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244 SIMON SERGEANTStor) boardGapmasterWord procc-ssingVocal) GamesTcstmastcrGrammar GamesClarity GrammarPinpointFast FuodWord st o reFCF FxcrciscsMatchmastci-London Adventure12666145773221501169449353422131038.318.617.59.84.53.52.81.51.11 .o0.70.40. 3Instructional /conjecturalInstructionalEinancipatoryInstructionalInatructionalInstructionalInstructionalInstructional/conjecturalKcvelatoryInstructionalInstructionalInstructionalKcvelatory* Instructional: Icarncrs irecall \I hat has Iiecii taughtRevelatory: Icarncrs take part in a rclati\cIv struc.turcd learning situation, c.g. a simulationConjectural: lcariicrs cngagr in tasks \\ ith opcii-cn(lcd, unprcdictalilc solutionsbmancipatory: Icarncrs cng"gc in authentic, real ad\itivsFigtrrc /'I. Il'crccivcd program usethat at any time a student ma: see the entire tcxt again lvithout a penalty.Thr same appliesto individual words. Both thcsc stratcgirs arc uscd liy studcnts to reduce learning load.Though teachers intcnd this activity to improvc comprchcnsion, the type of learning arisingfrom this activity is usually at thc I 1 of recognition or rccall. Copying a text verbatimmay help students to rcmcmlier words or syntactic structures, spelling may improve, andit is probably more fun than copying a text using pen and paper.If they work on a Storylward acti\-ity collaborativcly, students may learn somethingfrom the language they use to complctc the text. though research on the nature of' talkgenerated in front of CALI, programs summarized by Nicholls (1992) and Nicholls' ownresearch on Storyboard in particular suggest that conversational spin-off is limitrd. Thediscourse produced is impoverished in terms of lcxical and syntactic varicty, vith manysingle wort1 utterances and repetitions of screen text, and it is of limited pedagogical value.Gapmaster is most frcqucntly uscd in the drill-andpractice mode. An cxcrcise from agrammar textbook is typed in, for instance to practise question tags. The outcomc is fixedand non-ncgotiablc. Thc facility of the program to accept more than one correct answerrcquircs more effort hy a teacher to author thc altcrnatives (enter the tcxt rcquired) and isoften not uscd. The off-screen interaction is limited and the learning is at the level ofrccognition or rccall.The problem of opportunitics for learning not tieing taken deepens when thr mode ofthe CAI,L cxpcricncc is considered (Figure 19.1). CALL in the instructional mode accountsfor 8 1 percent of total use, ivhercas CALL in the revelatory mode accounts for 1.4 prrccnt.ing accounts for the total use of CALL in the cmancipatory mode at 17.5percent. CALL in thc instructional mode involves no negotiation of outcome. The aim ofactivities is for the student to produce tcxt which has hccn prc-determined before the