O n f e r e n c e

 
Learning 100 
The computer-assisted language programme discussed here is an American programme 
called Learning 100 System. It is an integrated instructional and management system 
that diagnoses, instructs and provides practice as well as reinforces reading and 
language competencies. The programme starts with a placement test (Locator Test) 
which assesses the vocabulary of learners across all levels. The results of this test are 
used to determine the entry level of each learner. Learning 100 uses the Steck-Vaugh 
Instructional Systems Manager (SVISM), which manages the complex delivery of 
instructions in a user-friendly manner for both the instructor and learner. SVISM provides 
individualised prescriptions based on the diagnostic test and on the learner’s language 
needs and assigns appropriate lessons automatically. It also builds a profile of each 
student, which contains the number exercises that a student has completed and the time 
he/she spent on each exercise as well as the learner’s reading speed in words per 
minute. This system also records data 
on the learner’s progress at each instructional 
step. At selected points, the data may allow the system to move the learner to a more 
complex lesson or recycle the learner to a lower reading level. Essentially, the system is 
able to track learner progress, provide specific prescribed instructions on an individual 
basis and generate reports for learners, instructors and administrators (culled from the 
manual). 
 
Research Methodology 
In 2013, 
Learning 100
was piloted on approximately 280 first students in the IT 
department for one semester. To easily manage the programme, the pilot was integrated 
into the Communication course year programme and it was coordinated by two 
Communication lecturers and two IT technicians.

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Essentially, all 
Learning 100
activities were timetabled as Communication tutorials and 
the students were therefore obliged to attend. They were also allowed use the 
programme after normal lecture times, from home or on campus if they had access to 
the internet. In the first session, students completed the locator test (diagnostic test) but 
because the main objective of the pilot was to ascertain broadly whether the programme 
would be useful to CPUT students, it was not necessary to prescribe lessons based on 
individual performance in the test. Therefore the results were not used to determine the 
entry level of each learner, as required by the system. After the locator test, all the 
students were placed at a median level: G. Like all the levels in the programme, Level G 
tested language cues, reading, writing, reflective and listening strategies but at a slightly 
higher level. Because the programme is actually designed for high school learners, the 
overall minimum pass mark was set at 70%.
After the pilot, a mini online survey was conducted to ascertain the efficacy of the 
programme in promoting independent learning and for enhancing the language skills of 
students. Quantitative data collected from the survey were coded, analysed and 
interpreted in tables and graphs using SPSS (Cresswell, 2008). In addidtion to the online 
survey, an open-ended questionnaire was administered to 40 students and short 
interviews were conducted with the 2 technicians who provided technical support and 2 
Communication lecturers who coordinated the programme. The questionnaire was used 
to access students and lecturers’ perceptions about a computer
-assisted language 
programme such as 
Learning 100
. The researcher used a thematic content analysis 
approach to identify and interpret themes from the qualitative data (Henning, Van 
Rensburg & Smit, 2004).