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dc.contributor.authorWhite, Cynthia
dc.contributor.authorReinders, Hayo
dc.date.accessioned2010-11-22T02:04:01Z
dc.date.accessioned2016-03-06T21:26:02Z
dc.date.availableNO_RESTRICTIONen_US
dc.date.available2010-11-22T02:04:01Z
dc.date.available2016-03-06T21:26:02Z
dc.date.issued2010
dc.identifier.citationReinders, H. & White, C. (2010). “The theory and practice of technology in materials development and task design” In N. Harwood (Ed.) English Language Teaching Materials: Theory and Practice. Cambridge: Cambridge University Press. Pp. 58-80.en_US
dc.identifier.isbn9780521198561
dc.description.abstractTechnology nowadays plays a prominent role in the development of language learning materials, both as a tool in support of their creation and as a means of delivering content. Increasingly, technology is also used to support the individual’s language learning process and to extend language learning opportunities outside the classroom. The development of materials is still largely a practitioner-led practice, not always clearly informed by theories of learning (Chapelle 2001). In this chapter we aim to firstly identify the distinctive features of computer-assisted language learning (CALL) materials versus traditional non-CALL materials, and how these features affect their development. Theoretical principles for task design in CALL are reviewed followed by examples of current practice in CALL materials development discussed from a practical, pedagogical, and a theoretical perspective. We conclude by identifying a number of issues that are likely to affect future developments in this area.en_US
dc.format.extent58-90en_US
dc.language.isoenen_US
dc.publisherCambridge University Pressen_US
dc.subject.otherFields of Research::420000 Language and Culture::420100 Language Studiesen_US
dc.titleThe theory and practice of technology in materials development and task designen_US
dc.typeBook chapteren_US
dc.identifier.elements-id34814
dc.identifier.harvestedMassey_Dark
dc.identifier.harvestedMassey_Dark


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