Computer assisted language learning overview
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This document provides an overview of computer assisted language learning (CALL). It discusses three paradigms of CALL and examines current practices and research on the use of stand-alone CALL software programs and the internet in language teaching. Specifically, it outlines some of the reasons administrators purchase CALL software, describes synchronous and asynchronous communication tools on the internet like chat media and email, and notes that the world wide web represents one of the most revolutionary and diverse mediums in human history that is starting to transform education.
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The document discusses the role of computers in foreign language teaching and learning. It identifies the computer's main roles as a teacher, tester, tool, data source, and communication facilitator. As a teacher, the computer teaches new language to students. As a tester, it tests students on language they have learned. As a tool, it assists students with tasks like word processing. As a data source, it provides students information to complete tasks. As a communication facilitator, it allows students to communicate with others in different locations. The document also discusses computer-assisted language learning and how multimedia programs combine listening and seeing, allowing students to control the pace of interaction.
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- ICT refers to the convergence of audio-visual, telephone, and computer networks through a single cable system, with economic incentives to merge these systems.
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This document discusses the use of information and communication technology (ICT) in language education. It makes three key points:
1. ICT can enhance access to education, equity, quality of learning and teaching, and education management through applications like computing, communications, content and building human capacity.
2. Early computer-assisted language learning (CALL) focused on drill and practice to reinforce language through repetition and feedback, but newer communicative CALL focuses more on authentic communication and using language over explicit grammar instruction.
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This document outlines a proposed study that aims to examine the effectiveness of mobile technologies in contextualizing language learning for adult learners. It discusses how mobile devices can support situated learning and how context is important for language acquisition. The study aims to provide insight into learners' and teachers' expectations of a well-situated mobile learning environment. It plans to use a between groups experimental design and two-way ANOVA to analyze differences in TOEFL scores between ESL/EFL students who do or do not use mobile devices, and whether the learning environment interacts with device use. The methodology discusses sampling, instruments, procedures and planned analyses. Limitations regarding sample size, appropriate devices, data collection length and test scores are also noted.
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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.
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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 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.
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This document discusses the use of information and communication technologies (ICT) in language education. It covers:
- ICT can be built on four components: computing, communications, content, and human capacity.
- ICT refers to the convergence of audio-visual, telephone, and computer networks through a single cable system, with economic incentives to merge these systems.
- ICT can promote universal access to education, equity, quality learning and teaching, teacher development, and more efficient education management and administration according to UNESCO.
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1. ICT can enhance access to education, equity, quality of learning and teaching, and education management through applications like computing, communications, content and building human capacity.
2. Early computer-assisted language learning (CALL) focused on drill and practice to reinforce language through repetition and feedback, but newer communicative CALL focuses more on authentic communication and using language over explicit grammar instruction.
3. Critics of behaviorist CALL argue that activities should build intrinsic motivation and foster interactivity between learners and computers and among learners.
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This document outlines a proposed study that aims to examine the effectiveness of mobile technologies in contextualizing language learning for adult learners. It discusses how mobile devices can support situated learning and how context is important for language acquisition. The study aims to provide insight into learners' and teachers' expectations of a well-situated mobile learning environment. It plans to use a between groups experimental design and two-way ANOVA to analyze differences in TOEFL scores between ESL/EFL students who do or do not use mobile devices, and whether the learning environment interacts with device use. The methodology discusses sampling, instruments, procedures and planned analyses. Limitations regarding sample size, appropriate devices, data collection length and test scores are also noted.
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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.
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 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.
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Mobile Assisted Language Learning (MALL) uses mobile devices like phones, MP3 players, and tablets to enhance language learning. MALL allows students to access language materials and communicate with teachers and peers anywhere, anytime. Early MALL examples included using phones for language lessons or tutoring in the 1980s-2000s. Today, many universities and programs use a variety of mobile devices like iPods and smartphones for language learning through activities like recording assignments, downloading materials, and collaborating with others. MALL provides the benefit of ubiquitous access for on-the-go learning compared to traditional classrooms.
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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Computer Assisted Language Learning (CALL) uses computer technology to aid language learning. CALL has developed over three phases from 1960s-today: behaviouristic CALL focused on drill practice, communicative CALL emphasized authentic communication, and integrative CALL allows learners to navigate multimedia resources. CALL programs can be CALL-specific software, web-based materials, or generic software like word processors. Using CALL provides benefits like individualized practice, collaboration, variety, and real-world computer skills. Research studies have found multimedia and interactive elements improve retention, and computer-mediated communication like the Internet has transformed language learning by enabling online interaction.
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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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This document discusses computer-assisted language learning (CALL). It defines CAL as learning involving computer utilization, usually through interactive systems, while CALL refers to CAL implemented for language learning. The document outlines several advantages of CALL, including allowing flexible, independent student learning and providing more diverse, motivating materials than traditional methods. It also notes some disadvantages, such as lack of hands-on access to computers and slower reading on screens. Overall, the document promotes the use of CALL and web-based learning for language instruction.
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This document discusses how to learn language with the help of computers. It describes how computers emerged as a significant tool for language teaching and learning in the 1990s. Local area networks provided advantages over earlier systems using mainframe computers. The document discusses various computer-based tools and applications that can help improve language skills, including listening, speaking, reading, and writing. These tools include online tests and quizzes, multimedia content, speech recognition, self-access websites for authentic listening practice, and word processors for writing and revision.
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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.
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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.
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Mobile assisted language learning
Mobile Assisted Language Learning (MALL) uses mobile devices like phones, MP3 players, and tablets to enhance language learning. MALL allows students to access language materials and communicate with teachers and peers anywhere, anytime. Early MALL examples included using phones for language lessons or tutoring in the 1980s-2000s. Today, many universities and programs use a variety of mobile devices like iPods and smartphones for language learning through activities like recording assignments, downloading materials, and collaborating with others. MALL provides the benefit of ubiquitous access for on-the-go learning compared to traditional classrooms.
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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
Keywords: new perspectives, CALL, second language classrooms, language teaching
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.
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.
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
This is lecture 1 in the SUST master course entitled 'Technology for the Teaching of English Language'
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 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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This document discusses mobile assisted language learning (MALL) using portable wireless devices like mobile phones and tablets. It provides examples of popular language learning apps and cites research showing that mobile web access will exceed desktop access by 2010-2015. The document also notes that language learning is well-suited to mobile devices as they allow learners to study at their own pace. A study in Malaysia found that most respondents use mobile devices for learning and that MALL could enhance language education in Malaysian schools.
Christina Bohanon
This document discusses the use of technology in classrooms to facilitate instruction. It outlines various types of technologies used, including computers, software, the internet, email, videos, and interactive whiteboards. Computers are identified as the most common technology, and are used for word processing, communication, research projects, and meaningful experiences like virtual field trips. The document emphasizes that technology enhances learning by improving writing skills, allowing easy access to information, and providing opportunities to communicate and interact socially.
CALL - Computer Assisted Language Learning
This document discusses computer-assisted language learning (CALL). It defines CAL as learning involving computer utilization, usually through interactive systems, while CALL refers to CAL implemented for language learning. The document outlines several advantages of CALL, including allowing flexible, independent student learning and providing more diverse, motivating materials than traditional methods. It also notes some disadvantages, such as lack of hands-on access to computers and slower reading on screens. Overall, the document promotes the use of CALL and web-based learning for language instruction.
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This document discusses computer-mediated communication (CMC) and its use in English language teaching and learning. It begins by defining CMC as communication mediated by interconnected computers and devices that allows people to exchange information in various formats over distance. The document then outlines several benefits of using CMC in language education, including increasing student motivation, supporting collaboration and interaction, and providing more opportunities for input and output in the target language. It also discusses specific pedagogical benefits like active learning and language skill development. In conclusion, CMC is said to boost attention to linguistic forms while also stimulating increased written production of the target language.
Virtual classrooms (1)
This document discusses virtual classrooms and online learning. It provides background information on virtual classrooms and their tools. It also discusses the benefits of virtual classrooms, such as increased flexibility, and some of the challenges, like creating a sense of presence and the increased responsibility of students. The document also summarizes two sources, categorizing motivations in virtual classrooms and outlining challenges in the pedagogy of virtual classrooms, including classroom environment, online learning environment, and logistics of implementation.
Computer Assisted Language Learning and Teaching
Computer Assisted Language Teaching (CALT) offers ESL teachers a wide range of tools to enhance language instruction. CALT can increase student motivation through interactive games and multimedia. It empowers students to take control of their own learning by allowing flexible pacing and repetitive practice. CALT also facilitates mixed-ability classrooms by enabling differentiation of instruction based on student needs and learning styles.
Computer assisted language learning
This document discusses how to learn language with the help of computers. It describes how computers emerged as a significant tool for language teaching and learning in the 1990s. Local area networks provided advantages over earlier systems using mainframe computers. The document discusses various computer-based tools and applications that can help improve language skills, including listening, speaking, reading, and writing. These tools include online tests and quizzes, multimedia content, speech recognition, self-access websites for authentic listening practice, and word processors for writing and revision.
Chats and videoconferencing
This document discusses the benefits of using chat and videoconferencing for language learning. It outlines ideal conditions for acquiring a second language, including opportunities for students to produce and receive feedback on the target language. The document also discusses how internet tools like videoconferencing and chat software can provide real-world interaction and exchange of information between language learners. Recommendations are provided for integrating online activities into language classes.
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CALL (Computer-assisted language learning) involves using computer technologies to teach and learn foreign languages. It has developed through different stages from behavioristic CALL in the 1960s, which focused on drill-and-practice, to communicative CALL in the 1970s-1980s, which emphasized authentic communication, to today's integrative multimedia CALL. Search engines are software systems that search data on the web and display relevant search results. They work by using algorithms to organize information crawled from websites by software "robots". Search engines provide benefits by allowing users to quickly find needed information from among millions of online sources through keyword searches.
Universal Design and Disability Rights
Universal Design only comes about with full acceptance of the Social Model of "Disability." Then all students make technology and strategy choices based in preference, not prescription.
CALL and SLA
Computer Assisted Language Learning as shared by Group 7a with their co-participants in PBET 2113 (TESL), Sem 2 AY 2009-2010, Faculty of Education, University of Malaya KL.
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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.
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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
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This workshop is designed for the trainer who will facilitate training programs in an e-learning setting.
Toward a New Framework of Recommender Memory Based System for MOOCs
Moocs is the new wave of remote learning that has revolutionized it since its apparition, offering the possibility to teach a very big group of student, at the same time, in the same course, within all disciplines and without even gathering them in the same geographic location, or at the same time; Allowing the sharing of all type of media and document and providing tools to assessing student performance. To benefit from all this advantages, big universities are investing in Moocs platforms to valorize their approach, which makes MOOC available in a multitude of languages and variety of disciplines. Elite universities have open their doors to student around the world without requesting tuition or claiming a college degree, however even with the major effort reaching to maximize students visits and hooking visitors to the platform, using recommending systems propose content likely to please learners, the dropout rate still very high and the number of users completing a course remains very low compared to those who have quit. In this paper we propose an architecture aiming to maximize users visits by exploiting users big data and combining it with data available from social networks.
Edtech ppt
This document discusses issues in integrating technology into language education. It begins by introducing how technology is changing education and debates around its impact. It then outlines key issues like how to infuse technology considering cognitive and sociocognitive approaches. It also discusses advantages like preparing students for communication, and disadvantages like costs and uncertainty. Factors hindering integration include financial barriers, availability of hardware/software, and acceptance of change. Essential conditions for implementation are also presented, such as shared vision, access, skilled educators, and assessment.
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.
Technology in the Classroom
Motivating Instructors to use Technology in the Classroom discusses various technologies that can be used to enhance teaching including the internet, instant messaging, chat rooms, PowerPoint, CD-ROMs, email, video conferencing, streaming media, virtual classrooms, and online platforms like Blackboard. It provides examples of how each technology can be implemented in the classroom to engage students and facilitate learning.
Web conferencing
Web conferencing allows for live meetings, training, and presentations over the Internet. Participants connect to each other via their computers. While it provides benefits like eliminating travel costs and allowing collaboration over distances, web conferencing also faces challenges like technical difficulties, bandwidth issues, and ensuring all participants have proper equipment. A study of its use at McMaster University found that most viewed it positively as an option when in-person meetings weren't possible, but that improvements were still needed, especially in technical support and training.
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corpus linguistics as having four main features; 1) it is an empirical (experiment
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This document discusses the history and development of computer-assisted language learning (CALL) from the 1960s to present. It describes the three main phases: behaviorist CALL in the 1960s-70s focused on drills; communicative CALL in the 1970s-80s promoted communicative competence; and integrative CALL from the late 1980s integrated skills and technology. The document also discusses challenges of integrating CALL into teaching like insufficient computer facilities, administrators' emphasis, teachers' beliefs and skills, their workload, and students' computer skills. It concludes that solutions include improving computer resources, teachers' concepts and skills, students' skills, reducing teachers' workload, and self-evaluation.
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Multimedia involves the integration of various digital media types like text, graphics, images, audio, and video using computer technology. It allows for information to be represented and processed digitally through multiple forms of media beyond just text. A multimedia application utilizes a collection of different media sources simultaneously, such as combining text with graphics, images, audio, and video. Hypermedia, which links multimedia assets together, is an example of a multimedia application.
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The document discusses the historical stages of computer-assisted language learning (CALL) including behaviorist CALL, communicative CALL, and integrated CALL. It then discusses applications of CALL such as using computer-based technologies to help with language practice through collaborations with native speakers, using email assignments with teachers and tutors, and computer-mediated synchronous forums. The document also covers current trends in CALL for assessing speaking skills, network-based language teaching and CALL, and criticisms against CALL.
Call
This document provides an overview of computer assisted language learning (CALL) including:
- A definition of CALL as using computers to present, reinforce, and assess language learning materials, usually with interactivity.
- A brief history of CALL originating in the 1960s with mainframe computers and expanding in the late 1970s with personal computers and throughout the 1980s as it embraced communicative approaches and new technologies.
- Descriptions of traditional, explorative, multimedia, and web-based CALL as well as CALL authoring programs and professional associations.
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Computer assisted language learning overview
- 1. Computer assisted language learning: An overview
- 2. Current Practices and Research The three stages mentioned above do not fall into neatly contained timelines. As each new stage has emerged, previous stages continue. Current uses of computers in the language classroom correspond to all three of the paradigms mentioned above. We will begin this examination by looking at the teaching practices and research on the use of stand-alone CALL software programs. We will then analyze practices and research on the uses of the Internet in language learning and teaching.
- 3. CALL Software One of the reasons that administrators buy software is with the thought of providing an integrated teaching solution--something that will (1) provide realistic, native-speaker models of the language in a variety of media (2) offer a language learning curriculum (3) do a needs assessment (4) determine the best next step for the learner and provide practice with that skill area (5) record what the student has done, along with an evaluation (6) be available at any hour and require no additional pay or benefits
- 4. The Internet Synchronous Communication or "real-time" communication can be accomplished either using special software programs for local area networks, such as Daedalus Interchange by Daedalus Inc. or CommonSpace by Sixth Floor Media, or via the Internet, using a variety of chat media such as MOOs (technically, "Multi-user domains Object Oriented" ), Internet Relay Chat, or Web chat programs.
- 5. Asynchronous communication is carried out most frequently via e-mail; other tools include bulletin boards, newsgroups (such as on "USENET"), and web-based conferencing systems. E-mail is most direct in that messages go directly to students' individual mailboxes. The other systems, which require students to log on to sites to read messages lack the convenience of e-mail; they do, however, allow messages to be threaded, thus facilitating more easy access to particular parts of long, complex discussions among many people.
- 6. The World Wide Web The most recent medium of computer- mediated communication used in the second language classroom is the World Wide Web. Part library, part publishing house, part telephone, part interactive television, the Web represents one of the most diverse and revolutionary media in human history. It is already starting to transform academia, business, and entertainment; there seems little doubt that it will eventually have a profound impact on education as well.