CALL and SLA

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

Amy Yu Shi Chia
Marina Melissa Ng
Tan Kai Chur
Tan Shin Yen
TianZhongWeng
Group 7a
PBET 2113 Group 7a (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Topics
What is CALL?
History
Types of CALL programs
Types of CALL activities
Reasons for using CALL (Principles)
What computers can and can’t do
Roles of teachers in CALL
Roles of students in CALL
Barriers of using CALL
Conclusion

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

History
1960’s
3 phases – Behaviouristic CALL (1960’s)
- Communicative CALL
(1970’s)
- Integrative CALL
(1990’s-present)

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

BehavioristicCALL
Characteristics:
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

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

Communicative CALL
Characteristics:
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.

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)

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.

Interactive CALL -Web-based CALL
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
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.

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.

Generic software
Applications that designed for general
purposes like Words, Powerpoint, Excel
that can be used to support the
language learning and teaching.

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

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

TYPES OF CALL ACTIVITIES
Multiple choices
Online communication
Crossword puzzles
Writing & word processing
Web publishing
Gap filling
Web quests/ searching

Reasons For Using CALL
1) Experiential learning
2) Motivation
3) Enhance student’s achievement
4) Authenticity
5) Greater interaction

Reasons For Using CALL
Individualization
Independence from a single source of information
Global understanding
Adapting learning to the students
Critical thinking skills

What Computers Can & Can’t “Do” ?

Differences of teachers’ roles

Roles of teacher
Familiarize with the resources
Encourage students to participate
Reassure and motivate students
Review and reinforce what was
learned

Differences of students’ roles

Roles of students
negotiate meaning and assimilate
new information
interpret new information and
experiences on their own term.
Participate actively in classroom

*Financial
*Availability of computer hardware and
software
*Technical and theoretical knowledge
* Acceptance of technologies

* 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

TRY THIS!!!

A B C D E F G H I J
1 2 3 4 5 6 7 8 9 10
K L M N O P Q R S T
11 12 13 14 15 16 17 18 19 20
U V W X Y Z
21 22 23 24 25 26

3. 15. 14. 7. 18. 1. 20. 21. 12. 1. 20. 9.15. 14. 19
CONGRATULATIONS
25. 15. 21
YOU
7. 15. 20
GOT
9. 20
IT

Conclusion
Use of computer technology in classrooms is generally
reported 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.

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,
TianZhongWeng
Facilitator: Jessie Grace U. Rubrico, PhD
PBET 2113 Group 7a (TESL) Sem 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

CALL and SLA

by Jessie Grace Rubrico on Feb 19, 2010

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