ELTWeekly Vol. 5 Issue#39 | November 11 , 2013 | ISSN 0975-3036
The last few decades saw a dramatic progress in computer technology, which challenged many taken-for-granted assumptions about human communication. In terms of language classroom settings, integrating computers into teaching and learning brings certain communication patterns and, at the same time, poses the question about adaptation of classroom communicative practices. In order to understand a ubiquitous influence of technology in the field of Computer-Assisted Language Learning (CALL), it is important to examine what actually happens in classrooms with and without computers and how the teacher and the students use languages in different contexts.
This study proposes a research design that includes micro and macro perspectives by combining two kinds of theoretical framework: IRE (initiation, response and evaluation) framework and a systemic functional framework. A step-by-step procedure is described using a case study that examined the uses of computers as well as classroom discourse structure in an English as a foreign language (EFL) class. Appended are: (1) Teacher Questionnaire; and (2) Student Questionnaire. (Contains 1 table and 2 figures.)