On the Applications of Computer-Assisted Language Learning in a Military English Context

Mike Smith, Dongyoung Kim (Translator)

Research output: Contribution to journalArticlepeer-review

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Abstract

This paper critically reviews the pedagogical benefits and obstacles to applying CALL to military English learning in terms of the theories associated with CALL. The obstacles that hinder effective CALL practice in military settings can be attributable to a) a long-held behavioristic tradition for language learning such as rote memorization and repetitive drilling; b) the antithesis of traditional military sentiment against the shift of learning responsibility from the military to individuals; and c) military instructors who may be incapable of implementing effective CALL practice because of their own preconceptions, backgrounds and established skill sets. However, properly implemented CALL not only prepares learners linguistically and culturally for participating in multinational military operations, but also provides learners with peer support opportunities where they can cooperate with their peers to achieve more than what they are capable of and enhance their interpersonal communication required in the military. CALL also benefits learners by enabling them to monitor their progress and promoting critical thinking.
Original languageEnglish
Pages (from-to)321-338
Number of pages18
JournalThe Mirae Journal of English Language and Literature
Volume22
Issue number2
Early online date17 May 2017
Publication statusPublished - 25 May 2017

Keywords

  • English for Specific Purposes (ESP)
  • Computer-assisted Language Learning
  • Educational Technologies
  • Military English
  • English as a foreign language education

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