This is our first blog. We will be in touch from this blog throughout the semester.
This week's topics are blogging and CALL. There will be two assignments.
The first one will be openning a blogger account. Everyone in the class will open a blogger account until next week. Second assignment is about CALL.
Please read the following text until the next week.
| Introduction to Computer Assisted Language Learning (CALL) 1.1 What is CALL? Definitions of CALL: - Computer-assisted language learning (CALL) was the expression agreed upon at the 1983 TESOL convention in a meeting of all interested participants. This term is widely used to refer to the area of technology and second language teaching and learning despite the fact that revisions for the term are suggested regularly (Chapelle, 2001, p. 3). - Computer Assisted Language Learning (CALL) may be defined as the search for and study of applications of the computer in language teaching and learning (Levy, 1997, p.1). - Given the breadth of what may go on in computer-assisted language learning (CALL), a definition of CALL that accommodates its changing nature is any process in which a learner uses a computer and, as a result, improves his or her language (Beatty, 2003, p. 7). - CALL has come to encompass issues of materials design, technologies, pedagogical theories and modes of instruction. Materials for CALL can include those which are purpose-made for language learning and those which adapt existing computer-based materials, video and other materials (Beatty, 2003, pp. 7-8). CALL programs/materials include (from ICT4LT Module 1.4): - CALL-specific software: applications designed to develop and facilitate language learning, such as CD-ROMs, web-based interactive language learning exercises/quizzes - Generic software: applications designed for general purposes, such as word-processors (Word), presentation software (PowerPoint) and spreadsheet (Excel), that can be used to support language learning. - Web-based learning programs: online dictionaries, online encyclopedias, online concordancers, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, etc. - Computer-mediated communication (CMC) programs: synchronous - online chat; asynchronous - email, discussion forum, message board
* Caveat: - Computer technology has to be treated as an aid, but not a panacea. - The effectiveness of CALL cannot reside in the technology itself but in how it is put to use and for what purposes. - computer as tutor for language drills or skill practice - computer as a tool for writing, presenting, and researching - computer as a medium of global communication I) Warschauer's Analysis (Kern & Warschauer, 2000; Warschauer, 1996; Warschauer, 2004) (*Note: the three stages have not occurred in a rigid sequence. As each new stage has emerged, previous stages continue.)  Structural / Behavioristic CALL (1960s -1970s) View of Language: Structural (a formal structural system) English Teaching Paradigm: Grammar-Translation & Audio-lingual Principal Use of Computers: Drill and Practice Principal Objective: Accuracy Characteristics: 1. Repeated exposure to the same material is believed to be beneficial or even essential to learning. 2. A computer is ideal for carrying out repeated drills, since the machine i) does not get bored with presenting the same material and ii) it can provide immediate non-judgmental feedback. 3. A computer is used as a tutor, presenting material and feedback on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities. Communicative / Cognitive CALL (1980s -1990s) View of Language: Cognitive (a mentally constructed system through interaction) English Teaching Paradigm: Communicative Language Teaching Principal Use of Computers: Communicative Exercises (to practice language use; non-drill format) Principal Objective: Fluency Characteristics: 1. Grammar is taught implicitly rather than explicitly. 2. Computers are used to stimulate discussion, writing or critical thinking. Students are encouraged to generate original utterances rather than just manipulate prefabricated language. 3. The programs avoid telling students that they are wrong and are flexible to a variety of student responses. 4. Computers are used as a tool (e.g., word processors, spelling and grammar checkers, and concordancers) and the target language is used exclusively. Integrative / Sociocognitive / Socioconstructive CALL (1990s -present) View of Language: Sociocognitive (developed in social interaction through discourse communities) English Teaching Paradigm: Content-based & ESP/EAP Principal Use of Computers: Authentic Discourse (to perform real-life tasks) Principal Objective: Agency (*definition: "the satisfying power to take meaningful action and see the results of our decisions and choices" Murray, 1997, p. 126) Two types: Multimedia CALL (CD-ROMs) and Web-based CALL (on the Internet) A) Multimedia CALL Characteristics: 1. They create a more authentic learning environment using different media. 2. Language skills are easily integrated through multimedia. 3. Students have a high degree of control over their learning through hypermedia. 4. It facilitates a principle focus on the content without sacrificing a secondary focus on language form. B) Web-based CALL Characteristics: A) CMC – 1. It provides authentic synchronous and asynchronous communication channels. Language learners can communicate directly, inexpensively, and conveniently with other learners or native speakers of the target language at any time and in any place. 2. CMC can be carried out in several forms; it can be one-to-one, one-to-many, or many-to-one. B) The Web – 1. Students can search through millions of files around the world within minutes to locate and access authentic materials exactly tailored to their own personal interests. 2. Students can use the Web to publish their texts or multimedia materials to share with partner classes or with the general public. 1) Teaching with one computer in the class - delivery of content (PowerPoint, word-processor, Webpages, etc.) - classroom activities/discussions mediated by the computer - Interactive whiteboard 2) Teaching in the computer network room (network-based language teaching) - task-based group work /activities - computer-mediated communication (CMC): asynchronous/synchronous - tandem learning 3) Self-access learning (independent learning) - drills and exercises - word processing - resource searching 4) Distance learning (i.e. individual learners working by themselves, at a place and time of their choice and, to some extent, at a pace and in an order also chosen by themselves.) - delivering online course content - CMC activities: email, discussion forum, chat rooms - tandem learning - community building - student/learner-centeredness (to promote learner autonomy) - meaningful purpose - comprehensive input - sufficient level of stimulation (cognitively and affectively) - multiple modalities (to support various learning styles and strategies) - high level of interaction (human-machine and human-human) 2 Comparing Early CALL and Modern CALL 3 Pros and Cons of Multimedia CALL 4 Evaluating Multimedia CALL Software 5 Exploring CALL CD-ROMs Multimedia: Definition: "Nowadays multimedia refers to computer-based materials designed to be used on a computer that can display and print text and high-quality graphics, play pre-recorded audio and video material, and create new audio and video recordings." (Davies 2004). Two types of multimedia: - Web-based multimedia - Multimedia on CD-ROM or DVD-ROM Because of its capacity of combining text, images, animation, sound, and video in a variety of activities, multimedia offers many exciting opportunities for language learning and helps to integrate the learning of four language skills - listening, speaking, reading, and writing. Comparison of the two types of multimedia: 1. Web-based multimedia is rapidly growing but it has not yet replaced CD-ROM or DVD-ROM technology. Web-based multimedia may offer more in terms of presentation rather than interaction (e.g., In a web environment, it is not easy to record and playback one's own voice, and it is not always smooth to deliver/play sound and video), while CD-ROM /DVD-ROM can provide more spontaneous human-machine interaction. 2. The use of web-based multimedia often requires more technical preparation (e.g., Users need to ensure that they have installed up-to-date plug-ins and have broadband access to view webpages more easily and successfully). Moreover, some website may become congested at peak time, thus causing difficulty to access them. This problem won't occur when using multimedia on CD-ROM or DVD-ROM. 3. However, web-based multimedia materials are usually free and can be accessed by every web user. Also, the materials can be updated or modified by the author at any time. Multimedia materials on CD-ROM or DVD-ROM are usually commercial products and once they are produced, no information can be changed. 4. Web-based multimedia can offer computer-mediated communication (CMC), such as emailing, online chatting, and online discussion, which helps to foster an online learning community. This is what multimedia on CD-ROM or DVD-ROM cannot do.
There is a close relationship between the use of different types of CALL programs and the stages of language acquisition (Butler-Pascoe and Wiburg, 2003, p. 9): - In the pre-production stage: The behavioristic approach is more emphasized. CALL software is used to provide comprehensible input and ask learners to give limited responses through controlled exercises. - In the more advanced stage: The communicative and integrative approach is more emphasized. Telecommunications activities and interactive video and simulation programs of real-life experiences that foster critical thinking and problem solving are more needed. Learners are encouraged to manipulate technology to complete tasks or communicate with real audiences around the world. The twelve attributes considered essential to the success of technology-enhanced language learning environments (Butler-Pascoe and Wiburg, 2003, pp. 15-19): Such environments a. provide interaction, communicative activities, and real audience b. supply comprehensible input c. support development of cognitive abilities d. utilize task-based and problem-solving activities e. provide sheltering techniques to support language and academic development f. are student-centered and promote student autonomy g. facilitate focused development of English language skill h. use multiple modalities to support various learning styles and strategies i. support collaborative learning j. meet affective needs of students k. foster understanding and appreciations of the target and native cultures l. provide appropriate feedback and assessment |
