Learner perceptions of computer-supported language learning environments: Analytic and systemic analyses.

摘要

The model for observation is a "package" of salient dimensions of an ideal computer-supported language learning environment: (1) opportunities for learners to interact and to negotiate meaning; (2) an authentic audience; (3) authentic tasks; (4) opportunities for exposure to and production of rich and varied language; (5) opportunities for learners to formulate ideas and thoughts; (6) learner intentional cognition; (7) an ideal-anxiety atmosphere, and (8) learner control. Learner perceptions of these factors are captured via questionnaires before and at the end of two computer-supported interventions. Responses answer the following questions: How do adult community college ESL learners perceive their classroom environments? When computer technology is added to support a drill-and-practice environment or to create a cooperative environment, how do the learners perceive these new environments? To what extent and how do the patterns of perceptions and the relationships between variables change from the initial to the intervention environment? Multi-dimensional scaling constructs maps of learners' perceptions in the pretest and posttest conditions; this systemic analysis shows changes in relationships between the factors and provides an overall picture of these changes. Repeated-measures multivariate analyses of variance are used to determine significant differences both between and within the participant groups for each factor; this analytic data complements that of the MDS maps. Results indicated that learners perceive their learning environments in unexpected ways and that the technology has an impact on these perceptions in that it allows the classroom to be "individualized" in ways not possible without it. Also discussed are implications for task construction and grouping and the importance of learner perceptions to an understanding of the language learning environment.