Instructions: Use the questions below to help guide your reading for Chapter 1 and each Part in the course text. Note that these are only guides and do not cover all of the important concepts for each Part. You may respond to these questions in any way that is effective for you, from underlining concepts in the text to taking copious notes to drawing a picture of the ideas you want to remember. Nothing will be collected, but you will be expected to be able to take part in discussing the answers to these and other questions and applying the text information.

Chapter 1: Overview

Why is it important to develop a theory of CALL? What are some problems with a theory of CALL? What role does the learning environment play in language acquisition? How can the eight conditions in the model be implemented in the classroom?

Part 1: Interaction

What is interaction? Why is interaction necessary for L2 learners? What are some ways to provide students with opportunities to interact? In what ways can technology support interaction?

Part 2: Authentic Audience

What constitutes an "authentic audience"? Why is this an important component of the language learning environment? What are some benefits of/problems with providing students with an authentic audience in the language learning classroom? How might technology assist with providing an authentic audience for language learners?

Part 3: Task

What makes a task "authentic"? What impact does this condition have on the other conditions that make up an optimal language learning environment? What are the different roles that the computer can play as part of the optimal language learning environment? What are some examples of technology-enhanced authentic tasks?

Part 4: Exposure and Production

How much and what kind of input do students need? What opportunities for output should they have? Why? How can technology facilitate student comprehension in and expression of the target language (TL)?

Part 5: Time

Why are time and feedback critical components of the classroom language learning environment? What kind of feedback do students need, and in what forms (in other words, what kinds of assessments help students)? How can technology assist in providing students and teachers with enough time and enough feedback? How does computer use support or necessitate changes in assessment?

Part 6: Intentional Cognition, Learning Styles, and Motivation

What is motivation? How is motivation related to learning styles? What is intentional cognition? How does it affect learning? What role does motivation play in intentional cognition? Can teachers motivate students? Why is technology motivating to some students and not to others? Can technology be used to motivate all students? In what ways can technology help teachers address different learning styles?

Part 7: Atmosphere

What kinds of events and things affect classroom atmosphere? What impact can technology have on classroom atmosphere? How can virtual environments affect atmosphere?

Part 8: Control

What is meant by "learner control"?  What do learners control (or are given control of)? Why is learner control important? How can technology use assist/prevent learner control?