Computer assisted language learning'
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Three phases of computer-assisted language learning (CALL) are described: 1) Behavioristic CALL from the 1950s-1970s focused on repetitive drills and practice. 2) Communicative CALL of the 1970s-1980s aimed to allow more authentic communication beyond drills. 3) Integrative CALL incorporates multimedia like hypermedia and the internet to create more authentic learning environments that integrate reading, writing, speaking and listening skills.
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Powerpoint karen
The document summarizes the three phases of computer-assisted language learning (CALL): behavioristic CALL from the 1950s-1970s focused on drill and practice; communicative CALL of the 1970s-1980s emphasized authentic communication; and integrative CALL incorporates multimedia and the internet for global communication and access to authentic materials. The conclusion states that technology alone will not improve language learning, but it can enrich education when used to support good pedagogy.
Actividad 6 a
This document discusses the three phases of computer-assisted language learning (CALL): behavioristic CALL, communicative CALL, and integrative CALL. Behavioristic CALL involved drill and practice programs while communicative CALL focused on more authentic communication based on suggestions by John Underwood. Integrative CALL aims to create a more authentic learning environment by combining different media like listening, seeing, reading, and writing into single activities using hypermedia. It allows students greater control over their learning and facilitates a focus on content while still accessing explanations of language forms or learning strategies.
Computer assisted language learning
This document outlines the history and evolution of computer-assisted language learning (CALL). It describes three phases: behavioral CALL focused on drill and practice; communicative CALL emphasized authentic communication; and integrative CALL aims to combine all language skills through multimedia and the internet. The effectiveness of CALL depends not on the technology itself but how it is implemented according to different pedagogical approaches.
Computer Assisted Language Learning
This is lecture 1 in the SUST master course entitled 'Technology for the Teaching of English Language'
A brief history of CALL
The earliest language learning programs followed a linear approach with standardized tasks adapted from textbooks. Later programs incorporated simulations allowing learners to explore multiple paths and see consequences of different actions. Multimedia programs are capable of creating realistic learning situations through images, audio, and video that present real world contexts with greater interactivity. Research led to developments like videodiscs that provided rapid access to video/images and CD-ROMs with less capacity than videodiscs but in a smaller format. Examples of early programs included one using a commercial video adapted for Spanish learning with branching choices, and programs using hypertext capabilities to create customized CALL applications.
Internet and Sudan
The document provides background information on technology and the history of the Internet. It discusses key terms like digital natives/immigrants and digital literacy. It then provides facts about Internet usage in Sudan, noting it has grown from 30,000 users in 2000 to over 6 million users in 2012, though penetration is still only 19% of the population. Examples of international projects that aim to expand access are described, including the Hole in the Wall experiment and One Laptop Per Child initiative.
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.
Act. 1.8
This document discusses the history and phases of computer-assisted language learning (CALL). It describes three phases: behavioral CALL from the 1950s-1970s focused on drill-based practice; communicative CALL from the 1970s-1980s emphasized authentic communication; and integrative CALL from the 1990s onward combined multimedia like text, graphics, sound and video to more authentically integrate skills. The document also discusses how computer-mediated communication and the internet, particularly the World Wide Web, facilitated collaborative writing and access to authentic materials. Finally, it briefly outlines the role of information and communication technologies in international development efforts according to the World Summit on the Information Society, and some challenges to ICT adoption like various digital divides.
Recommended
Powerpoint karen
The document summarizes the three phases of computer-assisted language learning (CALL): behavioristic CALL from the 1950s-1970s focused on drill and practice; communicative CALL of the 1970s-1980s emphasized authentic communication; and integrative CALL incorporates multimedia and the internet for global communication and access to authentic materials. The conclusion states that technology alone will not improve language learning, but it can enrich education when used to support good pedagogy.
Actividad 6 a
This document discusses the three phases of computer-assisted language learning (CALL): behavioristic CALL, communicative CALL, and integrative CALL. Behavioristic CALL involved drill and practice programs while communicative CALL focused on more authentic communication based on suggestions by John Underwood. Integrative CALL aims to create a more authentic learning environment by combining different media like listening, seeing, reading, and writing into single activities using hypermedia. It allows students greater control over their learning and facilitates a focus on content while still accessing explanations of language forms or learning strategies.
Computer assisted language learning
This document outlines the history and evolution of computer-assisted language learning (CALL). It describes three phases: behavioral CALL focused on drill and practice; communicative CALL emphasized authentic communication; and integrative CALL aims to combine all language skills through multimedia and the internet. The effectiveness of CALL depends not on the technology itself but how it is implemented according to different pedagogical approaches.
Computer Assisted Language Learning
This is lecture 1 in the SUST master course entitled 'Technology for the Teaching of English Language'
A brief history of CALL
The earliest language learning programs followed a linear approach with standardized tasks adapted from textbooks. Later programs incorporated simulations allowing learners to explore multiple paths and see consequences of different actions. Multimedia programs are capable of creating realistic learning situations through images, audio, and video that present real world contexts with greater interactivity. Research led to developments like videodiscs that provided rapid access to video/images and CD-ROMs with less capacity than videodiscs but in a smaller format. Examples of early programs included one using a commercial video adapted for Spanish learning with branching choices, and programs using hypertext capabilities to create customized CALL applications.
Internet and Sudan
The document provides background information on technology and the history of the Internet. It discusses key terms like digital natives/immigrants and digital literacy. It then provides facts about Internet usage in Sudan, noting it has grown from 30,000 users in 2000 to over 6 million users in 2012, though penetration is still only 19% of the population. Examples of international projects that aim to expand access are described, including the Hole in the Wall experiment and One Laptop Per Child initiative.
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.
Act. 1.8
This document discusses the history and phases of computer-assisted language learning (CALL). It describes three phases: behavioral CALL from the 1950s-1970s focused on drill-based practice; communicative CALL from the 1970s-1980s emphasized authentic communication; and integrative CALL from the 1990s onward combined multimedia like text, graphics, sound and video to more authentically integrate skills. The document also discusses how computer-mediated communication and the internet, particularly the World Wide Web, facilitated collaborative writing and access to authentic materials. Finally, it briefly outlines the role of information and communication technologies in international development efforts according to the World Summit on the Information Society, and some challenges to ICT adoption like various digital divides.
Computer assisted language learning (call)
Computer-assisted language learning (CALL) refers to the use of computers to assist and enhance language teaching and learning. CALL has evolved from early drill-and-practice programs in the 1960s-1970s to today's applications that incorporate multimedia, the internet, and mobile technologies. CALL is now seen as a tool to facilitate student-centered language learning through interactive and individualized materials and tasks. A combination of face-to-face teaching and CALL is referred to as blended learning.
CALL
The document discusses the history and phases of Computer Assisted Language Learning (CALL). It describes three phases: 1) Behavioristic CALL from the 1950s-1970s used repetitive drills, 2) Communicative CALL of the late 1970s-1980s incorporated more authentic communication activities, and 3) current Integrative CALL leverages multimedia and the Internet to seamlessly integrate reading, writing, speaking, and listening skills through authentic materials and global communication opportunities.
Computer assisted language learning - Tarea
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.
1.8bryanformoso
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.
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.
A brief history of call
The document discusses the history and evolution of Computer Assisted Language Learning (CALL). It describes how CALL began in the 1950s-1960s with early computers being used for language learning activities. The first CALL programs were developed in the 1960s at Stanford University, Dartmouth University, and University of Essex. CALL has evolved from behavioral CALL to integrative CALL to communicative CALL. In the 1980s-1990s, web-based materials included textbooks, guided grammar exercises, and multimedia elements like graphics, audio, and video. Today, CALL continues to incorporate new technologies and aims to motivate students through interactive and collaborative learning online.
An Introduction to Computer Assisted Language Learning (CALL) 中間発表
(1) Computer Assisted Language Learning (CALL) involves using technology to help improve language skills, and can take various forms such as online learning, mobile-assisted language learning, and intelligent computer-assisted language learning using artificial intelligence.
(2) CALL has evolved from behavioral CALL in the 1970s-80s focusing on drills, to communicative CALL in the 1980s-90s emphasizing communication, to integrative CALL today using multimedia and the internet for authentic discourse.
(3) While early research compared CALL to non-CALL, the focus now is on how specific technological features can best support language learning when integrated into instruction.
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.
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
Keywords: new perspectives, CALL, second language classrooms, language teaching
Act 1.8
The document discusses the history and development of computer-assisted language learning (CALL). It describes the early phases of CALL which focused on repetitive drills based on behaviorist learning theories. Computers were well-suited to administering repeated drills and providing immediate feedback. Later, CALL integrated multimedia and became a tool for stimulus, discussion, writing, and research rather than just drills. Computer-mediated communication further advanced CALL by allowing sharing of documents, graphics, sounds and video to facilitate collaborative work.
Lesson Four Pre-instructional Video
This document provides instructions for a lesson on directing audio in iMovie for a digital story. It will teach students how to generate primary and secondary audio streams for their stories. The objective is for learners to be able to add audio to their digital biographies that they have already composed and gathered images and music for in previous lessons. This lesson is intended for students comfortable with Macs who have completed pre-production of their stories beforehand.
Technologies used in CALL
This document discusses computer-assisted language learning (CALL) and the role of technology in language teaching and learning. It defines CALL and describes how the technologies used have evolved from traditional tools like blackboards, audio tapes, and video tapes to current tools like computers, the internet, and mobile devices. It categorizes technologies as either software programs or internet-based activities and provides examples of each. It emphasizes that technology plays an essential role in lesson development by supporting the three elements of teaching - academic content, teaching methods, and student assessment.
Kern's technology on language teaching and learning
This document summarizes perspectives on technology in language learning and teaching from various scholars. It discusses how computers have transitioned from an outside instrument to an integral part of language use. While integration of technology in education is incomplete, the goal is "normalization" of technology use. The effectiveness of computer-assisted language learning depends on how technology is used rather than the technology itself, and it is important to consider social, cognitive, cultural and educational implications.
Past, Present, and Future of CALL
This document discusses the past, present, and future of computer-assisted language learning (CALL). In the past, CALL progressed from behaviorist models focusing on drills to communicative models emphasizing use of language. Present CALL includes multimedia and web-based approaches that integrate skills and authentic content. The future of CALL envisions its normalization, with computers seamlessly integrated into everyday language lessons as ubiquitous tools rather than the central focus.
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.
Multimedia and Hipermedia materials.
Multimedia involves the integrated presentation of text, graphics, audio, and video using computers. Hypermedia is a subset of multimedia that allows all elements like text, data, graphics, audio, and video to be linked together. Learning a second language using multimedia and hypermedia can help develop core competencies by guiding what students notice in words, sentences, images, and providing definitions with images and pronunciations to increase comprehension. Advance organizers and graphic organizers are effective for facilitating learning new topics by providing overviews and visually representing concept links.
Online assignment
This document discusses video conferencing and its impact on education. It provides an introduction to social science and video conferencing. Some key points:
- Video conferencing allows for live communication between multiple locations using audio and video. It can be used to conduct lectures and discussions.
- It provides educational benefits like allowing students in remote areas to participate in classes and interact with peers in other locations. It also saves on travel costs.
- However, there are some disadvantages like the lack of physical presence and need for users to be familiar with the technology.
Computer Learning Assisted Language
This document discusses the history and evolution of computer-assisted language learning (CALL) in three phases:
1) Behavioristic CALL in the 1950s-1970s focused on repetitive drills and practice.
2) Communicative CALL in the 1970s-1980s emphasized implicit grammar instruction and generating original student responses.
3) Integrative CALL from the 1990s onward uses multimedia like CD-ROMs and the internet to integrate language skills through authentic materials.
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.
Activity 1.8
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.
Computer assisted language learning
The document summarizes the history and development of Computer-Assisted Language Learning (CALL) in three phases: 1) Behavioristic CALL focused on drills and practice, 2) Communicative CALL emphasized authentic communication, and 3) Integrative CALL integrated multimedia and the internet. It describes approaches within each phase including the computer as tutor, stimulus, and tool. The future of CALL is seen to increasingly incorporate human language technologies like natural language processing.
Computer assisted language learning act 6
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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Computer assisted language learning (call)
Computer-assisted language learning (CALL) refers to the use of computers to assist and enhance language teaching and learning. CALL has evolved from early drill-and-practice programs in the 1960s-1970s to today's applications that incorporate multimedia, the internet, and mobile technologies. CALL is now seen as a tool to facilitate student-centered language learning through interactive and individualized materials and tasks. A combination of face-to-face teaching and CALL is referred to as blended learning.
CALL
The document discusses the history and phases of Computer Assisted Language Learning (CALL). It describes three phases: 1) Behavioristic CALL from the 1950s-1970s used repetitive drills, 2) Communicative CALL of the late 1970s-1980s incorporated more authentic communication activities, and 3) current Integrative CALL leverages multimedia and the Internet to seamlessly integrate reading, writing, speaking, and listening skills through authentic materials and global communication opportunities.
Computer assisted language learning - Tarea
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.
1.8bryanformoso
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.
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.
A brief history of call
The document discusses the history and evolution of Computer Assisted Language Learning (CALL). It describes how CALL began in the 1950s-1960s with early computers being used for language learning activities. The first CALL programs were developed in the 1960s at Stanford University, Dartmouth University, and University of Essex. CALL has evolved from behavioral CALL to integrative CALL to communicative CALL. In the 1980s-1990s, web-based materials included textbooks, guided grammar exercises, and multimedia elements like graphics, audio, and video. Today, CALL continues to incorporate new technologies and aims to motivate students through interactive and collaborative learning online.
An Introduction to Computer Assisted Language Learning (CALL) 中間発表
(1) Computer Assisted Language Learning (CALL) involves using technology to help improve language skills, and can take various forms such as online learning, mobile-assisted language learning, and intelligent computer-assisted language learning using artificial intelligence.
(2) CALL has evolved from behavioral CALL in the 1970s-80s focusing on drills, to communicative CALL in the 1980s-90s emphasizing communication, to integrative CALL today using multimedia and the internet for authentic discourse.
(3) While early research compared CALL to non-CALL, the focus now is on how specific technological features can best support language learning when integrated into instruction.
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.
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
Keywords: new perspectives, CALL, second language classrooms, language teaching
Act 1.8
The document discusses the history and development of computer-assisted language learning (CALL). It describes the early phases of CALL which focused on repetitive drills based on behaviorist learning theories. Computers were well-suited to administering repeated drills and providing immediate feedback. Later, CALL integrated multimedia and became a tool for stimulus, discussion, writing, and research rather than just drills. Computer-mediated communication further advanced CALL by allowing sharing of documents, graphics, sounds and video to facilitate collaborative work.
Lesson Four Pre-instructional Video
This document provides instructions for a lesson on directing audio in iMovie for a digital story. It will teach students how to generate primary and secondary audio streams for their stories. The objective is for learners to be able to add audio to their digital biographies that they have already composed and gathered images and music for in previous lessons. This lesson is intended for students comfortable with Macs who have completed pre-production of their stories beforehand.
Technologies used in CALL
This document discusses computer-assisted language learning (CALL) and the role of technology in language teaching and learning. It defines CALL and describes how the technologies used have evolved from traditional tools like blackboards, audio tapes, and video tapes to current tools like computers, the internet, and mobile devices. It categorizes technologies as either software programs or internet-based activities and provides examples of each. It emphasizes that technology plays an essential role in lesson development by supporting the three elements of teaching - academic content, teaching methods, and student assessment.
Kern's technology on language teaching and learning
This document summarizes perspectives on technology in language learning and teaching from various scholars. It discusses how computers have transitioned from an outside instrument to an integral part of language use. While integration of technology in education is incomplete, the goal is "normalization" of technology use. The effectiveness of computer-assisted language learning depends on how technology is used rather than the technology itself, and it is important to consider social, cognitive, cultural and educational implications.
Past, Present, and Future of CALL
This document discusses the past, present, and future of computer-assisted language learning (CALL). In the past, CALL progressed from behaviorist models focusing on drills to communicative models emphasizing use of language. Present CALL includes multimedia and web-based approaches that integrate skills and authentic content. The future of CALL envisions its normalization, with computers seamlessly integrated into everyday language lessons as ubiquitous tools rather than the central focus.
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.
Multimedia and Hipermedia materials.
Multimedia involves the integrated presentation of text, graphics, audio, and video using computers. Hypermedia is a subset of multimedia that allows all elements like text, data, graphics, audio, and video to be linked together. Learning a second language using multimedia and hypermedia can help develop core competencies by guiding what students notice in words, sentences, images, and providing definitions with images and pronunciations to increase comprehension. Advance organizers and graphic organizers are effective for facilitating learning new topics by providing overviews and visually representing concept links.
Online assignment
This document discusses video conferencing and its impact on education. It provides an introduction to social science and video conferencing. Some key points:
- Video conferencing allows for live communication between multiple locations using audio and video. It can be used to conduct lectures and discussions.
- It provides educational benefits like allowing students in remote areas to participate in classes and interact with peers in other locations. It also saves on travel costs.
- However, there are some disadvantages like the lack of physical presence and need for users to be familiar with the technology.
Computer Learning Assisted Language
This document discusses the history and evolution of computer-assisted language learning (CALL) in three phases:
1) Behavioristic CALL in the 1950s-1970s focused on repetitive drills and practice.
2) Communicative CALL in the 1970s-1980s emphasized implicit grammar instruction and generating original student responses.
3) Integrative CALL from the 1990s onward uses multimedia like CD-ROMs and the internet to integrate language skills through authentic materials.
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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An Introduction to Computer Assisted Language Learning (CALL) 中間発表
An Introduction to Computer Assisted Language Learning (CALL) 中間発表
New Perspectives on CALL (Computer Assisted Language Learning) for Second Lan...
New Perspectives on CALL (Computer Assisted Language Learning) for Second Lan...
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Similar to Computer assisted language learning'
Activity 1.8
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.
Computer assisted language learning
The document summarizes the history and development of Computer-Assisted Language Learning (CALL) in three phases: 1) Behavioristic CALL focused on drills and practice, 2) Communicative CALL emphasized authentic communication, and 3) Integrative CALL integrated multimedia and the internet. It describes approaches within each phase including the computer as tutor, stimulus, and tool. The future of CALL is seen to increasingly incorporate human language technologies like natural language processing.
Computer assisted language learning act 6
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.
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.
Technology and Language Learning
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.
oral.pdf
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.
Activity 1.8 Computer Assisted Language Learning
This document discusses the history and evolution of computer-assisted language learning (CALL) in three phases:
1) Behavioristic CALL in the 1950s-1970s focused on repetitive drills and practice.
2) Communicative CALL in the 1970s-1980s emphasized implicit grammar instruction and generating original student responses.
3) Integrative CALL from the 1990s onward uses multimedia like CD-ROMs and the internet to integrate language skills through authentic materials.
CALL and ICT
This document discusses the history and evolution of computer-assisted language learning (CALL) in three phases: behavioral, communicative, and integrative. The behavioral phase from the 1950s-1970s used drill-and-practice programs to repeatedly expose students to language. The communicative phase from the 1970s-1980s emphasized implicit grammar instruction and student generation of original utterances. The integrative phase, enabled by multimedia technologies, allows various media like text, graphics and video to be combined to integrate language skills like reading, writing, speaking and listening. The document also briefly discusses how information and communication technologies (ICT) have become fundamental to economic growth, but applications in developing regions are often not purposefully designed.
Act 1.8 presentation
This document discusses the history and evolution of computer-assisted language learning (CALL) in three phases:
1) Behavioristic CALL (1960s-1970s) focused on repetitive drills and practice based on behaviorist learning theories. Programs provided immediate feedback in a non-judgmental way and allowed individualized self-paced learning.
2) Communicative CALL (1970s-1980s) emerged in response to the communicative language teaching approach, focusing on authentic communication over drills. Programs encouraged original student utterances rather than just manipulating language.
3) Integrative CALL (1980s-present) is based on developments in multimedia and the Internet that allow various media like text, graphics
activity 1.8
The document discusses how information and communication technologies (ICT) can help achieve the United Nations Millennium Development Goals by increasing efficiency, transparency, competitiveness, and empowering citizens. ICT can help gather, store, and analyze information more accurately to support the goals. While developing countries have lagged in internet connectivity due to historical factors, ICT presents opportunities if implemented effectively as part of a solution. Computer-assisted language learning also allows students to access authentic materials online and publish their own work.
actividad 18
This document discusses the use of information and communication technologies (ICT) to help achieve the United Nations Millennium Development Goals. ICT can increase efficiency, transparency, and competitiveness, open new opportunities and business models, and empower citizens. ICT helps gather, store, and analyze information more accurately and comprehensively. While developing countries lag behind developed countries in internet connectivity due to historical factors, ICT can generate business opportunities when used effectively.
Ict & call
This presentation provides material about "Information and Communication Technology, and "Computer Assistant Language Learning".
Act. 1.8
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.
Call Overview
This document outlines the three stages in the development of Computer-Assisted Language Learning (CALL): Behavioristic CALL, Communicative CALL, and Integrative CALL. Behavioristic CALL began in the 1960s and focused on drills and practice of language forms. Communicative CALL emerged in the 1980s and emphasized using language for communication over analyzing forms. Integrative CALL developed in the 1990s with multimedia and the Internet, allowing for more authentic and integrated language learning through tasks and communication.
Act. 1.8
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.
Development Of Call
CALL has developed over three phases from behavioristic to communicative to integrative approaches. Behavioristic CALL focused on drill-based learning while communicative CALL used computers as tutors, stimuli, and tools to encourage communication. Integrative CALL integrated multimedia like audio and video as well as computer-mediated communication like email and chat to create more authentic learning environments.
Act 1.8
This document provides an overview of the history and uses of computers for language teaching. It discusses three phases of computer-assisted language learning (CALL): 1) drill and practice programs from the 1950s-70s based on behaviorism; 2) communicative programs from the 1970s-80s that focused on authentic communication; and 3) current uses of multimedia, concordancing software, and the internet for more integrated language learning. It also includes appendices with a typology of CALL programs and list of resources.
Presentation technology
This document discusses the history and development of computer-assisted language learning (CALL). It begins with early CALL programs in the 1960s focusing on drills and exercises. Communicative CALL emerged in the 1980s with a more learner-centered approach. Integrative CALL in the 21st century uses multimedia and the internet to facilitate collaborative project-based learning. The roles of computers, students, teachers and researchers have evolved from behavioral to sociocultural frameworks.
Development Of Call Simplified
This document discusses the history and development of computer-assisted language learning (CALL) through three phases: behavioral CALL, communicative CALL, and integrative CALL. Behavioral CALL used drills and repetition based on behaviorist learning theories. Communicative CALL focused on using language communicatively based on theories emphasizing interaction and language functions. Integrative CALL integrated skills and content using multimedia and electronic communication like hypermedia and computer-mediated communication.
Reflections upon the evolution of technology-enhanced language learning and f...
Keynote presented at the 4TH WORLD CONFERENCE ON LEARNING, TEACHING AND EDUCATIONAL LEADERSHIP. 27-29 October 2013, University of Barcelona. Spain.
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APNIC Foundation, presented by Ellisha Heppner at the PNG DNS Forum 2024
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◆◆◆◆◆ — — — — — — — — 【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
一比一原版(SLU毕业证)圣路易斯大学毕业证成绩单专业办理
SLU毕业证原版定制【微信：176555708】【圣路易斯大学毕业证成绩单-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
假文凭国外(Adelaide毕业证)澳大利亚国立大学毕业证成绩单办理
购买澳大利亚国立大学毕业证>【微信176555708】办理澳大利亚国立大学毕业证成绩单【微信176555708】Adelaide毕业证成绩单Adelaide学历证书Adelaide文凭【Adelaide毕业套号文凭网认证澳大利亚国立大学毕业证成绩单】【哪里买澳大利亚国立大学毕业证文凭Adelaide成绩学校快递邮寄信封】【开版澳大利亚国立大学文凭】Adelaide留信认证本科硕士学历认证(诚招代理)微信：176555708办理国外高校毕业证成绩单文凭学位证,真实使馆公证（留学回国人员证明）真实留信网认证国外学历学位认证雅思代考国外学校代申请名校保录开请假条改GPA改成绩ID卡
1.高仿业务:【本科硕士】毕业证,成绩单（GPA修改）,学历认证（教育部认证）,大学Offer,,ID,留信认证,使馆认证,雅思,语言证书等高仿类证书；
2.认证服务: 学历认证（教育部认证）,大使馆认证（回国人员证明）,留信认证（可查有编号证书）,大学保录取,雅思保分成绩单。
3.技术服务：钢印水印烫金激光防伪凹凸版设计印刷激凸温感光标底纹镭射速度快。
办理澳大利亚国立大学澳大利亚国立大学毕业证成绩单流程：
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）；
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）
-办理真实使馆公证（即留学回国人员证明）
-办理各国各大学文凭（世界名校一对一专业服务,可全程监控跟踪进度）
-全套服务：毕业证成绩单真实使馆公证真实教育部认证。让您回国发展信心十足！
（详情请加一下 文凭顾问+微信:176555708）欢迎咨询！
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
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）。
国外证书(Lincoln毕业证)新西兰林肯大学毕业证成绩单不能毕业办理
退学办理新西兰林肯大学毕业证【微信176555708】学历认证怎么做：原版仿制新西兰林肯大学电子版成绩单毕业证认证【新西兰林肯大学毕业证成绩单】、新西兰林肯大学文凭证书成绩单复刻offer录取通知书、购买Lincoln圣力嘉学院本科毕业证、【新西兰林肯大学毕业证办理Lincoln毕业证书哪里买】、新西兰林肯大学 Offer在线办理Lincoln Offer新西兰林肯大学Bachloer Degree。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：微信176555708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）。
7完成交易删除客户资料
高精端提供以下服务：
一：新西兰林肯大学新西兰林肯大学毕业证文凭证书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可查
四：留信认证留学生信息网站可查
五：与学校颁发的相关证件1:1纸质尺寸制定（定期向各大院校毕业生购买最新版本毕,业证成绩单保证您拿到的是鲁昂大学内部最新版本毕业证成绩单微信176555708）
A.为什么留学生需要操作留信认证?
留信认证全称全国留学生信息服务网认证,隶属于北京中科院。①留信认证门槛条件更低,费用更美丽,并且包过,完单周期短,效率高②留信认证虽然不能去国企,但是一般的公司都没有问题,因为国内很多公司连基本的留学生学历认证都不了解。这对于留学生来说,这就比自己光拿一个证书更有说服力,因为留学学历可以在留信网站上进行查询!
B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径但认证只是个体行为不是所有留学生都操作所以没有办理认证的留学生的学历在国内也是查询不到的他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单就有了使用价值。
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
学位认证网(DU毕业证)迪肯大学毕业证成绩单一比一原版制作
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degree，Transcripts（一对一服务包括毕业院长签字,专业课程,学位类型,专业或教育领域,以及毕业日期.不要忽视这些细节.这两份文件同样重要!毕业证成绩单文凭留信网学历认证！）如果您是以下情况，我们都能竭诚为您解决实际问题：【公司采用定金+余款的付款流程，以最大化保障您的利益，让您放心无忧】
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精仿办理明尼苏达大学学历证书＜176555708微信＞【毕业证明信-推荐信做学费单＞【微信176555708】【制作UofM毕业证文凭认证明尼苏达大学毕业证成绩单购买】【UofM毕业证书】{明尼苏达大学文凭购买}】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，＞【制作UofM毕业证文凭认证明尼苏达大学毕业证成绩单购买】【UofM毕业证书】{明尼苏达大学文凭购买}留信网认证。
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如果您处于以下几种情况：
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◇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
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4:这个认证书并且可以归档倒地方
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6:个人职称评审加20分
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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
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Meet up Milano 14 _ Axpo Italia_ Migration from Mule3 (On-prem) to.pdf
Quattordicesimo Meetup di Milano, tenutosi a Milano il 23 Maggio 2024 dalle ore 17:00 alle ore 18:30 in presenza e da remoto.
Abbiamo parlato di come Axpo Italia S.p.A. ha ridotto il technical debt migrando le proprie APIs da Mule 3.9 a Mule 4.4 passando anche da on-premises a CloudHub 1.0.
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Computer assisted language learning'
- 2. Though CALL has developed gradually over the last 30 years, this development can be categorized in terms of three somewhat distinct phases which I will refer to as behavioristic CALL, communicative CALL, and integrative CALL. THREE PHASES OF CALL
- 3. 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"). 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 pace and freeing up class time for other activities BEHAVIORISTIC CALL
- 4. 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. COMMUNICATIVE CALL
- 5. Hypermedia provides a number of advantages for language learning. 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. STEPS TOWARD INTEGRATIVE CALL: MULTIMEDIA
- 6. 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. They can also use the Web to publish their texts or multimedia materials to share with partner classes or with the general public. STEPS TOWARD INTEGRATIVE CALL: THE INTERNET