caa a22 4500 388043350 CHVBK 20180307125029.0 cr unu---uuuuu 161130e199805 xx s 000 0 eng 10.1017/S0958344000004262 doi S0958344000004262 pii (NATIONALLICENCE)cambridge-10.1017/S0958344000004262 Fox Matthew Southampton Institute Breaking down the distance barriers [Elektronische Daten] perceptions and practice in technology-mediated distance language acquisition [Matthew Fox] Has the time come to re-evaluate the role of the teacher in technology-enhanced language learning (TELL)? Studies into Computer Assisted Language Learning (CALL) and TELL have tended to focus on issues relating to learner/computer interaction or learner/learner interaction mediated via the computer (eg Warschauer 1996: 7-26). Relatively little research has been undertaken to try and understand how technology can best be used for language acquisition (cf. Matthews 1994: 35-401a or Zähner 1995: 34-481b) particularly at a distance, to improve both the effectiveness of the learning and the learner's enjoyment of it. Indeed those studies which have been undertaken have tended to be inconclusive (cf. Pedersen 1987). This paper attempts to begin to redress the balance by focusing on teaching and learning issues related to technology mediated distance language acquisition, with particular emphasis on the role of the teacher. The findings in this paper are based on the pilot phase of the Language Learning Network, a project to design, deliver and evaluate a technology mediated-vocational distance language course. With distance learning, as with classroom-based courses, communication with and support from the tutor is considered paramount. The project has established models for regular synchronous and asynchronous contact with tutors, provided in the context of time and budgetary constraints. Having validated the courses for accreditation and wider distribution on a commercial and part-time studies basis, much attention has been paid to the questions of learner support, assessment and quality assurance. Copyright © European Association for Computer Assisted Language Learning 1998 ReCALL Cambridge University Press 10/1(1998-05), 59-67 0958-3440 10:1<59 1998 10 REC https://doi.org/10.1017/S0958344000004262 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1017/S0958344000004262 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Fox Matthew Southampton Institute NATIONALLICENCE 773 0- ReCALL Cambridge University Press 10/1(1998-05), 59-67 0958-3440 10:1<59 1998 10 REC CC0 http://creativecommons.org/publicdomain/zero/1.0 nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-cambridge