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Technologies used in CALL

use of technologies in CALL(computer assisted language learning

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Technologies used in CALL

  1. 1. Submitted by: Irum Sahzadi (05) Asna Zafar (13) Sabrina Malik (14)
  2. 2.  CALL is acronyms of computer assisted language learning .it can be defined as search for the study of applications of the computer in language teaching and learning.  The term “technology” refers to advancements in the methods and tools we use to solve problems or achieve a goal.  We are as likely to find it in the primary sector as much as in adult education.
  3. 3.  Every type of language teaching has had its own technologies to support it. Language teachers who followed the grammar-translation method relied on one of the most universal technology, the blackboard.  In contrast, the audio-tape was the perfect medium for the audio-lingual method (which emphasized learning through oral repetition). University language classes in the 1970s and '80s usually included obligatory sessions at the audio lab.  The 1980s and 1990s have seen a shift toward communicative language teaching, which emphasizes student engagement in authentic, meaningful interaction.  These can roughly be divided into cognitive approaches and sociocognitive approaches.
  4. 4.  Technologies which support a cognitive approach to language learning are those which allow learners maximum opportunity to be exposed to language in meaningful context and to construct their own individual knowledge.  Examples of these types of technologies include text-reconstruction software, concordance software, and multimedia simulation software.  Sociocognitive approaches, in contrast to cognitive approaches, emphasize the social aspect of language acquisition; learning a language is viewed as a process of socialization into particular discourse communities. CMC etc
  5. 5.  an instructional tool in the class rooms  a delivery system for learners instructions  Online collaboration tools, such as those in Google Apps, allows students and instructors to share documents online, edit them in real time and project them on a screen. This gives students a collaborative platform in which to brainstorm ideas and document their work using text and images.  Presentation software (such as PowerPoint) enable instructors to embed high-resolution photographs, diagrams, videos and sound files to augment text and verbal lecture content.  Course management tools such as Canvas allow instructors to organize all the resources students need for a class (e.g. syllabus, assignments, readings, online quizzes), provide valuable grading tools, and create spaces for discussion, document sharing, and video and audio commentary.
  6. 6. Two types of technology tools: Traditional and New Traditional technology tools: • Projects • Audiotapes and CDs • Video tapes and DVDs • Telephone New technologies: • Computers, data projectors, and the internet • Mp3 players (iTunes, podcasts) • Cell phones
  7. 7.  Multimodal practice with feedback  Individualization in a large class  Pair and small group work on projects  Fun factor  Variety in resources available and learning style used  Real-life skill-building in computer use The technologies used in CALL instruction generally fall into two categories, software and Internet-based activities.
  8. 8.  Software is a collection of instructions that enable the user to interact with a computers, hardware, or perform tasks.  Without software, computers would be useless. Without internet browser you could not surf the internet and without an operating system the browser could not run on your computer.
  9. 9. Generic software applications These are multi-purpose programs that are not designed specifically for language teaching and learning. These include:  Word-processors such as Microsoft Word.  Presentation software such as PowerPoint  Email packages.  Web browsers
  10. 10.  These are programs designed specifically to promote language learning. They usually include a substantial degree of interactivity. For example, Language Lab software, CD-ROMS etc.
  11. 11.  Authoring programs allow an instructor to program part or all of the content to be learned and how the content is to be learned. Some examples of these programs include Cloze master, Choice master and Multitester. With these, the format is pre-programmed and the instructor puts in the material.  General authoring programs like Macromedia Director can be used to make an entire such programs course; however, most teachers do not have the time or the technical ability to make use of.
  12. 12. A subject specialist A programmer A professional photographer A sound engineer and a video technician An instructional designer
  14. 14.  The World Wide Web was launched in 1992 reaching the general public by 1993, opening up new possibilities in CALL.
  15. 15. Internet activities vary considerably, from online versions of software (where the learner interacts with a networked computer), , to computer-mediated communication (where the learner interacts with other people via the computer), to applications that combine these two elements.
  16. 16. 3 suggestions for effective use of web for online learning: Provide access to rich source of information Encourage meaningful interaction with content Bring people together to challenge, support or respond each other
  17. 17. Online authentic language sources: Course Management software BLOGS Wikis MES Website designs Forums Chart or telephonic services
  18. 18. Building online community  Final suggestion is a recommendation that a supportive community is needed to make online learning effective .  a sense of community is not an incidental effect of the design of instruction  community is a necessary element to promote higher-level thinking
  19. 19. TECHNOLOGY play essential role in lesson development. Lesson development involves a teachers decisions about three interrelated elements of teaching lessons:  Academic content (what to teach) Digital content available on the internet includes a vast collection of curriculum resources and information  teaching goals, methods and procedures (how to teach) Content, goals , methods and procedures mutually support each other in a dynamic process of lesson development, which technology can support in a variety of ways such as teacher-developed websites , podcasts ,blogs , and wikis etc  Learning assessments(how to know what students have learned) Electronic tests and quizzes personal response systems online surveys Planning lessons using internet
  20. 20.  It has been around in one form or another since the 1960’s but only became widely available to the general public since the early 1990’s  . CMC comes in two forms:  asynchronous (such as email and forums) and synchronous (such as text and voice chat)  With these, learners can communicate in the target language with other real speakers and this is only possible if we have internet  Learners can communicate one-on-one or one to many as well as share audio and video files. Because of all this, CMC has had the most impact on language teaching
  21. 21.  which combine interaction with another computer as well as another person or people both derived from role playing games;  which are activities where participants become part of a story where they work together and/or work against each other  RPGs were originally played on paper with pencils and dice but since the 1990s nearly all RPGs have been computer-based, with the computer acting as a player and/or referee  RPG’s online nowadays simulate the video game experiencer's first went online in the forms of MUDs (Multi-user Dungeons) and MOOs (Multi-user Dungeon, Object-oriented).
  22. 22.  statements/role-technology-language-learning   1.htm  assisted_language_learning  assisted-language-learning-call-21549948  technology-in-the-language-classroom- presentation

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use of technologies in CALL(computer assisted language learning


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