Computer Assisted Language Learning notes

Computer Assisted Language Learning

Definitions of CALL:

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).

      Types of CALL Programs

 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 (see CD-ROM examples for language learning)

- Gener ic software: applications designed for general purposes, such as word-processors (Word),  presentation software (PowerPoint, see an e-book made by students "Many Moons"), and spreadsheet (Excel), that can be used to support language learning (see examples of usingExcel for language learning & teaching)  *Also see Microsoft Office Online Templates)

- Web-based learning programs: online dictionaries, online encyclopedias, online concordancers, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, etc.

- Computer-   communication (CMC) programs: synchronous - online chat; asynchronous - email, discussion forum, message board

      Types of CALL Activities

-  multiple-choice & true/false quizzes -  gap-filling exercise/cloze -  matching -  re-ordering/sequencing -  crossword puzzles -  games -  simulations

-  writing & word-processing -  concordancing  -  web quests/searching -  web publishing -  online communication (synchronous and asynchronous)

      What Computers Can and Can’t “Do” (based on Meskill, 2002, p. 122)

Computers CAN	Computer CAN’T
Judge predetermined right-or-wrong answers, e.g., multiple choice and fill-in-the-blanks	Judge unexpected input
Provide immediate, yet fixed, feedback, suggestions, and encouragement	Provide individualized feedback beyond a predetermined list of messages
Provide authentic information throughmultimedia - texts, images, sounds,videos, and animations	Engage learner in rich negotiation of meaning characteristic of face-to-face interaction
Motivate task persistence •Record learner’s writing, speech, and learning progress	Motivate depth and quality of engagement characteristic of human interaction

      * 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.

      Roles of the Computer in language learning and teaching:

- 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

      The development of CALL – from the pedagogical perspective

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.

* Question: Do you think Warschauer's analysis of the development of CALL is a good one?  Do you see any problems in his analysis?

[Read Bax's (2003) or see the quoted passage: Bax's criticism to Warschauer's analysis of the development of CALL]

II)  Bax's Analysis (2003)

	Restricted CALL	Open CALL	Integrated CALL
Type of task	- Closed drills - Quizzes	- Simulations - Games - CMC	- CMC - Web-based programs
Type of student activity	- Text reconstruction - Answering closed questions - minimal interaction with other students	- Interacting with the computer - Occasional interaction with other students	- Frequent interaction with other students - Some interaction with computer through the lesson
Type of feedback	- Correct/incorrect	- Focus of linguistic skills development - Open, flexible	- Interpreting, evaluating, commenting, stimulating thought
Teacher role	- Monitor	- Monitor / facilitator	- Facilitator / Manager
Position in curriculum	- Not integrated into syllabus - optional extra - Technology precedes syllabus and learner needs	- Toy - Not integrated into syllabus - optional extra - Technology precedes syllabus and learner needs	- Tool for learning - Normalized - Integrated into syllabus, adapted to learners' needs - Analysis of needs and context precedes decisions about technology
Position in lesson	- Whole CALL lesson	- Whole CALL lesson	- Smaller part of every lesson
Physical position of computer	- Separate computer lab	- Separate lab- perhaps devoted to language	- In every classroom

* Question: Do you think Bax's analysis of the development of CALL is a good one?  Do you see any problems in his analysis?

      How Computers can be used in the Language Class

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

      Principles of Using and Designing CALL Programs in Language Learning and Teaching   

        - 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)

For reading from website

http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm