Activity 1.8 'Computer Assisted Language Learning'
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This document discusses the history and development of computer-assisted language learning (CALL) in three phases. The first phase in the 1950s-1970s used behaviorist drills and practice. The second phase in the 1970s-1980s incorporated communicative approaches. The third phase views the computer as a tool to empower language learning. It also discusses how multimedia and internet technologies have led to more integrative CALL approaches through tools like email and chatrooms. The appendix provides a typology of different CALL programs and applications like grammar, listening, pronunciation, and reading programs.
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This document discusses the history and development of CALL (Computer Assisted Language Learning) in three phases: 1) Behavioristic CALL from the 1950s-1970s based on behaviorist learning theories using repetitive drills, 2) Communicative CALL from the 1970s-1980s focusing on using forms communicatively rather than explicitly teaching grammar, and 3) Integrative CALL from the 1990s onward allowing various multimedia and access to the internet. It also discusses the role of ICT in development as an enabler for efficiency, new business opportunities, and transparency, and issues around the digital divide between developing and developed nations related to connectivity, costs, language, and awareness of ICT capabilities.
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This document discusses the history and development of CALL (Computer Assisted Language Learning) in three phases: 1) Behavioristic CALL from the 1950s-1970s based on behaviorist learning theories using repetitive drills, 2) Communicative CALL from the 1970s-1980s focusing on using forms communicatively rather than explicitly teaching grammar, and 3) Integrative CALL from the 1990s onward allowing various multimedia and access to the internet. It also discusses the role of ICT in development as an enabler for efficiency, new business opportunities, and transparency, and issues around the digital divide between developing and developed nations related to connectivity, costs, language, and awareness of ICT capabilities.
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This document discusses Computer Assisted Language Learning (CALL). CALL uses computers to facilitate language learning. It is defined as applying computers to language teaching and learning. CALL aims to take advantage of computers' flexibility and ability to interact with learners to encourage language learning and develop communicative competence. Potential advantages include developing autonomous learners, creating effective learning, and motivating students. However, CALL can also be less handy, costly, and more difficult for reading long texts. The document then discusses the history and roles of web-based learning as well as its advantages like availability, affordable cost, and personalized learning, though it has limitations like reduced human contact and bandwidth.
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1. Behavioristic CALL in the 1950s-1970s was based on behaviorist learning theories and involved repetitive drills without much authentic communication.
2. Communicative CALL in the 1970s-1980s incorporated more authentic communication based on the emerging communicative language teaching approach.
3. Integrative CALL from the 1980s onward utilized the internet and computer-mediated communication to facilitate collaborative writing and sharing of multimedia materials between students and classes.
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CALL (Computer-Assisted Language Learning) has gone through three phases: (1) Behavioristic CALL in the 1960s-1980s focused on drill and practice using computers as tutors; (2) Communicative CALL in the 1980s-1990s emphasized using language communicatively through programs and games; (3) Integrative CALL since the 2000s has integrated language skills into multimedia tasks and projects, and uses computers for communication beyond the classroom.
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This document discusses the history and evolution of computer-assisted language learning (CALL). It describes three phases of CALL: behavioral CALL from the 1950s-1970s based on drills, communicative CALL from the 1970s-1980s focused on authentic communication, and integrative CALL incorporating multimedia and the internet. Integrative CALL allows for integration of skills through multimedia and collaboration through computer-mediated communication. The document also discusses information and communication technology (ICT), noting its importance for economic growth. However, it notes issues like the digital divide and lack of local language content that present barriers to widespread ICT adoption.
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The document discusses the history and development of Computer-Assisted Language Learning (CALL) in three phases: behavioral CALL from the 1960s-1980s focused on drills and practice; communicative CALL from the 1980s-2000s emphasized using language in context; and integrative CALL from the 2000s onward aims to integrate language skills into multimedia tasks.
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This document discusses the history and evolution of computer-assisted language learning (CALL). It describes three models of CALL: (1) behavioristic CALL from the 1950s-1970s, which used computers to deliver instructional materials; (2) communicative CALL from the 1970s-1980s, which provided skill practice in a non-drill format; and (3) integrative CALL from the 1990s onward, which leveraged multimedia and the internet to allow language learners to communicate with others. It also discusses how information and communication technologies (ICT) have become important tools for development by gathering and analyzing information to support progress toward development goals.
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This document discusses Computer Assisted Language Learning (CALL). CALL uses computers to facilitate language learning. It is defined as applying computers to language teaching and learning. CALL aims to take advantage of computers' flexibility and ability to interact with learners to encourage language learning and develop communicative competence. Potential advantages include developing autonomous learners, creating effective learning, and motivating students. However, CALL can also be less handy, costly, and more difficult for reading long texts. The document then discusses the history and roles of web-based learning as well as its advantages like availability, affordable cost, and personalized learning, though it has limitations like reduced human contact and bandwidth.
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This document discusses the history and evolution of computer-assisted language learning (CALL). It describes three phases: 1) behavioristic CALL from the 1950s-1970s focused on repetitive drills, 2) communicative CALL of the 1970s-1980s emphasized more authentic communication, and 3) integrative CALL from the last decade aims to integrate multimedia and the internet by combining text, graphics, sound, and video to facilitate language learning.
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The document discusses the evolution of computer-assisted language learning (CALL) through three phases:
1. Behavioristic CALL in the 1950s-1970s was based on behaviorist learning theories and involved repetitive drills without much authentic communication.
2. Communicative CALL in the 1970s-1980s incorporated more authentic communication based on the emerging communicative language teaching approach.
3. Integrative CALL from the 1980s onward utilized the internet and computer-mediated communication to facilitate collaborative writing and sharing of multimedia materials between students and classes.
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This document discusses new literacies and popular cultural practices of university students. It presents research on how students engage with popular culture outside of the classroom through electronic media and the internet. The research aims to understand what popular cultural activities students engage in, how these activities are mediated, and what and how students learn through these practices. It reviews literature on literacy as social practice and new literacy studies, which view literacy as occurring in various contexts through oral, written, visual and digital modes of communication.
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The document discusses the use of information and communication technologies (ICT) in teaching English as a foreign language. It defines ICT as equipment and software used to collect, store, process, transmit and present information in various formats. It states that English is one of the most important languages in the world and can be learned online through programs that allow students to practice speaking, listening, reading and writing English. Some advantages of using ICT include students having opportunities to chat with native English speakers, access radio stations, and find information easily.
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ICT refers to technologies like computers, software and networks that can be used to present information through various formats. The document discusses how ICT can help teach and learn English as a foreign language. Specifically, it notes that students can now learn English online through programs and websites that help them practice listening, speaking, reading and writing. Some key advantages are that students can chat with native English speakers, listen to radio from English-speaking countries, and easily find information to help improve their English skills. Overall, ICT provides valuable tools to help develop English as a foreign language.
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Similar to Activity 1.8 'Computer Assisted Language Learning'
Computer assisted language learning
Computer Assisted Language Learning (CALL) uses computer technology to aid language learning. CALL has developed over three phases from 1960s-today: behaviouristic CALL focused on drill practice, communicative CALL emphasized authentic communication, and integrative CALL allows learners to navigate multimedia resources. CALL programs can be CALL-specific software, web-based materials, or generic software like word processors. Using CALL provides benefits like individualized practice, collaboration, variety, and real-world computer skills. Research studies have found multimedia and interactive elements improve retention, and computer-mediated communication like the Internet has transformed language learning by enabling online interaction.
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CALL (Computer-Assisted Language Learning) has gone through three phases: (1) Behavioristic CALL in the 1960s-1980s focused on drill and practice using computers as tutors; (2) Communicative CALL in the 1980s-1990s emphasized using language communicatively through programs and games; (3) Integrative CALL since the 2000s has integrated language skills into multimedia tasks and projects, and uses computers for communication beyond the classroom.
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This document discusses the history and evolution of computer-assisted language learning (CALL). It describes three phases of CALL: behavioral CALL from the 1950s-1970s based on drills, communicative CALL from the 1970s-1980s focused on authentic communication, and integrative CALL incorporating multimedia and the internet. Integrative CALL allows for integration of skills through multimedia and collaboration through computer-mediated communication. The document also discusses information and communication technology (ICT), noting its importance for economic growth. However, it notes issues like the digital divide and lack of local language content that present barriers to widespread ICT adoption.
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This document discusses the history and development of computer-assisted language learning (CALL) and information and communications technology (ICT). It describes three phases of CALL: behavioristic CALL using drill and practice, communicative CALL using programs to practice skills in a non-drill format and stimulate discussion, and integrative CALL combining multimedia like audio and video with internet tools for communication and accessing authentic materials. It then examines ICT's role in economic development and increasing access in developing countries, challenges of accessibility, and issues of usability, security, and the dominance of English online.
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The document discusses the history and evolution of Computer Assisted Language Learning (CALL) through three phases:
1) Behavioristic CALL in the 1950s-70s focused on repetitive drills and exercises. 2) Communicative CALL in the 1970s-80s emphasized authentic communication over drills. 3) Integrative CALL from the 1980s onward aims to fully integrate technology, including multimedia and the Internet, into the language learning process to support meaningful communication. The document outlines how tools like email, concordancing, audio recordings, and web resources can help create an authentic environment for language practice and cultural exchange between students.
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This document discusses the history and evolution of computer-assisted language learning (CALL) and the role of information and communication technologies (ICT) in education. It describes three phases of CALL: behavioral CALL from the 1960s-1970s, communicative CALL from the 1970s-1980s, and integrative CALL from the 1990s onward. Each phase was based on advances in technology and developments in theories of second language acquisition. The document also defines ICT as encompassing any communication devices/applications like radio, TV, phones, and computers. While ICT provides opportunities, challenges include adequately funding and planning ICT initiatives in education programs.
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This document discusses the three phases of computer-assisted language learning (CALL): behavioral CALL, communicative CALL, and integrative CALL. The first phase, behavioral CALL, used repetitive drills and was based on behaviorist learning theories. The second phase, communicative CALL, focused on authentic communication in response to the communicative language teaching approach. The third and current phase, integrative CALL, utilizes multimedia and the Internet to allow for personalized learning paths through hypermedia as well as collaborative writing and access to authentic materials from around the world. The document also includes an appendix listing CALL program applications for grammar, listening, pronunciation, reading, text reconstruction, and vocabulary.
Intercultural research
The document provides an overview of the evolving role of technology in language teaching and learning over the past century. It examines how technology has been leveraged from the early use of computers as tutors to today's focus on social and participatory technologies. Key developments include the emergence of computer-assisted language learning in the 1960s-1980s, the integration of multimedia in the 1980s, the rise of computer-mediated communication in the 1990s, the growth of social and collaborative tools in the 2000s, and today's emphasis on mobile learning, social media, and open resources in the 2010s. While technology holds potential to support language learning, its effective implementation depends on sound pedagogy, engagement of learners, and support
Week 1 DK.pdf
This document provides an overview of the history and evolution of technology use in language education, known as computer-assisted language learning (CALL). It discusses how CALL has progressed from early structural approaches emphasizing drills to more communicative approaches using multimedia and the internet. The development of CALL is divided into stages such as dumb CALL, multimedia CALL, and web CALL. Recent technologies discussed include mobile-assisted language learning (MALL) using smartphones and robot-assisted language learning (RALL). Both opportunities and challenges of integrating technology into language education are identified.
Act. 1.8
The document discusses three phases of computer-assisted language learning (CALL): behavioral CALL based on repetitive drills, communicative CALL focused on authentic communication, and integrative CALL utilizing multimedia and the internet. It also discusses the role of information and communication technologies (ICT) in international development by bridging the digital divide and providing equitable access. Key challenges to ICT include digital divides in awareness, availability, accessibility, and affordability that require extensive research.
Activity 1.8
The document discusses the history and applications of information and communications technology (ICT). It addresses the 4Cs framework of ICT as computing, connectivity, content, and human capacity. It also discusses two broad categories of ICT applications - those dependent on telecommunications networks and those that are human independent. The document notes that ICT is viewed as both a means and an end for development and that economics is a major factor in the digital divide between developed and developing nations. Finally, it outlines three phases in the history of computer-assisted language learning (CALL): behavioral, communicative, and integrative.
Computer Assisted Language Learning
The document discusses the history of computer-assisted language learning (CALL) in three phases:
1) Behavioristic CALL in the 1970s focused on drill and practice and was based on behaviorist learning theories.
2) Communicative CALL in the 1980s emphasized authentic communication over drills in response to a rejection of behaviorism.
3) Integrative CALL from the 1990s incorporated multimedia and the internet, allowing various media and hyperlinks as well as asynchronous and synchronous computer-mediated communication between language learners worldwide.
Act. 1.8
Computer Assisted Language Learning (CALL) has gone through three phases: behavioral, communicative, and integrative. The behavioral phase in the 1950s-70s used drill-and-practice programs based on behaviorism. The communicative phase of the 1970s-80s incorporated authentic communication. The current integrative phase uses multimedia like hypermedia to naturally integrate skills and give students control over their personalized learning paths. The Internet allows computer-mediated communication of documents, graphics, and authentic materials from around the world. Information and communications technology (ICT) includes computing, connectivity, content, and human capacity, and accounts for around 6.5% of global GDP. ICT is viewed as both a means and an end for
Act. 1.9 Computer Assisted Language Learning
Computer Assisted Language Learning (CALL) has gone through three phases of development:
The first phase was based on behaviorist learning theories and used drill and practice programs. The second phase focused on communicative language teaching and aimed to allow more authentic communication. The third phase is integrative CALL which, using multimedia and the internet, provides a variety of media and allows learners to navigate resources through hypermedia. CALL has evolved from the computer as tutor to also being a stimulus for interaction, a tool for writing, and a medium for global communication through access to authentic materials online.
Similar to Activity 1.8 'Computer Assisted Language Learning' (20)
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3:国家专业人才认证中心颁发入库证书
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7:个人信誉贷款加10分→ 【关于价格问题（保证一手价格）
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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一.毕业证【微信：176555708】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微信：176555708】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
学历顾问：微信：176555708
一比一原版(CSU毕业证)加利福尼亚州立大学毕业证成绩单专业办理
CSU毕业证原版定制【微信：176555708】【加利福尼亚州立大学毕业证成绩单-学位证】【微信：176555708】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
◆◆◆◆◆ — — — — — — — — 【留学教育】留学归国服务中心 — — — — — -◆◆◆◆◆
【主营项目】
一.毕业证【微信：176555708】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微信：176555708】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
学历顾问：微信：176555708
Should Repositories Participate in the Fediverse?
Presentation for OR2024 making the case that repositories could play a part in the "fediverse" of distributed social applications
一比一原版(LBS毕业证)伦敦商学院毕业证成绩单专业办理
LBS毕业证原版定制【微信：176555708】【伦敦商学院毕业证成绩单-学位证】【微信：176555708】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
◆◆◆◆◆ — — — — — — — — 【留学教育】留学归国服务中心 — — — — — -◆◆◆◆◆
【主营项目】
一.毕业证【微信：176555708】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微信：176555708】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
学历顾问：微信：176555708
办理新西兰奥克兰大学毕业证学位证书范本原版一模一样
原版一模一样【微信：741003700 】【新西兰奥克兰大学毕业证学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
可查真实(Monash毕业证)西澳大学毕业证成绩单退学买
办理假西澳大学毕业证【微信176555708】购买,办理Monash成绩单,Monash毕业证制作【微信176555708】【西澳大学毕业证】，Monash毕业证购买，Monash学位证，西澳大学学位证【Monash成绩单制作】【Monash毕业证文凭 Monash本科 澳洲学历认证原版制作【diploma certificate degree transcript 】【留信网认证，本科，硕士，海归，博士，排名，成绩单】代办国外（海外）澳洲、韩国、加拿大、新西兰等各大学毕业证。 ?我们对海外大学及学院的毕业证成绩单所使用的材料，尺寸大小，防伪结构（包括：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。 文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）都有原版本文凭对照。#一整套西澳大学文凭证件办理#—包含西澳大学西澳大学毕业证成绩单学历认证|使馆认证|归国人员证明|教育部认证|留信网认证永远存档教育部学历学位认证查询办理国外文凭国外学历学位认证#我们提供全套办理服务。
一整套留学文凭证件服务：
一：西澳大学西澳大学毕业证成绩单毕业证 #成绩单等全套材料从防伪到印刷水印底纹到钢印烫金
二：真实使馆认证（留学人员回国证明）使馆存档
三：真实教育部认证教育部存档教育部留服网站永久可查
四：留信认证留学生信息网站永久可查
国外毕业证学位证成绩单办理方法：
1客户提供办理西澳大学西澳大学毕业证成绩单信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
教育部文凭学历认证认证的用途：
如果您计划在国内发展那么办理国内教育部认证是必不可少的。事业性用人单位如银行国企公务员在您应聘时都会需要您提供这个认证。其他私营 #外企企业无需提供！办理教育部认证所需资料众多且烦琐所有材料您都必须提供原件我们凭借丰富的经验帮您快速整合材料让您少走弯路。
实体公司专业为您服务如有需要请联系我: 微信176555708
APNIC Foundation, presented by Ellisha Heppner at the PNG DNS Forum 2024
Ellisha Heppner, Grant Management Lead, presented an update on APNIC Foundation to the PNG DNS Forum held from 6 to 10 May, 2024 in Port Moresby, Papua New Guinea.
Discover the benefits of outsourcing SEO to India
"Discover the benefits of outsourcing SEO to India! From cost-effective services and expert professionals to round-the-clock work advantages, learn how your business can achieve digital success with Indian SEO solutions.
制作原版1:1(Monash毕业证)莫纳什大学毕业证成绩单办理假
退学买莫纳什大学毕业证>【微信176555708】办理莫纳什大学毕业证成绩单【微信176555708】Monash毕业证成绩单Monash学历证书Monash文凭【Monash毕业套号文凭网认证莫纳什大学毕业证成绩单】【哪里买莫纳什大学毕业证文凭Monash成绩学校快递邮寄信封】【开版莫纳什大学文凭】Monash留信认证本科硕士学历认证1:1完美还原海外各大学毕业材料上的工艺：水印阴影底纹钢印LOGO烫金烫银LOGO烫金烫银复合重叠。文字图案浮雕激光镭射紫外荧光温感复印防伪。
可办理以下真实莫纳什大学存档留学生信息存档认证：
1莫纳什大学真实留信网认证（网上可查永久存档无风险百分百成功入库）；
2真实教育部认证（留服）等一切高仿或者真实可查认证服务（暂时不可办理）；
3购买英美真实学籍（不用正常就读直接出学历）；
4英美一年硕士保毕业证项目（保录取学校挂名不用正常就读保毕业）
留学本科/硕士毕业证书成绩单制作流程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询莫纳什大学莫纳什大学毕业证offer）；
2开始安排制作莫纳什大学毕业证成绩单电子图；
3莫纳什大学毕业证成绩单电子版做好以后发送给您确认；
4莫纳什大学毕业证成绩单电子版您确认信息无误之后安排制作成品；
5莫纳什大学成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
— — — — — — — — — — — 《文凭顾问微信：176555708》
办理毕业证(UPenn毕业证)宾夕法尼亚大学毕业证成绩单快速办理
官方原版办理宾夕法尼亚大学毕业证【微信176555708】学历认证怎么做：原版仿制宾夕法尼亚大学电子版成绩单毕业证认证【宾夕法尼亚大学毕业证成绩单】、宾夕法尼亚大学文凭证书成绩单复刻offer录取通知书、购买UPenn圣力嘉学院本科毕业证、【宾夕法尼亚大学毕业证办理UPenn毕业证书哪里买】、宾夕法尼亚大学 Offer在线办理UPenn Offer宾夕法尼亚大学Bachloer Degree。（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
◆◆◆◆◆ — — — — — — — — 【留学教育】留学归国服务中心 — — — — — -◆◆◆◆◆
【主营项目】
一.毕业证【微信：176555708】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微信：176555708】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分→ 【关于价格问题（保证一手价格）
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
学历顾问：微信：176555708
Understanding User Behavior with Google Analytics.pdf
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Search Result Showing My Post is Now Buried
Search results burying my post that used to rank before Google's March 2024 algorithm update.
重新申请毕业证书(RMIT毕业证)皇家墨尔本理工大学毕业证成绩单精仿办理
不能毕业办理【RMIT毕业证【微信176555708】皇家墨尔本理工大学文凭学历】【微信176555708】【皇家墨尔本理工大学文凭学历证书】【皇家墨尔本理工大学毕业证书与成绩单样本图片】毕业证书补办 Fake Degree做学费单【毕业证明信-推荐信】成绩单，录取通知书，Offer，在读证明，雅思托福成绩单，真实大使馆教育部认证，回国人员证明，留信网认证。网上存档永久可查！全套服务：皇家墨尔本理工大学皇家墨尔本理工大学本科学位证成绩单真实回国人员证明 #真实教育部认证。让您回国发展信心十足#铸就十年品质！信誉！实体公司！可以视频看办公环境样板如需办理真实可查可以先到公司面谈勿轻信小中介黑作坊！
可以提供皇家墨尔本理工大学钢印 #水印 #烫金 #激光防伪 #凹凸版 #最新版的毕业证 #百分之百让您绝对满意
印刷DHL快递毕业证 #成绩单7个工作日真实大使馆教育部认证1个月。为了达到高水准高效率
请您先以qq或微信的方式对我们的服务进行了解后如果有皇家墨尔本理工大学皇家墨尔本理工大学本科学位证成绩单帮助再进行电话咨询。
国外毕业证学位证成绩单如何办理：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作皇家墨尔本理工大学毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
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Activity 1.8 'Computer Assisted Language Learning'
- 1. UNIVERSIDAD AUTÓNOMA DEL CARMEN DES: CIENCIAS Y HUMANIDADES LENGUA INGLESA 3 SEMESTER LENGUA INGLESA TICS APLICADA A LA ENSEÑANZA EN INGLES ALONDRA VERÓNICA CENTENO CONTRERAS
- 2. COMPUTER ASSISTED LANGUAGE LEARNING: AN INTRODUCTION BY MARK WARSCHAUER • THE FIRST PHASE OF CALL, CONCEIVED IN THE 1950S AND IMPLEMENTED IN THE 1960S AND '70S, WAS BASED ON THE THEN-DOMINANT BEHAVIORIST THEORIES OF LEARNING. PROGRAMS OF THIS PHASE ENTAILED REPETITIVE LANGUAGE DRILLS AND CAN BE REFERRED TO AS "DRILL AND PRACTICE" (OR, MORE PEJORATIVELY, AS "DRILL AND KILL"). • THE SECOND PHASE OF CALL WAS BASED ON THE COMMUNICATIVE APPROACH TO TEACHING WHICH BECAME PROMINENT IN THE 1970S AND 80S. PROPONENTS OF THIS APPROACH FELT THAT THE DRILL AND PRACTICE PROGRAMS OF THE PREVIOUS DECADE DID NOT ALLOW ENOUGH AUTHENTIC COMMUNICATION TO BE OF MUCH VALUE. • THE THIRD MODEL OF COMPUTERS IN COMMUNICATIVE CALL INVOLVES THE COMPUTER AS TOOL (BRIERLEY & KEMBLE 1991; TAYLOR 1980) OR, AS SOMETIMES CALLED, THE COMPUTER AS WORKHORSE (TAYLOR & PEREZ 1989). IN THIS ROLE, THE PROGRAMS DO NOT NECESSARILY PROVIDE ANY LANGUAGE MATERIAL AT ALL, BUT RATHER EMPOWER THE LEARNER TO USE OR UNDERSTAND LANGUAGE. EXAMPLES OF COMPUTER AS TOOL INCLUDE WORD PROCESSORS, SPELLING AND GRAMMAR CHECKERS, DESK-TOP PUBLISHING PROGRAMS, AND CONCORDANCERS.
- 3. STEPS TOWARD INTEGRATIVE CALL: MULTIMEDIA, STEPS TOWARD INTEGRATIVE CALL: THE INTERNET Integrative approaches to CALL are based on two important technological developments of the last decade - multimedia computers and the Internet. Multimedia technology - exemplified today by the CD-ROM - allows a variety of media (text, graphics, sound, animation, and video) to be accessed on a single machine. Multimedia technology as it currently exists thus only partially contributes to integrative CALL. Using multimedia may involve an integration of skills (e.g. listening with reading), but it too seldom involves a more important type of integration - integrating meaningful and authentic communication into all aspects of the language. 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 (synchronous, "real time"), using programs such as MOOs, which allow people all around the world to have a simultaneous conversation by typing at their keyboards Computer Mediated Communication (CMC), which has existed in primitive form since the 1960s but has only became wide-spread in the last five years, is probably the single computer application to date with the greatest impact on language teaching
- 4. APPENDIX A: A TYPOLOGY OF CALL PROGRAMS AND APPLICATIONS Grammar: CALL Programs designed for teaching grammar include drill and practice on a single topic. Listening: This category includes programs which are specifically designed to promote second-language listening (Listen!), multi- skill drill and practice programs (TOEFL Mastery), multimedia programs for second language learners (Accelerated English, Rosetta Stone), and multimedia programs. Pronunciation: programs (Sounds American, Conversations) generally allow students to record and playback their own voice and compare it to a model. Reading: This category includes reading programs designed for ESL learners and tutorials designed for children or the general public (MacReader, Reading Critically, Steps to Comprehension). and games (HangWord). Also included are more general educational programs.
- 5. • The international telecommunications union estimates the worldwide ict market in 2002 was almost 2.1 trillion. • However ICT is much more than computers and internet or maybe telephones, basic human needs and development health monitoring and epidemiology empowerment. • Also the history about internet sheds some light regarding the problems faced by users. INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)
- 6. INFORMATION SOCIETY GOVERNANCE • Culture economic, education, labour law. mobile phones traditional landines by 2.1 in Africa, such as (Wi-Fi) offer attractive opportunities for fixed wireless access, however many countries are yet to embrace unlicensed spectrum. • It is mentioned that computing and other hardware continue to become less and less expensive the birth and the growth of the interne were in the united states but now is around the world. • In east Asian, Korea and china these countries have been building next generation networks.
- 7. 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.