This document discusses the key roles and methodological framework for developing and implementing computer-assisted language learning (CALL) programs. It identifies four main roles: the learner, developer, evaluator, and classroom teacher. The methodological framework has three main components: the development module, evaluation module, and implementation module. The evaluation module assesses how well the CALL program fits the learners' needs and learning styles as well as the teacher's approach to language teaching. The implementation module covers how the CALL program will be accessed and used in the classroom, including preparatory, learner use, and follow-up activities.

1. CALL METHODOLOGY TSL 641

2. CALL METHODOLOGY Interplay between human and technology Human end is most important

3. SUCCESS OR FAILURE OF CALL LESSON Depends on: The choice a developer makes in how to present language and practice activities The way the teacher utilizes the program The way the students interact with the program

4. FOUR FIGURES / ROLES IN IMPLEMENTING CALL The Learner The Developer The Evaluator The Classroom Teacher

5. The Respective Roles - Learner The end user The person who is supposed to benefit from the product

6. The Respective Roles - Developer Will aid the teacher and learner in fulfilling broadly and narrowly defined learning objectives

7. The Respective Roles - Evaluator Analyzes software, Describes its operation, Passes professional judgment on the quality of the pedagogy and language materials, Determines what types of learners and teachers the software might fit (evaluation is done through published software reviews, in-house evaluation, etc.)

8. The Respective Roles - Teacher Interprets the results of the evaluation for a particular teaching situation

9. Methodological Framework When developing a CALL courseware or website you need to have a methodological framework

10. Methodological Framework – 3 Components Development Module Evaluation Module Implementation Module Development and evaluation precedes implementation • Evaluation can inform development and implementation can inform both development + evaluation

11. Development Module Three interacting components: Approach Design Procedure Approach Theories of language learning / structure Design The goals and objectives of the syllabus and the roles of the teacher, learner, and materials consistent with the approach Procedure Types of exercises, techniques or classroom activities consistent with the approach and design

12. Evaluation Module Incorporates Teacher fit Learner fit Operational description

13. Evaluation Module Leaner fit Does the presentational scheme fit the students' learning style? Are the program focus (language area) and learner focus (skill area) appropriate for the learners' needs as determined by the syllabus? Is the language difficulty at the right level given the learners' proficiency? Ss the feedback understandable and useful to the students?

14. Evaluation Module Teacher fit The considerations of the language teaching approach and computer delivery system can be used to judge the degree to which a piece of software fits within the teacher's conception of how languages are successfully learned .

15. Implementation Module The actual use of the software

16. Implementation Module The elements are: Accessibility Number of computers, availability, setting Preparatory activities training or tutorial module on how to use the program content preparation reviewing grammar rules, discussing the predicted content of a reading passage, etc. Learner use Follow-up activities (i.e. in-class quiz, discussing the content) Teacher control (control decisions are governed by the teacher's assumptions about the nature of language learning, the course requirements (syllabus), the teacher's perception of the students)