Abstract:
This paper discusses the efficacy of a self-instructional material-centred multimedia computer program grounded in a dynamic usage-based (DUB) approach to second language teaching in overcoming a predicament faced by second/foreign language learners in a large heterogeneous teacher-fronted classroom – a strong affective filter. A DUB approach holds that frequency of input, scaffolding, and exposure to comprehensible authentic language input are important in achieving success in learning a second/foreign language. The self-instructional material-centred multimedia computer program described in this paper provides individualised self-paced learning support through multiple exposures to comprehensible authentic language input and scaffolding, both instructional and visual. The stance taken is that the self-instructional material-centred multimedia computer program grounded on the tenets of a DUB approach will offer learners the opportunity to learn at their own pace in an individualised anxiety-free private language learning environment, and this in turn will facilitate learner attainment of course goals.
