CALL

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EFL - 537- 06TW2 Computer Assisted Language
Learning (CALL) Instructor Lyra
Riabov Submitted by Naji Amrani,
Imane Fellman, Nathan ChihYin,Chiu Date January
12,2006
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CALL

• Computer
• Assisted
• Language
• Learning
• An overview

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Imane

• Today I will cover those points
• A definition of CALL
• A brief history of CALL
• Traditional CALL
• Explorative CALL
• Multimedia CALL
• Web Based CALL
• Questions to discuss

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Definition of CALL

• Computer Assisted Language Learning (CALL) is
  often perceived, somewhat narrowly, as an
  approach to language teaching and learning in
  which the computer is used as an aid to the
  presentation, reinforcement and assessment of
  material to be learned, usually including a
  substantial interactive element .

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A brief history of CALL

• CALL's origins can be traced back to the 1960s.
  Up until the late 1970s
• CALL projects were confined mainly to
  universities, where computer programs were
  developed on large mainframe computers. The PLATO
  project, initiated at the University of Illinois
  in 1960, is an important landmark in the early
  development of CALL .

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A brief history of CALL

• In the late 1970s, the arrival of the personal
  computer (PC) brought computing within the range
  of a wider audience, resulting in a boom in the
  development of CALL programs and a flurry of
  publications. Early CALL favored an approach that
  drew heavily on practices associated with
  programmed instruction. This was reflected in the
  term Computer Assisted Language Instruction
  (CALI), which originated in the USA and was in
  common use until the early 1980s, when CALL
  became the dominant term. There was initially a
  lack of imagination and skill on the part of
  programmers, a situation that was rectified to a
  considerable extent by the publication of an
  influential seminal work by Higgins Johns
  (1984), which contained numerous examples of
  alternative approaches to CALL.

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Traditional CALL

• Behavioristic or traditional CALL presented a
  stimulus to which the learner had to provide a
  response.
• In early CALL programs the stimulus was in the
  form of text presented on screen, and the only
  way in which the learner could respond was by
  entering an answer at the keyboard.

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example

• Adverbs

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• Discrete error analysis and feedback were a
  common feature of traditional CALL, and the more
  sophisticated programs would attempt to analyse
  the learner's response, pinpoint errors, and
  branch to help and remedial activities.

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• . An alternative approach is the use of
  Artificial Intelligence (AI) techniques to parse
  the learner's response - so-called "intelligent
  CALL" (ICALL) - but there is a gulf between those
  who favour the use of AI to develop CALL programs
  (Matthews 1994) and, at the other extreme, those
  who perceive this approach as a threat to
  humanity

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The Explorative CALL

• More recent approaches to CALL have favored a
  learner-centered, explorative approach rather
  than a teacher-cantered, drill-based approach to
  CALL. The explorative approach is characterized
  by the use of concordance programs in the
  languages classroom - an approach described as
  Data-Driven Learning (DLL) by Tim Johns

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Multi media CALL

• Early personal computers were incapable of
  presenting authentic recordings of the human
  voice and easily recognizable images
• The result was the development of interactive
  videodiscs for language learners

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• The Web Enhanced Language Learning (WELL)
  project, which has been funded under the FDTL
  programme of the HEFCE, aims to promote wider
  awareness and more effective use of the Web for
  teaching modern languages across higher education
  in the UK. The WELL website provides access to
  high-quality Web resources in a number of
  different languages, selected and described by
  subject experts, plus information and examples on
  how to use them for teaching and learning

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example

• WELL - Web Enhanced Language Learning

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Questions for debate

• Do you think that the use of these technology
  will help the language learning to be more
  autonomous?

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Internet for English Teaching

• Resources for Teacher
• Student Communication and Collaboration

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Resources for Teacher

• Professional resources
• E-Mail Tips
• How to search powerful engine
• Using keyword for searching

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Professional resources

• Use internet for teaching
• http//www.tesol.net/neteach.html
• Professional Journals and Magazines
• The Internet TESL Journal
• http//iteslj.org/
• http//www.eslmag.com/
• http//alr.org
• http//www.tesol.org/s_tesol/index.asp

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How to search powerful engine
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Student Communication and Collaboration

• Asking for Advice via E-Mail
• Communication
• Searching Reference on Class Home Page
• Collaboration
• Exchange Message via E-Mail
• Discuss on Discussion Forums

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Internet Learning Media for Student

• http//www.nick.com/all_nick/specials/nick_cbs/
• http//abc.net.au/children/
• http//disney.go.com/home/today/index.html

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Questions for you to brainstorm

• Within the limited time , how you can answer all
  your students questions via E-Mail right on time
  or have any better ideas here you can deal with
  it?
• If you are not a IT person, what you can do if
  websites you created have a problem?

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Technology Authenticity

• CALL Environments Learning Environments

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CALL the 8 Learning Conditions
3. Task Authenticity
2. Audience Authenticity
1. Opportunity
4. Creativity
5. Time Feedback
6. Guidance Toward Awareness
7. Optimal Atmosphere
8. Autonomy
Language Learning Environment
Computers Discussion Board
Internet Email
CALL
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CALL the 8 Learning Conditions (cont.)
CALL
How Does It Affect
Audience Authenticity
Task Authenticity
Guidance Toward Awareness
Autonomy
Opportunity
Creativity
Time Feedback
Optimal Atmosphere
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Opportunity

• Opportunity to interact and negotiate meaning
• CALL provides many unique opportunities
• Students can interact in real time (Synchronous
  communication)
• Students can reduce stress in interaction
  opportunities by communicating with a delay,
  adding time to adjust and modify interaction
  (Asynchronous communication

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Audience Authenticity

• Purposeful interaction with knowledgeable
  audience
• Communities on the Internet offer information on
  many topics in many languages students have the
  opportunity to communicate with native speakers
  on topics that interest them for purposes that
  benefit them

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Task Authenticity

• Authentic tasks offer the same cognitive
  challenges as real-world tasks.
• Technology, particularly the Internet, have
  become in a sense the real world
• Students who learn to communicate in the target
  language using the Internet are not only learning
  the language, but also the most modern uses of
  the language.

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Creativity

• Learners should be involved in a diversity of
  tasks with a variety of inputs
• Technology, including language learning software
  and various Internet resources provide such
  diversity in almost limitless combinations

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Time Feedback

• Time and feedback facilitate the formation for
  ideas in a target language
• Language learning programs offer self-paced
  learning and instantaneous feedback
• The Internet can be a tool for teachers and
  learners to discuss/offer feedback at
  individually pacing depending on student needs

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Guidance Toward Awareness

• Students should be exposed to some metacognitive
  guidance (learning strategies)
• The Internet IS a learning strategy
• By exposing students to Internet and other
  technology resources for language, the teacher
  demonstrates the learning process as well as
  provides tools to facilitate that process
• Students become more aware of how they are
  learning the language and thus are more engaged
  in that learning

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Optimal Atmosphere

• Stress must be facilitative NOT debilitative
• Students should have enough anxiety to be
  motivated without having so much as to be
  frustrated
• Much language learning software is reactive to
  student input this process can facilitate an
  optimal atmosphere
• Using Internet technologies and resources
  (discussion boards, chat rooms, etc) the teacher
  can assign tasks that create a learner centered
  environment where an optimal atmosphere can be
  achieved

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Autonomy

• Student are given ownership student centered
  learning
• Technology frees the teacher to better
  individualize language instruction and make the
  learning environment more student centered

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Conclusion CALL Authenticity
Authenticity Literacy Interaction Vitality Empower
ment

• Technology and the Internet ARE authentic
• These are mediums in which students, today and in
  the future, will use language
• The Internet, particularly, offers 24-hour access
  to authentic materials, tasks, and audiences

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Questions

• How can teachers highlight, support and promote
  the authentic learning opportunities that the
  Internet and other technologies provide?
• Are there any dangers in using CALL? Can you
  think of any situations in which CALL would
  hinder language learning?

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References

• Graham Davies, Computer assisted language
  learning retreived from http//www.lang.ltsn.ac.
  uk/resources/goodpractice.aspx?resourceid61
• Higgins, J. Johns, T. (1984). Computers in
  Language Learning. London Collins
• Matthews, C. (1994). Intelligent Computer
  Assisted Language Learning as Cognitive Science
  The choice of Syntactic Frameworks for Language
  Tutoring. Journal of Artificial Intelligence in
  Education 5, 4533-56

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PLEASE DISCUSS

• Within the limited time , how you can answer all
  your students questions via E-Mail right on time
  or have any better ideas here you can deal with
  it?
• If you are not a IT person, what you can do if
  websites you created have a problem?
• Do you think that the use of these technology
  will help the language learning to be more
  autonomous?
• How can teachers highlight, support and promote
  the authentic learning opportunities that the
  Internet and other technologies provide?
• Are there any dangers in using CALL? Can you
  think of any situations in which CALL would
  hinder language learning?

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