JUSTIFICATION AND NECESSITY OF EXPERIMENTS BASED ON REPEATED MEASURINGS IN THE AREA OF COMPUTER-ASSISTED LANGUAGE LEARNING
Keywords:
experiment, research design, methodology, linguistic research, English language teachingAbstract
In the area of the humanities in general, and in the area of linguistics particularly, a lack of a clearly defined and established methodology for empirical research is still present. Such methodology would be based on a precise research design and would be realized pursuant to strictly defined methods and techniques adapted to the needs of research conducted in the area of philological sciences. The model usually applied is the one adopted from psychology so that most linguistic research is based on research designs applied in psychology. Although this does not necessarily imply that such research is either bad or invalid, it is necessary to develop a more narrowly defined methodology of research in philological sciences, or at least define possible designs based on qualitative and quantitative data collection and processing methods which would be adapted to the needs of philological sciences. The aim of this article is to present the extent of justification and necessity for experiments as part of empirical research conducted in the area of linguistics and its subdisciplines. The example of the research design based on repeated measurings presented in this article should provide insight into how an experiment might be implemented as an illustration, a tool of verification and even valid evidence in investigating the possibilities of improving the process of English language teaching. In that way, not only the techniques and instruments of such research would be displayed, but also the possible limitations of such a research design in linguistic research could be predicted. Although such limitations might not be obvious in psychological research, they could be crucial in linguistic research.
References
Biti 2010: K. Beatty. Computer-Assisted Learning, Second Edition. London: Longman Pearson Ltd.
Krezvel 2007: J. W. Creswell. Qualitative Inquiry & Research Design, Choosing among Five Apprоaches. Lincoln: Unversity of Nebraska.
Delklok 2000: Ph. Delcloque. The History of Computer Assisted Language Learning. Illustrated History of Computer Assisted Language Learning. Presented at the conference CALICO 2000, May 30 – May 31, 2000 in Tucson Arizona. <http://www.ict4lt.org/en/History_of_CALL.pdf>. 23.03.2013.
Denzin 1970: N. Denzin. Strategies of Multiple Triangulation. In Denzin, N. (Ed.), The Research Act in Sociology: A Theoretical Introduction to Sociological Method. New York: McGraw-Hill, 297-313.
Dohan i Sančez 1998: D. Dohan & M. Sanchez-Jakowski. Using computers to analyse ethnographic field data: theoretical and practival considerations, Annual Review of Sociology, 24(1), 477-498.
Đorđević 2007: Ј. Đorđević, Information and Communication Technology in the Modern Classroom – a New Way of Teaching English Language and Literature. Rad prikazan na 5. Međunarodnoj konferenciji IATEFL ELTA Interactive classroom: Have we got what it takes?, 18-20.05. 2007. u Beogradu.
Đorđević 2010а: Ј. Đorđević, The Virtual Classroom at PBworks.com: Modern EFL Learning and Teaching. Београд: Obrazovna tehnologija 3, 293-302.
Đorđević 2010b: Ј. Đorđević, Veb 2.0 aplikacije u nastavi engleskog jezika, u: М. Trajanović (red.), Elektronsko učenje na putu ka društvu znanja, Beograd: Univerzitet Metropolitan, 68-73.
Đorđević 2011а: Ј. Đorđević, Web 2.0 Tools in the ELT Classroom: Hot Potatoes and Dvolver, u: I. Đurić Paunović & М. Marković (red.), English Language and Anglophone Literatures Today (ELALT), Novi Sad: Filozoski fakultet, 71-84.
Đorđević 2011b: Ј. Đorđević, Sajber-Učionica – nastava engleskog jezika u virtualnom prostoru, u: Ј. Vučo & B. Milatović (red.), Stavovi promjena – promjena stavova, Nikšić: Filozofski fakultet, 439-452.
Fajgelj 2012: S. Fajgelj. Metode istraživanja ponašanja, V dopunjeno izdanje. Beograd: Centar za primenjenu psihologiju.
Geret 1991: N. Garrett. Technology in the service of language learning: trends and issues. Modern Language Journal 75(1), 74-101.
Holidej 2007: A. Holliday. Doing and Writing Qualitative Research. London: Sage.
Habard 2005: P. Hubbard. A review of subject characteristics in CALL research. Computer-Assisted Language Learning 18 (5), 351-368.
ICT4LT (Information and Communications Technology for Language Teachers). Svi moduli dostupni su na <http://www.ict4lt.org/index.htm>. 13.03.2013.
Jonasen 1993: D. H. Jonnassen et al. Constructivist uses of experts systems to support learning. Journal of Computer-based Instruction 20(3), 86-94.
Jonasen 1994: D. H. Jonassen et al. Learning with media: Restructuring the Debate. Educational Technology Research and Development, 42 (2), 31-39.
Levi 1997: M. Levy. CALL: Context and Conceptualisation. Oxford: Oxford University Press.
Majkrosoftov jezički portal. <http://www.microsoft.com/Language/en-US/Search.aspx>. 13.03.2013.
Nunan 1992: D. Nunan. Research Methods in Language Learning. Cambridge: Cambridge University Press.
Računarski rečnik Mikroknjiga. <http://www.mikroknjiga.rs/pub/rmk/>. 13.03.2013.
Rosnou i Rozental 2005: R. L. Rosnow & R. Rosenthal. Beginning of Behavioral Research: A Conceptual Primer, 5th edition. New Jersey: Pearson Prentice Hall.
Torndajk 1932: E. L. Thorndike. The Fundamentals of Learning. New York: Teachers College Press.
Todorović 2008: D. Todorović. Metodologija psiholoških istraživanja. Beograd: CPP.
Varšauer 1996: M. Warschauer. Computer-Assisted Language Learning: An Introduction. In S. Fotos (Ed.), Multimedia Language Teaching (pp. 3-20). Tokio: Logos International.
Varšauer i Hili 1998: M. Warschauer & D. Healey. Computers and language learning: An overview. Language Teaching, 31, 57-71.
Varšauer, Šecer i Meloni 2000: M. Warschauer, H. Shetzer & C. Meloni. Internet for English Teaching. Alexandria, Virginia: TESOL, Inc.
Vudvort 1938: R.S. Woodworth. Experimental Psychology. New York: Holt.
