rd edition of SCORM 2004, IMS Common Cartridge) provide new opportunities for the creation and distribution of on-line language learning resources. SELF-CORRECTING WEB EXERCISESMost language drills used today are created for delivery through a Web browser, particularly if these are materials being created by language instructors themselves.The arrival of JavaScript (in 1996) has slowly displaced most other alternatives for creation of self-correcting exercises.In its decade of existence, JavaScript (the official standard is called ECMAScript) has steadily added features, becoming a robust, object-compliant scripting language with a full set of core functions.JavaScript now has the ability to do sophisticated pattern matching through standard "grep" (general regular expression parsing), which is important for parsing input to check for needed inflections, verb endings or word roots.Its ability to manipulate arrays gives it a rudimentary database-like functionality, important for tracking user actions, while its interaction with the elements of a Web page through the DOM (document object model), allows on the fly changes to Web page content.Developers who remember the days of HyperCard or Toolbook, however, will still miss in JavaScript some of the functionality available in those authoring environments; in particular, seamless multimedia integration and access to creating and manipulating elements of the GUI (graphic user interface) such as buttons.In contrast to those programs, however, JavaScript is thankfully independent of operating systems and largely Web browser neutral.It would take an intrepid language teacher today to create from scratch interactive exercises using JavaScript.The existence of several easy-to-use authoring tools thankfully make that unnecessary, unless Robert Godwin-Jones Tools and Trends in Self-Paced Language Instruction
Source: Language learning & technology
DOI: 10.64152/10125/44098
Author: Robert Godwin-Jones
Institution: Virginia Commonwealth University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W239362640