Environmental factors affecting computer assisted language learning success: a Complex Dynamic Systems conceptual model

Abstract

This conceptual, interdisciplinary inquiry explores Complex Dynamic Systems as the concept relates to the internal and external environmental factors affecting computer assisted language learning (CALL). Based on the results obtained by de Rosnay [World Futures: The Journal of General Evolution, 67(4/5), 304–315 (2011)], who observed that the systems approach is separate from, and complimentary to, the analytical/experimental model of analysis, the authors use a systems analysis approach to identify a typology of environmental factors that are internal and external to the CALL student, and internal and external to the school. The typology is presented in a CALL ecology model (CEM) along with implications for pedagogy. The authors believe that the systems orientation will become more and more important in the overall understanding of best practices in computer assisted language learning.

Keywords:

• complex dynamic systems
• chaos theory
• call
• efl
• cmc
• systems orientation
• environmental factors
• educational planning
• curriculum planning
• CALL ecology model

Additional information

Notes on contributors

Michael W. Marek

Michael W. Marek is an associate professor of Mass Communication at Wayne State College, Wayne, Nebraska, USA, and is also a veteran of 25 years of professional work in the electronic media, fund raising, and marketing for non-profit organizations. His work in Computer Assisted Language Learning stems from the fact that CMC is an application of Mass Communication, using the Internet as media to communicate with focused groups of people for specific purposes. He combines a strong background in educational psychology with expertise in use of the “new” electronic media to create EFL curriculum materials and experiences that engage students and give them confidence in their communicative ability. Marek teaches media criticism, writing for the mass media, broadcasting, and marketing communications courses, and also has academic interests in public relations and marketing for higher education, branding and integrated marketing, photojournalism, systems design, and strategic planning.

Wen-Chi Vivian Wu

Wen-Chi Vivian Wu, who received her doctorate in education from the University of South Dakota in 2006, is an associate professor of the Department of English Language at Providence University in Taiwan. As an experienced English-as-a-Foreign-Language (EFL) instructor, she teaches a variety of English-related courses. Having several peer-reviewed journal publications (including two SSCI papers) and also serving as an associate production editor of Asian EFL Journal and a reviewing board member of Educational Technology & Society (SSCI), her recent research areas include learner motivation for English as a global language, application of technology in instruction, computer-assisted language learning, and learner-centered instruction. Over the past few years, she has integrated international experiences into her conversation and writing courses linking her students with college students and university professors in America.