1. UNIT 1 INTRODUCTION CALL
JANUARY 2014

2. WHY SHOULD THE LANGUAGE TEACHER BE
CONCERNED WITH NEW TECHNOLOGIES?
• ICT is motivating both for
students and for teachers. It
makes the learning process
more enjoyable.
• ICT offers a wide range of
multimedia resources enabling
text, still images, audio and
video to be combined in
interesting and stimulating
ways for presentation purposes
in the classroom, using a data
projector and an interactive
whiteboard.

3. WHY SHOULD THE LANGUAGE TEACHER BE
CONCERNED WITH NEW TECHNOLOGIES?
• ICT offers opportunities
for intensive one-toone learning in a
multimedia computer
lab.
• ICT offers access to
a rich resource of
authentic materials on
the Internet.
• ICT offers access to
a wide range of
authentic materials on
CD-ROM and DVD.

4. WHY SHOULD THE LANGUAGE TEACHER BE
CONCERNED WITH NEW TECHNOLOGIES?
• ICT makes worldwide
communication possible via
email and via audio- and
videoconferencing with native
speakers.
• ICT can open up a new range of
self-access and distance
learning opportunities, thereby
making access to learning more
widely available to students who
have to study outside normal
hours, who live in remote areas,
or who have special needs.

5. LEARNING TO USE A COMPUTER IS RATHER
LIKE LEARNING TO DRIVE A CAR.
• The main problem with introducing computers into language
teaching was identified by Jones (1986) in an article that should be
essential reading for all language teachers considering using new
technologies. The title of Jones's article says it all: "It's not so much the
program: more what you do with it: the importance of methodology
in CALL".
• "computer driving test" or a qualification such as:
• The European Computer Driving Licence (ECDL).
• The ECDL for Schools, which is designed specifically to help teachers,
support staff and ICT coordinators develop practical computing skills
for teaching and learning in the classroom and leads to an
internationally recognised level of certification.

6. HOW EFFECTIVE ARE NEW TECHNOLOGIES
IN PROMOTING LANGUAGE LEARNING?
• Resources Forum in
2008:How effective
is the use of ICT in
language learning
and teaching? A
small-scale
investigation by
Graham Davies:
ICT Effectiveness
• Participate in the
forum after reading
the article

7. PARTICIPATION…. CONTINUED
• In 2002 a Survey of
• Participate in the
unanswered questions
forum after reading
in Computer Assisted
Language
the article
Learning was carried
out by Phil Hubbard,
Linguistics Department,
Stanford University in
July and August, 2002.
Effectiveness issues are
a major theme in this
survey. See:
http://www.stanford.edu/~efs/callsurvey/

8. 1.4 WHAT CAN ICT OFFER THE LANGUAGE TEACH
• 4.1 Traditional media and digital
media
• Language teachers are used to
dealing with a range of
"traditional" media: printed
texts, images, audio
materials and video materials.
They are familiar with the
characteristics of each of these
media and what they can do best
in terms of supporting language
teaching and learning.

9. • For example, printed materials and images can be
easier for a beginner to deal with than audio
materials because they "stand still",
and video materials are invaluable in providing
both aural and visual input and thereby giving the
learner visual clues to the meaning of what is being
said. Video can also be used to add a cultural
perspective. ICT, however, brings with it new
characteristics and new opportunities that are not
always obvious

10. USING ICT IN THE LANGUAGE
CLASSROOM
• ICT in the context of the Modern Foreign Languages
classroom can manifest itself in many different ways
as a tool for assisting the development of the four
key skills: Listening, Speaking, Reading and Writing.
• José Picardo's Box of Tricks Blog:
Technology in Modern Foreign Languages - a practitione
.
• If you need information on using a specific
application have a look at Russell Stannard's
excellent set of Teacher Training Videos for a range
of ICT applications.

11. USING ICT IN THE LANGUAGE
CLASSROOM
1. Use by students of materials that the teacher has
created for them with generic software
applications, e.g. word-processed handouts,
electronic worksheets, PowerPoint presentations
for whole-class teaching using an interactive
whiteboard - and materials of this type
downloaded from Web resource centres.
2. Use of generic software applications such
as Word and PowerPoint by students to create
their own materials, e.g. essays and presentations.

12. USING ICT IN THE LANGUAGE
CLASSROOM
3. Use by students of audio and video recordings that
can be downloaded from the Web
4. Use by students of audio and video recordings that
the teacher has created for them with audio and
video editing tools.
5.Use of audio and video editing tools by students to
create their own audio and video recordings.
6. Use by students of commercially-produced CDROMs and DVDs
7.Use by students of commercially-produced
multimedia CALL packages, e.g. the EuroTalk series of
CD-ROMs and DVDs.

13. USING ICT IN THE LANGUAGE
CLASSROOM
8. Use by students of materials that the teacher has created
and tailored to their needs using authoring programs such
as Hot Potatoes, TaskMagic and Fun with Texts, and materials of
this type that can be downloaded from the Web.
9. Use of the Web as a resource, including online interactive
quizzes, webquests, scavenger hunts, dictionaries,
encyclopaedias and grammar reference materials, as well as
generic tools such as search engines for finding information
10.Use of a range of Web 2.0 tools by the teacher or by
students, including social networking sites. Discussion lists, blogs,
wikis, social networking
11. Use of email, e-pal and e-twinning schemes, and tandem
learning (buddy learning) Computer Mediated Communication
(CMC).
12. Use of audio- and videoconferencing facilities.

14. USING ICT IN THE LANGUAGE
CLASSROOM
13. Mobile Assisted Language Learning (MALL).
14. Use of chat rooms:
15. Use of MUDs, MOOs and MUVEs
16. Use of virtual worlds, e.g. Second Life.

15. FURTHER READINGS
• Davies (2001): "New technologies and language learning: a suitable subject for research?"
• Fitzpatrick & Davies (2003): The impact of ICT on the teaching of foreign languages and on
the role of teachers of foreign languages.
• Felix (2005): "What do meta-analyses tell us about CALL effectiveness?" ReCALL 17, 2: 269288.
• BECTA (2007): Impact of ICT in schools: a landscape review.
• Leakey (2011) Evaluating Computer Assisted Language Learning: an integrated approach to
effectiveness research in CALL.
• Results of a research study conducted in 2008 by Durham University on the outreach work
of Monkseaton High School to local primary schools showed that the primary school pupils
progressed up to 80% faster when taught French with the aid of a set of ICT resources
(Word worksheets, IWB PowerPoint presentations, audio files, etc) compared to those who
learned using traditional methods. 1000 pupils were split into two groups for the purposes of
the research study. Paul Kelly, headteacher of Monkseaton High School, is reported as
saying: "The pupils who used computers improved by between 0.5 and 0.8 of a level more
than those who used books. That can be translated into an improvement of up to an 80%
cent with computers. They almost doubled the speed at which they were learning". See:
http://www.monkseaton.org.uk/languages/Pages/IntheNews.aspx
• Education, Audiovisual and Culture Executive Agency (EACEA) of the EU (2009):
Study on the impact of ICT and new media on language learning
http://eacea.ec.europa.eu/llp/studies/study_impact_ict_new_media_language_learning_e
n.php