Learner perspectives on foreign language knowledge, interaction and motivation in a computer assisted language learning environment

TL;DRAbstract

Even as Computer Assisted Language Learning (CALL) expands, the study of Foreign languages (FL) in Australia continually fails to achieve the goals described in policy or recommended in empirical, speculative and evaluative research. At a time when active, experiential and learner-centred education is valorised, a major gap in FL discourse is the near-total absence of learner voices. This educational study used ethnographic methods including an open-ended questionnaire to investigate university learner perceptions of i) H knowledge; ii) interactions meant to promote FL knowledge construction; and iii) issues of motivation and connectedness. The paradigm swings and oscillations in foreign language teaching methodology - from the Grammar Translation Method to the communicative era - have collided with the advent of learner-centred constructivism and a rethinking of the significance of intercultural learning. At the same time, networked multimedia computers have sponsored expansion of Com

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