CALL and teacher education: Issues in course design

%3Ch3+class%3D%22post-title+entry-title%22%3E%0D%0A+CALL+and+teacher+education%3A+Issues+in+course+design+%3C%2Fh3%3E%0D%0A%3Cdiv+class%3D%22post-header%22%3E%0D%0A++%3C%2Fdiv%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22border-collapse%3A+separate%3B+color%3A+black%3B+font-family%3A+%27Times+New+Roman%27%3B+font-size%3A+x-small%3B+font-style%3A+normal%3B+font-variant%3A+normal%3B+font-weight%3A+normal%3B+letter-spacing%3A+normal%3B+line-height%3A+normal%3B+orphans%3A+2%3B+text-indent%3A+0px%3B+text-transform%3A+none%3B+white-space%3A+normal%3B+widows%3A+2%3B+word-spacing%3A+0px%3B%22%3E%3C%2Fspan%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22border-collapse%3A+separate%3B+color%3A+black%3B+font-family%3A+%27Times+New+Roman%27%3B+font-size%3A+x-small%3B+font-style%3A+normal%3B+font-variant%3A+normal%3B+font-weight%3A+normal%3B+letter-spacing%3A+normal%3B+line-height%3A+normal%3B+orphans%3A+2%3B+text-indent%3A+0px%3B+text-transform%3A+none%3B+white-space%3A+normal%3B+widows%3A+2%3B+word-spacing%3A+0px%3B%22%3E%3Cdiv+style%3D%22background-color%3A+%23ffffdd%3B+color%3A+%23333333%3B%22%3E%0D%0A%3Cdiv+class%3D%22outline%22+style%3D%22margin%3A+4em%3B%22%3E%0D%0A%3Cdiv+class%3D%22journal%22%3E%0D%0A%3Cul+style%3D%22border-style%3A+solid%3B+border-width%3A+0em+0em+0.2em%3B+list-style-type%3A+none%3B+margin%3A+0em%3B+padding%3A+0em+0em+0.1em+0.2em%3B%22%3E%0D%0A%3Cli%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EISSN+1442-438X%3C%2Fspan%3E%3C%2Fli%3E%0D%0A%3Cli%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3ECALL-EJ+Online%3C%2Fspan%3E%3C%2Fli%3E%0D%0A%3Cli%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EVol.+1%2C+No.+2%2C+September+1999%3C%2Fspan%3E%3C%2Fli%3E%0D%0A%3C%2Ful%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22title%22+style%3D%22margin%3A+2em+5em%3B+text-align%3A+center%3B%22%3E%0D%0A%3Ch2%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3E%0D%0A%3C%2Fspan%3E+%3C%2Fh2%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22author%22+style%3D%22margin%3A+0em+0em+4em%3B%22%3E%0D%0A%3Cul+style%3D%22list-style-type%3A+none%3B+margin%3A+0em+0em+1em%3B+padding%3A+0em+0.2em+0em+0em%3B%22%3E%0D%0A%3Cli+style%3D%22text-align%3A+right%3B%22%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EMarcia+Johnson%3C%2Fspan%3E%3C%2Fli%3E%0D%0A%3Cli+style%3D%22text-align%3A+right%3B%22%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EThe+University+of+Waikato%2C+New+Zealand%3C%2Fspan%3E%3C%2Fli%3E%0D%0A%3C%2Ful%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22article%22%3E%0D%0A%3Cdiv+class%3D%22chapter%22+style%3D%22margin%3A+0em+0em+3em%3B%22%3E%0D%0A%3Ch3+style%3D%22border-style%3A+solid%3B+border-width%3A+0em+0em+0.05em%3B+padding%3A+0em+0em+0.1em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EIntroduction%3C%2Fspan%3E%3C%2Fh3%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EAs++the+use+of+computer-assisted+language+learning+%28CALL%29+grows+worldwide++%28Fidelman%2C+1998%29%2C+university+courses+to+inform+language+teachers+about++CALL+applications+are+also+increasing.+Given+that+the+role+of+the++teacher+in+computer-mediated+education+requires+some+rethinking+and++redefinition%2C+it+is+important+for+practitioners+to+understand+the++pedagogical+issues+related+to+technological+change+%28McWilliams+%26amp%3B++Taylor%2C+1998%29+and+to+be+aware+of+current+perspectives+on+the+roles+and++functions+of+CALL.+For+example%2C+some+enthusiasts+view+CALL+as+an++innovative+teaching+technique+in+which+computers+play+a+central+role%3B++others+view+CALL+as+a+functional+%Eb%(0%9Cadd-on%E2%80%9D+to+conventional+lessons%3B+while++still+others+in+the+language+teaching+profession+believe+that+computers++make+no+significant+contribution+at+all+to+language+teaching+and++learning.+Evaluating+competing+claims+can+be+a+difficult%2C+confusing++task%2C+and+in+teacher+education+programmes%2C+it+is+clear+that+courses+need++to+cover+more+than+just+the+technical+background+to+CALL.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EIdentifying%2C++exploring%2C+and+discussing+key+issues+in+the+area+of+CALL+are+essential++if+teachers+are+to+learn+how+to+make+informed+choices+about+computer++use.+CALL+courses+which+focus+primarily+on+how+to+%E2%80%9Csurf+the+net%E2%80%9D+to+find++instructional+materials+or+construct+web+sites+are+inadequate+and+are++reminiscent+of+computing+studies+curricula+of+the+1980s+%28Collis+%26amp%3B++Muir%2C+1986%29.+At+that+time%2C+a+common+complaint+was+that+the+focus+of++instruction+in+educational+computing+was+on+programming+languages+and++general+machine-handling+skills+without+detailed+consideration+of+the++curricular+or+contextual+limitations+within+which+computers+would+be++used.+Perhaps+similar+observations+could+be+made+about+the+current+state++of+CALL+in+second+language+teacher+education+%28SLTE%29+programs.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3ETo++meet+the+new+challenges+and+directions+of+CALL+for+teacher+education%2C++we+recognized+the+need+for+courses+that+addressed+a+wider+range+of++issues.+Further%2C+and+more+generally+in+second+language+teacher+education++%28SLTE%29+programmes%2C+there+is+a+need+to+help+teachers+develop+skills+in++autonomous+learning+and+self-reflection+so+as+to+help+them+refine+and++improve+their+classroom+practice.+Computers+can+play+a+role+in++developing+these+skills.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EThis++paper+will+discuss+the+design%2C+development%2C+and+on-going+evaluation+of+a++CALL+component+which+has+recently+been+incorporated+into+two++postgraduate+university+degree+programmes+%E2%80%94+one+in+second+language++teaching+and+the+other+in+Applied+Linguistics.+Discussion+will+focus+on++the+activities%2C+decisions%2C+and+developments+in+the+introductory-level++CALL+course+%28similar+issues+affected+design+of+the+more+specialist+CALL++courses%2C+but+will+not+be+discussed+here%29+and+will+be+framed+within+a++general+description+of+aspects+of+the+institutional+setting+and+degree++programmes.+An+overview+of+course+content+and+instructional+approaches++will+be+provided+and+implications+for+teaching+and+learning+discussed.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22chapter%22+style%3D%22margin%3A+0em+0em+3em%3B%22%3E%0D%0A%3Ch3+style%3D%22border-style%3A+solid%3B+border-width%3A+0em+0em+0.05em%3B+padding%3A+0em+0em+0.1em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EOverview+of+the+setting%3C%2Fspan%3E%3C%2Fh3%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EOur++academic+year+runs+from+March+to+October.+During+1997+and+1998%2C+three++CALL+courses+were+introduced+into+the+two+postgraduate+degree+programmes++in+Applied+Linguistics+at+the+University+of+Waikato%2C+Hamilton%2C+New++Zealand.+Prior+to+the+introduction+of+these+courses+%28one+at+the++Postgraduate+Diploma+in+Second+Language+Teaching+%28PGDipSLT%29+level+and++two+at+the+Masters+level%29%2C+both+programmes+had+been+based+entirely+on+an++instructional+format+in+which+students+met+with+their+teacher+on+a++weekly+basis%2C+were+assigned+a+variety+of+print-based+readings%2C+and+wrote++three+major+assignments+within+12-week+courses.+Six+courses+were++required+for+successful+completion+of+the+PGDipSLT+and+four+were++required+at+the+MA%28Applied%29+level.+It+was+becoming+increasingly+clear%2C++however%2C+that+there+were+problems+with+the+structure+of+the+two++programmes%2C+their+courses%2C+and+methods+of+course+delivery+and+assessment++as+they+related+to+the+particular+needs+of+the+student+groups.%3C%2Fspano3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EAll++students+in+our+programmes+are+adult+learners+with+busy+lives+outside++of+the+university+%28many+are+engaged+in+full-time+employment+as+language++teachers%29.+Because+of+the+constraints+of+their+professional+careers%2C++many+students+come+to+the+university+only+to+attend+courses.+Also%2C+a++significant+number+of+our+students+are+from+non-native+English+speaking++backgrounds+%28NESBs%29.+In+practical+terms%2C+this+has+meant+that+a+sense+of++%E2%80%9Con-campus%E2%80%9D+community+was+lacking+for+many+students+in+our+programmes++due+either+to+their+work+and+family+commitments+or+to+the+challenges+of++reading%2C+writing%2C+and+speaking+in+English+%28or+a+combination+of+these++factors%29.+Also%2C+some+students+reported+feeling+lonely+and+academically++isolated.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EFurther%2C++as+the+use+of+computers+in+language+teaching+increases%2C+students+in+our++programmes+have+been+showing+interest+in+using+and+evaluating+computers++and+software+in+their+own+instructional+contexts.+It+was+also+clear+to++us+that+on-line+instruction+has+implications+not+only+for+language+study++and+graduate+courses+%28for+example%2C+students+are+now+able+to+study++anywhere+in+the+world%2C+without+having+to+leave+home%29%2C+but+also+for+the++entire+university+community.+These+various+considerations+%E2%80%94+the+types+of++students+enrolled+in+our+degree+programmes%2C+the+increasing+prevalence++of+computers+in+language+teaching%2C+and+new+modes+of+delivering++instruction+in+higher+education+%E2%80%94+all+helped+to+shape+and+influence+our++second+language+teacher+education+CALL+course.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EIn++addition%2C+there+were+several+more+specific+aspects+of+course+design++which+shaped+and+influenced+our+decisions+about+the+CALL+course.+The++first+included+typical+design+concerns%2C+such+as%2C+identifying+appropriate++subject+area+content+and+materials+and+their+sequencing.+Other+aspects%2C++including+the+selection+and+use+of+instructional+techniques+and+methods++of+organizing+student+assessment%2C+needed+to+include+explicit++consideration+both+of+student+needs+and+of+issues+related+to+teaching++and+learning+in+cyberspace.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EChanging++to+an+instructional+format+based+on+distance%2C+on-line+delivery+is++complex.+Revising+courses+to+an+on-line+format+includes+several+stages++and+involves+much+more+than+simply+loading+conventional+course+content++into+web-based+delivery+systems+%E2%80%94+particularly+if+such+software+is++concerned+primarily+with+content+presentation+and+discrete+item+testing.++The+issue+of+appropriate+on-line+educational+formats%2C+while+important++across+the+university%2C+is+particularly+key+in+second+language+teacher++education+in+which+students+are+developing+knowledge+and+skills+in+a++variety+of+approaches+to+language+teaching.+For+example%2C+we+are++concerned+with+introducing+and+discussing+issues+of+reflective+practice%2C++alternative+assessment+in+the+language+classroom%2C+and+practical+methods++for+fostering+collaboration+amongst+practitioners.+We+are+not++particularly+concerned+with+having+students+master+a+body+of+%E2%80%9Cfacts%E2%80%9D+to++be+regurgitated+on+examinations.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22chapter%22+style%3D%22margin%3A+0em+0em+3em%3B%22%3E%0D%0A%3Ch3+style%3D%22border-style%3A+solid%3B+border-width%3A+0em+0em+0.05em%3B+padding%3A+0em+0em+0.1em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EConsiderations+for+CALL+course+design%3C%2Fspan%3E%3C%2Fh3%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EIn++the+case+of+the+course+being+described+in+this+paper%2C+the+problem+of++how+to+design+instruction+which+not+only+included+content+and+issues++relevant+to+CALL%2C+but+also+developed+students%27+technical+proficiency+was++complex.+Issues+related+to+reflective+practice+and+autonomous+learning++also+needed+to+be+explicitly+considered+in+the+course+design%2C+and+this++added+to+the+complexity.+The+following+discussion+describes+the+design++process+within+a+framework+of+content+and+assessment+concerns+as+well+as++theories+of+second+language+pedagogy%2C+including+autonomous+learning+and++reflective+practice.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22paragraph%22+style%3D%22margin%3A+0em+0em+3em+2em%3B%22%3E%0D%0A%3Ch4%3E%0D%0A%3Cspan+class%3D%22italic%22+style%3D%22font-style%3A+italic%3B%22%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EContent+concerns%3C%2Fspan%3E%3C%2Fspan%3E%3C%2Fh4%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EMany++%28if+not+most%29+of+the+students+enrolling+in+the+PGDipSLT+CALL+course++have+had+limited+background+and+experience+using+computers+and+are++unfamiliar+both+with+computing+terminology+and+CALL+concepts.+This++raised+a+variety+of+issues+when+assembling+course+readings.+Most+general++computer+science+books+are+too+technical+for+our+novice+computer+users%3B++many+CALL-specific+books+lack+a+theoretical+perspective%3B+and+most+books++in+computers+in+education+are+too+general.+Although+there+is+an++enormous%2C+and+growing%2C+body+of+CALL+literature+available+on+the+Web%2C++searching+for+and+locating+appropriate+research+articles+is+extremely++time-consuming.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EWhat++was+also+important+for+the+location+and+structuring+of+content+was+our++recognition+that+the+field+of+CALL+is+an+emerging+one%2C+and+that+there+is++no+accepted+%E2%80%9Cdogma%E2%80%9D+which+could%2C+or+should%2C+dictate+the+inclusion+of++different+types+of+content.+We+wanted+to+include+a+range+of++representative+views+of+CALL+so+that+students+could+become+aware+of+the++richness+of+the+various+arguments+about+the+role+and+significance+of++CALL.+In+addition%2C+it+was+important+to+provide+opportunities+in+the++course+for+students+to+participate+in+locating+resources+for+students+to++identify+and+locate+resources+relevant+to+their+own+particular++instructional+contexts%2C+to+contribute+to+class+discussions+on+an++on-going+basis%2C+and+to+work+collaboratively.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EInitially%2C++we+adopted+two+core+texts+for+the+course%2C+assembled+a+variety+of++articles+from+print-based+and+on-line+sources%2C+and+organized+a+series+of++readings+into+four+general+areas%3A%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Col%3E%0D%0A%3Cli+style%3D%22line-height%3A+1.3em%3B+margin-bottom%3A+0.5em%3B%22%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EThe+context+of+CALL%3C%2Fspan%3E%3C%2Fli%3E%0D%0A%3Cli+style%3D%22line-height%3A+1.3em%3B+margin-bottom%3A+0.5em%3B%22%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3ETechnology%3C%2Fspan%3E%3C%2Fli%3E%0D%0A%3Cli+style%3D%22line-height%3A+1.3em%3B+margin-bottom%3A+0.5em%3B%22%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3ESoftware+evaluation%3C%2Fspan%3E%3C%2Fli%3E%0D%0A%3Cli+style%3D%22line-height%3A+1.3em%3B+margin-bottom%3A+0.5em%3B%22%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3ELanguage+skill+areas%3A+reading%2C+writing%2C+listening%2C+and+speaking.%3C%2Fspan%3E%3C%2Fli%3E%0D%0A%3C%2Fol%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EWithin++these+topic+areas%2C+students+learn+about+the+history+of+computers+in++education+and+CALL+and+different+conceptual+frameworks+for+considering++CALL+research%2C+technical+terminology+and+basic+networking+concepts%2C++different+approaches+and+ways+of+thinking+about+software+evaluation%2C+and++CALL+applications+within+the+skill+areas+of+reading%2C+writing%2C++listening%2C+and+speaking.+A+fifth+area%2C+%E2%80%9CCALL+in+the+classroom%E2%80%9D%2C+in+which++we+discuss+focused+examples+of+CALL+implementations+%28%E2%80%9Chow+to+do+CALL%E2%80%9D%29++has+been+added+recently+as+a+result+of+student+feedback+about+CALL++topics+they+want+to+explore+more+deeply.+A+selected+CALL+bibliography++can+be+referenced+at+the+end+of+this+paper.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22paragraph%22+style%3D%22margin%3A+0em+0em+3em+2em%3B%22%3E%0D%0A%3Ch4%3E%0D%0A%3Cspan+class%3D%22italic%22+style%3D%22font-style%3A+italic%3B%22%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EAutonomous+learning%3C%2Fspan%3E%3C%2Fspan%3E%3C%2Fh4%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EContent++concerns+were+only+one+aspect+of+course+design.+Throughout+many+of+the++courses+in+our+programmes%2C+students+encounter+a+variety+of+literature++discussing+the+principles+and+significance+of+autonomous+learning.+It++would+probably+be+safe+to+say+that+the+majority+of+students+support+the++principles+of+autonomous+learning+%E2%80%94+at+least+in+theory+and+as+they++relate+to+their+future+language+students.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EHowever%2C++some+students+in+our+programmes+are+reluctant+to+adopt+these+ideas+into++their+own+learning+in+spite+of+accepting+the+principles+of+autonomous++learning.+In+spite+of+changes+to+how+some+of+our+courses+are+taught%2C++most+students+have+become+accustomed+to+a+model+of+higher+education+in++which+they+are+passive+receivers+of+knowledge%2C+in+the+form+of+lectures%2C++from+their+teachers+%28the+experts%29.+In+many+tertiary-level+degree++programmes+%28in+New+Zealand+and+elsewhere%29%2C+students+are+seldom++challenged+to+take+responsibility+for+the+direction+of+their+own++learning.+Although+delving+more+deeply+into+this+issue+is+not+the++purpose+of+this+paper%2C+the+fact+remains+that+for+many+of+our+students%2C++%E2%80%9Cautonomous+learning%E2%80%9D+is+merely+a+concept+they+have+encountered+in++course+readings%2C+and+it+does+not+have+much+personal+relevance.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22italic%22+style%3D%22font-style%3A+italic%3B%22%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3ETeacher+reflection%2C+peer+evaluation%2C+and+assessment+issues%3C%2Fspan%3E%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3ELikewise%2C++although+some+of+our+courses%2C+particularly+at+the+PGDipSLT+level%2C+use++peer+evaluation+and+self-assessment+%28as+techniques+to+develop+reflective++practitioners%29%2C+the+feedback+students+receive+in+these+courses+is++frequently+more+summative+than+formative.+Students+practice+%E2%80%9Creflection%E2%80%9D++as+a+technique+to+improve+their+final+grade+in+the+course%2C+but++structures+to+support+on-going+reflection+as+an+essential+component+of++courses+in+our+programmes+have+been+lacking.+As+mentioned+earlier%2C+many++courses+have+followed+a+%E2%80%9Ctraditional%E2%80%9D+model%2C+in+which+the+lecturer++provides+pre-digested+course+content%2C+in+the+form+of+lectures%2C+and+all++students+submit+their+version+of+the+same+assignment.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EThis++format+of+instruction+has+the+tendency+to+foster+passivity+on+the+part++of+students%2C+extremely+low+levels+of+compliance+with+reading++assignments%2C+and+uneven+quality+in+submitted+essays.+Also%2C+when+there++are+only+three+chances+to+demonstrate+proficiency+during+a+course%2C+and++only+one+acceptable+task+type+%28academic+essay+writing%29%2C+validity+of+the++assessment+is+highly+questionable.+Moreover%2C+this+style+of+assessment++has+proven+to+be+particularly+problematic+for+students+who+are++non-native+English+speakers+%28NESB%29.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22chapter%22+style%3D%22margin%3A+0em+0em+3em%3B%22%3E%0D%0A%3Ch3+style%3D%22border-style%3A+solid%3B+border-width%3A+0em+0em+0.05em%3B+padding%3A+0em+0em+0.1em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EThe+instructional+approach%3C%2Fspan%3E%3C%2Fh3%3E%0D%0A%3Cdiv+class%3D%22paragraph%22+style%3D%22margin%3A+0em+0em+3em+2em%3B%22%3E%0D%0A%3Ch4%3E%0D%0A%3Cspan+class%3D%22italic%22+style%3D%22font-style%3A+italic%3B%22%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EObjectives%3C%2Fspan%3E%3C%2Fspan%3E%3C%2Fh4%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EThere++are+four+main+objectives+which+have+guided+the+design%2C+development%2C+and++implementation+of+the+CALL+course%2C+and+the+issues+described+above+have++provided+a+contextual+framework+within+which+design+decisions+have+been++made.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EFirst%2C++we+wanted+to+teach+students+about+computers+in+language+learning+by++having+them+use+computers+to+find+and+evaluate+information+relevant+to++their+academic+and+professional+needs.+Second%2C+we+wanted+to+use++computer-mediated+communication+%28CMC%29+as+a+tool+to+encourage+and+support++autonomous+learning+and+to+facilitate+reflective+practice.+Third%2C+we++wanted+to+develop+mechanisms+for+using+CMC+as+a+means+to+develop+and++sustain+a+sense+of+community+among+students.+And%2C+finally%2C+we+needed+to++be+mindful+of+practical+and+economic+constraints+from+both+the+students%27++and+the+department%27s+perspectives.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EIn++order+to+accomplish+our+inter-related+aims%2C+assessment+and+classroom++management+procedures+needed+to+change+significantly.+Swain%27s+idea+of++%E2%80%9Cbias+for+best%E2%80%9D+%281983%29+influenced+our+thinking+about+the+design+of++assessment+tasks+and+task+types+so+that+students+could+express++themselves+in+a+variety+of+different+formats+and+have+many+%E2%80%9Cfresh++starts%E2%80%9D.+In+addition%2C+CMC+was+used+as+a+structural+support+for+sharing++information%2C+discussing+ideas%2C+and+creating+a+community+of+learners.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EA++relatively+%E2%80%9Clow-tech%E2%80%9D+%28inexpensive%29+approach+to+course+design+included++the+establishment+of+an+email+listserv+on+one+of+the+university%27s++servers%2C+the+careful+selection+and+purchase+of+exemplary+software+to++demonstrate+different+approaches+to+CALL%2C+and+the+collection+of++print-based+materials+reflecting+different+perspectives+on+CALL.+Our++decision+not+to+bundle+all+course+content+into+a+unit+in+web-based++software+was+deliberate.+We+did+not+want+to+deliver+%E2%80%9Ccanned%E2%80%9D+lectures++followed+by+discrete+item+testing%2C+but+rather+wanted+to+build+and++nurture+an+online+community+of+collaborating+peers.+We+believed+that++having+the+course+delivered+in+a+presentational%2C+rather+than+discursive++mode%2C+would+be+ineffective+for+nurturing+student+reflection+or++interactive+sharing+of+ideas.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22paragraph%22+style%3D%22margin%3A+0em+0em+3em+2em%3B%22%3E%0D%0A%3Ch4%3E%0D%0A%3Cspan+class%3D%22italic%22+style%3D%22font-style%3A+italic%3B%22%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EAssessment%3C%2Fspan%3E%3C%2Fspan%3E%3C%2Fh4%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EA++key+feature+of+the+CALL+course+was+its+focus+on+continuous+assessment++of+student+work+and+this+was+organized+into+four+separate+task+types++described+below.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22paragraph2%22+style%3D%22margin%3A+0em+0em+3em+2em%3B%22%3E%0D%0A%3Ch4%3E%0D%0A%3Cspan+class%3D%22u%22+style%3D%22text-decoration%3A+underline%3B%22%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EReading%2C+interpretation%2C+and+peer+evaluation%3C%2Fspan%3E%3C%2Fspan%3E%3C%2Fh4%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EEach++week+students+read+between+three+to+five+academic+articles+about+a++particular+aspect+of+the+week%27s+discussion+theme%2C+prepared+a+question++about+one+of+the+articles+%28their+choice%29%2C+and+wrote+an+answer+to+their++own+question.+Questions+were+to+be+focused+and+answers+were+to+be++concise+%28around+200-250+words%29.+Each+student+then+posted+both+their++question+and+answer+to+the+on-line+discussion+list.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EThe++main+purpose+of+the+question+and+answer+assignment+was+for+students+to++demonstrate+their+personal+interpretation+of+the+reading.+There+were+no++%E2%80%9Ccorrect%E2%80%9D+questions+and+answers%2C+but+students+needed+to+illustrate+their++own+perspective+and+understanding+of+what+they+had+read.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EAfter++posting+their+question+and+answer+to+the+list%2C+students+read+and++selected+two+questions+and+answers+%28their+choice%29+posted+by+other++students+in+the+course.+They+then+wrote+one+positive+comment+and+one++constructive+criticism+for+each+of+the+two+questions+and+answers+they++had+selected.+In+this+manner%2C+everyone+shared+in+the+task+of+peer++evaluation%2C+an+assessment+technique+which+some+had+encountered+in+other++course+readings%2C+but+in+which+they+had+not+participated+in+practice.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22paragraph2%22+style%3D%22margin%3A+0em+0em+3em+2em%3B%22%3E%0D%0A%3Ch4%3E%0D%0A%3Cspan+class%3D%22u%22+style%3D%22text-decoration%3A+underline%3B%22%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EModeration+of+on-line+discussion%3C%2Fspan%3E%3C%2Fspan%3E%3C%2Fh4%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EThe++volume+of+email+posted+to+the+list+each+week+was+large+and+so++management+and+evaluation+of+it+were+shared%2C+assessed+tasks.+Student++moderators+were+scheduled+on+a+weekly%2C+rotating+basis+to+prepare++summaries+of+the+quantity+and+quality+of+messages+being+posted+to+the++list.+To+assist+them+with+this+organizational+task%2C+they+were+provided++with+an+evaluation+summary+sheet+developed+by+the+instructor.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22paragraph2%22+style%3D%22margin%3A+0em+0em+3em+2em%3B%22%3E%0D%0A%3Ch4%3E%0D%0A%3Cspan+class%3D%22u%22+style%3D%22text-decoration%3A+underline%3B%22%3E%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EOral+presentations%3C%2Fspan%3E%3C%2Fspan%3E%3C%2Fh4%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EStudents++were+required%2C+on+a+weekly%2C+rotating+basis+to+make+informal+seminar++presentations+and+to+lead+class+discussions+about+the+assigned+readings.++Since+everyone+had+read+the+articles%2C+thought+about+their+meaning%2C+and++had+read+other+students+ideas+about+the+papers+before+they+arrived+in++class%2C+discussion+was+well-informed+and+lively.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EIn++addition%2C+on+a+weekly%2C+rotating+basis+students+located%2C+evaluated%2C+and++presented+interesting+web-sites+or+standalone+software+%28related+to++language+teaching%29+to+the+class.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22paragraph2%22+style%3D%22margin%3A+0em+0em+3em+2em%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Web-based second language grammar development: Researching the options

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d%3B%22%3ERationale+for+the+project%3A+Immersion%2C+consciousness+raising+and+the+Internet%3C%2Fspan%3E%3C%2Fh3%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EImmersion++programs+in+which+a+foreign+language+is+used+to+teach+regular+subject++matter+%28such+as+social+sciences%2C+maths%2C+sciences%2C+etc.%29+have+being+very++successful+in+achieving+high+levels+of+foreign+language+proficiency%2C++without+having+negative+effects+on+the+students%27+progress+in+the++subjects+taught+via+the+foreign+language+%28Chappell+%26amp%3B+De+Courcy%2C++1993%3B+Genesee%2C+1987%3B+Krashen%2C+1984%29.+However%2C+while+immersion+students++out-perform+students+taught+by+other+approaches%2C+in+terms+of+grammatical++accuracy+and+sociolinguistic+appropriacy%2C+their+language+use+falls++short+of+native+speaker+norms+%28Harley%2C+1984%3B+Hammerley%2C+1982%3B+Lyster%2C++1987%29.+It+has+been+pointed+out+%28Lyster%2C+1987%29+that+this+is+due+to+the++fact+that+students+communicate+for+the+most+part+with+their+peers+who++are+at+a+similar+level+of+target+language+proficiency+and+with+teachers++who+often+overlook+grammatical+errors+if+the+student%27+s+subject+matter++is+correct.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EIn++the+past%2C+a+number+of+approaches+to+the+teaching+of+grammar+in++immersion+programs+have+been+trialed.+Day+and+Shapson+%281991%29++experimented+with+the+teaching+of+functional+grammar+and+recorded+some++initially+promising+results.+However%2C+over+a+period+of+six+months%2C+the++students+involved+did+not+maintain+their+initial+advantage+over+a++control+group.+Lyster+%281994%29+developed+an+approach+that+attempted+to++raise+students%27+consciousness+of+correct+grammatical+form+which+resulted++in+some+positive+outcomes.+Davies+%281995%29+has+developed+a+%E2%80%9Cdual-focus%E2%80%9D++approach%2C+which+explicitly+teaches+grammar+in+tandem+with+the++subject-matter+content+of+the+immersion+program.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EIn++arguing+for+the+importance+of+interaction+with+native+speakers%2C+Valette++%281993%29+contrasted+the+accuracy+of+students+who+learned+French+in+French++government+lyc_e+schools+with+the+flawed+accuracy+of+immersion++students.+Swain+%281993%29%2C+in+emphasizing+the+important+role+of+output+in++the+language+acquisition+process%2C+highlighted+the+opportunity+that++interaction+provides+for+learners+to+test+hypotheses+about+language++rules+and+consequently+to+modify+their+language+in+the+direction+of++native+speaker+norms.+It+would+seem%2C+therefore%2C+that+if+students+are+to++monitor+their+performance+and+to+refine+the+grammatical+rules+on+which++they+operate%2C+they+will+be+assisted+if+given+the+opportunity+to+interact++regularly+with+native+speakers.+Furthermore%2C+Swain+%281998%29+maintained++that+student+production+of+output+promotes+consciousness+raising+as+it++puts+students+in+the+position+of+noticing+the+gap+between+what+they+can++say+and+what+they+cannot+say%2C+helping+them+to+become+aware+of+their++degree+of+knowledge+of+the+target+language.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EThe++geographical+location+of+Australia+makes+interaction+with+native++speakers+difficult%2C+especially+in+those+languages+such+as+French+where++immigration+of+native+speakers+has+been+limited.+For+this+reason%2C+it+is++relevant+to+explore+the+use+of+new+technologies%2C+such+as+email+and+the++World+Wide+Web+to+establish+whether+the+access+that+they+allow+foreign++language+learners+to+native+speakers+and+to+immersion+students+in+other++parts+of+the+world+impacts+positively+on+the+development+of+the++learners%27+grammar%2C+particularly+as+it+is+revealed+in+their+written++language.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EStudies++of+the+use+of+e-mail+and+the+Internet+%28Boggs+%26amp%3B+Jones%2C+1994%3B++Carrucan+%26amp%3B+Crewe%2C+1996%3B+Chun%2C+1994%3B+Cooke%2C+1996%3B+McWhirter%2C+1996%3B++Hogget%2C+1996%3B%29+have+found+that+students+experience+a+range+of+benefits%2C++including+intercultural+understanding%2C+greater+awareness+of+audience%2C++the+development+of+critical+thinking+and+an+increase+in+written++production.+In+addition+to+registering+improved+motivation+%28Warschauer%2C++M.%2C+Turbee%2C+L.%2C+%26amp%3B+Roberts%2C+B.%2C1996%29%2C+it+has+been+suggested+%28Bonk%2C++Medry+and+Reynolds%2C+1994%3B+Cavalier%2C+Klein+%26amp%3B+Cavalier%2C+1995%3B+Forman%2C++1994%29+that+students+experience+enhanced+achievement+through+access+to++peer+feedback+and+discussion+by+Computer-Mediated+Communication+%28CMC%29.++This+applies+particularly+to+the+development+of+writing+especially+when++interaction+occurs+with+more+capable+peers%2C+a+feature+that+is++particularly+relevant+to+the+use+of+CMC+to+provide+contact+with+native++speakers+and+other+learners+of+a+foreign+language.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EReports++from+the+foreign+language+classroom+%28Barson%2C+Frommer+%26amp%3B+Schwartz%2C++1993%3B+Oliva+%26amp%3B+Pollastrini%3B+1995%3B+Poyatos%2C+1996%29+have+confirmed++learning+outcomes+similar+to+those+documented+from+regular+classrooms.++Oliva+and+Pollastrini+%281995%29+conclude+that+Internet+resources+when+used++to+allow+students+to+communicate+with+native+speakers+are+conducive+to++fostering+second+language+acquisition.+Moreover%2C+the+language+teachers++involved+in+these+projects+have+suggested+benefits+in+all+language++skills+including+the+development+of+grammar%2C+and+it+has+been+found++%28Kern%2C+1995%3B+Warschauer%2C+1996%29+that+students%27+linguistic+output+has+been++more+complex+at+lexical+and+syntactical+levels+than+when+they+are++engaged+in+face-to-face+interaction.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EIn++recent+years%2C+a+growing+body+of+research+has+suggested+that+conscious++reflection+on+learning+may+contribute+to+positive+learning+outcomes++through+the+development+of+learner+autonomy+%28Ellis%2C+1994%3B+Little%3B+1996%3B++Rutherford%2C+1987+and+Van+Lier%2C+1996%29.+Furthermore%2C+the+research+studies++of+Lamy+and+Goodfellow+%281999%29+have+suggested+that+%E2%80%9Clearners+engaging+in++reflective+online+conversations+may+be+more+likely+to+notice+formal++features+of+the+target+language+than+they+would+in+other+kinds+of++exchanges%E2%80%9D+%28p.+60%29.+However%2C+in+spite+of+considerable+speculation++concerning+the+benefits+of+the+use+of+email+and+the+Internet+for+the++development+and+acquisition+of+grammar+in+foreign+language+learners%2C++there+are+no+empirical+studies+based+on+consistent+longitudinal+data++collection+which+describe+the+efficacy+and+implementation+of+different++grammar+teaching+and+learning+approaches+with+or+without+the+support+of++Computer-Mediated+Communication.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22chapter%22+style%3D%22margin%3A+0em+0em+3em%3B%22%3E%0D%0A%3Ch3+style%3D%22border-style%3A+solid%3B+border-width%3A+0em+0em+0.05em%3B+padding%3A+0em+0em+0.1em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EThe+aims+of+the+project+and+their+evolution%3C%2Fspan%3E%3C%2Fh3%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EThis++longitudinal+study+started+in+February+1998+and+will+be+completed+in++2001.+The+first+two+stages+of+the+project+have+been+completed+and+that++is+why+they+are+being+reported+in+this+paper%2C+as+they+provide+relevant++information+about+the+research+design+and+initial+implementation+of+this++study.+The+initial+aim+of+the+research+project+was+to+compare+two+broad++approaches+to+the+improvement+of+the+grammatical+accuracy+of+students++in+French+immersion+programs.+One+approach+involved+Australian+students++in+a+French+immersion+program+interacting+with+students+in+France+and++Canada+via+email+and+the+Internet+with+a+view+to+producing+a++collaborative+electronic+magazine.+The+other+approach+involved+another++group+of+Australian+French+immersion+students+receiving+explicit++grammatical+instruction+integrated+with+content+subjects+in+the++immersion+program.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EHowever%2C++it+was+found+that+in+order+to+respect+the+pedagogic+integrity+of+one+of++the+participating+schools%2C+it+was+necessary+to+broaden+the+scope+of+our++investigation.+It+was+found+during+the+pilot+stage+that+the+school+that++was+to+use+only+the+Internet+was+in+fact+teaching+French+grammar++classes+that+were+not+integrated+with+immersion+content+subjects.+As+a++consequence%2C+the+initial+aim+was+changed+to+document+and+assess+the++influence+that+four+different+approaches+to+grammar+teaching+and++learning+may+have+on+French+immersion+students%27+grammatical+and+written++development.%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Cdiv+style%3D%22line-height%3A+1.3em%3B+padding%3A+0em+0.2em%3B%22%3E%0D%0A%3Cspan+class%3D%22Apple-style-span%22+style%3D%22color%3A+red%3B%22%3EThese+approaches+are%3A%3C%2Fspan%3E%3C%2Fdiv%3E%0D%0A%3Col%3E%0D%0A%3Cli+style%3D%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