Conversing with the machine. A transactional and dialogic approach to computer-assisted language learning

Abstract

Despite the pedagogical possibilities afforded by computers and hypertext most systems currently available under-exploit the potential of the new technologies towards achieving learning materials promoting autonomous learning practices. The main cause of this under-exploitation is the lack of a change in the psycho-pedagogical paradigm susceptible to endowing hypertext/media technology with teaching-learning relevance. The interface system of hypermedia products is the place where this issue is best reflected. The present paper discusses the heuristic benefits of designing this interface according to a dialogic model that draws upon the interaction that should take place in good classroom practice, and illustrates the discussion by advancing some of the work done in the SMAIL system. This virtual dialogue is built upon two interactive models: on the one hand, a model of interface as an expert interlocutor opening up discourse spaces; on the other hand, a model of learner as the active agent of his/her own learning. The main goal of this expert interface is to construct such an active learner-participant and promote autonomous learning practices.