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Computer Assisted Language Learning (CALL) uses computers to improve language learning. CALL involves using computers and websites that provide material, feedback, and opportunities for practice in listening, writing, reading and speaking. Some key advantages of CALL are that it provides immediate feedback, motivates students, and makes learning more interactive and fun. However, there are also disadvantages like inadequate access to computers, technical problems, and the need for more teacher training. Popular websites for language learning include those that incorporate video conferences, games and activities to practice different language skills.
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This document discusses the history and evolution of computer-assisted language learning (CALL). It describes CALL as a tool that uses computers to facilitate bidirectional and individualized language learning. The document then outlines three phases of CALL: behavioral CALL from the 1950s-1970s focused on repetitive drills; communicative CALL from the 1970s-1980s emphasized authentic communication; and integrative CALL currently uses multimedia like hypermedia to integrate reading, writing, speaking and listening skills while focusing on content and language form.
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This document discusses the advantages and disadvantages of using computers in language classrooms. It outlines many advantages of computer-assisted language learning (CALL), including providing immediate feedback, motivating students, integrating language skills, and allowing learning outside the classroom. However, it also notes disadvantages, such as inadequate access to computers, technical problems, high costs, and the potential for computers to replace teachers. The conclusion states that while CALL provides benefits, teachers must understand both its strengths and weaknesses when deciding whether and how to incorporate computers into their English as a second language (ESL) classrooms.
CALL
1) The document discusses computer-assisted language learning (CALL), including defining CALL, types of CALL programs and materials, types of CALL activities, and the roles and advantages/disadvantages of computers in language teaching.
2) Types of CALL programs and materials include CALL-specific software, generic software like word processors, and web-based learning programs like online dictionaries and communication tools.
3) Computers can be used as tutors, tools, and mediums of communication to support language learning in the classroom or for independent study.
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This document provides an overview of computer-assisted language learning (CALL). It begins by defining CALL according to various scholars as the study and application of computers in language teaching and learning or the area of technology and second language teaching and learning. It notes CALL focuses on learning rather than teaching and is not a method but a form of computer-based learning. It discusses key aspects of CALL like materials design, technologies, pedagogical theories, and modes of instruction. It also outlines the history of CALL from behaviouristic to communicative to integrative CALL with the development of multimedia and the internet. Finally, it discusses different CALL activities, technologies, and the roles computers can play in language learning.
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The document provides tips for teachers to help students with disabilities and individualized education plans (IEPs). It recommends that teachers read each student's IEP and provide all required accommodations. Teachers should also utilize assistive technologies and tools to increase student participation and ability levels. Examples of assistive technologies include timers, word processors, and online reading tools. Both non-technological and technological instructional practices are suggested to support student learning.
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Mobile phones can be used in many ways to support second language learning both inside and outside the classroom. The document describes 20 practical ideas for using mobile phones, focusing on developing the four skills of speaking, listening, reading and writing. Some key ideas include using the phone's notes, camera, and voice recording features to collect language samples from daily life. Free programs can help organize and share these samples. Text messaging can facilitate collaborative writing activities. Overall, mobile phones provide opportunities for authentic language use and learner autonomy.
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CALL refers to using computers to assist language learning. It involves a student, teacher, and computer. The teacher's role is to instruct students on computer use, assess progress, supervise, manage resources, and provide information. Students are autonomous but teachers provide guidance. The computer acts as a tutor by providing feedback, as a resource for skills practice, and as a tool to motivate students and provide autonomy.
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This document discusses Computer Assisted Language Learning. It provides details about a student named Sejal Vaghela submitting a paper on CALL to the Department of English at Maharaja Krishnakumarsinhji Bhavnagar University. The paper discusses how computers became an important tool for language teaching and learning in the 1990s. It also covers the four language skills of speaking, listening, reading, and writing that CALL aims to enhance, as well as grammar, vocabulary, and other areas. Multimedia projects, online news, and programs that encourage student participation are also mentioned.
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1) The document discusses computer-assisted language learning (CALL), including defining CALL, types of CALL programs and materials, types of CALL activities, and the roles and advantages/disadvantages of computers in language teaching.
2) Types of CALL programs and materials include CALL-specific software, generic software like word processors, and web-based learning programs like online dictionaries and communication tools.
3) Computers can be used as tutors, tools, and mediums of communication to support language learning in the classroom or for independent study.
Call for upload
This document provides an overview of computer-assisted language learning (CALL). It begins by defining CALL according to various scholars as the study and application of computers in language teaching and learning or the area of technology and second language teaching and learning. It notes CALL focuses on learning rather than teaching and is not a method but a form of computer-based learning. It discusses key aspects of CALL like materials design, technologies, pedagogical theories, and modes of instruction. It also outlines the history of CALL from behaviouristic to communicative to integrative CALL with the development of multimedia and the internet. Finally, it discusses different CALL activities, technologies, and the roles computers can play in language learning.
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The document provides tips for teachers to help students with disabilities and individualized education plans (IEPs). It recommends that teachers read each student's IEP and provide all required accommodations. Teachers should also utilize assistive technologies and tools to increase student participation and ability levels. Examples of assistive technologies include timers, word processors, and online reading tools. Both non-technological and technological instructional practices are suggested to support student learning.
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Mobile phones can be used in many ways to support second language learning both inside and outside the classroom. The document describes 20 practical ideas for using mobile phones, focusing on developing the four skills of speaking, listening, reading and writing. Some key ideas include using the phone's notes, camera, and voice recording features to collect language samples from daily life. Free programs can help organize and share these samples. Text messaging can facilitate collaborative writing activities. Overall, mobile phones provide opportunities for authentic language use and learner autonomy.
Call Computer Assisted Language Learning
CALL refers to using computers to assist language learning. It involves a student, teacher, and computer. The teacher's role is to instruct students on computer use, assess progress, supervise, manage resources, and provide information. Students are autonomous but teachers provide guidance. The computer acts as a tutor by providing feedback, as a resource for skills practice, and as a tool to motivate students and provide autonomy.
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This document discusses Computer Assisted Language Learning. It provides details about a student named Sejal Vaghela submitting a paper on CALL to the Department of English at Maharaja Krishnakumarsinhji Bhavnagar University. The paper discusses how computers became an important tool for language teaching and learning in the 1990s. It also covers the four language skills of speaking, listening, reading, and writing that CALL aims to enhance, as well as grammar, vocabulary, and other areas. Multimedia projects, online news, and programs that encourage student participation are also mentioned.
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The document lists 20 ideas for using mobile phones in language classrooms. The ideas include using the phone's notes, camera, and recording features to collect language samples, record audio and conversations, and make flashcards. Other ideas involve using text messaging for vocabulary reinforcement and circular writing. Additional suggestions are using social media for tandem learning, keeping blogs, microblogging, language exchanges, distributing materials, playing games, keeping portfolios, and conducting research. The document also notes that teachers should set up activities and consider objectives, skills, and reflection on real-world language use.
CALL
Computer Assisted Language Learning (CALL) uses computer technology to aid in the presentation, reinforcement, and assessment of language learning materials. CALL has evolved through three phases - behavioral, communicative, and integrative. Current CALL utilizes multimedia and the internet to immerse students in interactive language learning environments. While computers provide individualized attention, the teacher still plays an important role in lesson planning and implementation to ensure CALL is effectively used as a supplement rather than replacement for traditional instruction.
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This document discusses computer-assisted language learning (CALL). CALL uses information and communications technology to teach and learn foreign languages. It ranges from early drill-and-practice programs to more recent applications like virtual learning environments and mobile-assisted language learning. Computers can serve as tools, tutors, facilitators, and stimuli for language learning. Computer-mediated communication allows for synchronous and asynchronous communication. Computer-aided assessment can evaluate listening, reading, and to a limited extent, speaking and writing skills. CALL supports language research through databases and search engines. It also aids in teaching and developing listening, speaking, reading, writing, pronunciation and translation skills.
Computer Assisted Language Learning (CALL)
Computer Assisted Language Learning (CALL) involves using computers to improve language learning. There are three phases of CALL: behavioral CALL from 1960-1970 focused on drills; communicative CALL from 1970-1980 emphasized using language forms; and integrative CALL from 1980-present uses multimedia and networks. CALL programs include software specific to language learning, generic software, web-based programs, and computer-mediated communication. Computers can serve as tutors, tools, and mediums of communication to enhance language instruction. Future developments in areas like natural language processing may further impact CALL.
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This document provides an overview of the history and evolution of computer-assisted language learning (CALL). It describes how CALL started in the 1950s-1970s using behaviorist drills and practice approaches. In the late 1970s and 1980s, communicative approaches to CALL emerged that focused on using language for communication rather than just manipulating forms. One advocate described premises for communicative CALL as focusing on using forms rather than just forms themselves and generating original utterances rather than just manipulating preset language. The document then gives examples of using email, concordancing software, and audio recordings to integrate the internet into communicative CALL approaches.
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A General Introduction To Computer Assisted Language Learning Revised
This document provides an overview of computer-assisted language learning (CALL). It defines CALL as any use of computer technology to support language learning. CALL aims to improve teachers' productivity, material development, and education. The document discusses different approaches to CALL including interactionist and sociocultural perspectives. It also outlines the history and evolution of CALL from early academic projects to today's focus on areas like intelligent CALL, web 2.0 technologies, mobile learning, and virtual worlds.
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.
Computer assisted language learning
Computer Assisted Language Learning (CALL) uses computers as a medium to facilitate language learning. Computers are interactive tools that can act as teachers or tutors, providing flexible instruction. However, some studies found that computer-mediated instruction did not encourage students to produce complete sentences or practice speaking. While computers offer advantages like allowing independent learning at one's own pace, they also have disadvantages such as being less personal than human teachers and potentially causing eye strain.
Computer assisted language learning
This document provides an overview of computer-assisted language learning (CALL). It defines CALL and outlines its history from behavioral CALL in the 1960s-1970s, which used drills and grammar instruction, to communicative CALL in the 1970s-1980s, which focused on using language forms, to integrative CALL today, which fully integrates technology into teaching. The document also discusses the main roles of computers in language classrooms as tutors, tools, and tutees. It lists advantages, such as increased motivation and individualization, and disadvantages, like insufficient speaking programs and handling unexpected situations.
Computer Assisted Language Learning (CALL)
This document discusses the history and uses of Computer Assisted Language Learning (CALL). It explains that CALL has evolved from using computers as tutors for drills and practice, to viewing them as tools for writing, presenting, researching, and global communication. The computer can serve various roles, from offering language drills to stimulating discussion and interaction, or acting as a medium for authentic materials online. CALL approaches have shifted from behaviorist repetition drills to those based on communicative language teaching.
New Perspectives on CALL (Computer Assisted Language Learning) for Second Lan...
The focus of this paper is the implementation of Computer Assisted Language Learning (CALL) which has been defined as "the search for and study of applications on the computer in language teaching and learning" (Levy, 1997, p. 1) and is now used routinely in a variety of instructional situations. As a result, language teachers are increasingly required to possess CALL expertise that includes both practical skills and a thorough understanding of information technology (IT) theory. Teachers may need to design, implement, and evaluate CALL activities in their classrooms; they may be put in charge of setting up and operating a multimedia language laboratory. Demonstrating CALL'S in promoting both fluency and accuracy in the target language as well as improving motivation and learner autonomy. By using CALL will give beneficial to the second language learner
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This document discusses computer assisted language learning (CALL). It provides background on the emergence of personal computers in the 1990s and how CALL has evolved since then. CALL allows for individualized practice, access to global resources, and opportunities to learn through software, local networks, and the internet. The document also examines research on how CALL enhances language acquisition, motivates learners, and improves skills like pronunciation, reading, and writing. Current trends include using authentic content and online education through wireless technologies.
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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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The document discusses the history and evolution of Computer-Assisted Language Learning (CALL) from the 1960s to present. It can be summarized in three sentences:
CALL has progressed through three main phases - Behavioristic CALL in the 1960-1970s focused on drills and practice, Communicative CALL in the 1970-1980s used computers as tools for communication, and Integrative CALL from the 1990s onward utilizes multimedia and social interaction through technologies like hypermedia and computer-mediated communication. The role of the computer and theories of language learning underlying each phase have shifted from an information carrier and behaviorism to a workstation/toolbox and sociocultural perspectives on acquisition.
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The document discusses the roles of computers in language learning and CALL (computer-assisted language learning). It outlines some of the benefits computers provide such as interactivity, flexibility, and the ability to act as a tutor. It also notes some disadvantages such as potential eye strain and irritation. The document also examines students' positive views of CALL, finding that they viewed the systems as easy to use, interesting, clear, and well-structured.
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CALL is computer-assisted language learning that uses computer programs to encourage interactive language learning outside the classroom in a different way than traditional methods. The teacher's role is as a tutor who provides students information and feedback to complete specific tasks and to prepare dynamic, interactive classes. CALL programs and websites are resources that can reinforce classroom learning.
Presentation group i
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. It can encourage students and enhance communicative competence. While CALL has advantages like developing autonomous learners and effective learning, it also has disadvantages such as being less handy and more difficult to read long texts on a computer. The document then discusses the history and roles of web-based learning as well as its advantages like availability, affordable cost, and personalized learning. However, web-based learning also has limitations like reduced human contact and bandwidth constraints.
CALL
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. It can encourage students and enhance communicative competence. While CALL has advantages like developing autonomous learners and effective learning, it also has disadvantages such as being less handy and more difficult to read long texts on a computer. The document then discusses the history and roles of web-based learning as well as its advantages like availability, affordable cost, and personalized learning. However, web-based learning also has limitations like reduced human contact and bandwidth constraints.
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CALL
Computer Assisted Language Learning (CALL) uses computer technology to aid in the presentation, reinforcement, and assessment of language learning materials. CALL has evolved through three phases - behavioral, communicative, and integrative. Current CALL utilizes multimedia and the internet to immerse students in interactive language learning environments. While computers provide individualized attention, the teacher still plays an important role in lesson planning and implementation to ensure CALL is effectively used as a supplement rather than replacement for traditional instruction.
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This document discusses computer-assisted language learning (CALL). CALL uses information and communications technology to teach and learn foreign languages. It ranges from early drill-and-practice programs to more recent applications like virtual learning environments and mobile-assisted language learning. Computers can serve as tools, tutors, facilitators, and stimuli for language learning. Computer-mediated communication allows for synchronous and asynchronous communication. Computer-aided assessment can evaluate listening, reading, and to a limited extent, speaking and writing skills. CALL supports language research through databases and search engines. It also aids in teaching and developing listening, speaking, reading, writing, pronunciation and translation skills.
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This document provides an overview of the history and evolution of computer-assisted language learning (CALL). It describes how CALL started in the 1950s-1970s using behaviorist drills and practice approaches. In the late 1970s and 1980s, communicative approaches to CALL emerged that focused on using language for communication rather than just manipulating forms. One advocate described premises for communicative CALL as focusing on using forms rather than just forms themselves and generating original utterances rather than just manipulating preset language. The document then gives examples of using email, concordancing software, and audio recordings to integrate the internet into communicative CALL approaches.
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This document provides an overview of computer-assisted language learning (CALL). It defines CALL as any use of computer technology to support language learning. CALL aims to improve teachers' productivity, material development, and education. The document discusses different approaches to CALL including interactionist and sociocultural perspectives. It also outlines the history and evolution of CALL from early academic projects to today's focus on areas like intelligent CALL, web 2.0 technologies, mobile learning, and virtual worlds.
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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.
Computer assisted language learning
Computer Assisted Language Learning (CALL) uses computers as a medium to facilitate language learning. Computers are interactive tools that can act as teachers or tutors, providing flexible instruction. However, some studies found that computer-mediated instruction did not encourage students to produce complete sentences or practice speaking. While computers offer advantages like allowing independent learning at one's own pace, they also have disadvantages such as being less personal than human teachers and potentially causing eye strain.
Computer assisted language learning
This document provides an overview of computer-assisted language learning (CALL). It defines CALL and outlines its history from behavioral CALL in the 1960s-1970s, which used drills and grammar instruction, to communicative CALL in the 1970s-1980s, which focused on using language forms, to integrative CALL today, which fully integrates technology into teaching. The document also discusses the main roles of computers in language classrooms as tutors, tools, and tutees. It lists advantages, such as increased motivation and individualization, and disadvantages, like insufficient speaking programs and handling unexpected situations.
Computer Assisted Language Learning (CALL)
This document discusses the history and uses of Computer Assisted Language Learning (CALL). It explains that CALL has evolved from using computers as tutors for drills and practice, to viewing them as tools for writing, presenting, researching, and global communication. The computer can serve various roles, from offering language drills to stimulating discussion and interaction, or acting as a medium for authentic materials online. CALL approaches have shifted from behaviorist repetition drills to those based on communicative language teaching.
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The focus of this paper is the implementation of Computer Assisted Language Learning (CALL) which has been defined as "the search for and study of applications on the computer in language teaching and learning" (Levy, 1997, p. 1) and is now used routinely in a variety of instructional situations. As a result, language teachers are increasingly required to possess CALL expertise that includes both practical skills and a thorough understanding of information technology (IT) theory. Teachers may need to design, implement, and evaluate CALL activities in their classrooms; they may be put in charge of setting up and operating a multimedia language laboratory. Demonstrating CALL'S in promoting both fluency and accuracy in the target language as well as improving motivation and learner autonomy. By using CALL will give beneficial to the second language learner
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This document discusses computer assisted language learning (CALL). It provides background on the emergence of personal computers in the 1990s and how CALL has evolved since then. CALL allows for individualized practice, access to global resources, and opportunities to learn through software, local networks, and the internet. The document also examines research on how CALL enhances language acquisition, motivates learners, and improves skills like pronunciation, reading, and writing. Current trends include using authentic content and online education through wireless technologies.
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A virtual classroom provides several benefits for teaching English as a second or foreign language (ESL/EFL). It allows for an enjoyable and interesting learning experience through online lessons and resources that are accessible to both teachers and students. Virtual classrooms offer a wide variety of hardware and software options depending on the specific teaching context. Teachers are able to incorporate different technologies and online tools, such as Skype, to effectively teach English language skills regardless of their context or environment.
Call
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.
Customizing Pronunciation Practice with an E-Toolkit
This was presented at the Electronic Village at the 49th Annual TESOL Convention in Toronto on March 26, 2015.
Computer Assisted Language Learning ( CALL)
The document discusses the history and evolution of Computer-Assisted Language Learning (CALL) from the 1960s to present. It can be summarized in three sentences:
CALL has progressed through three main phases - Behavioristic CALL in the 1960-1970s focused on drills and practice, Communicative CALL in the 1970-1980s used computers as tools for communication, and Integrative CALL from the 1990s onward utilizes multimedia and social interaction through technologies like hypermedia and computer-mediated communication. The role of the computer and theories of language learning underlying each phase have shifted from an information carrier and behaviorism to a workstation/toolbox and sociocultural perspectives on acquisition.
Sheltered instruction technology integration plan
The document outlines a sheltered instruction technology integration plan for a 3rd grade classroom. It describes how technology will be used to teach English language learners about finding addresses using Google Earth, learning action verbs through YouTube videos, and matching objects in math. It also discusses how technology can aid in demonstrating concepts, providing feedback on assessments, and helping students build academic vocabulary through activities like creating a word wall.
CALL (Computer Assisted Language Learning)
The document discusses the roles of computers in language learning and CALL (computer-assisted language learning). It outlines some of the benefits computers provide such as interactivity, flexibility, and the ability to act as a tutor. It also notes some disadvantages such as potential eye strain and irritation. The document also examines students' positive views of CALL, finding that they viewed the systems as easy to use, interesting, clear, and well-structured.
Computer-Assisted Language Learning PRESENTATION
CALL is computer-assisted language learning that uses computer programs to encourage interactive language learning outside the classroom in a different way than traditional methods. The teacher's role is as a tutor who provides students information and feedback to complete specific tasks and to prepare dynamic, interactive classes. CALL programs and websites are resources that can reinforce classroom learning.
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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. It can encourage students and enhance communicative competence. While CALL has advantages like developing autonomous learners and effective learning, it also has disadvantages such as being less handy and more difficult to read long texts on a computer. The document then discusses the history and roles of web-based learning as well as its advantages like availability, affordable cost, and personalized learning. However, web-based learning also has limitations like reduced human contact and bandwidth constraints.
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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. It can encourage students and enhance communicative competence. While CALL has advantages like developing autonomous learners and effective learning, it also has disadvantages such as being less handy and more difficult to read long texts on a computer. The document then discusses the history and roles of web-based learning as well as its advantages like availability, affordable cost, and personalized learning. However, web-based learning also has limitations like reduced human contact and bandwidth constraints.
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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. It can encourage students and enhance communicative competence. While CALL has advantages like developing autonomous learners and effective learning, it also has disadvantages such as being less handy and more difficult to read long texts on a computer. The document then discusses the history and roles of web-based learning as well as its advantages like availability, affordable cost, and personalized learning. However, web-based learning also has limitations like reduced human contact and bandwidth constraints.
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1) CAL aims to utilize computers to facilitate the learning process and make it more interactive and flexible compared to traditional methods.
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The document discusses the use of computer-assisted language learning (CAL) in education. It outlines several key points:
1) CAL aims to utilize computers to facilitate the learning process and make it more interactive and flexible compared to traditional methods.
2) The development of information technology has stimulated the use of computers in education and the field of computer-assisted instruction.
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4) Overall, the document examines the pros and cons of implementing CAL and emphasizes understanding its strengths and weaknesses to maximize
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The document discusses the use of computer-assisted language learning (CAL) in education. It outlines several key points:
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3) CAL provides several advantages for language learning including increased motivation, individualization, feedback, and the ability to repeat lessons. However, it also has limitations such as cost and the imperfect nature of current CAL programs.
4) Overall, the document examines the pros and cons of implementing CAL and emphasizes understanding its strengths and weaknesses to maximize
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C.a.l.l.
- 1. C.A.L.L. Computer Assisted Language Learning Katherine Aravena Consuelo Navarro Elizabeth Osorio Verónica Falcón
- 2. Computer-assisted language learning (C.A.L.L.) ● Computer Assisted Language Learning (CALL). The search and study of applications of the computer in language teaching and learning. (Levy, 1997, p.1). ● Any process in which a learner uses a computer and, as a result, improves his or her language. (Beatty, 2003, p.7).
- 3. Main characteristics 1. Exposure to the same material is to be beneficial or even essential to learning. 2. A computer is ideal for carrying out repeated drills, since the machine does not get bored with presenting the same material and it can provide immediate non-judgmental feedback. 3. A computer is used as a tutor, presenting material and feedback on an individualized basis, allowing students to proceed at their own place and freeing up class time for other activities.
- 4. Advantages and disadvantages Advantages Disadvantages (1) providing immediate feedback. (2) motivating students' learning. (3) exciting and more fun. (4) initiating more interaction. (5) easy to control. (1) inadequate number of computers. (2) technical problems. (3) needs more teacher training. (4) more time is needed. (5) the cost is high.
- 5. Examples In internet we have many website for learning English, in the examples there are popular pages. These pages incorporate different links where is easier to learn, with video conferences, games and practicing listening, writing, reading and talking.
- 6. Sources ● Emily, C. Computer Assisted Language Learning and Teaching [retrievew from http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm#whatis on dec,4th,2018] ● Stevie, D.(2018) Teachers on CALL: What Educators Must Know About Computer Assisted Language Learning [retrievew from https://www.fluentu.com/blog/educator/what-is- computer-assisted-language-learning/ on dec,4th,2018] ● Bani, N.(2014)Benefits and Barriers of Computer Assisted Language Learning and Teaching in the Arab World: Jordan as a Model. Theory and Practice in Language Studies 4(8). [Retrieved from: https://www.researchgate.net/publication/276247985_Benefits_and_Barriers_of_Computer_ Assisted_Language_Learning_and_Teaching_in_the_Arab_World_Jordan_as_a_Model on Dec, 4th, 2018]
Editor's Notes
- Advantages (1) providing immediate feedback, in video conferences in open english for example, teacher can give you feedback immediately (2) motivating students' learning: Students will often do on a computer what they are reluctant to do in a textbook or paper-pencil. (3) exciting and more fun, Some CALL features such as graphics, sounds, animation, video, audio are interesting and motivating for many learners. (4) initiating more interaction, (5) easy to control. Disadvantages (1) inadequate number of computers, if there are a lot of students, the number of computers could not be enough (2) technical problems Technology always fails, so we always need a plan B (3) needs more teacher training: The teacher must know about how to use a computer and its apps or softwares (4) more time is needed: CALL (e.g. the Internet) is not yet fast enough. Access to audio, video and graphic files is usually slow. (5) the cost is high: Computers are very expensive, a lot of money. Not all students can access CALL (e.g. the internet). In many developing countries, there is a problem of "have" and "have not" internet between the rich and the poor.
- Oxford University Press, this is free and help to through of different links eg. Grammar, vocabulary and videos. Papora this is equal free, and help to person to through of forms of writing, reading and listening for teacher’s audios. Mindsnacks: This is a game and learn english in the interactions of the game.