CALL METHODOLOGY TSL 641
CALL METHODOLOGY Interplay between human and technology Human end is most important
SUCCESS OR FAILURE OF CALL LESSON <ul><li>Depends on: </li></ul><ul><li>The choice a developer makes in how to present lan...
FOUR FIGURES / ROLES IN IMPLEMENTING CALL The Learner The Developer The Evaluator The Classroom Teacher
The Respective Roles - Learner <ul><li>The end user </li></ul><ul><li>The person who is supposed to benefit from the produ...
The Respective Roles - Developer Will aid the teacher and learner in fulfilling broadly and narrowly defined learning obje...
The Respective Roles - Evaluator <ul><li>Analyzes software,  </li></ul><ul><li>Describes its operation,  </li></ul><ul><li...
The Respective Roles - Teacher Interprets the results of the evaluation for a particular teaching situation
Methodological Framework When developing a CALL courseware or website you need to have a methodological framework
Methodological Framework – 3 Components Development   Module Evaluation Module Implementation Module <ul><li>Development a...
Development Module <ul><li>Three interacting components: </li></ul><ul><ul><li>Approach </li></ul></ul><ul><ul><li>Design ...
Evaluation Module <ul><li>Incorporates </li></ul><ul><ul><li>Teacher fit </li></ul></ul><ul><ul><li>Learner fit </li></ul>...
Evaluation Module <ul><li>Leaner fit </li></ul><ul><ul><li>Does the presentational scheme fit the students' learning style...
Evaluation Module <ul><li>Teacher fit </li></ul><ul><ul><li>The considerations of the language teaching approach and compu...
Implementation Module <ul><li>The actual use of the software  </li></ul>
Implementation Module <ul><li>The elements are: </li></ul><ul><ul><li>Accessibility </li></ul></ul><ul><ul><li>Number of c...
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Call Methodology

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TSL 641

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Call Methodology

  1. 1. CALL METHODOLOGY TSL 641
  2. 2. CALL METHODOLOGY Interplay between human and technology Human end is most important
  3. 3. SUCCESS OR FAILURE OF CALL LESSON <ul><li>Depends on: </li></ul><ul><li>The choice a developer makes in how to present language and practice activities </li></ul><ul><li>The way the teacher utilizes the program </li></ul><ul><li>The way the students interact with the program </li></ul>
  4. 4. FOUR FIGURES / ROLES IN IMPLEMENTING CALL The Learner The Developer The Evaluator The Classroom Teacher
  5. 5. The Respective Roles - Learner <ul><li>The end user </li></ul><ul><li>The person who is supposed to benefit from the product </li></ul>
  6. 6. The Respective Roles - Developer Will aid the teacher and learner in fulfilling broadly and narrowly defined learning objectives
  7. 7. The Respective Roles - Evaluator <ul><li>Analyzes software, </li></ul><ul><li>Describes its operation, </li></ul><ul><li>Passes professional judgment on the quality of the pedagogy and language materials, </li></ul><ul><li>Determines what types of learners and teachers the software might fit (evaluation is done through published software reviews, in-house evaluation, etc.) </li></ul>
  8. 8. The Respective Roles - Teacher Interprets the results of the evaluation for a particular teaching situation
  9. 9. Methodological Framework When developing a CALL courseware or website you need to have a methodological framework
  10. 10. Methodological Framework – 3 Components Development Module Evaluation Module Implementation Module <ul><li>Development and evaluation precedes implementation </li></ul><ul><li>• Evaluation can inform development and implementation can inform both development + evaluation </li></ul>
  11. 11. Development Module <ul><li>Three interacting components: </li></ul><ul><ul><li>Approach </li></ul></ul><ul><ul><li>Design </li></ul></ul><ul><ul><li>Procedure </li></ul></ul><ul><li>Approach </li></ul><ul><ul><li>Theories of language learning / structure </li></ul></ul><ul><li>Design </li></ul><ul><ul><li>The goals and objectives of the syllabus and the roles of the teacher, learner, and materials consistent with the approach </li></ul></ul><ul><li>Procedure </li></ul><ul><ul><li>Types of exercises, techniques or classroom activities consistent with the approach and design </li></ul></ul>
  12. 12. Evaluation Module <ul><li>Incorporates </li></ul><ul><ul><li>Teacher fit </li></ul></ul><ul><ul><li>Learner fit </li></ul></ul><ul><ul><li>Operational description </li></ul></ul>
  13. 13. Evaluation Module <ul><li>Leaner fit </li></ul><ul><ul><li>Does the presentational scheme fit the students' learning style? </li></ul></ul><ul><ul><li>Are the program focus (language area) and learner focus (skill area) appropriate for the learners' needs as determined by the syllabus? </li></ul></ul><ul><ul><li>Is the language difficulty at the right level given the learners' proficiency? </li></ul></ul><ul><ul><li>Ss the feedback understandable and useful to the students? </li></ul></ul>
  14. 14. Evaluation Module <ul><li>Teacher fit </li></ul><ul><ul><li>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 . </li></ul></ul>
  15. 15. Implementation Module <ul><li>The actual use of the software </li></ul>
  16. 16. Implementation Module <ul><li>The elements are: </li></ul><ul><ul><li>Accessibility </li></ul></ul><ul><ul><li>Number of computers, availability, setting </li></ul></ul><ul><ul><li>Preparatory activities </li></ul></ul><ul><ul><ul><li>training or tutorial module on how to use the program </li></ul></ul></ul><ul><ul><ul><li>content preparation </li></ul></ul></ul><ul><ul><ul><ul><li>reviewing grammar rules, discussing the predicted content of a reading passage, etc. </li></ul></ul></ul></ul><ul><ul><li>Learner use </li></ul></ul><ul><ul><li>Follow-up activities (i.e. in-class quiz, discussing the content) </li></ul></ul><ul><ul><li>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) </li></ul></ul>

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