The document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present. It describes three main stages: behavioristic CALL in the 1960-70s using drills and practice; communicative CALL in the late 1970s-1980s focusing on communication; and integrative CALL currently, which seeks to fully integrate technology into the language learning process. It also discusses the changing roles of teachers from being the sole information source to facilitators of learning.

1. Chapter 1 Computer-Assisted English Language Learning and Teaching

2. What is CALL? Computer Assisted Language Learning ( CALL ) may be defined as " the search for and study of applications of the computer in language teaching and learning ".

23. Chapter 2 ICT and English Learning and Teaching

24. ICT in Education Information and communications technologies (ICT) are the computing and communications facilities and features that variously support teaching, learning and a range of activities in education. ICT is becoming less related to the word-based text and is now essentially multimedia ,involving sound, pictures and the moving image. (Abbot, 2001). Chapter 2: ICT and English Learning and Teaching Have you ever heard of quinine?

25. The Department for Education and Employment (DfEE, 1988) stated that ICT is more than a teaching tool. Its potential for improving the quality and standards of pupils’ education is significant. Equally,its potential is considerable for supporting teachers, both in their everyday classroom role, for example by reducing the time occupied by the administration, and in their continuing training and development. Chapter 2: ICT and English Learning and Teaching ICT in Education

26. The effectiveness of ICT use in education is more than just the requisite technical skills. The success of ICT use depends on our familiarity with good practice firmly rooted in an understanding how pupil learns. Our reflection on optimal environments is ICT use as bases for pedagogic innovation beyond the assimilation of new technologies into prevailing traditions of classroom practice. เด็กเล่นคอม ICT in Education Chapter 2: ICT and English Learning and Teaching

27. The process of becoming literate today involves more than learning how to use language effectively; rather, the process amplifies and changes both the cognitive and the linguistic functioning of the individual in society. One who is literate knows how to gather, analyze, and use information resources to solve problems and make decisions, as well as how to learn both independently and cooperatively. Literacy Definition and Multiliterate Students Chapter 2. ICT and English Learning and Teaching

28. Ultimately literate individuals possess a range of skills that enable them to the participate fully in all aspects of modern society.Succeeding in a digital, information-oriented society demands multiliteracies, that is competence in an even more diverse set of functional, academic,critical,and electronic skills. (Kasper, 2000). Chapter 2: ICT and English Learning and Teaching Literacy Definition and Multiliterate Students

29. To be considered multiliterate, students today must acquire skills that will enable them to take advantage of the diverse modes of communication made possible by new technologies and to participate in global learning communities. In their attempts to become multiliterate ESL students must acquire linguistic competence in a new language and develop the cognitive and sociocultural skills necessary to gain access into the environments. They must become functionally literate, able to speak, understand, read and write English as well as use English to acquire, articulate and expand their knowledge. Chapter 2: ICT and English Learning and Teaching Literacy Definition and Multiliterate Students

30. They must also become academically literate , able to read and understand interdisplinary texts,analyze and respond to those texts through various modes of written and oral discourse, and expand their knowledge through sustained and focused research. Further they must become critically literate ,the ability to evaluate the validity and reliability of international sources so that they may draw appropriate conclusions from their research efforts.Finally, students must become electronical literate, able to select and use electronic tools for communication, construction, research, and autonomous learning. Chapter 2: ICT and English Learning and Teaching Literacy Definition and Multiliterate Students

31. Chapter 2: ICT and English Learning and Teaching Literacy Definition and Multiliterate Students Shetzer, H. & Warchauer, M. (2000) stated that new electronic literacies include computer literacy (comfort and fluently in keyboard and computer use), information literacy (the ability to find and critically evaluate online information), multimedia literacy (the ability to produce and interpret complex documents comprising texts, images, and sounds), and computer-mediated communication literacy (knowledge of the pragmatics of individual and group online interaction.

32. Chapter 2:ICT and English Learning and Teaching Literacy Definition and Multiliterate Students Electronic literacy involves not only adapting our eyes to read from the screen instead of the page, but also adapting our vision of the nature of literacy and purpose of reading and writing (Warschauer, 2002).

33. In conclusion, the use of technology in language teaching lies on human capacity as teachers plan,design,implement effective education activity. Appropriate use of new technologies allows more than integration of language, content,and culture and provides students to be autonomous learners. (Warschauer, M. & Meskill, C. 2000). Chapter 2: ICT and English Learning and Teaching Literacy Definition and Multiliterate Students

55. Online Teaching & Learning Ko, S. & Rossen,S.(2004).Teaching Online. Boston: Houghton Mifflin Company

65. Chapter 4: Research & Evaluation

80. Chapter 5: HotPotatoes

83. Configure

84. Compile file

85. JQuiz: Multiple choice & short answer

86. JCloze: Gap fill exercise

87. JMatch: Matching

88. JCross: Crossword

89. JMix: Jumble words/sentence

90. The Masher: Building units

91. Add Reading Text

92. Change Font & Color

93. Add Time

94. Add Picture

95. Add Multimedia

96. End