The document discusses the concept of computer-assisted language learning (CALL) and its origins from computer-assisted instruction, noting that CALL lessons should allow individualized and interactive learning. It describes the three phases of CALL's development - behavioristic, communicative, and integrative - and provides examples of CALL software classifications including tutor, tool, and tutee programs. Evaluation criteria for websites are presented, focusing on aspects like the author, date, depth, accuracy, and design of web pages.

1. CHAPTER 2
TECHNOLOGY IN ELT
MURNI SALINA
B.Sc. Ed (TESL) UTM, Skudai M’sia

4. THE CONCEPT OF CALL

5. Computer-assisted language learning
(CALL)
 originates from CAI (Computer-Assisted
Instruction).
 lessons should allow the learners to learn on their
own using structured and/or unstructured interactive
lessons.
 These lessons carry 2 important features:
 bidirectional (interactive) learning
 individualized learning

6. Computer-assisted language
learning (CALL)
 CALL is not a method. It is a tool that
helps teachers to facilitate language
learning process. CALL can be used to
reinforce what has been learned in the
classrooms. It can also be used as
remedial to help learners with limited
language proficiency.

7. Computer-assisted language
learning (CALL)
 Some people may call it a courseware, an
educational computerized program.
 CALL is not a software in the sense that it is
not an application program or a utility
program.
 Word processing program, spreadsheet
program, graphic presentation software
such as PowerPoint, Internet (a general
term) are not considered as CALL.

8. CALL is also known as..
 CAI – Computer Aided Instruction (US)
 CBI – Computer Based Instruction (US)
 CAT – Computer Assisted Testing (US)
 CAL – Computer Aided Learning (UK)
 CBL – Computer Based Learning (UK)
 CMI – Computer Managed Instruction

9. Three Phases of CALL
 Though CALL has developed
gradually over the last 30 years, this
development can be categorized in
terms of three phases
1. Behavioristic CALL
2. Communicative CALL
3. Integrative CALL

10. 1. Behavioristic CALL
 The first phase of CALL, conceived in the
1950s and implemented in the1960s 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" ("drill
and kill").

11. 2. Communicative CALL
 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.

12. 3. Integrative CALL
 Integrative approaches to CALL are based on
two important technological developments of
the last decade :
 multimedia computers
 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.
 What makes multimedia even more powerful is
that it also entails hypermedia.
 That means that the multimedia resources are
all linked together and that learners can
navigate their own path simply by pointing and
clicking a mouse.

13. The Classification of CALL
 TUTOR
 TOOL
 TUTEE

14. The Classification of CALL
 TUTOR
 Tutor software is designed to help the
student acquire a specific skill—number,
facts
 The content and instructional style of this
type of software covers the range from
simulation of a task to drill and practice.

15. The Classification of CALL
 TOOL
 Tool software includes word processors,
databases, spreadsheets, graphics
programs, music composition tools, etc.
 The focus here is on using the computer
as a tool for the creation, capture,
development and exploration of ideas in
many subject domains.

16. The Classification of CALL
 TUTEE
 Tutee software is based on a model that
the student learns best by teaching a
concept to others.
 In this case the ‘other’ is a computer, and
the vehicle for communicating ideas to
the computer is a programming
language.

17. Advantages of CALL
 Interesting and fun
 Immediate feedback
 Portable
 Individual learning
 Repeated learning
 Interactive
 Incorporating more than 1 sense

18. Disadvantages of CALL
 Depends on the hardware and software
 Takes a long time to develop
 Highly trained
 Costly
 Too fun

19. 3 TYPES OF SOFTWARE
APPLICATION IN EDUCATION
1. Information Software
2. Computer Assisted Learning Software
3. Creative Software

20. 1. Information Software
a. References – encyclopedia, dictionary,
atlas and thesaurus
b. Non-fiction – delivering a complete
information on visual abilities of human
being, for example on a Classical
Music
c. Fiction – including interactive books
and novels

21. 2. Computer Assisted Learning Software
a. tutorial software
b. drilling software
c. simulation software

22. 3. Creative Software
a. word processor – Ms Word
b. data processor – Ms Excel
c. Multimedia development - Authorware

23. Evaluating Web Pages

24.  Most computer software is published in the
same way as materials in conventional
media, so that you have information such as
the name of the publisher, and perhaps the
name of the author, which can help you to
judge what you are reading, buying or using.
 However, this is not usually the case with
content on the Web.

25.  There is very little policing or censorship of
the Internet and information can be placed
on the Web by almost anyone for almost
any purpose.
 It is therefore especially important to think
carefully about the status of information on
the Web pages you read.
 One way of doing this is to ask yourself the
following questions:

26. What is the aim of the site?
 Is it to provide objective information?
 Is it to put forward a personal opinion?
 Is it to advertise individuals or companies?
 Is the purpose to provide language-learning
activities?
 Is it just a page that provides links to other sites
that provide the activities?
 Thus, it is important to identify the aims of
the site, and then to decide whether it
matches up to its aims.

27. What authority does the page
have?
 Who wrote the page?
 Is the name of the author given? (This information is
sometimes placed at the bottom of the page together with a
contact email address.)
 Is there any information about the author? (There will
sometimes be a link to a personal home page.)
 What is the name of the company or institution that owns the
site where the page is published?
 Web pages whose addresses end in:
 .ac or .edu will be academic institutions
 .org are organizations – often non-profit making
 .com or .co are owned by a company or commercial organization
 Web pages located on Websites such as those run by
Geocities are almost certainly the personal home pages
of individuals.

28. How up-to-date is the Web
page?
 When was the page first written? And when
was it last updated? (if the Web page does
not appear to have been updated recently,
the information may be out-of-date.)
 It is also useful to know how often the
information is updated to help decide
whether it is worth visiting the site regularly.

29. What is the depth of the page?
 Some pages have very little
information, others lead to many
pages each of which may contain a lot
of information or may lead to further
pages containing a lot of information.
 It can be difficult to judge how “deep” a
site is from just the opening page.

30. How accurate is the information
in the Web page?
 Does the page have spelling or grammar
mistakes? Poor editing of this kind may
indicate a lack of attention to detail in the
content of the page.
 How accurate is the content of the page? If
the information is important to you, it is
worth trying to check at least some of the
information in the page by reference to other
sources.

31. How good is the design of the
page?
 To some extent, design issues are a matter of taste
and fashion. However, a page should at least be:
 Easily readable:
 Easily downloadable: if pages take a long time to
download because they contain large graphics or other
media files, those files should be essential for the purpose
of the page;
 Easily navigable: if there are a lot of pages at a Website, it
is possible to lose your way as you move around them.
Some sort of menu of map is important in those cases.

32. Assignment 1:
 Using the web page evaluation criteria discussed, find,
evaluate and comment on any 1 website.
 The topic you choose may include:
 Vocabulary
 Grammar
 Speaking
 Reading
 Writing
 Listening
 Literature
 The web sites that you choose should specifically be for
the teaching/ learning of the English language only.