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Conceptual Framework: Input Skills Output Skills

This document presents a conceptual framework for understanding the relationship between English language learning, teaching, and technology. It shows how English language learners and teachers interact with input and output skills like listening, reading, speaking and writing. It also maps out how computer assisted language learning and technology can support these skills through tools like CD players, multimedia, the internet and mobile apps. However, it notes there are also potential problems to consider regarding issues like access, engagement, privacy and encouraging dependency. The framework calls for further research and addressing wider institutional, strategic, data and design issues.

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Loreen Mendez
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26 views

Conceptual Framework: Input Skills Output Skills

This document presents a conceptual framework for understanding the relationship between English language learning, teaching, and technology. It shows how English language learners and teachers interact with input and output skills like listening, reading, speaking and writing. It also maps out how computer assisted language learning and technology can support these skills through tools like CD players, multimedia, the internet and mobile apps. However, it notes there are also potential problems to consider regarding issues like access, engagement, privacy and encouraging dependency. The framework calls for further research and addressing wider institutional, strategic, data and design issues.

Uploaded by

Loreen Mendez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CONCEPTUAL FRAMEWORK

ENGLISH
LANGUAGE

ENGLISH ENGLISH
LANGUAGE LANGUAGE
LEARNER (ELL) TEACHING (ELT)

TECHNOLOGY

COMPUTER ASSISTED
LANGUAGE LEARNING
(CALL)

LEARNER TEACHER

INPUT SKILLS OUTPUT SKILLS

LISTENING READING SPEAKING WRITING


TECHNOLOGY

POTENTIAL DIGITAL LITERACY


PROBLEMS/ AND

CONCERNS MOBILE LEARNING

ACCESS AND TECHNICAL USE OF COMPUTERS BROADCASTING


LOW
ISSUES
PARTICIPATION/
ENGAGEMENT
PRIVACY, SAFETY, WITH USE OF CD- USE OF TAP -
AND CONCERNS OVER TECHNOLOGICAL PLAYERS RECORDERS
PUBLIC POSTINGS
IINITIATIVES
ENCOURAGING COMPUTER READING- DEVELOPING
DEPENDENCY, SPOON BASED PROGRAMS READING AND
FEEDING AND TECHNOLOGY AS WRITING
SUPERFICIACIAL DESRUPTIVE AND
LEARNING DISENGAGING C USE OF MULTIMEDIA BROWSING THE
WRITING INTERNET
IMPACT AND
OUTCOMES ON
TRANSITION/ USE OF ELECTRONIC READING CD-ROM
RETENTION DICTIONARIES NEWSPAPERS

USE OF INTERNET USE OF SPEECH


VOICE-CHATTING SENTENCES
PROGRAM

USE OF INETERNET
WRITING EMAILS
TEXT-CHATTING

E-TOOLS THAT VIDEO


FACILITATE CONFERENCING
LANGUAGE PRACTICE
CREATING TALKING
TALKING TEXTS
BOOKS

DIGITAL GAME-BASED
READING PRACTICE
LEARNING (DGBL)

POTENTIAL PROBLEMS/ COMPUETER


MOBILE APPS
CONCERNS ASSISTED LANGUAGE
LEARNING (CALL)

WIDER ISSUES TO CONSIDER

INSTITUTIONAL AND STRATEGIC


APPROACHES

CONSISTENCY

DATA AND EVALUATION ISSUES

USABILITY, DESIGN AND


PORPUSE

INCORPORATING THE STUDENT


VOICE/ PERSPECTIVE

FURTHER RESEARCH IS NEEDED

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