CASE: A Situated Task Analysis Framework for CALL

Abstract

Socio-cultural theories on language learning examine the impact of social interaction within cultural environments upon cognitive development and learner performance. Such theories emphasise the emergence of learner strategies and subsequent linguistic proficiency through involvement in continuously unravelling situated activities. However, this view is seldomly integrated within Computer-Assisted Language Learning (CALL) system design efforts as practitioners currently lack a holistic and integrative model for capturing, modelling and evaluating cognitive and social requirements of learner-computer interaction. Inresponse, we propose the CASE (Cognition, Activity, Social Organisation and Environment) meta-design model. Exploring the specific components of the model, we underscore the relevancy of Activity Theory and Scenario-Based Design to CALL system design. Finally, we posit that the CASE model approach will greatly assist CALL initiatives in quality-driven system design.