|dc.description.abstract||With the extension of the presence of computers in learning environments to include computer-mediated communications (CMC), such as electronic mail or the Internet, we must now devise models for computer-enhanced pedagogy to encompass these new interlocutors (Chapelle, 1994). In devising such models, it is important that we keep in mind the theories and findings from mainstream second language pedagogy. The presence of new technology and new means of using it entail the development of new models. However, the introduction of multimedia and communication capabilities to computers in language learning does not necessarily imply that a whole new set of pedagogical models needs to be devised. Rather, we should look to findings in more ‘traditional’ areas such as classroom interaction, task and instructional design, self-directed learning, and the use of audio and video in language learning to ground our models of ‘good practice’ in the areas of multimedia and CMC in language learning.
In the model and examples presented here, the framework for the allocation of control to learners is provided in software by structuring and presenting the available language learning resources in a manner that is easy for learners to navigate, while at the same time providing the information necessary for making informed decisions about their learning paths. Sociocultural pedagogy provides the framework and the rationale for incorporating learning styles and strategies into the conceptualisation of both task and instructional design||en