Final CALL (Computer-Assisted Language Learning) section 2

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Final CALL (Computer-Assisted Language Learning)

Summary of CALL (Computer-Assisted Language Learning)

Unit 1:

Introduction to Computer-Assisted Language Learning.

CALL is the acronym for computer-assisted language learning. CALL seems to be the most widely accepted generic term. In this foundation course, CALL will be used in a broad sense to refer to any endeavor involving the computer in some significant way in language teaching and learning. There are a number of ways to conceptualize field of CALL, but one useful way, especially for those just entering the field, is to divide computer use according to the functional roles of tutor and tool, concepts popularized for CALL by Levy (1997).

The scope of CALL consists of many ways that can be used for Teaching English as Teacher roles, they are

v As researchers: into second language acquisition, human-computer interaction, what works for CALL

v As consumers of CALL software for class use or building web activities into course work

v As directors, helping students find and use supplementary CALL materials or web resources

v As managers of computer-mediated communication among learners in and out of class

v As software or web developers, either "from scratch" or adding new materials to existing templates

v As coaches to help students develop software, websites, and general computer literacy

v As CALL experts for your program, helping other teachers and administrators with CALL implementations

v As CALL professionals, consulting on external projects, doing software reviews for journals, making conference presentations, writing papers, interpreting and applying CALL research, and/or  providing input to the field at large.

Though CALL has developed gradually over the last 30 years, this development can be categorized in terms of three somewhat distinct phases which I will refer to as Behavioristic CALL, Communicative CALL, and Integrative CALL.

Unit 2

An invitation to CALL (courseware Evaluation, Development,

Implementation)

courseware  has been used to refer to everything from complete software packages that can be used without a teacher to software that is just a part of a language learning course, sometimes a minor or optional supplementary part. There are three of models of courseware; they are

Development, Evaluation, and implementation. This model inspired by Richards and Rodgers (1982).

1.    Evaluation Model

Evaluation involves three kinds of considerations. They are operational description, learner fit and teacher fit

2.       Development Module

Courseware development refers to the process of going from the idea of creating a piece of tutorial software through the final product

3.       Implementation Module

Implementation considerations are relevant during the evaluation process, but they become crucial when deciding how best to use software that is available.

The following research Question direct the Investigating Teachers of this research by Saadiyah Darus.

1.      What are the teachers’ attitudes towards teaching English using computers?

2.      What are the challenges faced by teacher in using computers to teach English?

3.      What are the teachers’ suggestions in order to overcame these challenges?

And the finding of this research is using ICT can help a teacher in teaching English .

Unit 3:

Computer Mediated Communication

            Computer-mediated communication, or CMC, computers are a means through which teachers communicate with learners, learners communicate with one another and learners may even communicate with native speakers.  That communication takes place through variations in the following elements:  timing (synchronous or asynchronous), number and patterning of participants (one to one, one to many, or many to many), and medium (text, voice, or video).

Communication is considered to be the most important and fundamental tool in organizational dynamics. The process of Communication includes both verbal and non-verbal components. The verbal component includes, e.g., intonation, pitch, volume of speech and non-verbal component may be explained by the famous saying, “Actions speak more than words!” These include body language, facial expressions, posture, gestures and all physical movements.

ICT tools may be divided into two broad types. This include internet technologies and digital ICT tools though it must be quickly stated that this broad division is gething very blurred  with improvements in technology whereby integrated  technologies are the order of the way.

A further discussion point would be why English particular dominates the CMC situation. First, as mentioned above, the internet began in the US. The second, English is still regarded as an international language for global information exchange. The third is it has a fair amount of native speaker and many second language speaker world-wide such that even native speaker of other languages still have the option to use English as well as their language on the internet.

Unit 4

CALL on the Web

This unit looks into the Web in more depth. The reason is that the Web represents the largest collection (by far!) of material that is accessible almost anytime and anywhere by almost anyone having a browser equipped computer and an Internet connection. 

Disadvantages of the Web over alternatives. They are : 

v 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.

v Sound and video sometimes take a noticeable time to transfer, even on fast connections. Newer forms of streaming have improved this dramatically, but the Web is still not as responsive as a CD-ROM, DVD or the hard drive on a TiVo or other digital video recorder.

v Sound and video are typically compressed to speed up transfer: depending on the degree of compression and other factors they can be of noticeably lower quality than the original. This can affect their suitability for supporting language learning. Also some of the free material on sites like www.youtube.com were of poor audio or video quality even in their original state (for example, if taken with a mobile phone)

Despite the disadvantages, there are many good reasons for using the Web for certain language learning activities. 

v There is anytime, anywhere access (for some people at least).

v There are enormous amounts of free material.

v Material can be found that is current.

WBLL is language learning that involves the use of the web and exploit Web materials, Resources, application or tools. Based on the way of creating, presenting and using materials on the Web, he following types of WBLL activities are proposed: (1) pre-created Web activities adopting interactive language exercise that have been already created by others and are easily accessible on the Web:(2) task based Web activities making use of a variety of authentic web resources for communications, information collection, problem solving tasks, etc: and (3) teacher made-Web activities employing tailor-made language exercise modified by classroom teacher themselves for their own student. .

Unit 5

CALL and Language Skill

Skills-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. In particular, we will look at some websites that focus on these skill areas. Many of these are for free, but like everything else that's free on the web, the sites need to be looked at carefully for their pedagogical value.

There are some cases promising areas for CALL development. They are:

v Listening

Listening activities typically involve presentations followed by comprehension questions--some also include full or partial dictations. 

v Speaking

 For tutorial CALL, practicing speaking has always been tricky. Auralog's TellMeMore, www.auralog.com  is an example of a program which allow some limited conversation simulation that gives something of the experience through the use of speech recognition software. 

v Reading

In the early days of CALL, reading software was designed to improve skills in order to transfer them to paper materials. More recently, reading in digital form is becoming more and more common.

v Writing

Writing was revolutionized for everyone with word processing, and the addition of spell checkers has been quite helpful

v Grammar

Grammar practice was perhaps the earliest use of CALL. Today grammar work is largely focused on: Workbook-style exercises (on disk and online): online examples can be seen at www.grammar-quizzes.com/.

v Pronunciation

Pronunciation work is generally of three types. They are Listen , Visualization, ASR

v  Vocabular

Vocabulary activities have been around since the early days of CALL in the form of electronic flashcards (linking L2 word to L1 translation or L2 word to L2 definition).

THE CHANGING WORLD OF ENGLISH LANGUAGE TEACHING

Three perspectives on technology and implications for ELT

Vision of the future of ELT	Focuses on the future of ELT	Perspective	Implication for ELT
Technologist	Technological Potential	Rapid advances in technology suggest pervasive access and use of technology in a very different high-technology life style.	Teachers and researches should be educated about possibilities that could improve or change their work.
Social pragmatist	Human practices in technology use	Imperfect technologist and normal human working practices act as constraints affecting technology use	Teacher and researchers  should carefully analyze their real options in view of the Experience of others and their own content and experience.
Critical Analyst	Value implications of technology	Technology is not neutral and inevitable	Teacher and researcher should be critically aware of the connection between technology and culturally bound ideologies.

Number Head Together as Method in Teaching English

1. Definition Of Number Head Together

Number Head Together (NHT) is a cooperative learning strategy designed to influence the students interaction pattern and as the alternative for traditional class structure. Number Head Together developed first by Spencer Kagan (1993) to involve more student in learning material which consist in a lesson and to know their knowledge about the material given.

  2.   Four phase structure to asking the questiour phase structure to asking the question

The teacher use four phase structure to asking the question for student in the class, they are:

a.  Phase I: Numbering

In the phase the teacher divide the student into some groups consist of 3 to 5 person  and each member of groups given number from 1 to 5

b. Phase II: Asking Question

Pose a question or a problem to the class and give the groups fifteen minutes of “Head Together

c.  Phase III: Heads Together

The student put their head together to the decide one appropriate answer making sure that every group member know the agreed upon answer.

d.       Phase IV: Answering the Question

The teacher calls a member at random and only student with the member respond to the question.

3.  Benefits Of NHT

This cooperative learning strategy promotes discussion and both individual and group accountability. This strategy is beneficial for reviewing and integrating subject matter. Students with special needs often benefit when this strategy is used. After direct instruction of the material, the group supports each member and provides opportunities for practice, rehearsal, and discussion of content material.
Group learning methods encourage students to take greater responsibility for their own learning and to learn from one another, as well as from the instructor (Terenzini & Pascarella, 1994).

4. TheWay to Stretch Students' Thinking

This is a flexible strategy that can be used at a variety of levels. The teacher may start with factual information questions, and as students become more familiar with the strategy, ask questions that require analysis or synthesis of information. Student groups can be given statements such as, "School uniforms help to keep students focused on academics." Students' task is to come to consensus on whether they agree or disagree, giving an explanation of their reasoning.
After the students respond, have the other groups agree or disagree with the answer by showing a thumbs up or thumbs down, and then explain their reasoning. Or, if the answer needs clarifying, ask another student to expand on the answer

5. used in two skill in English

NHT always Using In two skill in english are Writing and Reading
WRITING

Students can evaluate the quality of a piece of writing using a rubric. Have students review the writing as a group and assign scores as a group. Ask them to respond with their scores and rationale using the numbered heads together strategy.

READING
Comprehension questions can be posed to groups, and students can work together to find the answers. For example, when reading a story, students can be given the task of analyzing one of the characters. They can be asked questions such as, "Which character traits are stated directly, and which are implied by the author?" and "What information do you get from the character's speech and actions?"