Opažanje povratne informacije i uloga nastavnika u testiranju uz pomoć kompjutera

Abstract

This paper examines the effect that introducing computers into classrooms has on learners’ level of noticing. The goal is not to determine the causal relation between the two but to point to certain difficulties that may arise when applying CALL (Computer Assisted Language Learning) as well as give suggestions for further research in the field. The author presents results from a research conducted in a private school in Belgrade with a small sample of 5th grade learners. The learners were given a paper-based and a computer-based test. The goal was to measure the level of feedback noticing (provided both by the teacher and the computer) on lexical and morphosyntactic errors. The data collection was carried out by means of questionnaires and stimulated recall sessions. Because of the size of the sample (as well as certain interfering factors discussed in the paper) it is not possible to determine a causal relation between the level of noticing and the type of feedback, although it can be concluded that, while CALL certainly has its advantages compared to the traditional approach to language learning and teaching, the implementation of CALL is not to be hurried without taking into consideration the age of learners, their familiarity with such programs and the available equipment.