UNIT
1 :INTRODUCTION OF CALL
A. Definition of CALL.
CALL
is the acronym for Computer-Assisted Language Learning. It is a learning
activity with computer system in it there are many kinds of language learning
program. Such as: flash card vocabulary or set of online grammar exercises
would represent tutor uses, where the computer in some way has a teaching
function. A language learning activity involving a word processor, email
program or web search engine like Google would represent tool uses, where the
computer has no overt teaching function.
B. Acronym and attitudes
Some acronym of CALL:
·
CALL
– Computer-Assisted language learning, sometimes expanded as computer aided
language learning
·
CELL
– Computer-Enhanced language learning: suggests the computer’s role is to make
learning better
·
TELL
– Technology-Enhanced language learning: this accommodates more than just
computers,
·
TALL
– Technology-Assisted language learning: variant of CALL and TELL
·
CALI
– Computer-Assisted language instruction: with instruction in it, it’s more
teaching oriented
·
IT
and ICT-Information Technology/Information and Communication Technologies are
common acronyms outside of language teaching, particularly in Europe; sometimes
this is presented as IT or ICT for LT (Language Teaching)
C. Sketch of CALL
History
CALL
began in the 1960s with mainframe based drill and practice materials,
especially those based on the University of Illinois’ PLATO system. It remained
an insignificant alternative for language learning outside of a few
universities until the spread of the microcomputer into educational settings in
the early 1980s. Early programs were written by teacher by developers on Apple
II IBM PC, and BBC computers and were often distributed for free. Commercial
programs, when available, were usually quite expensive but were generally more
stable and technically sophisticated. There were some works done with
interactive laser disks during this time which provide the foundations for
multimedia. The traditional language labs began to be replaced with dedicated
computer labs for language learning, a trend that continues today.
D. The scope of CALL
a.
Teacher
roles:
·
As
researchers: into second language acquisition, human computer interaction, what
works for CALL
·
As
consumers of CALL software for class use or building web activities into course work
·
As
directors, helping students find and use supplementary CALL materials or web
resource.
·
As
managers of computer mediated communication among learners in and out of class
·
As
software or web developers, either “from scratch” or adding new materials to
existing templates
·
As
coaches to help students develop software, websites, and general computer
literacy
·
As
CALL experts for your program, helping other teachers and administrators with CALL implementations
·
As
CALL professionals, consulting on external projects, doing software reviews for
journals, making conference presentations, writing papers, interpreting and
applying CALL research.
b.
Institutional
roles, includes:
·
Classroom
teachers
·
Pre- and in-
service
·
Specialist
of various kinds (language lab managers, language skill area specialist, etc.)
·
Professional
(those whose career centers on CALL)
c.
Functional
roles, includes:
·
Practitioners
·
Developers
·
Researchers
·
trainers
E.
there
are three phases of CALL:
a.
Behavioristic
CALL
This
is the first phase of CALL, conceived in the 1950s and implemented in the 1960s
and 70s, was based on the then-dominant behaviorist theorist of learning.
Programs of this phase entailed repetitive language drills and can be referred
to as “drill and practice”. Drill and practice courseware is based on the model
of computer as tutor (Taylor 1980). So in behaviorist CALL emphasized a
practice and drill.
b.
Communicative
CALL
This
is the second phase of CALL was based on the communicative approach to teaching
which become prominent in the 1970s and 80s. According to Underwood,
communicative CALL:
·
Focuses
more on using forms rather than on the forms themselves
·
Teaches
grammar implicitly rather than explicitly
·
Avoided
telling students they are wrong and is flexible to a variety of student
responses
·
Uses
the target language exclusively and creates an environment in which using the
target language feels natural, both on and off the screen
c.
Integrative
CALL
Integrative
CALL is based on two important technological, they are multimedia computers and
internet. Multimedia technology as it currently exists thus only partially
contributes to integrative CALL. Using multimedia may involve an integration of
skills e.g. listening with reading, but it too seldom involves a more important
type of integration – integrating meaningful and authentic communication into
all aspects of the language learning curriculum.
Internet
is technology which has known almost in the whole of world. Internet can
facilitate an integrative approach to using technology. The following example
illustrates well how the internet can be used to help create an environment
where authentic and creative communication is integrated into all aspects of
the course. Internet can give us much information about anything from the past
until updated. By internet we can know what happen outside without we must be
go there.
UNIT
2 :COURSEWARE EVALUATION, DEVELOPMENT, AND INTERPRETATION
A. Definition of courseware
Courseware
is software that is used to support formal language learning.
B. There are three modules:
Development,
evaluation and implementation are part of a logical progression in any
situation that has an end product.
1.
Evaluation
Modules
Evaluation
is an evaluation that can be done judgmentally at the level of initial
selection, based on how well-suited a piece of software appears to be, and it
can also be done empirically, based on data collected from actual student use.
Evaluation involves three kinds of considerations. A crucial aspect is to understand
what the courseware does first before attempting to judge it.
2.
Development
Module
Development
refers to the process of going from the idea of creating a piece of tutorial
software through the final product.
3.
Implementation
Modules
Implementation
considerations are relevant during the evaluation process, but they become
crucial when deciding how best the use software that is available. Some of the
key questions to address in implementation are the following:
What
is the setting in which the students will be using the software (classroom,
lab, home, etc.)
What
kinds of training or preparatory activities are warranted
What
kinds of follow-up activities either in or out of class will there be?
The Researh questions of Saadiyah's research:
a.
What are the teacher’s attitudes towards
teaching English using computer?
b.
What
are the challenges faced by teachers in using computers to teach English?
c.
What
are the teachers’ suggestions in order to overcome these challenges?.
The finding of
Saadiyah's research:
`Most of the teachers
rarely used the computer to teach English. One major reason was, as many of the
teachers were not adequately trained to use the computer to teach, that most of
them were not very confident to utilize the technology in their teaching. They
felt that they were incompetent and uncomfortable using the computer in the
classroom. In the other words there are many challenges that faced by the
teacher in utilize computer, it is availability of limited software in the
school and lack of knowledgeable personnel or technician on-site for computer
maintenance as well as provision of technical support to teachers. And the last
is suggestion from the English language teachers for improving the situation
include availability of an easily accessible resource room or centre that was
manned by a full-time trained personal who can be contacted at all times to
assist the teachers when needed, and availability of more suitable and
practical computer courses.
UNIT
3: COMPUTER MEDIATED COMMUNICATION
A.
Text- Based CMC
a.
Asynchronous text
The first use of CMC in
language in language teaching almost certainly came through email exchange from
teachers to students and among students within classes. Email is an example of
asynchronous communication, in that read it or respond until much later. Asynchronous
is different time and different place.
b.
Synchronous text
Synchronous is the same
time but different place. For example chat; the messages are exchanged in text
form, but in real time. By chatting program, student can chat and discuss with
the other. A number of studies have shown that some students communicate more
where they don’t have to speak or be
face to face with interlocutors.
B.
Audio-Video CMC
a.
Asynchronous audio
Like text, audio or
video interaction can be either asynchronous or synchronous. One example of
asynchronous voice interaction would be the voicemail services offered by a
number of sites for free. Using this, students with voice-enabled computers can
leave messages for one another or for the teacher.
b.
Asynchronous video
This
area has not been as well-developed, due partly to the bandwidth requirements
for using video. While there are many sites for sharing video, they are not
really designed for exchanging video messages.
c.
Synchronous audio/video
Synchronous
audio is possible using internet telephony (or just the telephone, for that
matter) for one to one conversation. Conference call versions of this allow for
group interaction. There are some limitations in quality over regular telephone
use, including delays and reduced voice quality due to the compression
requirements. Using a desktop camera, video is also possible.
C.
Integrating CMC into ESL
classes
It is important to
recognize that,
a.
Synchronous CMC by definition is real time
communication. Learners will be put on the spot to produce language quickly and
one should expect less accuracy, but they will arguably be practicing something
that overlaps a lot with face to face communication.
b.
Asynchronous CMC allows
for more thought and planning, and thus it may be more reasonable to expect
closer attention to organization and language forms.
One of the great
advantages of CMC over tutorial CALL is that both teachers and students are
usually familiar with the medium (at least email and many discussion boards are
fairly intuitive). As with any other CALL activity, a CMC exercise or project
should be introduced thoughtfully and learners should be given appropriate
training not only in the technology but also in the linking their actions to
the language learning objectives of the course.
D.
The find out of the
research in article 3
One the whole, the
findings of this study have reported an overall increase the performance of
virtual teams that communicate through computer-mediated technology as compared
to non-computer mediated technology. It is also safe to conclude that
communication technologies do not do miracles in improving performance.
Instead, teams should try to utilize these tools more effectively to build
loyalty, group pride and trust among themselves to achieve their goals
successfully.
E.
The main features of
Information Communication Technology (ICT)
a.
Multimedia integration
underscores the fact that ICTs enable us to combine various types of media for
the purpose of communication. Example: integrate text and images (drawings).
b.
Flexibility of use
underlies not only the fact that is easy to do this integration, but that one
can have many options in a communication or information exchange situation.
Example: one can choose to do real time communication or delayed communication
using the same ICT tools, such as email.
c.
Connectivity deals with
the ability of ICTs to bring together people who may be living oceans apart.
Example: it is possible for academics in Asia and North American to collaborate
reasonably easily on writing an article for publications.
d.
Interactivity is the
ultimate feature of ICTs because of all the above features participants in
communicative situations using ICTs are more interactive, that is, they can
control the communication situation in terms of back and forth exchange of
information and in terms of how they control the content of the information
UNIT 4 : CALL ON THE WEB
A.
Definition of WEB?
Web is a system in
internet which it is impossible to anyone so that they can provide information.
And anyone can access it freely, whenever and wherever you are.
B.
There some disadvantage
of the Web
Text-based material on
the web is sometimes not as easy to read as material in paper format because
of font color and background choices.
Sound and video
sometimes take a noticeable time to transfer, even on fast connections.
Down servers or broken
links may lead to frustration.
The sheer amount of
material can make it hard to find what you want, though developing skill with a
search engine like Google (www.google.com)
is certainly a great help
The web is dynamic and
often as unpredictable as the humans behind it.
C.
Advantages of the web
There is anytime, anywhere
access
There are enormous of
free material
Material can be found
that is current
Language reference and
other learning support materials can be found
Student and teacher
publication opportunities exist
D.
What is the meaning of
WBLL?
WBLL is acronym of
Web-based Learning Language. It is a language learning that involves the using
of Web and use Web material, source, application and tool.
E.
There are three
activities in WBLL
Pre-created Web
activities adopting interactive language exercises that have been already
created by others and are easily accessible on the Web.
Task-based Web
activities making use of a variety of authentic Web resources for
communication, information collections, problem solving task, etc.
Teacher-made Web
activities employing tailor made language exercise modified by classroom
teachers themselves for their own students.
UNIT 5 : CALL AND
LANGUAGE SKILLS
Skill oriented language teaching remains a
common approach for classes as well as for self –learning and computer assisted
language learning is no exception. In this unit, we look at how both tool and
tutor software can be used to support specific skills.
A.
ESL Portals
Because of the enormous number of English teachers and learners,
there are quite a few multi-skill collections for ESL. Collections for other
commonly taught language can be found in a similar way. One type of collection
is a portal, which is a website that has a large number of links to other
websites.
B.
Listening
Listening is potentially one of the most promising areas for CALL
development. This is because multimedia computing has everything standard audio
and video have with the addition for a variety of meaning technologies such as
text support, hyperlink glossaries, and even translations. Listening activities
typically involve presentations, followed by comprehension questions some also
include full or partial dictations.
C.
Speaking
In terms of direct practice of speaking, recent developments on
the web have allowed for voice chat sites which make it possible for learners
and teachers to through the internet in distance education courses.
Asynchronous speaking practice is possible through www.wimba.com
using internet voice mail, or simply attaching sound files to email. The most
widely used indirect method for practicing speaking is simply to listen to
conversational dialogues on disk or the web, see for example, www.focusenglish.com/dialogues/conversation.html.
D.
Writing
Writing was revolutionized for everyone with word processing, and
the addition of spell checkers has been quite helpful. Some other ways
computers enhance writing instruction include the following.
·
Use of email and
discussion boards for fluency development
·
Collaborative writing
tasks. These are made easier today with tools such us an online word processor
now available for free from Google: http://does.google.com
·
Writing support practice
(e.g., CALL activities with fill-ins for structured writing )
E.
Grammar
Grammar practice was perhaps the earliest use of
CALL. Today grammar work is largely focused on the following:
F.
pronunciation
Pronunciation work is generally of three types.
·
Visualization: wave
form, pitch contour, spectrogram. The first and last are of questionable value.
·
ASR (automatic speech
recognition) scoring. Here, the computer uses speech recognition software to
grade accuracy. ASR and other is also used in Rosetta Stone. http://www.rosettastone.com.
G.
Vocabulary
Vocabulary activities have been around since the
early days of CALL in the form of electronic flashcard. Other common CALL
implementations for vocabulary include the following.
·
Hypertext
dictionaries/glossaries. Babylon (www.babylon.com)
is a commercial memory-resident dictionary system that runs in the background
on your computer.
·
Talking dictionaries:
Longman, Oxford and Newbury House have learner’s dictionary with CD-ROMs that
include pronunciation and sometimes other multimedia support.
·
Concordance programs:
these programs look for words in collections of texts,
UNIT 6 : CALL RESEARCH
A.
So far, we have been
going through this course with the implicit assumption that CALL works, that
teaching language using computer in some way makes learning “better”. But what
exactly is better? Here some possible interpretations:
Efficiency
Affectivities
Better access and good
interaction
Convenience
Motivation
Institutional efficiency
B.
CALL research trends
Research has continued
in all areas of CALL but recently has focused on several identifiable areas,
such as:
Computer mediated
communication: especially, interaction in synchronous chat settings and email
in tandem setting
Visual, text and sound
annotation to promote, comprehension and vocabulary acquisition
Effectiveness of online
collaborative and constructivist activities, including development of
communities
C.
Type of research
Observation. When your
students are using software or doing a computer-based task in lab or other
venue where you can watch them.
Tracking. Some software
has built in tracking features. If you are using a discussion board, all
student posts can be reviewed.
Student survey. Ask
specific question about usage note that it is best to do this as soon as
possible after a CALL session sense memories fade rapidly.
Pre and post testing to
evaluate outcomes of the use of technology
Student journals.
UNIT 7 : CALL LEARNING TRAINING
A.
Before continuing, lets
consider three alternatives to CALL learning training..
Build software in such a
way that it adapts to the learner on a number of different levels: language
proficiency, computer proficiency, learning style, topical interest,
motivational type and intensity, so on.
Learners self discovery
(given a tutorial programs about software)
Learners would profit
from training but that it’s just too much trouble to train them since it
obviously takes a lot of time away from other aspects of language learning and
there is no guarantee it will be successful.
B.
Technical training
Training can be divided
at least into two areas:
Technical training
Technical training naturally includes general computer literacy
(which can be a major issue or not depending on your setting and students), but
of greater interest here is learning technical skills and knowledge of
particular value to language learning.
Pedagogical training
·
Experience CALL your
self. Try a piece of CALL software for a language you don’t know or visit a
chat room for a language you are not fluent in.
·
Give learners teacher
training. Let them know some of what you know if they are to become more
independent.
·
Use a cyclical approach.
Teach a bit a time.
·
Use collaborative
debriefings. Get learners to discuss their experiences, successes and failures
with the CALL task and software in pairs or small groups.
·
Teach general
exploitation strategies. Show learners ways to use software to make it easier
if its too hard and harder if it is too easy.
