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A consistent theme in CALL
research is how much students like using computers (and now, the Internet) in
language learning. Several reasons have been proposed: novelty, the effect of
multimedia and multiple learning styles, and the fun factor with simulations
and games, as mentioned above. All these encourage engagement, with the
resulting openness to language acquisition.
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Research also shows the need
for “consciousness-raising” in order for “uptake” to occur (Ellis,
Basturkmen, & Loewen, 2001). Highlighting of key words (Jourdenais, Ota,
Satauffer, Boyson, & Doughty, 1995) and use of graphics and sound with
text (Kumar, n.d.) can help learners pay attention to salient features.
Language failure, whether with a computer or a person, can also be an incentive for attention to form (Von
der Emde, Schneider, & Kotter, 2001; Lewis & Walker, 2003). When
learners try to derive rules from language data, as with a concordancer, they
also are more engaged then when simply going through repetitive
workbook-style exercises.
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