CALL practice in
traditional vs. flexible educational settings
When CALL is used in the current institutional education system, it is
usually used peripherally and has to fit into the academic calendar.
Some of its advantages such as learner-control and accessibility are not
fully utilized. Under the current model, all students start and finish
courses at the same time. And, students in the classes follow a
Research question: If CALL is used to disseminate knowledge and
provide resource materials, performance guidance, and dynamic
evaluations for learners, in what areas will CALL prove to be effective
(or ineffective) under a modified (flexible) academic calendar and
system? For instance, within such a system learners can “attend”
classes and access resource materials anytime anywhere, receive course
credits whenever they demonstrate that they have acquired the required
skills or knowledge, and take the next level of course whenever they
have completed the previous level of course.
Suggested methodology/comments: Experimental studies comparing
different groups of students (e.g., extremely motivated vs. unmotivated
students, traditional vs. unconventional students), who follow different
academic calendars (traditional vs. flexible), to evaluate their
differences (or similarities) in areas such as performance, personal
satisfaction, time taken to complete a course/courses.
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