This book examines the role of computers in language learning and
teaching in higher education. In particular, it considers the
pedagogical and practical value of designing a language-learning
environment around computer technology. Whereas considerable
research has already been undertaken in analysing the value of
individual computer tools and packages (such as e-mail), the study
gives a broad appraisal of their individual and collective value,
without being too exhaustive. Using quantitative and qualitative
data, based on research visits to three universities, Ulster,
Cambridge and Toronto, this study provides examples of effective
practice in the area of the exploitation of Information and
Communication Technology for language learning and teaching. It
draws on the experience of these three institutions, as well as the
findings of current literature in this area, in order to establish
a set of essential criteria that institutions need to meet when
creating a computer-based environment. Although these criteria are
based on experience with language-learning environments, they are
essentially generic in nature and may be applied to other
computer-based learning environments.
General
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