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Learning Technologies and Learner
Autonomy
Kazunori Nozawa
College of Information
Science and Engineering / Graduate School of
Language Education and Information Science, Ritsumeikan
University
E-mail: nozawa@is.ritsumei.ac.jp
HP:http://www.ritsumei.ac.jp/is/~nozawa/index.html
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Outline
Learning Technologies in ELT
CALL and Learner Autonomy
Learner Autonomy in EAP and ESP
Overview of Current Trends
Introduc=
tion
(1)
§The Use of learning technologies (LT) in language Education has been influencing the nature and pedagogy of ELT more than two decades in Japan.
§However, the explosion of interest in in foreign language education has =
not been unanimously accepted.
Introduc=
tion
(2)
§CALL researchers (Laurillard & Marullo, 1993; Kuramoto, 1999) argue that provide a means=
to
facilitate the L2 learner’s internal thought process.
§It also acts as a psychological tool, enabling the individual to engage i=
n the higher mental functioning that comes from interactions with social life a la Vygotsky (1978).
Introduc=
tion
(3)
§It is argued that has the potential to become the medium within the Zone of =
that =
promotes learning.
&s=
ect;The ZPD refers to the cognitive development that occurs in a social nature with cognitive support from a more capable perso=
n (Jones & Mercer, 1993).
Introduc=
tion
(4)
§An issue of teaching
approaches and pedagogy with CALL is the conflict of
providing only computer-mediated
instruction and not an environment of collaborative communication=
.
§Marjonavic (1999) argued that “rather than adopting old teaching methods along with new =
information technologies, it is necessary to investigate new previously unknown =
=
possibilities offered by new technologies =
and design new methodologies for learning =
=
and teaching”(p. 138)
Introduc=
tion
(5)
§<=
span
lang=3DEN-US style=3D'font-family:HGSoeiKakupoptai;mso-ascii-font-family:H=
GSoeiKakupoptai;
mso-fareast-font-family:HGSoeiKakupoptai;color:#3333FF;mso-fareast-languag=
e:
JA'>In Japan, LT in EFL has seemin=
gly
been overlooked under a plan called, E-Japan Strategy (2001-05) and current New IT Reform Strategy.
§A reason for such an oversight could be as Bachnik (1999) has explained, …ICT poses such a challenge to Japan because the system itself is precisely what is at stake here…
§Against such obstacles, CALL is not always widely
supported.
Introduc=
tion
(6)
§Additional issues have provided an excellent spring board for CALL teachers to conduct more research.
§A positive development of CALL research has been a transformation =
from youthful awe and excitement about new LT to a mature and
directed pedagogical and philosophical focus=
=
with questions raised and answers sought. Learner autonomy is one of the major concerns.
Introduc=
tion
(7)
§Some of the most well known definitions in present literature are:
›'Autonomy is the ability to ta=
ke
charge of one's own
learning' (Henri Holec)
›'Autonomy is essentially a mat=
ter
of the learner's psy=
chological
relation to the process and content of learning' (David Little)
›'Autonomy is a situation in wh=
ich
the learner is tot=
ally
responsible for all the decisions concerned with his [or her] learning and the implementation=
of those decisions'. (Leslie Dickinson)
›'Autonomy is a recognition of =
the
rights of learners within
educational systems'. (Phil Benson)
›Taken from Gardner and
Miller, Establishing Self-Access from theory to practice. CUP (1999)=
CALL and
Learner Autonomy (1)
§A definition o=
f autonomy in language learning is based on Dickinson's (1987) in referring to the =
instructional framework: the degree of independence the learner is given in setting language learning goals, the path to the goal, the pace of learning, and the measurement of success.
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CALL and
Learner Autonomy (2)
&s=
ect;The terms "self-direction" and "independent learning" will be used <=
span
style=3D'position:absolute;top:34.75%;left:9.73%;width:88.2%;height:6.25%'=
>to refer to learner attitudes. In looking at , the self-access setting can offer learners choices =
in time, location, and pace of learning; the path through the material to be chosen; and the topics of interest. can play a role in all of these.
CALL and
Learner Autonomy (3)
§<=
/span>Today, language teachers see independent learning as a goal. It is part of Rubin's (1979) definition of the "good" language learner: one who sets his or her own direction an=
d takes responsibility for his or her own learning. Certain metacognitive skills are necessary for independent learning, including awareness of learning styles and the ability to track one's own progress.
CALL and
Learner Autonomy (4)
§EFL learners have cer=
tain
cultural expectations about
teacher and student roles. For many, the teacher has the duty to impart <=
span
lang=3DEN-US style=3D'font-family:HGSoeiKakupoptai;mso-ascii-font-family:H=
GSoeiKakupoptai;
mso-fareast-font-family:HGSoeiKakupoptai;font-size:88%;color:#3333FF;
mso-fareast-language:JA'>knowledge to them, and their duty as learners is to memorize it. This attitude is =
clearly not conducive to self-direction.
=
§Oxford (1990) notes, "Just teaching new strategies to students will accomplish very =
little less students begin to want greater responsibility for their own learning" (p. <=
/span><=
span
lang=3DEN-US style=3D'font-family:HGSoeiKakupoptai;mso-ascii-font-family:H=
GSoeiKakupoptai;
mso-fareast-font-family:HGSoeiKakupoptai;font-size:88%;color:#3333FF;
mso-fareast-language:JA'>10; italics in original).
CALL and
Learner Autonomy (5)
&se=
ct;On the other hand, studies in Japan (Usuki, 2001) and Hong Kong (<=
/span>Chan, 2001) indicate that some students =
realize that they could take better advantage of resources by being more independent. If we want to encourage independent learning, we will need to give learners good reasons for moving in that direction.
CALL and
Learner Autonomy (6)
§LT’s ro=
le
in fostering autonomy has been vaunted over the years, with a number of <=
/span>claims made in favor of technology-enhanced language learning. Those claims include
that LT, especially <=
span
lang=3DEN-US style=3D'font-family:HGSoeiKakupoptai;mso-ascii-font-family:H=
GSoeiKakupoptai;
mso-fareast-font-family:HGSoeiKakupoptai;font-size:88%;color:red;mso-farea=
st-language:
JA'>multimedia, supports =
different learning styles; that computers and the Internet provide a wealth =
of resources to independent learners; and that certain software packages can offer a =
complete curriculum for language learning<=
/span>. These claims need to be put into the context of learner needs to see how fully they match.
CALL and
Learner Autonomy (7)
§EFL Learners have a number of needs for =
effective language learning, including =
linguistic, metacognitive, and psychological and social.
§In the lingui=
stic area, people must have language data and an opportunity for practice in order to acquire or learn language. Sequencing instruction, offering =
language data at Krashen's i+1 level of comprehensibility<=
span
lang=3DEN-US style=3D'font-family:HGSoeiKakupoptai;mso-ascii-font-family:H=
GSoeiKakupoptai;
mso-fareast-font-family:HGSoeiKakupoptai;font-size:88%;color:#3333FF;
mso-fareast-language:JA'>, providing rules for deductive learners, and sheltering practice all enhance learning.
CALL and
Learner Autonomy (8)
&s=
ect;On the metacognitive level, learners do well by knowing their learning <=
/span>styles, understanding their path through the material to be learned, and having a way to see and assess their own progress toward learning goals.
CALL and
Learner Autonomy (9)
§=
offers a great deal on the linguistic side: huge amounts of data, including authentic text, graphics, audio, and video online.
&s=
ect;Software and online exercises can provide rules to begin with or as glosses for data. A few major software packages offer a structured path through their material and record-keeping. .
CALL and
Learner Autonomy (10)
§<=
span
lang=3DEN-US style=3D'font-family:HGSoeiKakupoptai;mso-ascii-font-family:H=
GSoeiKakupoptai;
mso-fareast-font-family:HGSoeiKakupoptai;font-size:88%;color:#3333FF;
mso-fareast-language:JA'>Another area where LT are useful is in providing practice in various ways. While =
the practice is often repetitive, much more is possible.
§Variety and playfulness of language games improve the fun factor. Concordancers allow =
=
learners to explore language and develop <=
/span>=
their own hypotheses for how language works, =
based on large textbases.
§LT provides tools for learners to cre=
ate newsletters, web pages, and multimedia =
presentations, as well as to create online =
communities of interest.
CALL and
Learner Autonomy (11)
§CALL activities are desig=
ned
to develop a comp=
rehensive
range of skills and attitudes including motivation, learning strategies, =
self-monitoring and cooperation. The activities can be easily integrated into the regular curriculum as almost all serve some linguistic purpose in addition to learner =
=
development. While productive practice is =
possible, repetition is easier to automate =
and so is far more prevalent in both software and online activities.
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CALL and
Learner Autonomy (12)
§A curricular path that links past w=
ith present information and helps learners self-assess is rarely found outside of =
software, and not frequently in software, either. Very little of what is available in off-the-shelf form develops learners' metacognitive skills, helping them understand how=
to learn and how to be reflective learners.
CALL and
Learner Autonomy (13)
&s=
ect;Very importantly, ready-made LT solutions rarely provide any engagement with the local community.
§It is up to facilitators and teachers to make the links between what the learner is doing independently and what is going on in the classroom o=
r the home.
CALL and
Learner Autonomy (14)
§Other drawbacks exist=
as
well. A concern frequently expressed =
in
the hypertext literature is that EFL
learners can get lost when working through
material with hypertext links. Given a wealth of choices, EFL learners can feel overwhelmed and unable to decide what to do. Aimless clicking often =
=
results. Repetitive practice or a repetitive interface can be boring. They can benefit =
from language software, certainly, but have other needs as well. LT can provide a too =
simple solution.
CALL and
Learner Autonomy (15)
§LT can do much more within an environ=
ment
designed to enhance independent learning. =
EFL learners don’t necessarily know how to learn efficiently on their own, so guidance has to come from somewhere.
§Independent work can be linked
closely to EFL curriculum. Where=
EFL
learners are working on their own,
they will need sugg=
ested
paths through material as well as language data to work with.
CALL and
Learner Autonomy (16)
§Facilitators serve an important role by =
helping learners assess where they are and =
understand where they need to go next, helping EFL learners organize their learning and be motivated to continue.
§It's easy to be passive, so EFL learners <=
/span>may need help setting and accomplishing tasks that require production. Facilitators =
also help organize community, setting up <=
/span>=
groups, providing logistics for group projects, and making the links between independent study and classroom =
and
home.
CALL and
Learner Autonomy (17)
§Creating a good autonomous learning =
environment is difficult. It takes thought and planning initially and an ongoing =
commitment to adjusting to EFL learnersR=
17; needs.
§ It is important to keep psychological and social factors in mind to be
sure that individual learnin=
g is
within a supportive community context. LT provides a wealth of =
resources and potential, but is not a solution on its own.
Learner Autonomy in EAP &=
amp;
ESP (1)
§<=
span
lang=3DEN-US style=3D'font-family:HGSoeiKakupoptai;mso-ascii-font-family:H=
GSoeiKakupoptai;
mso-fareast-font-family:HGSoeiKakupoptai;font-size:88%;color:#3333FF;
mso-fareast-language:JA'>To be successful for an academic work while studying EAP and ESP, students need to have =
the basic study
skills and strategies with active learning attitude in advance. Unfortunately most Japanese high school =
graduates coming into universities are not =
well-prepared.
§They need to take some study skills and strate=
gies training at the beginning of the <=
span
style=3D'position:absolute;top:71.5%;left:9.73%;width:98.12%;height:5.5%'>=
first semester in a variety of styles such as small class seminars in each department or a part of CALL program. (e.g., =
Ritsumeikan University CISE)
Learner
Autonomy in EAP & ESP (2)
§<=
span
lang=3DEN-US style=3D'font-family:HGSoeiKakupoptai;mso-ascii-font-family:H=
GSoeiKakupoptai;
mso-fareast-font-family:HGSoeiKakupoptai;color:#3333FF;mso-fareast-languag=
e:
JA'>There are many online study skills and strategies programs or their textbooks designed and available to native speakers of English students, but they are not appropriate for EFL learners to use under the current curriculum.
§<=
span
lang=3DEN-US style=3D'font-family:HGSoeiKakupoptai;mso-ascii-font-family:H=
GSoeiKakupoptai;
mso-fareast-font-family:HGSoeiKakupoptai;color:#3333FF;mso-fareast-languag=
e:
JA'>Such study skills and strategies training programs must be implement=
ed at the beginning of the 1st semester to be academically successful at Japanese universities.
Learner
Autonomy in EAP & ESP (3)
§While studying EAP and ESP contents, to promote learner autonomy, for example, RU CISE students =
are
given a partial training through CALL to understand their own =
learning styles and computer literacy skills:
<=
span
style=3D'font-family:HGSSoeiKakupoptai;color:#3333FF'>§What successful students have done;
§What each student should do to be successful;
![](3D"slide0015_image014.gif")
Learner
Autonomy in EAP & ESP (4)
§<=
span
lang=3DEN-US style=3D'font-family:HGSoeiKakupoptai;mso-ascii-font-family:H=
GSoeiKakupoptai;
mso-fareast-font-family:HGSoeiKakupoptai;color:#3333FF;mso-fareast-languag=
e:
JA'>For online tasks on ESP contents which supplement the
textbooks, motivated students can access to the original=
Website and complete them in advance or later review them.
§Also being accessible to students’ grade system (php + MySQL database) for registered EFL classes, they ca=
n check their weekly performance results on line and motivate themselves to get better final grades.
![](3D"slide0007_image015.gif")
Example
(Rits CISE ELP)
ESP
![](3D"slide0007_image016.gif")
Pre-Intermediate
Level
Intermediate Level
=
Upper Intermediate
Study Skills + EAP +
ESP + CALL
Study Skills + EAP +
ESP + CALL
Study Skills + EGP +
EAP + ESP + CALL
PLT
Learning Technologies and Learner Autonomy
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› Psychological preparation,
› Methodological preparation and
› Practice in self-direction.
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Z24tc3BlY2lhbDpiYXNlbGluZTsNCgltc28tYW5zaS1sYW5ndWFnZTpFTi1VUzt9DQphOmxpbmsN
Cgl7Y29sb3I6Izk5OTlGRiAhaW1wb3J0YW50O30NCmE6YWN0aXZlDQoJe2NvbG9yOiNGRjk5MDAg
IWltcG9ydGFudDt9DQphOnZpc2l0ZWQNCgl7Y29sb3I6Izk2OTY5NiAhaW1wb3J0YW50O30NCn==
------=_NextPart_01C738A6.7C7138F0
Content-Location: file:///C:/6388CA54/KumaUSympo20070114.files/script.js
Content-Transfer-Encoding: quoted-printable
Content-Type: application/javascript; charset="us-ascii"
function LoadSld()
{
var sld=3DGetObj("SlideObj")
if( !g_supportsPPTHTML ) { =09
sld.style.visibility=3D"visible"
return
}
if( MakeNotesVis() ) return
runAnimations =3D _InitAnimations();
=09
if( IsWin("PPTSld") )
parent.SldUpdated(GetSldId())
g_origSz=3DparseInt(SlideObj.style.fontSize)
g_origH=3Dsld.style.posHeight
g_origW=3Dsld.style.posWidth
g_scaleHyperlinks=3D(document.all.tags("AREA").length>0)
if( g_scaleHyperlinks )
InitHLinkArray()
if( g_scaleInFrame||(IsWin("PPTSld") && parent.IsFullScrMode() ) )
document.body.scroll=3D"no"
_RSW()
if( IsWin("PPTSld") && parent.IsFullScrMode() )
FullScrInit();
=09
MakeSldVis();
ChkAutoAdv()
if( runAnimations )
{
if( document.all("NSPlay") )
document.all("NSPlay").autoStart =3D false;
if( sld.filters && sld.filters.revealtrans )
setTimeout( "document.body.start()", sld.filters.revealtrans.duration * =
1000 );
else
document.body.start();
}
}
function MakeSldVis()=20
{
var fTrans=3Dg_showAnimation && SldHasTrans()
if( fTrans )=09
{
if( g_bgSound ) {
idx=3Dg_bgSound.indexOf(",");
pptSound.src=3Dg_bgSound.substr( 0, idx );
pptSound.loop=3D -(parseInt(g_bgSound.substr(idx+1)));
}
SlideObj.filters.revealtrans.Apply()=09
}
SlideObj.style.visibility=3D"visible"
if( fTrans )
SlideObj.filters.revealtrans.Play()
}
function MakeNotesVis()=20
{
if( !IsNts() ) return false=20
SlideObj.style.display=3D"none"
nObj =3D document.all.item("NotesObj")
parent.SetHasNts(0)
if( nObj ) {=20
nObj.style.display=3D""
parent.SetHasNts(1)
}
return 1
}
function ChkAutoAdv()
{
if(SldHasTrans())
SlideObj.onfilterchange=3DAutoAdv
else
AutoAdv()
}
function AutoAdv()
{
if(!IsWin("PPTSld") || !gUseSldTimings )return
var sld=3DGetCurSld()
if( (sld.mAdvDelay>0) && !parent.IsFramesMode() )
setTimeout("parent.GoToNextSld()",sld.mAdvDelay)
}
function GetObj(id)
{
if(g_supportsPPTHTML) return document.all(id);
else return document.getElementById(id);
}
function SldHasTrans() { return SlideObj.style.filter !=3D ""; }
function GetSldId()=20
{
var regExp =3D /file:\/\/\//i
var pos =3D location.href.search(regExp)
if (MHTMLPrefix !=3D "" && pos !=3D -1)
sId =3D location.href.substring(pos)
else
{
sId =3D RemoveFilePrefixFromHref(location.href);
var regExp =3D /\//
var fixedHref =3D sId
var pos =3D -1
=09
pos =3D fixedHref.search(regExp)
while (pos !=3D -1)
{
fixedHref =3D fixedHref.replace(regExp, "\\")
pos =3D fixedHref.search(regExp)
}
=09
if (g_fBaseHyperlink =3D=3D true)
sId =3D "file:///" + fixedHref;
else
sId =3D fixedHref.substring(fixedHref.lastIndexOf('\\') + 1)
}
=09
return sId
}
function HideMenu() { if( frames["PPTSld"] && PPTSld.document.all.item("ctx=
tmenu") && PPTSld.ctxtmenu.style.display!=3D"none" ) { PPTSld.ctxtmenu.styl=
e.display=3D'none'; return true } return false }
function IsWin( name ) { return window.name =3D=3D name }
function IsNts() { return IsWin("PPTNts") }
function IsSldOrNts() { return( IsWin("PPTSld")||IsWin("PPTNts") ) }
function SupportsPPTAnimation() { return( navigator.platform =3D=3D "Win32"=
&& navigator.appVersion.indexOf("Windows")>0 ) }
function SupportsPPTHTML()
{
var appVer=3Dnavigator.appVersion, msie=3DappVer.indexOf("MSIE "), ver=3D0
if( msie >=3D 0 )
ver=3DparseFloat( appVer.substring( msie+5, appVer.indexOf(";",msie) ) )
else
ver=3DparseInt(appVer)
return( ver >=3D 4 && msie >=3D 0 )
}
function _RSW()
{
if( !g_supportsPPTHTML || IsNts() ||
( !g_scaleInFrame && (!IsWin("PPTSld") || !parent.IsFullScrMode()) ) )
return
var padding=3D0;
if( IsWin("PPTSld") && parent.IsFramesMode() ) padding=3D6
cltWidth=3Ddocument.body.clientWidth-padding
cltHeight=3Ddocument.body.clientHeight-padding
factor=3D(1.0*cltWidth)/g_origW
if( cltHeight < g_origH*factor )
factor=3D(1.0*cltHeight)/g_origH
newSize =3D g_origSz * factor
if( newSize < 1 ) newSize=3D1
s=3DSlideObj.style
s.fontSize=3DnewSize+"px"
s.posWidth=3Dg_origW*factor
s.posHeight=3Dg_origH*factor
s.posLeft=3D(cltWidth-s.posWidth+padding)/2
s.posTop=3D(cltHeight-s.posHeight+padding)/2
if( g_scaleHyperlinks )
ScaleHyperlinks( factor )
}
function _InitAnimations()
{
animRuntimeInstalled =3D ''+document.body.localTime !=3D 'undefined';
isFullScreen =3D (window.name =3D=3D "PPTSld") && !parent.IsFramesMode();
g_animUseRuntime =3D g_showAnimation && animRuntimeInstalled && !(isFullSc=
reen && parent.IsSldVisited());
if( g_animUseRuntime ) {
collSeq =3D document.all.tags("seq");
if( collSeq !=3D null ) {
for(ii=3D0;ii numSlds )
gSldJumpIdx =3D numSlds;
if ( gSldJumpIdx >=3D 0 ) {
if ( gSldJumpIdx =3D=3D 0 )
gSldJumpIdx =3D 1;
var jumpTo =3D parseInt(gSldJumpIdx);
gSldJump =3D 0; gSldJumpIdx =3D "";
win.GoToSld( parent.GetSldList().mList[jumpTo-1].mSldHref )
}
}
}
function _KDH()
{
if( event.keyCode =3D=3D 8 ) {
event.returnValue =3D 0;
parent.GoToPrevSld();
}
}
function DocumentOnClick()
{
if( IsNts() || parent.HideMenu() ) return;
if( ( g_allowAdvOnClick && !parent.IsFramesMode() ) ||
(event && (event.keyCode=3D=3D32) ) )
parent.GoToNextSld();
}
var g_supportsPPTHTML =3D SupportsPPTHTML(), g_scaleInFrame =3D 1, gId=3D""=
, g_bgSound=3D"",
g_scaleHyperlinks =3D false, g_allowAdvOnClick =3D 1, g_showInBrowser =
=3D 0, gLoopCont =3D 0, gUseSldTimings =3D 1;
var g_showAnimation =3D g_supportsPPTHTML && SupportsPPTAnimation() && ( (w=
indow.name=3D=3D"PPTSld" && !parent.IsFramesMode()) || g_showInBrowser );va=
r g_animManager =3D null;
var g_animUseRuntime =3D false;
var g_animItemsToHide, g_animInteractiveItems, g_animSlideTime;
var g_animMainSequence =3D null;
var ENDSHOW_MESG=3D"スライド ショӦ=
0;の最後です。 クリッ=
クすると終了します=
2290;", SCREEN_MODE=3D"Frames", gIsEndShow=3D0, NUM_VIS_SLDS=3D39, SCRIPT_H=
REF=3D"script.js", FULLSCR_HREF=3D"fullscreen.htm";
var gCurSld =3D gPrevSld =3D 1, g_offset =3D 0, gNtsOpen =3D gHasNts =3D gO=
tlTxtExp =3D 0, gHasNarration =3D 0, gOtlOpen =3D true
window.gPPTHTML=3DSupportsPPTHTML()
var g_fBaseHyperlink =3D false;
var gMainDoc=3Dnew Array(new hrefList("slide0003.htm",1,-1,1),new hrefList(=
"slide0005.htm",1,-1,1),new hrefList("slide0012.htm",1,-1,1),new hrefList("=
slide0019.htm",1,-1,1),new hrefList("slide0020.htm",1,-1,1),new hrefList("s=
lide0021.htm",1,-1,1),new hrefList("slide0022.htm",1,-1,1),new hrefList("sl=
ide0023.htm",1,-1,1),new hrefList("slide0038.htm",1,-1,1),new hrefList("sli=
de0027.htm",1,-1,1),new hrefList("slide0039.htm",1,-1,1),new hrefList("slid=
e0028.htm",1,-1,1),new hrefList("slide0029.htm",1,-1,1),new hrefList("slide=
0040.htm",1,-1,1),new hrefList("slide0030.htm",1,-1,1),new hrefList("slide0=
031.htm",1,-1,1),new hrefList("slide0041.htm",1,-1,1),new hrefList("slide00=
32.htm",1,-1,1),new hrefList("slide0033.htm",1,-1,1),new hrefList("slide003=
4.htm",1,-1,1),new hrefList("slide0042.htm",1,-1,1),new hrefList("slide0047=
.htm",1,-1,1),new hrefList("slide0035.htm",1,-1,1),new hrefList("slide0036.=
htm",1,-1,1),new hrefList("slide0043.htm",1,-1,1),new hrefList("slide0037.h=
tm",1,-1,1),new hrefList("slide0016.htm",1,-1,1),new hrefList("slide0026.ht=
m",1,-1,1),new hrefList("slide0015.htm",1,-1,1),new hrefList("slide0013.htm=
",1,-1,1),new hrefList("slide0007.htm",1,-1,1),new hrefList("slide0017.htm"=
,1,-1,1),new hrefList("slide0025.htm",1,-1,1),new hrefList("slide0045.htm",=
1,-1,1),new hrefList("slide0048.htm",1,-1,1),new hrefList("slide0018.htm",1=
,-1,1),new hrefList("slide0044.htm",1,-1,1),new hrefList("slide0046.htm",1,=
-1,1),new hrefList("slide0049.htm",1,-1,1));
/*********************************************
Frameset functions
These functions control slide navigation
and state of the frameset.
**********************************************/
function RemoveFilePrefixFromHref(href)
{
var regExp =3D /^file:\/\/\//i;
return href.replace(regExp, "")
}
function FullScrInit()
{
g_allowAdvOnClick =3D GetCurSld().mAdvOnClk
document.body.style.backgroundColor=3D"black"
document.oncontextmenu=3Dparent._CM;
document.onkeydown =3D _KDH;
document.ondragstart=3DCancel
document.onselectstart=3DCancel
self.focus()
}
function Redirect( frmId )
{=09
var str=3Ddocument.location.hash,idx=3Dstr.indexOf('#'), sId=3DGetSldId()
if(idx>=3D0) str=3Dstr.substr(1);
if( window.name !=3D frmId && ( sId !=3D str) ) {
obj =3D GetObj("Main-File")
window.location.href=3Dobj.href+"#"+sId
return 1
}
return 0
}
var MHTMLPrefix =3D CalculateMHTMLPrefix();=20
function CalculateMHTMLPrefix()
{
if ( document.location.protocol =3D=3D 'mhtml:') {=20
href=3Dnew String(document.location.href)=20
Start=3Dhref.indexOf('!')+1=20
End=3Dhref.lastIndexOf('/')+1=20
if (End < Start)=20
return href.substring(0, Start)=20
else=20
return href.substring(0, End)=20
}
return '';
}
function GetTags(base,tag)
{
if(g_supportsPPTHTML) return base.all.tags(tag);
else return base.getElementsByTagName(tag);
}
function UpdNtsPane(){ if(frames["PPTNts"]) PPTNts.location.replace( MHTMLP=
refix+GetHrefObj( gCurSld ).mNtsHref ) }
function UpdNavPane( sldIndex ){ if(gNavLoaded) PPTNav.UpdNav() }
function UpdOtNavPane(){ if(gOtlNavLoaded) PPTOtlNav.UpdOtlNav() }
function UpdOtlPane(){ if(gOtlLoaded) PPTOtl.UpdOtl() }
function SetHasNts( fVal )
{
if( gHasNts !=3D fVal ) {
gHasNts=3DfVal
UpdNavPane()
}
}
function ToggleOtlText()
{
gOtlTxtExp=3D!gOtlTxtExp
UpdOtlPane()
}
function ClearMedia()
{
// Clear any sounds playing before launching another browser window. Other=
wise,
// in fullscreen mode, you'll continue to hear the sound in the frames mod=
e.
if (PPTSld.pptSound) PPTSld.pptSound.loop =3D 0;
}
function FullScreen()
{=20
if ( PPTSld.g_animUseRuntime )
PPTSld.document.body.pause();
ClearMedia();
var href =3D ( document.location.protocol =3D=3D 'mhtml:') ? FULLSCR_HREF =
: FULLSCR_HREF+"#"+GetHrefObj(gCurSld).mSldHref;
if (MHTMLPrefix !=3D "")
href =3D RemoveFilePrefixFromHref(href)
if(PPTNav.event.ctrlKey) {
var w =3D (window.screen.availWidth * 1.0) / 2.0
var h =3D w * (PPTSld.g_origH * 1.0) / PPTSld.g_origW
win =3D window.open( MHTMLPrefix+href,null,"toolbar=3D0,resizable=3D1,top=
=3D0,left=3D0," + "width=3D"+ w + ",height=3D" + h );
if( win.document.body && PPTSld.g_animUseRuntime )
win.document.body.PPTSldFrameset=3Dwindow;
}
else
{
win =3D window.open( MHTMLPrefix+href,null,"fullscreen=3Dyes" );
if( win.document.body && PPTSld.g_animUseRuntime )
win.document.body.PPTSldFrameset=3Dwindow;
}
}
function ToggleVNarration()
{
rObj=3DPPTSld.document.all("NSPlay")
if( rObj && !PPTSld.g_animUseRuntime ) {
if( (rObj.playState =3D=3D 1)||(rObj.playState =3D=3D 0) )
rObj.Play()
else if( rObj.playState =3D=3D 2 )
rObj.Pause()
else
return;
}
else if( PPTSld.g_animUseRuntime )
{
narObj =3D PPTSld.document.all("narrationID")
if( narObj )
narObj.togglePause()
}
}
function GetCurSldNum()
{ =20
obj=3DGetHrefObj(gCurSld)
if( obj.mOrigVis =3D=3D 1 )
return obj.mSldIdx
else =20
return gCurSld
}
function GetNumSlds()
{ =20
if( GetHrefObj(gCurSld).mOrigVis =3D=3D 1 )
return GetSldList().mNumVisSlds;
else
return GetSldList().mList.length
}
function GetSldNum( href )
{
for(ii=3D0; ii 1 )
PopSldList();
else if( !IsFramesMode() ) {
if( gLoopCont )
GoToFirst()
else
EndShow()
}
}
function GoToPrevSld()
{
ii=3DgCurSld-1
if( ii > 0 ) {
obj=3DGetHrefObj(ii)
while ( obj && ( obj.mVis =3D=3D 0 ) && ( ii>0 ) )
obj=3DGetHrefObj(--ii)
if( ii =3D=3D 0 ) ii=3D1
GoToSldNum(ii)
}
}
function GoToFirst(){ GoToSld( GetHrefObj(1).mSldHref ) }
function GoToLast()
{
ii=3DGetSldList().mList.length
if( ii !=3D gCurSld )
GoToSld( GetHrefObj(ii).mSldHref )
}
function GoToSldNum( num )
{
if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue
obj =3D GetHrefObj( num )
obj.mVis=3D1
gPrevSld=3DgCurSld
gCurSld =3D num;
=09
if (MHTMLPrefix !=3D "")
PPTSld.location.replace(MHTMLPrefix+RemoveFilePrefixFromHref(obj.mSldHref=
))
else
PPTSld.location.replace(obj.mSldHref)
=09
if( IsFramesMode() ) {
UpdNavPane(); UpdOtlPane(); UpdNtsPane()
}
}
function GoToSld( href )
{
if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue
GetHrefObj( GetSldNum(href) ).mVis=3D1
if (MHTMLPrefix !=3D "")
PPTSld.location.replace(MHTMLPrefix+RemoveFilePrefixFromHref(href))
else
PPTSld.location.replace(href)
}
function SldUpdated( id )
{
if( id =3D=3D GetHrefObj(gCurSld).mSldHref ) return
gPrevSld=3DgCurSld
gCurSld=3DGetSldNum(id)
if( IsFramesMode() ) {
UpdNavPane(); UpdOtlPane(); UpdNtsPane()
}
}
function PrevSldViewed(){ GoToSld( GetHrefObj(gPrevSld).mSldHref ) }
function HasPrevSld() { return ( gIsEndShow || ( gCurSld !=3D 1 && GetHrefO=
bj( gCurSld-1 ).mVis =3D=3D 1 )||( GetCurSldNum() > 1 ) ) }
function HasNextSld() { return (GetCurSldNum() !=3D GetNumSlds()) }
function CloseWindow() {
if( HideMenu() ) return;
=09
var event =3D PPTSld.event;
if( !IsFramesMode() && event && (event.keyCode=3D=3D27 || event.keyCode=3D=
=3D32 || event.type=3D=3D"click" ) )
window.close( self );
CatchNumKeys( self, event );
}
function Unload() { gIsEndShow=3D0; }
function SetupEndShow() {
gIsEndShow=3D1;
PPTSld.document.body.scroll=3D"no";
PPTSld.document.onkeypress=3DCloseWindow;
PPTSld.document.onclick=3DCloseWindow;
PPTSld.document.oncontextmenu=3D_CM;
}
function EndShow()
{
if( IsFramesMode() ) return
if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue
doc=3DPPTSld.document
var dir =3D doc.body.dir
if( dir !=3D "rtl" ) dir =3D "ltr";
doc.open()
doc.writeln(' 0) {
PushSldList(sldList,fEnd);
gCurSld =3D 1;
}
else
if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue
}
function PushSldList(arr,fEnd) {
var ii =3D gSldStack.length;
gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd);
GoToSld( gSldStack[ii].mList[0].mSldHref );
}
function PopSldList() {
if (gSldStack[gSldStack.length-1].fEndShow)
EndShow()
else {
gCurSld =3D gSldStack[gSldStack.length-1].mCurSld;
gSldStack[gSldStack.length-1] =3D null;
gSldStack.length--;
var sldList =3D gSldStack[gSldStack.length-1];
GoToSld( sldList.mList[gCurSld - 1].mSldHref );
}
}
var custShowList=3Dnew Array();
/*********************************************
Navigation button implementation
There are 2 types of buttons: ImgBtn, TxtBtn
implemented as function objects. They share
a similiar interface so the event handlers
can call SetActive, for example, on a button=20
object without needing to know exactly=20
what type of button it is.
**********************************************/
//----------------------------------
function ImgBtn( oId,bId,w,action )
//----------------------------------
{
var t=3Dthis
t.Perform =3D _IBP
t.SetActive =3D _IBSetA
t.SetInactive=3D _IBSetI
t.SetPressed =3D _IBSetP
t.SetDisabled=3D _IBSetD
t.Enabled =3D _IBSetE
t.ChangeIcon =3D null
t.UserAction =3D action
t.ChgState =3D _IBUI
t.mObjId =3D oId
t.mBorderId=3D bId
t.mWidth =3D w
t.mIsOn =3D t.mCurState =3D 0
}
function _IBSetA()
{
if( this.mIsOn ) {
obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 )
obj.style.posTop=3D0
}
}
function _IBSetI()
{
if( this.mIsOn ) {
obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 )
obj.style.posTop=3D0=20
}
}
function _IBSetP()
{
if( this.mIsOn ) {
obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 )
obj.style.posLeft+=3D1; obj.style.posTop+=3D1
}
}
function _IBSetD()
{ =20
obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 )
obj.style.posTop=3D0=20
}
function _IBSetE( state )
{
var t=3Dthis
GetObj( t.mBorderId ).style.visibility=3D"visible"
if( state !=3D t.mIsOn ) {
t.mIsOn=3Dstate
if( state )
t.SetInactive()
else
t.SetDisabled()
}
}
function _IBP()
{
var t=3Dthis
if( t.mIsOn ) {
if( t.UserAction !=3D null )
t.UserAction()
if( t.ChangeIcon ) {
obj=3DGetObj(t.mObjId)
if( t.ChangeIcon() )
obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth
else
obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth
}
t.SetActive()
} =20
}
function _IBUI( clr1,clr2,nextState )
{
var t=3Dthis
SetBorder( GetObj( t.mBorderId ),clr1,clr2 )
obj=3DGetObj( t.mObjId )
obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj=
.style.posTop
t.mCurState=3DnextState
return obj
}
//-----------------------------------------
function TxtBtn( oId,oeId,action,chkState )
//-----------------------------------------
{
var t=3Dthis
t.Perform =3D _TBP
t.SetActive =3D _TBSetA
t.SetInactive=3D _TBSetI
t.SetPressed =3D _TBSetP
t.SetDisabled=3D _TBSetD
t.SetEnabled =3D _TBSetE
t.GetState =3D chkState
t.UserAction =3D action
t.ChgState =3D _TBUI
t.mObjId =3D oId
t.m_elementsId=3D oeId
t.mIsOn =3D 1
}
function _TBSetA()
{
var t=3Dthis
if( t.mIsOn && !t.GetState() )
t.ChgState( gHiliteClr,gShadowClr,0,0 )
}
function _TBSetI()
{
var t=3Dthis
if( t.mIsOn && !t.GetState() )
t.ChgState( gFaceClr,gFaceClr,0,0 )
}
function _TBSetP()
{
if( this.mIsOn )
this.ChgState( gShadowClr,gHiliteClr,1,1 )
}
function _TBSetD()
{ =20
this.ChgState( gFaceClr,gFaceClr,0,0 )
this.mIsOn =3D 0
}
function _TBSetE()
{
var t=3Dthis
if( !t.GetState() )
t.ChgState( gFaceClr,gFaceClr,0,0 )
else
t.ChgState( gShadowClr,gHiliteClr,1,1 )
t.mIsOn =3D 1
}
function _TBP()
{
var t=3Dthis
if( t.mIsOn ) {=20
if( t.UserAction !=3D null )
t.UserAction()
if( !t.GetState )
return
if( t.GetState() )
t.SetPressed()
else
t.SetActive()
} =20
}
function _TBUI( clr1,clr2,lOffset,tOffset )
{
SetBorder( GetObj( this.mObjId ),clr1,clr2 )
Offset( GetObj( this.m_elementsId ),lOffset,tOffset )
}
function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle=
ft }
function SetBorder( obj, upperLeft, lowerRight )
{
s=3Dobj.style;
s.borderStyle =3D "solid"
s.borderWidth =3D 1=20
s.borderLeftColor =3D s.borderTopColor =3D upperLeft
s.borderBottomColor=3D s.borderRightColor =3D lowerRight
}
function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] }
function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() }
function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() }
function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() }
function BtnOnUp()
{
b=3DGetBtnObj()
if( b !=3D null )
b.Perform()
else
Upd()
}
function GetNtsState(){ return parent.gNtsOpen }
function GetOtlState(){ return parent.gOtlOpen }
function GetOtlTxtState(){ return parent.gOtlTxtExp }
function NtsBtnSetFlag( fVal )
{
s=3Ddocument.all.item( this.m_flagId ).style
s.display=3D"none"
if( fVal )
s.display=3D""
else
s.display=3D"none"
}
function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S=
etActive() }
function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S=
etInactive() }
function _BSetP_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S=
etPressed() }
function _BSetA_BorderImg()
{=20
b =3D gBtnArr[this.mBorderId]=20
if( b !=3D null && this.mIsOn && !b.GetState() ) {
obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 )
obj.style.posTop=3D0
}
}
function _BSetI_BorderImg()
{=20
b =3D gBtnArr[this.mBorderId]
if( b !=3D null && this.mIsOn && !b.GetState() ) {
obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 )
obj.style.posTop=3D0
}
}
var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"=
THREEDFACE"
var gBtnArr =3D new Array()
gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan=
e,GetOtlState )
gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt=
lPane,GetOtlState )
gBtnArr["nb_nts"] =3D new ImgBtn( "nb_nts","nb_ntsBorder",10,parent.ToggleN=
tsPane )
gBtnArr["nb_nts"].SetActive =3D _BSetA_BorderImg;
gBtnArr["nb_nts"].SetInactive =3D _BSetI_BorderImg;
gBtnArr["nb_ntsBorder"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.=
ToggleNtsPane,GetNtsState )
gBtnArr["nb_ntsElem"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.To=
ggleNtsPane,GetNtsState )
gBtnArr["nb_prevBorder"] =3D gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","n=
b_prevBorder",30,parent.GoToPrevSld )
gBtnArr["nb_nextBorder"] =3D gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","n=
b_nextBorder",30,parent.GoToNextSld )
gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent=
.FullScreen )
gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa=
rent.FullScreen,null )
gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border;
gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border;
gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent=
.FullScreen,null )
gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border;
gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border;
gBtnArr["nb_voice"] =3D gBtnArr["nb_voiceBorder"] =3D new ImgBtn( "nb_voice=
","nb_voiceBorder",18,parent.ToggleVNarration )
gBtnArr["nb_otlTxtBorder"] =3D gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlT=
xt","nb_otlTxtBorder",23,parent.ToggleOtlText )
gBtnArr["nb_ntsBorder"].m_flagId=3D "nb_nts"
gBtnArr["nb_ntsBorder"].SetFlag =3D NtsBtnSetFlag
gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState
/*********************************************
Context menu implementation
_CM() is the function that's hooked up to
the oncontextmenu event. Once we're asked to
show the menu, we first build it by creating
DIVs on-the-fly. Then we position it=20
within the screen area so it doesn't get
clipped.
Creating the DIVs using createElement() means
we don't have to write out any extra HTML
into the slide HTML files.
**********************************************/
var sNext=3D"次へ",sPrev=3D"前へ",sEnd=3D"ス&=
#12521;イド ショーの終了",s=
Font=3D"ＭＳ 明朝",sArrow=3D"矢印",sFre=
eform=3D"フリーフォーム",sRect=3D=
"四角形",sOval=3D"楕円"
function ShowMenu()
{
BuildMenu();
var doc=3DPPTSld.document.body,x=3DPPTSld.event.clientX+doc.scrollLeft,y=
=3DPPTSld.event.clientY+doc.scrollTop
m =3D PPTSld.document.all.item("ctxtmenu")
m.style.pixelLeft=3Dx
if( (x+m.scrollWidth > doc.clientWidth)&&(x-m.scrollWidth > 0) )
m.style.pixelLeft=3Dx-m.scrollWidth
m.style.pixelTop=3Dy
if( (y+m.scrollHeight > doc.clientHeight)&&(y-m.scrollHeight > 0) )
m.style.pixelTop=3Dy-m.scrollHeight
m.style.display=3D""
}
function _CM()
{
if( !parent.IsFullScrMode() ) return;
if(!PPTSld.event.ctrlKey) {
ShowMenu()
return false
} else
HideMenu()
}
function BuildMenu()
{
if( PPTSld.document.all.item("ctxtmenu") ) return
var mObj=3DCreateItem( PPTSld.document.body )
mObj.id=3D"ctxtmenu"
mObj.style.visibility=3D"hidden"
var s=3DmObj.style
s.position=3D"absolute"
s.cursor=3D"default"
s.width=3D"120px"
SetCMBorder(mObj,"menu","black")
var iObj=3DCreateItem( mObj )
SetCMBorder( iObj, "threedhighlight","threedshadow" )
iObj.style.padding=3D2
CreateMenuItem( iObj,sNext,M_GoNextSld,M_True )
CreateMenuItem( iObj,sPrev,M_GoPrevSld,M_HasPrevSld )
=09
CreateSeparator( iObj )
CreateMenuItem( iObj,sEnd,M_End,M_True )
mObj.style.visibility=3D"visible"
}
function Cancel() { window.event.cancelBubble=3Dtrue; window.event.returnVa=
lue=3Dfalse }
function Highlight() { ChangeClr("activecaption","threedhighlight") }
function Deselect() { ChangeClr("threedface","menutext") }
function Perform()
{
e=3DPPTSld.event.srcElement
if( e.type=3D=3D"menuitem" && e.IsActive() )
e.Action()
else
PPTSld.event.cancelBubble=3Dtrue
}
function ChangeClr( bg,clr )
{
e=3DPPTSld.event.srcElement
if( e.type=3D=3D"menuitem" && e.IsActive() ) {
e.style.backgroundColor=3Dbg
e.style.color=3Dclr
}
}
function M_HasPrevSld() { return( parent.HasPrevSld() ) }
function M_GoNextSld() { if( gIsEndShow ) M_End(); else GoToNextSld() }
function M_GoPrevSld() { if( gIsEndShow ) { gIsEndShow=3D0; history.back();=
PPTSld.event.cancelBubble=3Dtrue; } else GoToPrevSld() }
function M_True() { return true }
function M_End() { window.close( self ) }
function CreateMenuItem( node,text,action,eval )
{
var e=3DCreateItem( node )
e.type=3D"menuitem"
e.Action=3Daction
e.IsActive=3Deval
e.innerHTML=3Dtext
if( !e.IsActive() )
e.style.color=3D"threedshadow"
e.onclick=3DPerform
e.onmouseover=3DHighlight
e.onmouseout=3DDeselect
s=3De.style;
s.fontFamily=3DsFont
s.fontSize=3D"9pt"
s.paddingLeft=3D2
}
function CreateSeparator( node )
{
var sObj=3DCreateItem( node )
SetCMBorder(sObj,"menu","menu")
var s=3DsObj.style
s.borderTopColor=3D"threedshadow"
s.borderBottomColor=3D"threedhighlight"
s.height=3D1
s.fontSize=3D"0px"
}
function CreateItem( node )
{
var elem=3DPPTSld.document.createElement("DIV")
node.insertBefore( elem )
return elem
}
function SetCMBorder( o,ltClr,rbClr )
{
var s=3Do.style
s.backgroundColor=3D"menu"
s.borderStyle=3D"solid"
s.borderWidth=3D1
s.borderColor=3DltClr+" "+rbClr+" "+rbClr+" "+ltClr
}
------=_NextPart_01C738A6.7C7138F0
Content-Location: file:///C:/6388CA54/KumaUSympo20070114.files/fullscreen.htm
Content-Transfer-Encoding: quoted-printable
Content-Type: text/html; charset="us-ascii"
Learning Technologies and Learner Autonomy
------=_NextPart_01C738A6.7C7138F0--
AT1
TOEIC-IP
TOEIC-IP
AT1
![](3D"slide0007_image017.gif")
![](3D"slide0007_image018.gif")
![](3D"slide0007_image019.gif")
![](3D"slide0007_image020.gif")
------=_NextPart_01C738A6.7C7138F0
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Intro to CS
E-learning
=
Pre-=
entrance =
Program
Overseas Study
Programs
Current
Trends
&s=
ect;Online quizzes, tests, exercises and puzzles via the Internet and/or Intranet or CD/DVD technology can help students learn or improve the basics (listening, vocabulary, reading, grammar, writing, speaking, cultural awareness) for EFL.
§Hardware changes quickly with LT advancement: Desktop PC -> Laptop PC/PDA/mobile phone/iPod
Conclusi=
on
(1)=
§ with helps learners realize that their contribution to the teaching-learning process is crucial and also encourages them to take an active role in their own learning.<- Self-Access Resource =
Center should be established.
=
§<=
span
lang=3DEN-US style=3D'font-family:HGSoeiKakupoptai;mso-ascii-font-family:H=
GSoeiKakupoptai;
mso-fareast-font-family:HGSoeiKakupoptai;color:#3333FF;mso-fareast-languag=
e:
JA'>Rather than advocating radical changes in classroom management, it should be =
focused on the gradual process of changing learner attitudes.
Conclusi=
on
(2)
<=
span
class=3DBB style=3D'position:absolute;left:-3.89%'>§EFL students should be given learner =
training sessions “before” and “during” the program with three key kinds of preparations:
Conclusi=
on
(3)
§As Little (1996) pointed out to be autonomous =
220;learners need to establish a personal agenda =
for learning, taking some of the initiatives <=
span
lang=3DEN-US style=3D'font-family:HGSSoeiKakupoptai;mso-ascii-font-family:=
HGSSoeiKakupoptai;
mso-fareast-font-family:HGSSoeiKakupoptai;font-size:88%;color:#3333FF;
mso-fareast-language:JA'>that shape the learning process, and developing a capacity to evaluate the extent and success of one’s learning” thus, there is a =
direct need to come up with innovative =
programs that will promote autonomy among =
=
Japanese students. The implementation of an online language-learning program is a =
220;must” effort in this direction.
Selective References (1)
§<=
/span>Bachnik, J.M. (1999). Do IT yourself: Accessing t=
he
information “revo=
lutionR=
21; in Japanese higher education, National Institute of
Multimedia Education’s =
International Symposium, 1999, Japan. Retrieved
www.open-ed.net/library/RR2201=
.doc
§<=
/span>Bennett, F. (1999). Education and the future.
Educational technology and society, 2(1). Retrieved from http://ifets.massey.ac.nz/periodical/vol_1_99/fbe=
nnett_short_article.html.
§Benson, P. (1997). The semiotics of self-access
language learning in the digital age. In V. Darleguy, et al. (eds.) Educational technology in language learning: <=
/i>Theoretical considerations and practical
applications. Lyon, France: INSA =
=
(National Institute of Applied Sciences), pp. 70-=
78.
§<=
/span>Bordonaro, Karen. (2003). Perceptions of Technolo=
gy
and Manifestations of Language Learner
Autonomy, Call-ej online, 5(1). Retrieved http://www.tell.is.ritsumei.ac.jp/callejonline/jo=
urnal/5-1/bordonaro.html
§<=
/span>Chan, V. (2001). Readiness for learner autonomy: =
What
do our learners tell us? Teaching in Higher Education, 6 (4), 505-519.
§Chapelle, C. A. (2003). English language learning and technology. John Benjamins B.V.
§<=
/span>Davies, Graham.(2003/2006). Computer Assisted
Language Learning: Where are we now and where are we going? Retrieved =
http://www.camsoftpartners.co.uk/docs/Futurelab_C=
ALL_Article.htm
§<=
span
lang=3DEN-US style=3D'font-family:HGSoeiKakupoptai;mso-ascii-font-family:H=
GSoeiKakupoptai;
mso-fareast-font-family:HGSoeiKakupoptai;font-size:50%;color:#3333FF;
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