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CALL, MIPRO 2004
Sanja Seljan, Norbert G. Berger, Zdravko Dovedan
Opatija, 27.5.2004
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CALL MIPRO 2004
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Objectives
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Partners
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Method
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Related TEMPUS Activities
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Background
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Development of CALL
3 approaches:Behaviourist: audio-lingual method
(pattern drilling)Communicative approach, functions
and notions (computer provides practice materials and feedback, resources and for communication and communication tool)
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Development of CALL (continued)
Integrative CALL: hypermedia and multimedia (facilitating e-learning and distance studies)
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CALL and the InternetHost of materials for language learning• authentic content from target language culture• specifically designed materials for Language
LearningEffects:+ ability to participate in real communication- problems of selecting, financing and trainingA method or a medium? (Moras 2001)Effective use based on pedagogical requirements
(Warschauer and Whittaker (1997)
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Guidelines for teachers
1. Consider goals
2. Think integration
3. Don't underestimate complexity
4. Provide support
5. Involve students in decisions
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CALL Projects
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e.g. Melbourne Australia
• Project-Oriented Computer-Assisted Language Learning Project
• Integrating Multimedia Tools into Project-driven Foreign Language Learning
4-step approach integrating computers
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Faculty of Philosophy, Zagreb• post-graduates in "Glotodidactics" (3 years)
• 4th-year undergraduates in "Machine Translation"introduction to Internet search and evaluation criteriacourseware CD-ROMs for self-study (Learn to speak
French/English, pre-school packs, Neurotrans, Auralog)Websites for Croatian learners of other languages:
http://travlang.com/languages/ http://skeravec.chez.tiscali.fr
Dictionary sites: World Translator, Xanadu OnlineEducation sites on major search engines, and Education
Resources Website (http://www.edufind.com)
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Universities of Exeter/GrazAcademic and Business English http://www.ngberger.com
Academic lectures in English (for students on pre-sessional courses, students abroad and teacher training courses)
Academic writing courses: IELTS preparation and writing feedback with linked exercises
Academic communication: presentation and seminar skills: e.g.video analysis
Academic reading: skimming, scanning, intensive reading, note-taking skills, distinguishing facts and opinions, identifying evidence and supporting ideas
Cross-cultural awareness and communication skills trainingBusiness English skills and company training
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Student reactions
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qualitative evaluation
learning logs (on http://www.ngberger.com)
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quantitative evaluation
surveys and questionnaires (e.g. on Moodles site:
http://bslso108.kfunigraz.ac.at)
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Implications of CALL
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for teachers
roles of lecturers / tutors / academics are changing (Wheeler, M. and Marshall, J. 1986)
traditional trainer roles of directing and interpreting are superseded by coaching and facilitating
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for students
Dublin Descriptors see http://www.jointquality.org
Students are trained to become more independent learners. Not reproducing things learned by heart but being able to communicate
"information, ideas, problems and solutions to both specialist and non-specialist audiences (Bachelor level)
conclusions, knowledge and rationale underpinning these to specialist and non- specialist audiences clearly and unambiguously (Master level)"
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For students (continued)
Besides they have developed
"those skills that are necessary for them to continue further study with a high degree of autonomy (Bachelor level)
the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous (Master level)"
Students using computers have been found to spend more time studying and achieve significant, above average progress (Exeter, pre-sessional 2003, Graz, ABE: IELTS)
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pedagogical requirements of hypermedia and
networksfor integrated and constructivist learning:• do knowledge and learning objects and
course management systems / virtual learning learning environments meet the needs of educators and students?
• can hypermedia and networks replace the traditional class-room altogether or will blended learning solutions prevail?
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Outlook
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challenges
• TEMPUS English training for lecturers
• more courses and co-operations• excellence in niche disciplines
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TEMPUS English training for lecturers
planned for this summer: 2-week course English for EAP
in future with lecturers from other universities
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more courses and cooperations
joint classes for students from different universities / faculties / nations
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excellence in niche disciplines
Specialisation can create competitive advantages
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risks
• competition• brain drain• dominance of English language
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competition
major players in education dominate funding and attract the cream of the
crop
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CALL MIPRO 2004