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ERIC Number: EJ1143403
Record Type: Journal
Publication Date: 2014
Pages: 24
Abstractor: As Provided
ISSN: EISSN-1642-1027
Towards a Broad-Based Understanding of Effective Call Practice: Reactions and Recommendations of University-Level Moroccan English Language Learners
Seilstad, Brian
Teaching English with Technology, v14 n2 p27-50 2014
This paper explores effective uses of technology in teaching with a focus on a case study of English Language Learning (ELL) at a Moroccan university. A review of literature reveals a wide variety of pedagogical practices that are recommended by theory and implemented in practice. These theories and practices describe a spectrum of activities ranging from "traditional" practices that develop specific skills at a similar pace and with a high level of teacher monitoring to "emerging" practices that emphasize independent learning, collaboration, and project- or group-based tasks that assist students in becoming life-long learners and users of technology. The case study focuses on grammar courses in which these Moroccan students improve their knowledge of English grammar in order to be prepared to use English at the academic level. The results reveal that grammar teachers employ a variety of pedagogical practices in their use of the CALL but the majority tends toward "tutorial" or "traditional" approach whereas some of the practices employ the "authentic materials engagement" or "computer-mediated communication" approach as identified in the literature review. Students, when asked what they would do differently if they were the teacher, often identified practices that would be consistent with the emerging practice paradigm even if they had not been exposed to that kind of CALL practice.
IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Morocco
Grant or Contract Numbers: N/A