'Computer Assisted Language Learning' and this one 'information and communications technology'

1. UNIVERSIDAD AUTÓNOMA DEL CARMEN
COMPUTER ASSISTED LANGUAGE LEARNING
LIC. LENGUA INGLESA
ACT. 1.8
PRESENTATION
“COMPUTER ASSISTED LANGUAGE LEARNING AND
INFORMATION AND COMMUNICATIONS TECHNOLOGY”
RAFAEL FERRER MÉNDEZ
MARGARITA BRAVO SALAZAR

2. “COMPUTER ASSISTED LANGUAGE
LEARNING”

3. THREE PHASES OF CALL
BEHAVIORISTIC CALL:
Drill and practice courseware is based on the model of computer, which serves as a vehicle for delivering
instructional materials to the student. The rationale behind drill and practice was not totally spurious, which
explains in part the fact that CALL drills are still used today. Briefly put, that rationale is as follows:
• Repeated exposure to the same material is beneficial or even essential to learning
• A computer is ideal for carrying out repeated drills, since the machine does not get bored with presenting the
same material and since it can provide immediate non-judgmental feedback
• A computer can present such material on an individualized basis, allowing students to proceed at their own
space and freeing up class time for other activities

4. COMMUNICATIVE CALL
First, there were a variety of programs to provide skill practice, but in a non-drill format. Examples of these types
of programs include courseware for paced reading, text reconstruction, and language games.
Another CALL model used for communicative activities involves the computer as stimulus. In this case, the
purpose of the CALL activity is not so much to have students discover the right answer, but rather to stimulate
students' discussion, writing, or critical thinking.
The third model of computers in communicative CALL involves the computer as tool. In this role, the programs do
not necessarily provide any language material at all, but rather empower the learner to use or understand
language.

5. INTEGRATIVE CALL
MULTIMEDIA:
First of all, a more authentic learning environment is created, since listening is combined with seeing, just like in
the real world. Secondly, skills are easily integrated, since the variety of media make it natural to combine reading,
writing, speaking and listening in a single activity. Third, students have great control over their learning, since they
can not only go at their own pace but even on their own individual path, going forward and backwards to different
parts of the program, honing in on particular aspects and skipping other aspects altogether.
INTERNET:
This communication can be asynchronous (not simultaneous) through tools such as electronic mail (email), which
allows each participant to compose messages at their time and pace, or in can be synchronous. Computer
Mediated Communication allows users to share not only brief messages, but also lengthy (formatted or
unformatted) documents - thus facilitating collaborative writing - and also graphics, sounds, and video. Using the
World Wide Web (WWW), students can search through millions of files around the world within minutes to locate
and access authentic materials (e.g. newspaper and magazine articles, radio broadcasts, short videos, movie
reviews, book excerpts) exactly tailored to their own personal interests.

6. “INFORMATION AND COMMUNICATIONS
TECHNOLOGY
ICT AND DEVELOPMENT:
Information and communications technology is viewed as both a means and an end for development. It is a
fundamental part of economic growth, especially for the so-termed knowledge economy. ICT can help to achieve
Millennium Development Goals, increasing transparency and competitiveness.

7. ICT AND DEVELOPING COUNTRIES
Data Analysis show that the internet is concentrated in a few locations. Much of this divide is due to ligancy
reasons and locations of hosts and users. A consequence of this is the dominating use of English language in the
internet
MEASURING ICT
Most popular metrics are based on weighted sub-metrics spanning various facets of ICT and very few are global.
The data on the cost of basic internet access are instructive. Most measures of ICT ideal with infrastructure or
indirect measures of user capacity, such as liberty.

8. MEASURING ICT
Most popular metrics are based on weighted sub-metrics spanning various facets of ICT and very few are global.
The data on the cost of basic internet access are instructive. Most measures of ICT ideal with infrastructure or
indirect measures of user capacity, such as liberty.
HARDWARE AND FOFTWARE COST
Until hardware and software cost decrease, ICT may remain beyond the reach of many users. While hardware
may scale with increase in number of transistors and components on a chip. Open source software has the potent
for bringing down software cost.

9. USABILITY AND INTERFACE
The primary means of interfacing with data has been the computer, which assumes a certain level of literacy, both
lingual and technical. Though much have been said about user interface for those across the digital divide, greater
attention needs to the paid to making hardware and software easier to use for even the more sophisticated user.
SECURITY
From end-user perspectives, issues of privacy trust and verifiability are key conceits. Information security, and its
aspects encompassing integrity, confidentiality , privacy and assurance is a major concern for all countries,
including the developed ones. And added concern Is the physical security of equipment and systems in the held.
Even copper cables are often dug out can be resold on the market.

10. REFERENCES
Ahmad K., Corbett G., Rogers M., & Sussex R. (1985) Computers, language learning and language teaching,
Cambridge: Cambridge University Press.
Barson J. & Debski R. (1996) "Calling back CALL: technology in the service of foreign language learning based on
creativity, contingency, and goal-oriented activity". In Warschauer M. (ed.) Telecollaboration in foreign language
learning, Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center: 49-68.
Bowers R. (1995) "WWW-Based Instruction for EST". In Orr T. (ed.) English for science and technology: profiles
and perspectives, Aizuwakamatsu, Japan: Center for Language Research, University of Aizu: 5-8.
Bowers R. (1996) "Web publishing for students of EST". In Warschauer (ed.) Virtual connections: online activities
and projects for networking language learners, Honolulu, Hawaii: University of Hawai Second Language Teaching
and Curriculum Center.
Brierley B. & Kemble I. (1991) Computers as a tool in language teaching, New York: Ellis Horwood.
Garrett N. (1991) "Technology in the service of language learning: trends and issues", Modern Language Journal
75, 1: 74-101.
Healey D. & Johnson N. (eds.) (1995a) 1995 TESOL CALL Interest Section software list. Alexandria, VA: TESOL
Publications.
Healey D. & Johnson N. (1995b) "A brief introduction to CALL". In Healey D. & Johnson N. (eds.) 1995 TESOL
CALL Interest Section software list Alexandria, VA: TESOL Publications: iii-vii.
Higgins J. (1988) Language, learners and computers, London: Longman.