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CALL(Computer Assisted Language Learning)
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010
Language & Literacy Education
Faculty of Education University of Malaya KL
Group 7a
Amy Yu Shi ChiaMarina Melissa
NgTan Kai ChurTan Shin YenTian Zhong Weng
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Topics1. What is CALL? 2. History3. Types of CALL programs4. Types of CALL activities5. Reasons for using CALL (Principles)6. What computers can and can’t do7. Roles of teachers in CALL8. Roles of students in CALL9. Barriers of using CALL10.Conclusion
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
What is CALL?• used widely to refer to the area of technology and second language teaching and learning
• the search for and study of applications of the computer in language teaching and learning
• any process in which a learner uses a computer and, as a result, improves his or her language
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
History• 1960’s• 3 phases – Behaviouristic CALL
(1960’s) - Communicative CALL
(1970’s) - Integrative CALL
(1990’s-present)
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Behavioristic CALL• 1960’s-1970’s• View of language: Structural• English Teaching Paradigm:
Grammar- Translation & Audio-Lingual
• Principle use of computer: Drill and Practice• Principal Objective: Accuracy
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Behavioristic CALLCharacteristics: • Repeated exposure to the same material• 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.
• A computer is used as a tutor
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Communicative CALL• 1970’s-1980’s• View of language: Cognitive• English teaching paradigm:
Communicative language teaching• Principle use of computers:
Communicative exercises• Principal objective: Fluency
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Communicative CALLCharacteristics:• Grammar is taught implicitly• Computers are used to stimulate discussion,
writing or critical thinking. • Programs avoid telling students they are
wrong.• Flexible to a variety of student responses. • Computers are used as a tool (e.g., word
processors, spelling and grammar checkers) and the target language is used exclusively.
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Integrative CALL• 1980’s-present• View of language: Sociocognitive• English teaching paradigm: Content-based• Principle use of computers: Authentic
discourse• Principal objective: Agency• types: Multimedia CALL (CD-ROMs) Web-based CALL (CMC &
Internet)
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Interactive CALL -Multimedia CALL
Characteristics:• Create a more authentic learning
environment using different media. • Language skills are easily integrated
through multimedia.• Students have a high degree of control
over their learning through hypermedia. • Facilitates a principle focus on the
content.
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Computer Mediated Communication (CMC)
provides authentic synchronous and asynchronous communication
channels. can be carried out in several forms; it can be one-to-one, one-to-many, or many-to-one.
Interactive CALL -Web-based CALL
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
The Web• Students can search through millions
of files around the world within minutes
• Students can use the Web to publish their texts or multimedia materials to share with partner classes or with the general public.
Interactive CALL-Web-based CALL
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
TYPES OF CALL PROGRAMS
CALL-specific software-applications that designed to develop and facilitate the language learning such as CD-ROMs, web-based interactive language learning exercises/ quizzes.
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Generic software-Applications that designed for general purposes like Words, Powerpoint, Excel that can be used to support the language learning and teaching.
TYPES OF CALL PROGRAMS
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Web-based learning programs- online dictionaries, online
encyclopedias, online concordancers, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, etc.
TYPES OF CALL PROGRAMS
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Computer-mediated communication (CMC) programs- synchronous - online chat; asynchronous - email, discussion forum, message board
TYPES OF CALL PROGRAMS
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
TYPES OF CALL ACTIVITIES
• Multiple choices• Online communication• Crossword puzzles• Writing & word processing• Web publishing• Gap filling• Web quests/ searching
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
1) Experiential learning2) Motivation3) Enhance student’s
achievement4) Authenticity5) Greater interaction
Reasons For Using CALL
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
6) Individualization7) Independence from a single
source of information8) Global understanding9) Adapting learning to the students10) Critical thinking skills
Reasons For Using CALL
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
What Computers Can & Can’t
“Do” ?
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Computers CAN Computers CAN’TJudge predetermined right or wrong answers.Eg. Multiple choice & fill-in-the-blanks.
Judge unexpected input.
Provide immediate, yet fixed, feedback, suggestions & encouragement.
Provide individualized feedback beyond a predetermined list of messages.
Provide authentic information through multimedia – texts, images, sounds, videos & animations.
Engage learner in rich negotiation of meaning characteristic of face-to-face interaction.
Motivate task persistence.
* Record learner’s writing, speech & learning progress.
Motivate depth and quality of engagement characteristic of human interaction.
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Differences of teachers’ roles
Ordinary classroom
CALL classroom
-directly involve in students’ construction of language (as teacher)
-guide students in students’ construction of language (as tutor)
-without any aids of technology
-with aid of technology
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Roles of teacher•Familiarize with the resources•Encourage students to participate•Reassure and motivate students•Review and reinforce what was learned
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Differences of students’ roles
Ordinary classroom
CALL classroom
involve passively absorbing information
involve actively in negotiating meaning and assimilating new ideas
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Roles of students• negotiate meaning and assimilate new information• interpret new information and experiences on their own term.• Participate actively in classroom
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Barriers of using CALL*Financial *Availability of computer hardware and software
*Technical and theoretical knowledge
* Acceptance of technologies
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
* Lack of human-like interaction during study
* Wrong perception of teachers and administrators
*Teachers lack of training on creating CALL
* Lack of unified theoretical framework for designing and evaluating CALL systems
Barriers of using CALL
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
TRY THIS!!!
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
A B C D E F G H I J
21 22 23 24 25 26U V W X Y Z
1 2 3 4 5 6 7 8 9 10K L M N O P Q R S T11 12 13 14 15 16 17 18 19 20
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
25. 15. 21CONGRATULATIONS
3. 15. 14. 7. 18. 1. 20. 21. 12. 1. 20. 9.15. 14. 19
YOU7. 15. 20GOT
9. 20IT
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
ConclusionUse of computer technology in classrooms is generallyreported to:
• More student-centered learning and engagement in the learning process
• More active processing resulting in higher-order thinking skills and better recall
• Gain confidence in directing their own learning• Make learning more interesting• Creates motivation for the students• Computers can give a new role to teaching materials• Students learn faster and better with computer-mediated
communication
This is true for both language and non-language classrooms.
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Sources:•
http://en.wikipedia.org/wiki/Computer-assisted_language_learning
• http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm• http://quizstar.4teachers.org/freetrial.jsp
Created for: PBET 2113 Participants (TESL) Semester 2, AY 2009-2010 Department of Language & Literacy Faculty of Education University of Malaya KL
Created by: Amy Yu Shi Chia, Marina Melissa Ng, Tan Kai Chur, Tan Shin Yen, Tian Zhong Weng Facilitator: Jessie Grace U. Rubrico, PhDPBET 2113 Group 7a (TESL) Sem 2 AY 2009-2010, Department of Language & Literacy Education, Faculty
of Education, Universiti Malaya KL
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
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