3. CAL and CALL: Definition
• CAL
• CALL
• Difference between the two
4. CALL: Underlying Considerations
• Flexibility:
– Significantly the computer helps the student in
learning process (Ahmad, et al, 1985:4) e.g
students cannot attend the class due to some
problems. They may participate the class by
having video conference or access to the file when
it is recorded.
– Make it possible for students to interact to the
instructor at times and places they choose ( Hiltz,
1994:10)
5. CALL: Underlying Considerations
• Intensive interaction and more focus to the
materials
• The more powerful the computer, the more
human function it can take on.
• Encourages the students in learning language
process.
6. CALL: Underlying Considerations
• Make it possible for the students to get
intention individually.
• Enhance competences in foreign language
learning.
• Possess the quality of infinite patience.
• Time savings for teachers and students
7. Advantages
• Make it possible to the student to access
many topics and their selected interests
easily.
• Choosing a certain topic faster
• Appropriate for collaborative learning.
• Flexibility
8. Disadvantages
• The CAL program is considered to be much less
handy.
•Reading a text on the screen is slower, more
difficult and tiring.
•Viewing from the financial point, CAL is costly
enough for the programmer or teacher, let alone for
students.
9. Student’s views towards call program
• The use of the system is very easy.
• The performance or presentation is very
interesting.
• The content is very clear and helpful.
• The structure of the system is excellent
10. Student’s comments
• The material covered in the system should be
added.
• The methods of ‘programme-teaching’, where
an exercise or practical section appears just
after a specific explanation not at the end of
the system, may be considered.
11. Student’s comments
• There should be an introduction for the
system itself, and to what level of users the
system is aimed.
• The additional information or explanation
included in the glossary should be increase.
12. The concept of web-based learning comprises
many practical applications of computer and
internet in developing, administering and
conducting learning activity such as the use of
internet as the source of material, online course,
online assignment and test.
3. Web Based Learning
13. History of Development
The development of basic classroom instruction into
computer based instruction began around 1950s with
the emergence of instructional television.
The development reached an important point with the
introduction of computer-based instruction (CBI)
around 1980s.
14. History of Development
Web-based learning known as :
Distance learning (Uznur, 2009)
Online Course (Johnson, 2001)
Web-based training (Oslon and Wisher, 2002) or
Web-based instruction (Sitzman et al, 2005)
15. History of Development
The term web-based learning is used rather loosely to refer
to teaching leraning practice using internet or world wide
web (www) as the medium of transferring knowledge,
giving and assessing assighments and works, giving exams,
discussion forum, giving lecture and the likes.
The internet or world wide web is used as the backbone of
this particular teaching-learning method.
16. Current Application of web-based instruction
Educational institutions, private industry, the government,
and the military institutions currently show a continous
growing use of web-based instruction.
17. The Advantages of Web-based Learning
Kurse (2004) elaborates that web-based learning (WBL)
generates a lot of advantages such as:
1.Access availability at anytime and anywhere around the
globe
2.An affordable equipment cost per-student
3.Better tracking, assessing and recording students’
presence and achievement
4.More personalised learning and material support; and
5.Easily updated content.
18. The Disadvantages of Web-based Learning
Kurse (2004) elaborates that web-based learning (WBL)
generates a lot of advantages such as:
1.Technical limitations with current web-based
configurations
2.Interactin and timely feedback particularly in individual
websites devised to teach (Eli-Tigi Branch, 1997
3.The absence of a study pedagogical underpinning for a
web-based program which can diminish and otherwise
worthy opportunity to improve learning
4.The appropriatness of pedagogical practices (Fisher,
2000)
5.The bandwith bottleneck for certain learner request
20. Web-based instruction offers multidimensional use
in education and training.
It is capable of providing direct instruction to meet
individual learning objectives.
Owing to its networking capability, the web can
promote and facilitate enrollment into courses,
maximizing the application of the syllabus or
program of instruction via email, discussion
board or chat room or video convergence
between instructors and fellow students,
collaboration on assignments, and building
learning communities.
Roles of the web in instructional
settings
21. The web, as a potential medium for both distance
learning and teaching , provide an inherent flexibility.
Each of these “levels of use” works towards a different
goal.
These goal should be recognized when evaluating the
use of the web.
22. The term web-based learning, distance learning, online
course, web-based training or web-based instruction,
which seems confusing and contradicting especially in
terms of its disadvantages might be better illustrated
by outlining the level of use web- based learning in
education
23. Kahn (2001) explained two different levels of web
based learning use :
1.Micro use
The use of the web as a way to supplement or
enhance conventional classroom instruction.
2.Macro use
To complete distance learning programs and
virtual universities.
24. Galloway (1998) identified three levels of web-use :
1.In level 1; the web is used to post course material
with little or no online instruction
2.In level 2; the web is used as the medium
instruction
3.In level 3; courses are offered completely online.
25. ICT in education points of view refers to
“ Information and communication technologies
(ICT)” such as computing, communication
facilities and features that variously support
teaching, learning and a range of activities in
education.
Summary
26. Some tools usually utilized in English language
teaching are :
1.Interactive multimedia
2.Computer
3.Audio devices
4.Internet
5.Television
6.Telephone and VoIP
7. mobile gadget
8.Social interface and
9.Interactive whiteboard
27. Some of the utilizations of ICT tools in language
learning activities are :
1.Presentation
2.Practice
3.Authoring
4.Computer aided assessment
5.Reference
6.Publishing
7.Communication and
8.simulation
28. Some studies show that the utilization of language
learning can be beneficial for students such as :
1.Enabling learners to learn more effectively and
better realize their potential
2.Facilitate greater access to learning opportunities
3.Making the delivery and management more efficient
and effective
29. Other possible utilization of ICT in language teaching
and learning are the use of CALL program and web-
based learning.
30. The use of computer and internet in English language
learning provides some advantages such as :
1.Ease of tracing reference
2.Ease of creating new reference
3.Ease in information structuring
4.Global views
5.Customized documents
6.Modularity of information
7.Consistency of information
8.Task stacking
32. Some disadvantages of utilizing computer and internet
in English language learning such as :
1.Disorientation
2.Expensive cost to purchase equipment during initial
investment
