dents 'motivation as it promotes their active engagement with language and content through authentic, challenging tasks that are interdisciplinary in nature (McGrath, 1998). Technology use also encourages students to spend more time on task. As they search for information in a hyperlinked environment, ESL students benefit from increased opportunities to process linguistic and content information. Used as a tool for learning, technology supports a level of task authenticity and complexity that fits well with the interdisciplinary work inherent in content-based instruction and that promotes the acquisition of multiliteracies. <В
THEORY INTO PRACTICE
These research findings suggest that in our efforts to prepare ESL students for the challenges of the academic and workforce environments of the 21 st century, we should adopt a pedagogical model that incorporates information technology as an integral component and that specifically targets the development of the range of literacies deemed necessary for success in a digital, information-oriented society. This paper describes a content-based pedagogy, which I call focus discipline research (Kasper, 1998a), and presents the results of a classroom study conducted to measure the effects of focus discipline research on the development of ESL students 'literacy skills. p> As described here, focus discipline research puts theory into practice as it incorporates the principles of cognitive learning theory, SLA research, and the four components of the NLG's (1996) pedagogy of multiliteracies. Through pedagogical activities that provide the context for situated practice, overt instruction, critical framing, and transformed practice, focus discipline research promotes ESL students 'choice of and responsibility for course content, engages them in extended practice with linguistic structures and interdisciplinary material, and encourages them to become "content experts" in a subject of their own choosing. <В В
CONCLUSION
It can be seen that it is difficult and probably undesirable to attempt to determine the difficulty of a listening and viewing task in any absolute terms. By considering the three aspects that affect the level of difficulty, namely text, task, and context features, it is possible to identify those characteristics of tasks that can be manipulated. Having identified the variable characteristics of tasks in developing the model, it is necessary to look to the dynamic interaction among, tasks, texts, and the computer-based environment.
Task design and text selection in this model also incorporate the identification and consideration of context. Teachers can make provision for their influence on learner perception of difficulty by providing texts and tasks that range across these levels, and by ensuring that learners with lower language proficiency can ease themselves gradually into the more contextually difficult tasks. This can be achieved by reducing the level of difficulty of other parameters such as text or task difficulty, or by minimizing other aspects of contextual difficulty. Thus, for example, learners of lower proficiency who are exposed for the first time to a task based on a broadcast announcement would be provided with appropriate visual support in the form of graphics or video to reduce textual difficulty. The task type would also be kept to a low level of cognitive demand (Hoven, 1991, 1997a, 1997b).
In a CELL environment, this identification of parameters of difficulty enables task designers to develop and modify tasks on the basis of clear language pedagogy that is both learner-centred and cognitively sound. Learners are provided with the necessary information on text, task, and context to make informed choices, and are given opportunities to implement their decisions. Teachers are therefore creating a CELL environment that facilitates and encourages exploration of, and experimentation with, the choices available. Within this model, learners are then able to adjust their own learning paths through the texts and tasks, and can do this at their own pace and at their individual points of readiness. In sociocultural terms, the model provides learners with a guiding framework or community of practice within which to develop through their individual Zones of Proximal Development. The model provides them with the tools to mediate meaning in the form of software incorporating information, feedback, and appropriate help systems.
By taking account of learners 'needs and making provision for learner choice in this way, one of the major advantages of using computers in language learning - their capacity to allow learners to work at their own pace and in their own time - can be more fully exploited. It then becomes our task as researchers to evaluate, with learners 'assistance, the effectivenes...
