The document evaluates a computer-assisted language learning tool called TICEW that aims to improve cohesiveness in emotive writing. It analyzes the tool according to Pica's seven hypotheses for developing multimedia CALL programs. The tool makes linguistic elements like mood words and connectors salient, allows modifying them, and provides feedback and options to correct output. This promotes interaction between learners and the computer according to principles of constructivism and social constructivism. An activity example shows the tool identifying mood words and connectors in a draft, and modifying them in a revised draft to change the emotional tone.

1. Name: Ahmad Mashhood
COMPUTER ASSISSTED LANGUAGE LERANING TOOL EVALUATION REPORT .
Tool for Improvementof CohesivenessinEmotive Writing (TICEW):
Introduction
ICT (Information communication technology) can be effectively integrated in language teaching and
learning .CALL(computer assisted language learning) has vast scope in the form of multimedia CALL
which involves use of various language learning soft wares or computer mediated soft wares such as
“Tool for Improvement ofCohesivenessin EmotiveWriting (TICEW”}. The theoretical frame work
Which provide background and basic foundation for the criteria of any computer mediated
software use especially in multimedia CALL is (Pica, 1994 ) seven hypothesis relevant for
developing multimedia CALL and “ constructivism and social constructivism by ( Paiget 1981:
Bruner 1990) . The TICEW is an excellent example of this kind of computer mediated software
and its effective role in language learning and teaching.
The analysis of the tool after its use can be given according to above criteria wise:
(1) . The tool has the capacity to make the input (which was given in the form of written
text) identified and highlighted the mode words in the sentences and it also
highlighted mode connectors. Cohesive connectors in this emotive writing as done in
the Activity .1 and Activity .2 at the start of the tool proper use for mode change and
mode intensity change. It made the linguistic characteristics of the text salient.
(2) . After making the mode words in the text salient it provided the choice to the learner
and its user either he want to change it or not by giving multiple mode shift optional
mode connector words and total replacement of model word.
(3) The one of the interactive feature of this tool is its ability to provide learners with
such options in the form of output such as those model connectors’ meanings
according to their contextual use and their mode connectors changing emotional tone
of the emotive writing.
(4) Tool also provide corrective measures to the language users by providing changing
and replacing mode words and mode connectors as well as changing intensity of the
mode words it enhances learning of the learner and forces them to reconsider their
emotive statement according to their intended meaning of the use, changing the
pragmatics of the message which learner wants to convey in order to persuade and
influence the reader.
(5) By providing feedback as well as options to the learners in the form of mode shift
options, mode connectors changing options as well as cohesive connectors change
options this tool is providing learners with opportunities to correct their linguistic
output in fact it is teaching them that these option can be utilized as it is helping in
modification of learners linguistic output.
(6) Tool is acting as an interaction between learner and the computer as it providing
modifications in the form of linguistic output modifications and then there is the

2. process of negotiation between learner and the computer in the choice of mode words
emotive vocabulary such as mode connectors, cohesive connectors, mode shift
options and mode intensity change options.
(7) In conclusion the tool is promoting interaction between target language learners and
multimedia CALL. In fact it is acting as a participant with the learner in the computer
mediated language learning task.
Utilization of constructivism and social constructivism in the (TICEW):
In this tool we see a reflection of constructivism and social constructivism because
we see a construction of meaning in the learner centered class room there is a
negotiating as well as linguistic meaning change and development through the
interaction between learner and the multimedia CALL some view are accepted while
some got rejected according to this active student interaction between learner and
computer. It is clear in the final draft of the paragraph as some modes were shifted
while some modes were rated differently after interaction between the learner and
tool. There is a social interaction between learner and tool in choice of model words
and their intensity as this tool is Pakistani culture specific that’s why it is helping the
English language learners to improve their cohesiveness and selection of emotive
vocabulary in emotive writing.
Activity 1:
-> terrified -> relentless -> restless -> sick -> begging -> trudge -> pleasant -> embarrassed ->
perplexed -> shocking -> anxiety
Activity 2
, That , in , by , with , and , As , After -> && -> and , nearly , every , for , As -> && , about ,
that's , suddenly , besides , therefore , and , although , how -> && -> therefore , and , to , and ,
with , although , into , and , my , to , asked , me , to ->
First draft:
My firstdayat FAST
There are many memorable days in our life , which make us happy , excited , whenever after
long time we sat and remember those days we cherish them whether they are happy moments
or moments of sadness. My first day at FAST -NU is one of my happy moments. It was my
keendesire to be the part of this prestigious institute. We got a welcoming party from our
department. It really boosted our moral as we were preparing to be the part of confidence
boosting program of Applied linguistics. The environment of university was enjoyable and

3. refreshing. Lush green gardens made our thoughts more refreshing and the delicious food at
the party was also refreshing. I visited various sections of the university and it inspired me .It
made me reflective as all environment was eye catching to me. The cafe was closed and it made
me little bit disappointed as I want to taste some new dishes. The burger stalls were spreading
fragrance of various spices so I only ate burger and it was fresh, it evokedmore hunger in me to
enjoy another one. The faculty of the department was quite kind, gentle and the motivated me a
lot. There comments also boosted my confidence as I was going to be the part of progressive
field of study .i hope it will be a good journey of happiness , struggle , and i will cherish it.
Final Draft:
There are many memorable days in our life, which make us happy, enthusiastic, whenever after
long time we sat and remember those days we cherish them whether they are likewise in-good-
spirit moments or moments of sadness. My first day at FAST -NU is one of my consequently
happy moments. It was my enthusiastic desire to be the part of this prestigious institute. We got
a welcoming party from our department. It really boosted our moral as we were preparing to be
the part of confidence boosting program of Applied linguistics. The environment of university
was all in all enjoyable and refreshing. Lush as we have seendesirous gardens made our
thoughts more refreshing and the delicious food at the party was also refreshing. I visited
various sections of the university and it too inspired me .It made me reflective as all
environment was eye catching to me. The cafe was closed and it made me little bit bothered as I
want to taste some new dishes. The burger stalls were spreading fragrance of various spices so I
only ate burger and it was fresh, it evoked more hunger in me to enjoy another one. The faculty
of the department was quite kind, gentle and the in conclusion motivated me a lot. There
comments also boosted my confidence as I was going to be the part of progressive field of study
.i hope it will be a finally superior journey of happiness , struggle , and i will cherish it