{"_buckets": {"deposit": "b68b6fb1-f4e5-4839-a292-55fea6294501"}, "_deposit": {"id": "15995", "owners": [], "pid": {"revision_id": 0, "type": "depid", "value": "15995"}, "status": "published"}, "_oai": {"id": "oai:soar-ir.repo.nii.ac.jp:00015995"}, "item_10_biblio_info_6": {"attribute_name": "\u66f8\u8a8c\u60c5\u5831", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2010", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "151", "bibliographicPageStart": "135", "bibliographicVolumeNumber": "4", "bibliographic_titles": [{"bibliographic_title": "\u4fe1\u5dde\u5927\u5b66\u4eba\u6587\u793e\u4f1a\u79d1\u5b66\u7814\u7a76"}]}]}, "item_10_description_20": {"attribute_name": "\u6284\u9332", "attribute_value_mlt": [{"subitem_description": "This paper will begin by discussing changes in CALL (Computer Assisted Language Learning) over the past decade, identifying three modes: computers as teachers; computers used for communication between teachers and students; and communication among students. Next, we will investigate how key components of the Moodle LMS (Learning Management System), such as quizzes, forums and wikis can contribute to language acquisition by facilitating comprehensible input through task-based, communicative learning. We will also show how these approaches entail an avoidance of the product approach to language instruction which tends to facilitate language knowledge rather than acquisition. 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