CALLによる英作文指導の利点と検討課題 : 1999年度京都大学全学共通科目英語IIにおける実践を例に

Abstract

Computer-Assisted Language Learning (CALL), once introduced into the English writing class, changes the learning method dramatically. E-mail and the Internet give students easy access to a rich variety of source materials. In addition, the networked computer allows students to put the results of their research into published, written form. CALL creates a wider scale for English writing which includes interaction with readers as well as research and writing. Based on my experience in 1999 when I worked as one of Dr. Juan Leon's teaching assistants, I will report on benefits and problems encountered in introducing CALL into writing classes. In the CALL writing class of 1999, the students were divided into small groups, and each group was assigned to build a homepage. The students were asked to research their topics using the Internet, and they were to write a 250-word composition fortnightly. Assignments were sent by e-mail to Dr. Leon and his assistants for review. Students received feedback to assist them in revising their composition. All the correspondence between students and reviewers was made by e-mail. These short pieces of personal writing were edited into the homepage by each group at the term's end. There were the following benefits: First, students were able to correspond with the reviewer anytime and anywhere using e-mail. This increased students' autonomy for pursuit of self-guided study. Second, the Internet provided students with an authentic purpose for writing. The students' motivation was higher because they were writing for an anonymous readership on a potentially expansive worldwide scale. There were some problems that limited the effectiveness of CALL: First, there is a risk that the backlog of work for the reviewer may diminish one of the main potential benefits of using e-mail, as students may not be able to receive prompt responses from the reviewer. In order to allow prompt responses, staggered deadlines should be set for each group. Second, there were few responses from overseas. Readership would increase if the homepage was linked to overseas educational sites. Lastly, each group assigned editing to only one member, who, for most cases, simply pasted pieces of the students' composition onto the homepage. If the editing was done collaboratively in the networked classroom, there would be more interaction among students that may lead to mutual correction of drafts and, as a result, a better-organized page. The quality of writing will be improved by interaction with readers, and CALL has the potential to provide students with a constructive environment for writing.