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The Development of  Computer-Assisted Language Learning (CALL)    as Supplementary Vocabulary Exercises  for Matthayomsuks...
IntroductionThe Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises           ...
The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises                       ...
The Development of Computer-Assisted Language Learning (CALL)            as Supplementary Vocabulary Exercises            ...
The Development of Computer-Assisted Language Learning (CALL)                                                             ...
The Development of Computer-Assisted Language Learning (CALL)            as Supplementary Vocabulary Exercises            ...
The Development of Computer-Assisted Language Learning (CALL)               as Supplementary Vocabulary ExercisesLOGO
Significance of the StudyThe Development of Computer-Assisted Language Learning (CALL)            as Supplementary Vocabul...
Scope of the StudyThe Development of Computer-Assisted Language Learning (CALL)            as Supplementary Vocabulary Exe...
Expected OutcomesThe Development of Computer-Assisted Language Learning (CALL)                                            ...
LITERATURE REVIEWThe Development of Computer-Assisted Language Learning (CALL)            as Supplementary Vocabulary Exer...
What the Research Says About VocabularyThe Development of Computer-Assisted Language Learning (CALL)                      ...
The Development of Computer-Assisted Language Learning (CALL)                                                             ...
The Development of Computer-Assisted Language Learning (CALL)               as Supplementary Vocabulary Exercises         ...
The Development of Computer-Assisted Language Learning (CALL)            as Supplementary Vocabulary Exercises            ...
5 Stages of word knowledge                                                                 (Beck, McKeown, & Kucan, 2002)T...
Research Base for Vocabulary (cont.)The Development of Computer-Assisted Language Learning (CALL)                         ...
VOCABULARY STRATEGIES      WORD PARTS                      CONCEPT         Morphemic analysis                          ...
The Development of Computer-Assisted Language Learning (CALL)               as Supplementary Vocabulary Exercises         ...
Helpful Tips for Vocabulary Development: Promote Natural Growth in Meaning  Vocabulary Promote Lifelong Vocabulary Learn...
Vocabulary Learning StrategyThe Development of Computer-Assisted Language Learning (CALL)            as Supplementary Voca...
Vocabulary TeachingThe Development of Computer-Assisted Language Learning (CALL)                                          ...
Principles of Vocabulary Instruction Teach high utility words that appear often across content areas and  are key to comp...
Teaching andThe Development of Computer-Assisted Language Learning (CALL)                                                 ...
Using Picture in Language                                                                                           Teachi...
The Development of Computer-Assisted Language Learning (CALL)               as Supplementary Vocabulary Exercises         ...
CALL<computer assisted language                                                                                 Learning> ...
The Development of Computer-Assisted Language Learning (CALL)            as Supplementary Vocabulary Exercises            ...
The Development of Computer-Assisted Language Learning (CALL)               as Supplementary Vocabulary Exercises         ...
The Development of Computer-Assisted Language Learning (CALL)                                                             ...
WHAT IS CALL? Levy (1997). acronym for computer-assisted language learning CALL - Computer-assisted language learning, s...
What makes CALL suitable for      the multi-level ELL classroom?                  1. Comprehensible Input-    Krashen’s C...
What makes CALL suitable for      the multi-level ELL classroom?     2. Self-paced Instruction & Lowered Affective Filter...
CALL – computer assisted language learningCALL computer-mediated communication, allowing learners to  communicate and col...
CALL – computer assisted language learningis one innovative approach to language learning„situates the learner next to a...
What makes CALL suitable for     the multi-level ELL classroom?           3. Opportunities for Collaboration - Students c...
What are some additional           benefits to using CALL? 1. Authentic Tasks                  2. CALL Feedback- The Inte...
The Development of Computer-Assisted Language Learning (CALL)               as Supplementary Vocabulary Exercises         ...
Population and SubjectsThe Development of Computer-Assisted Language Learning (CALL)                                      ...
Research InstrumentsThe Development of Computer-Assisted Language Learning (CALL)                                         ...
Research InstrumentsThe Development of Computer-Assisted Language Learning (CALL)                                         ...
Data CollectionThe Development of Computer-Assisted Language Learning (CALL)            as Supplementary Vocabulary Exerci...
Data AnalysisThe Development of Computer-Assisted Language Learning (CALL)                                                ...
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As members of the community, we must take       responsibility for educating all our children      –whether ours by birth ...
ADAPTATIONS…47     jhperkns@       memphis.e                    LOGO
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The Development of CALL

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The Development of CALL

  1. 1. LOGO
  2. 2. The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises for Matthayomsuksa 1 Students at Kaokam Wittaya School, Ubon Ratchathani Presented by Ms.Penchan Kongpet Advised byDR.CHOMPUNOOT MORACHAT LOGO
  3. 3. IntroductionThe Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises LOGO
  4. 4. The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises LOGO
  5. 5. The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises ► Betty (2003) suggested that one of the possible ways to support language learning is using visual aids such as Computer-Assisted Language Learning (CALL) program. LOGO
  6. 6. The Development of Computer-Assisted Language Learning (CALL) Raphan (1996) explained that; ► A Computer-Assisted Language Learning as Supplementary Vocabulary Exercises (CALL) program has been used for language teaching as it attracted to learners in English language learning. ► It can handle multiple tasks and activities in a single platform. ► Students can get feedback immediately after they get done with the exercises. ► Also, students have opportunities to practice what they have studied in their classroom in a relaxed learning atmosphere. ► It can be changed from being passive learners into active learners. LOGO
  7. 7. The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises 1. To examine students‟ vocabulary learning achievement before and after using the CALL as Supplementary Vocabulary Exercises 2. To explore students‟ opinions toward using the CALL as Supplementary Vocabulary Exercises LOGO
  8. 8. The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary ExercisesLOGO
  9. 9. Significance of the StudyThe Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises ► The findings can be a guideline to develop an effective CALL in other language learning skills on different content areas of language learning. ► The results of the study would be beneficial for vocabulary learning development for secondary level students, or in students of all level who have low motivation toward vocabulary learning. LOGO
  10. 10. Scope of the StudyThe Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises ► The subjects will be Matthayom 1 students at Kao Kam Wittaya School, Ubon Ratchathani. ► The practices will be covered components of vocabulary learning from English 1. LOGO
  11. 11. Expected OutcomesThe Development of Computer-Assisted Language Learning (CALL) The findings of the study is to provide as Supplementary Vocabulary Exercises useful information about how to use CALL for vocabulary learning and assisted teachers to recognize students‟ opinion toward learning program using CALL to enhance their learning achievement. LOGO
  12. 12. LITERATURE REVIEWThe Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises It is discussed of four main parts: 1. Vocabulary Learning Strategies 2. Vocabulary Teaching 3. Using Pictures in Foreign Language Teaching 4. Computer-Assisted Language Learning (CALL) and Vocabulary Acquisition LOGO
  13. 13. What the Research Says About VocabularyThe Development of Computer-Assisted Language Learning (CALL) Differences in Vocabulary Growth: as Supplementary Vocabulary Exercises Student A Student B 2 words per day 8 words per day 750 words per year 3,000 words per year 13 Coyne, Kameenui, & Chard © 2003 LOGO
  14. 14. The Development of Computer-Assisted Language Learning (CALL) Responsibility Confidence Proficiency Autonomy General learning as Supplementary Vocabulary Exercises Language Learning Vocabulary learning Self-direct learning Resiponsibilityc onfidence proficiency Self-directed learning Vocabulary learning Language learning General learning www.themegallery. LOGO
  15. 15. The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises development word sentence story vocabulary paragraph contentLOGO
  16. 16. The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises  “Growth in reading power means, therefore, continuous enriching and enlarging of the reading vocabulary and increasing clarity of discrimination in appreciation of word values.” National Society for Studies in Education Yearbook (1925) LOGO
  17. 17. 5 Stages of word knowledge (Beck, McKeown, & Kucan, 2002)The Development of Computer-Assisted Language Learning (CALL) Word Know it well, can Know something Have seen or Do not know the explain and use about it, relate heard the word word it it to something as Supplementary Vocabulary Exercises familiar Phonological awareness Phonics Phonemic awareness LOGO
  18. 18. Research Base for Vocabulary (cont.)The Development of Computer-Assisted Language Learning (CALL) Learning new concepts requires active as Supplementary Vocabulary Exercises involvement rather than passive definition memorization Stahl, 1986 LOGO
  19. 19. VOCABULARY STRATEGIES  WORD PARTS  CONCEPT  Morphemic analysis  Frayer model  Word relatedness  WORD ASSOCIATIONS  Concept definition  Word association mapping mapping  Illustrate & associate  List-group-label  Keyword method  CATEGORIZATION  Synonym & antonym webs  Word form chart  CONTEXT  Read alouds & questioning  Word map  Redefinition  Word sorts  Meaningful sentence  Word books generation  Clunk bug  Word hunts19 LOGO
  20. 20. The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises Strategy Vocabulary LearningLOGO
  21. 21. Helpful Tips for Vocabulary Development: Promote Natural Growth in Meaning Vocabulary Promote Lifelong Vocabulary Learning through Indirect Vocabulary Instruction Promote Learning of Specific Words through Direct Vocabulary Instruction (Schirmer, 2000) LOGO
  22. 22. Vocabulary Learning StrategyThe Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises Meta cognitive memory activation cognitive • Selective •Guessing: Attention: Activating Rehearsal: Word •Using new Identifying lists, repetition, words in background etc. Essential words knowledge, different for •Encoding: using linguistic Association contexts comprehension <Johnson & •Self-initiation: items (imagery, visual, •Use of auditory, etc.) Hefferman,200 Using a variety of means to make dictionaries <Johnson & 6> Hefferman,2006> the meaning of •Note-taking words clear <Gu,2003> <Chamot:2001> Company Logo LOGO
  23. 23. Vocabulary TeachingThe Development of Computer-Assisted Language Learning (CALL) Researcher Content Gairns & Redman, 2003 expose students to new words during lessons. discover new words while reading textbooks as Supplementary Vocabulary Exercises and other materials absorbed automatically. Gray & Eleanor, 2004 activate existing knowledge begin with something the students know it relaxes them arouses attention and desire for new learning Loucky, 2006 present the form in context challenge the learners to discover the meanings for themselves. (Thornbury, 2004 for “Direct Method” using real objects or pictures or mime,TPR (Total Physical Response) LOGO
  24. 24. Principles of Vocabulary Instruction Teach high utility words that appear often across content areas and are key to comprehension. Present definitions and examples of use in context. Provide multiple exposures to meaningful information about the word (Stahl & Nagy, 2006). Use cognate knowledge (Dressler, 2000). Teach word analysis and other word-learning skills. Engage students in learning words through talking about, comparing, analyzing, and using target words. Funded by U.S. Department of Education LOGO
  25. 25. Teaching andThe Development of Computer-Assisted Language Learning (CALL) Modeling Independent Word Learning Wide Strategies Reading as Supplementary Vocabulary Exercises Components of Effective Direct Vocabulary Teaching of Instruction Specific High- Words Quality Oral Language Word Consciousness LOGO
  26. 26. Using Picture in Language TeachingThe Development of Computer-Assisted Language Learning (CALL) Researcher content Allen, 2004 fun and excitement for learners as Supplementary Vocabulary Exercises Wright potential of pictures is so great that only a taste of (1990) their full potential can be given McCarthy, Pictures do have limitations, many words that cannot 1992 be illustrated in a picture. Slattery, motivating and draw learners‟ attention 2004 provide a sense of the context of the language give a specific reference point or stimulus LOGO
  27. 27. The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises pictureLOGO
  28. 28. CALL<computer assisted language Learning> and VA<vocabulary acquisition>The Development of Computer-Assisted Language Learning (CALL) researcher content as Supplementary Vocabulary Exercises Pouwel, 1992 easier to develop interactive multimedia now due to recent advancement in CALL design Peter, 2000 Currently, text, graphics, audio, and video is available to be presented or combined within interactive multimedia. The interaction allows students to learn by doing which in turn increases attention, understanding and retention. Reed, 2004). CALL can be used to enhance vocabulary of student who need special attention CALL has been effective for developing reading skills of low-achieving elementary students Reid, 2001). CALL provides teachers with a valuable teaching tool LOGO
  29. 29. The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises Text graphic audio video Increase attention CALL understanding retention Expand vocabularies www.themegallery.com LOGO
  30. 30. The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises CALLLOGO
  31. 31. The Development of Computer-Assisted Language Learning (CALL) Teacher‟s tool as Supplementary Vocabulary Exercises Expand vocabulary learning Interesting environment Increase retention New approach Increase understanding Fun excitement Increase attention LOGO
  32. 32. WHAT IS CALL? Levy (1997). acronym for computer-assisted language learning CALL - Computer-assisted language learning, sometimes expanded as computer-aided language learning tutor and tool A vocabulary flashcard program or set of online grammar exercises would represent tutor uses delivering interactive language learning and practice material- LOGO
  33. 33. What makes CALL suitable for the multi-level ELL classroom?  1. Comprehensible Input- Krashen’s Comprehensible Input Hypothesis (Beatty, 2003)- Customized software:a) Offers assistance when prompted by the learnerb) Allows the learner to select his/her own language proficiency levelc) May come in the form of computer adaptive testing (CAT) where the learner is guided towards easier or more difficult tasks based on his/her responses to questions LOGO
  34. 34. What makes CALL suitable for the multi-level ELL classroom?  2. Self-paced Instruction & Lowered Affective Filter- Learners have more control over their own learning (autonomy).- Slower learners can work at a comfortable pace and can review material as many times as needed. This may help to increase their confidence.- Faster learners have more opportunity for accelerated learning and enrichment. LOGO
  35. 35. CALL – computer assisted language learningCALL computer-mediated communication, allowing learners to communicate and collaborate with target language culture and its speakers while accessing authentic materialsData Driven Learning - DDL can cut out the middleman . . . to give the learner direct access to the data, the underlying assumption being that effective language learning is a form of linguistic research LOGO
  36. 36. CALL – computer assisted language learningis one innovative approach to language learning„situates the learner next to a corpus of authentic material with a search engine and a task‟diverges from our common experience of language learning LOGO
  37. 37. What makes CALL suitable for the multi-level ELL classroom? 3. Opportunities for Collaboration - Students can work in pairs, scaffolding one another and verbally interacting to solve problems and negotiate answers- ELLs are encouraged to brainstorm and talk about their learning discoveries LOGO
  38. 38. What are some additional benefits to using CALL? 1. Authentic Tasks 2. CALL Feedback- The Internet offers a wealth of - Is immediate resources - Software programs can correct- Audio and visual clips permit student responses instantly or learners to listen and watch they can provide hints so that native speakers in realistic, students pinpoint their own meaningful, cultural environments mistakes (Braul, 2006) - Tracks the learner’s individual- E.g., e-mail, discussion boards, progress computer conferencing, engage learners in authentic communication LOGO
  39. 39. The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises Research Methodology  Pre-Experimental research design  using one-group pretest – posttestLOGO
  40. 40. Population and SubjectsThe Development of Computer-Assisted Language Learning (CALL) ►Population as Supplementary Vocabulary Exercises 120 students in Mathayomsuksa 1 in the second semester of academic year 2011 at Kao Kham Wittaya School, Ubon Ratchathani. ►Subjects Thirty students from Matthayomsuksa 1 will be purposively selected to be used as the subjects of the study. They will be studying English 1 subject with the researcher. LOGO
  41. 41. Research InstrumentsThe Development of Computer-Assisted Language Learning (CALL) ►Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises as Supplementary Vocabulary Exercises ► Proficiency test (Pre-test & Post-test) ► Questionnaires LOGO
  42. 42. Research InstrumentsThe Development of Computer-Assisted Language Learning (CALL) The construction of research instruments; Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises This research instruments will construct to teach vocabulary to students as supplementary vocabulary exercise. Proficiency test (Pre-Test & Post-Test) This research instruments will constructed to assess and compare students’ achievement before and after using the CALL as supplementary vocabulary exercises. Questionnaire This research instruments will construct to explore students’ opinions toward CALL application. LOGO
  43. 43. Data CollectionThe Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises 1. Conduct the pre-test with the students in class period 1. 2. CALL as supplementary vocabulary exercises will be used to teach in class from period 2-7. 3. Conduct the post-test with the students. 4. Students will be responded questionnaire about their opinion toward CALL as Supplementary Vocabulary Exercises LOGO
  44. 44. Data AnalysisThe Development of Computer-Assisted Language Learning (CALL) The data obtained from each research instrument as Supplementary Vocabulary Exercises will be analyzed and interpreted in quantitative data analysis. 1. Descriptive statistics, that is, means and standard division provided in SPSS for Windows will be used to analyzed the collected data from proficiency tests and questionnaires. 2. The independent t-test, a comparison between the means of the proficiency test, pre-test & post- test, will be employed to determine the difference of their achievement before and after using CALL. 3. The data from the Likert’s scale will be calculated for the arithmetic means. The means indicated the student’s opinions towards learning through CALL. LOGO
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  46. 46. As members of the community, we must take responsibility for educating all our children –whether ours by birth or otherwise-to uplift our people as a whole. E. W. Gordon46 jhperkns@ memphis.e LOGO
  47. 47. ADAPTATIONS…47 jhperkns@ memphis.e LOGO
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