Conversational Framework of Laurillard

Conversational Framework of Laurillard (2002)
The teaching-learning process poses very complex tasks to allow learners to understand their lessons and master
the skills they are expected to demonstrate. Thus, it will be reassuring if teachers will explore on engaging various media
to support various learning activities in classrooms. This is how the Conversational Framework (Laurillard, 2002) may
support. The framework postulates a way of presenting teaching and learning in terms of events.
These are five (5) key teaching and learning events in the framework which are identified as:
a. acquisition;
b. discovery;
c. dialogue;
d. practice; and
e. creation.
Vis-a-vis the five events are specific teaching strategies, learning actions or experiences, related media form, examples of
non-computer based activity, and examples of computer-based activity.
Teaching Teaching Action Learning Action Related Media Examples of Non Examples of
and or Strategy or Experience Form Computer-Based Computer-Based
Learning Activity Activity
Event
Attending, Narrative: Linear TV, video, film, Lecture notes
Acquisition Show, Apprehending, Presentational. lectures, books, online, streaming
Demonstrate, Listening Usually same 'text' other print videos of lectures,
Describe, Explain acquired publication DVD, multimedia
simultaneously by including digital
many people video, audio clips,
and animations
Create or set up or Investigating, Interactive: Non- Libraries, CD based, DVD,
Discovery find out or guide Exploring, linear galleries, or Web resources
through discovery Browsing, presentational, museums including
spaces and Searching searchable, hypertext,
resources filterable etc. but Enhanced
no feedback hypermedia,
multimedia
resources. Also
information
gateways.
Set up, Frame, Discussing, Communicative: Seminary tutorials, Email, discussion,
Dialogue Moderate, Lead, Collaborating, Conversation with conferences forums, blogs
Facilitate Reflecting, other students,
discussions Arguing, lecturer or self
Analyzing,
Sharing
Model Experimenting, Adaptive: Laboratory, field Drill and practice,
Practice Practicing Feedback, learner trip, simulation, tutorial
control role play programmes,
simulations,
virtual
environments
Facilitating Articulating, Productive: Essay, object, Simple existing
Creation Experimenting, Learner control animation, model tools, as well as
Making, especially created
Synthesizing programmable
software
The Laurillard's Conversational Framework (LCF) is relevant in the field of language education since this field
requires appropriate and complex use of various technologies. The framework clearly presents the way teaching events in
language classrooms can be thoroughly related to their language learning events. Language teachers need to
systematically match their teaching styles to the learning needs of their students. By this, the Integration of ICT and
pedagogy will be done in a comprehensive and meaningful, way.
The usefulness of LCF in language education was analysed in a study that was conducted by Abeer Aidh
Alshwiah in 2016. The study investigated and evaluated the effectiveness of LCF in developing the writing component of
foreign language learners' (FLLs') communicative competence in blended learning (BL) context, as compared to a faceto-
face (F2F) context. The FLLs in the study comprised three intact classes from a foundation course at a Saudi university.
The three skills addressed consisted of the use of the past tense to describe past events and form wh-questions, as part of
grammatical competence, and writing a letter of complaint, as part of sociolinguistic competence.
To evaluate the effectiveness of LCF, a mixed-methods approach was used. The quasiexperimental design was
applied by measuring learners' development in the three aforementioned skills. The corresponding test results were then
compared with those of a control group. Moreover, the benefits of LCF were examined by gathering the learners'
perceptions of the intervention and analysing their engagement with the teacher, peers, tasks and language.
The study revealed that LCF was more effective in the BL than in the F2F context, in terms of developing the learners'
skill in forming wh- questions. However, both contexts almost equally developed the- learners' skills in using the past
tense and writing a letter of complaint. Moreover, interviews with volunteers from the two experimental groups, observing
their engagement, and analysing their conversations, revealed positive perceptions amongst learners with an intermediate
level of English language proficiency. On the other hand, two different factors affected their perceptions of the
intervention: language proficiency and the willingness of peers to collaborate. Another factor affecting perceptions of BL
was lack of familiarity with the technology applied. It is therefore recommended that this barrier be overcome and the use
of BL, given its effectiveness for the development of more writing skills be encouraged.

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