Ict presentation1
•Download as PPTX, PDF•
0 likes•253 views
Computer-assisted language learning (CALL) uses computers to support language teaching and learning. The effectiveness of CALL depends on social and individual student differences. Methods for teaching language have evolved over time in response to weaknesses in previous methods, with CALL now seen as better than other methods in several ways. The document discusses CALL and different language teaching methods.
Report
Share
Report
Share
Recommended
Ict presentation
Computer can be used as an interactive tool to facilitate language learning. It allows for interaction with students, enhances language learning through examples and practice, and stimulates conversation. While some studies show mixed effects, computer-based language instruction is seen as better than traditional methods due to computers' flexibility, ability to interact, and potential to encourage learning. However, disadvantages include initial cost and potential for eye strain or slow performance. Student feedback on CALL programs is generally positive when the programs are easy to use, though slow computers are seen negatively.
Compuers Assissted Language Learning
Computer Assisted Language Learning
an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element.
Around since the 1960s
One arm of Applied Linguistics
Has been gaining in popularity in the past 10
years.
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.
Computer assisted language learning
The document discusses the use of computer-assisted language learning (CAL) in education. It outlines several key points:
1) CAL aims to utilize computers to facilitate the learning process and make it more interactive and flexible compared to traditional methods.
2) The development of information technology has stimulated the use of computers in education and the field of computer-assisted instruction.
3) CAL provides several advantages for language learning including increased motivation, individualization, feedback, and allowing students to learn at their own pace. However, it also faces limitations such as cost and the need for trained teachers.
4) Both the benefits and challenges of CAL should be understood to best apply it in language classrooms. While
Technology and english language learning
This document discusses how technology can benefit English language learning in several ways. It outlines how technology provides low-cost exposure to authentic English materials and language contexts in a non-threatening way. It also explores how technology can help with vocabulary, pronunciation, writing, and developing learner autonomy. The document examines different technologies, software, and how they support multi-sensory learning and repeated exposure to texts. Finally, it notes some potential problems with overusing technology or security issues.
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.
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.
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.
Recommended
Ict presentation
Computer can be used as an interactive tool to facilitate language learning. It allows for interaction with students, enhances language learning through examples and practice, and stimulates conversation. While some studies show mixed effects, computer-based language instruction is seen as better than traditional methods due to computers' flexibility, ability to interact, and potential to encourage learning. However, disadvantages include initial cost and potential for eye strain or slow performance. Student feedback on CALL programs is generally positive when the programs are easy to use, though slow computers are seen negatively.
Compuers Assissted Language Learning
Computer Assisted Language Learning
an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element.
Around since the 1960s
One arm of Applied Linguistics
Has been gaining in popularity in the past 10
years.
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.
Computer assisted language learning
The document discusses the use of computer-assisted language learning (CAL) in education. It outlines several key points:
1) CAL aims to utilize computers to facilitate the learning process and make it more interactive and flexible compared to traditional methods.
2) The development of information technology has stimulated the use of computers in education and the field of computer-assisted instruction.
3) CAL provides several advantages for language learning including increased motivation, individualization, feedback, and allowing students to learn at their own pace. However, it also faces limitations such as cost and the need for trained teachers.
4) Both the benefits and challenges of CAL should be understood to best apply it in language classrooms. While
Technology and english language learning
This document discusses how technology can benefit English language learning in several ways. It outlines how technology provides low-cost exposure to authentic English materials and language contexts in a non-threatening way. It also explores how technology can help with vocabulary, pronunciation, writing, and developing learner autonomy. The document examines different technologies, software, and how they support multi-sensory learning and repeated exposure to texts. Finally, it notes some potential problems with overusing technology or security issues.
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.
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.
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.
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.
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.
CALL - Computer Assisted Language Learning
This document discusses the history and development of Computer-Assisted Language Learning (CALL). It describes three main phases of CALL's development: [1] Behavioristic CALL from the 1960s-1980s focused on drills and repetition; [2] Communicative CALL from the late 1970s-1980s emphasized communication; and [3] Integrative CALL from the 1990s onward integrated language skills into projects using multimedia. The document also outlines some CALL methods and tools as well as references for further reading on the topic.
Computer Assisted Language Learning (CALL)
Computer Assisted Language Learning (CALL) involves using computers to improve language learning. There are three phases of CALL: behavioral CALL from 1960-1970 focused on drills; communicative CALL from 1970-1980 emphasized using language forms; and integrative CALL from 1980-present uses multimedia and networks. CALL programs include software specific to language learning, generic software, web-based programs, and computer-mediated communication. Computers can serve as tutors, tools, and mediums of communication to enhance language instruction. Future developments in areas like natural language processing may further impact CALL.
Computert Assisted Language Learning and Teaching
Computer Assisted Language Teaching (CALT) offers various opportunities and tools to help ESL teachers. It can be used to improve motivation, critical thinking, learner autonomy, interaction in mixed-ability classes, and exposure to other cultures. CALT includes a wide range of activities from developing course materials to conducting research. It allows flexible learning and provides immediate feedback to students.
Computer assisted language learning (call)
This document discusses the advantages and disadvantages of using computers in language classrooms. It outlines many advantages of computer-assisted language learning (CALL), including providing immediate feedback, motivating students, integrating language skills, and allowing learning outside the classroom. However, it also notes disadvantages, such as inadequate access to computers, technical problems, high costs, and the potential for computers to replace teachers. The conclusion states that while CALL provides benefits, teachers must understand both its strengths and weaknesses when deciding whether and how to incorporate computers into their English as a second language (ESL) classrooms.
Sla presentation
The document discusses ways to improve quality input in the foreign language classroom through three main approaches: 1) Applying multimedia technology like recordings, TV, films and software to provide students vivid input materials. 2) Modifying teacher talk by improving teacher ability and the quality/quantity of language input. 3) Establishing a student-centered teaching mode that gives students more opportunities to communicate in English through activities like chatting and using gestures. The goal is to help students acquire language skills through high-quality, engaging input in a way that is similar to natural language acquisition.
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
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 - CALL by AYLİN AYDIN, Uludag University
ULUDAG UNIVERSITY ENGLISH LANGUAGE TEACHING DEPARTMENT/ CALL- Technology Based Language Teaching by
AYLİN AYDIN / English Teacher
Computer-Assisted Language Learning
This document discusses computer-assisted language learning (CALL). CALL uses information and communications technology to teach and learn foreign languages. It ranges from early drill-and-practice programs to more recent applications like virtual learning environments and mobile-assisted language learning. Computers can serve as tools, tutors, facilitators, and stimuli for language learning. Computer-mediated communication allows for synchronous and asynchronous communication. Computer-aided assessment can evaluate listening, reading, and to a limited extent, speaking and writing skills. CALL supports language research through databases and search engines. It also aids in teaching and developing listening, speaking, reading, writing, pronunciation and translation skills.
Calladvantages 160828161910
This document discusses advantages of computer-assisted language learning (CALL). It defines CALL as using computers to teach and learn languages. There are different types of CALL programs, including traditional drill-based programs, explorative learner-centered programs, and multimedia programs that combine audio, images and video. CALL provides authentic materials from the target language culture through multimedia. It also enhances critical thinking skills. CALL can motivate learners by providing more opportunities for student-initiated discussion and feedback. Computers allow learners to control their pace and choose content. CALL also provides access to up-to-date authentic materials from the Internet.
Computer Assisted Language Learning
This document discusses computer assisted language learning (CALL). It provides background on the emergence of personal computers in the 1990s and how CALL has evolved since then. CALL allows for individualized practice, access to global resources, and opportunities to learn through software, local networks, and the internet. The document also examines research on how CALL enhances language acquisition, motivates learners, and improves skills like pronunciation, reading, and writing. Current trends include using authentic content and online education through wireless technologies.
Computer assisted language learning
This document provides an overview of computer-assisted language learning (CALL). It defines CALL and outlines its history from behavioral CALL in the 1960s-1970s, which used drills and grammar instruction, to communicative CALL in the 1970s-1980s, which focused on using language forms, to integrative CALL today, which fully integrates technology into teaching. The document also discusses the main roles of computers in language classrooms as tutors, tools, and tutees. It lists advantages, such as increased motivation and individualization, and disadvantages, like insufficient speaking programs and handling unexpected situations.
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.
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.
Computer assisted language learning
This document provides an overview of the history and evolution of computer-assisted language learning (CALL). It describes how CALL started in the 1950s-1970s using behaviorist drills and practice approaches. In the late 1970s and 1980s, communicative approaches to CALL emerged that focused on using language for communication rather than just manipulating forms. One advocate described premises for communicative CALL as focusing on using forms rather than just forms themselves and generating original utterances rather than just manipulating preset language. The document then gives examples of using email, concordancing software, and audio recordings to integrate the internet into communicative CALL approaches.
A brief history of call (computer assisted
CALL (Computer Assisted Language Learning) began in the 1950s using large mainframe computers for language learning, primarily teaching English and Russian. In the 1970s-1980s, computers classified as mainframes, mini-computers, and microcomputers started being used for language learning. Notable early projects included the PLATO system and the Athena Language Learning Project in the 1980s. Computers and CALL programs have continued advancing to improve language learning.
Ict presentation
Computer can be used as an interactive tool to facilitate language learning. It allows for interaction with students, enhances language learning through examples and practice, and stimulates conversation. While some studies show varying effects, computer-based language instruction is seen as better than traditional methods due to computers' flexibility, ability to interact, and potential to encourage learning. However, disadvantages include initial cost and potential for eye strain or slow performance. Student feedback on CALL programs is generally positive when the programs are easy to use, though slow computers are seen negatively.
Ict presentation
Computer can be used as an interactive tool to facilitate language learning. It allows for interaction with students, enhances language learning through examples and practice, and stimulates conversation. While some studies show varying effects, computer-based language instruction is seen as better than traditional methods due to computers' flexibility, ability to interact, and potential to encourage learning. However, disadvantages include initial cost and potential for eye strain or slow performance. Student feedback on CALL programs is generally positive when the programs are easy to use, though slow computers are seen negatively.
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.
Implications and concerns
Computer assisted language learning (CALL) has developed through three main stages: behaviorist CALL, communicative CALL, and integrated CALL which aims to fully integrate technology into the language learning process. CALL can be applied through collaborative projects with native speakers in other countries, email assignments with teachers and tutors, and synchronous online forums. While current CALL trends have improved speaking assessment, network-based language teaching, and perspectives on CALL, criticisms remain around overreliance on behaviorism and reluctance from some teachers and learners to adopt technology.
More Related Content
What's hot
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.
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.
CALL - Computer Assisted Language Learning
This document discusses the history and development of Computer-Assisted Language Learning (CALL). It describes three main phases of CALL's development: [1] Behavioristic CALL from the 1960s-1980s focused on drills and repetition; [2] Communicative CALL from the late 1970s-1980s emphasized communication; and [3] Integrative CALL from the 1990s onward integrated language skills into projects using multimedia. The document also outlines some CALL methods and tools as well as references for further reading on the topic.
Computer Assisted Language Learning (CALL)
Computer Assisted Language Learning (CALL) involves using computers to improve language learning. There are three phases of CALL: behavioral CALL from 1960-1970 focused on drills; communicative CALL from 1970-1980 emphasized using language forms; and integrative CALL from 1980-present uses multimedia and networks. CALL programs include software specific to language learning, generic software, web-based programs, and computer-mediated communication. Computers can serve as tutors, tools, and mediums of communication to enhance language instruction. Future developments in areas like natural language processing may further impact CALL.
Computert Assisted Language Learning and Teaching
Computer Assisted Language Teaching (CALT) offers various opportunities and tools to help ESL teachers. It can be used to improve motivation, critical thinking, learner autonomy, interaction in mixed-ability classes, and exposure to other cultures. CALT includes a wide range of activities from developing course materials to conducting research. It allows flexible learning and provides immediate feedback to students.
Computer assisted language learning (call)
This document discusses the advantages and disadvantages of using computers in language classrooms. It outlines many advantages of computer-assisted language learning (CALL), including providing immediate feedback, motivating students, integrating language skills, and allowing learning outside the classroom. However, it also notes disadvantages, such as inadequate access to computers, technical problems, high costs, and the potential for computers to replace teachers. The conclusion states that while CALL provides benefits, teachers must understand both its strengths and weaknesses when deciding whether and how to incorporate computers into their English as a second language (ESL) classrooms.
Sla presentation
The document discusses ways to improve quality input in the foreign language classroom through three main approaches: 1) Applying multimedia technology like recordings, TV, films and software to provide students vivid input materials. 2) Modifying teacher talk by improving teacher ability and the quality/quantity of language input. 3) Establishing a student-centered teaching mode that gives students more opportunities to communicate in English through activities like chatting and using gestures. The goal is to help students acquire language skills through high-quality, engaging input in a way that is similar to natural language acquisition.
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
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 - CALL by AYLİN AYDIN, Uludag University
ULUDAG UNIVERSITY ENGLISH LANGUAGE TEACHING DEPARTMENT/ CALL- Technology Based Language Teaching by
AYLİN AYDIN / English Teacher
Computer-Assisted Language Learning
This document discusses computer-assisted language learning (CALL). CALL uses information and communications technology to teach and learn foreign languages. It ranges from early drill-and-practice programs to more recent applications like virtual learning environments and mobile-assisted language learning. Computers can serve as tools, tutors, facilitators, and stimuli for language learning. Computer-mediated communication allows for synchronous and asynchronous communication. Computer-aided assessment can evaluate listening, reading, and to a limited extent, speaking and writing skills. CALL supports language research through databases and search engines. It also aids in teaching and developing listening, speaking, reading, writing, pronunciation and translation skills.
Calladvantages 160828161910
This document discusses advantages of computer-assisted language learning (CALL). It defines CALL as using computers to teach and learn languages. There are different types of CALL programs, including traditional drill-based programs, explorative learner-centered programs, and multimedia programs that combine audio, images and video. CALL provides authentic materials from the target language culture through multimedia. It also enhances critical thinking skills. CALL can motivate learners by providing more opportunities for student-initiated discussion and feedback. Computers allow learners to control their pace and choose content. CALL also provides access to up-to-date authentic materials from the Internet.
Computer Assisted Language Learning
This document discusses computer assisted language learning (CALL). It provides background on the emergence of personal computers in the 1990s and how CALL has evolved since then. CALL allows for individualized practice, access to global resources, and opportunities to learn through software, local networks, and the internet. The document also examines research on how CALL enhances language acquisition, motivates learners, and improves skills like pronunciation, reading, and writing. Current trends include using authentic content and online education through wireless technologies.
Computer assisted language learning
This document provides an overview of computer-assisted language learning (CALL). It defines CALL and outlines its history from behavioral CALL in the 1960s-1970s, which used drills and grammar instruction, to communicative CALL in the 1970s-1980s, which focused on using language forms, to integrative CALL today, which fully integrates technology into teaching. The document also discusses the main roles of computers in language classrooms as tutors, tools, and tutees. It lists advantages, such as increased motivation and individualization, and disadvantages, like insufficient speaking programs and handling unexpected situations.
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.
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.
Computer assisted language learning
This document provides an overview of the history and evolution of computer-assisted language learning (CALL). It describes how CALL started in the 1950s-1970s using behaviorist drills and practice approaches. In the late 1970s and 1980s, communicative approaches to CALL emerged that focused on using language for communication rather than just manipulating forms. One advocate described premises for communicative CALL as focusing on using forms rather than just forms themselves and generating original utterances rather than just manipulating preset language. The document then gives examples of using email, concordancing software, and audio recordings to integrate the internet into communicative CALL approaches.
A brief history of call (computer assisted
CALL (Computer Assisted Language Learning) began in the 1950s using large mainframe computers for language learning, primarily teaching English and Russian. In the 1970s-1980s, computers classified as mainframes, mini-computers, and microcomputers started being used for language learning. Notable early projects included the PLATO system and the Athena Language Learning Project in the 1980s. Computers and CALL programs have continued advancing to improve language learning.
What's hot (18)
Computer Assisted Language Learning - CALL by AYLİN AYDIN, Uludag University
Computer Assisted Language Learning - CALL by AYLİN AYDIN, Uludag University
Similar to Ict presentation1
Ict presentation
Computer can be used as an interactive tool to facilitate language learning. It allows for interaction with students, enhances language learning through examples and practice, and stimulates conversation. While some studies show varying effects, computer-based language instruction is seen as better than traditional methods due to computers' flexibility, ability to interact, and potential to encourage learning. However, disadvantages include initial cost and potential for eye strain or slow performance. Student feedback on CALL programs is generally positive when the programs are easy to use, though slow computers are seen negatively.
Ict presentation
Computer can be used as an interactive tool to facilitate language learning. It allows for interaction with students, enhances language learning through examples and practice, and stimulates conversation. While some studies show varying effects, computer-based language instruction is seen as better than traditional methods due to computers' flexibility, ability to interact, and potential to encourage learning. However, disadvantages include initial cost and potential for eye strain or slow performance. Student feedback on CALL programs is generally positive when the programs are easy to use, though slow computers are seen negatively.
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.
Implications and concerns
Computer assisted language learning (CALL) has developed through three main stages: behaviorist CALL, communicative CALL, and integrated CALL which aims to fully integrate technology into the language learning process. CALL can be applied through collaborative projects with native speakers in other countries, email assignments with teachers and tutors, and synchronous online forums. While current CALL trends have improved speaking assessment, network-based language teaching, and perspectives on CALL, criticisms remain around overreliance on behaviorism and reluctance from some teachers and learners to adopt technology.
Animasi pada-presentasi (1) call uhamka
The document discusses the use of computer-assisted language learning (CAL) in education. It outlines several key points:
1) CAL aims to utilize computers to facilitate the learning process and make it more interactive and flexible compared to traditional methods.
2) The development of information technology has stimulated the use of computers in education and the field of computer-assisted instruction.
3) CAL provides several advantages for language learning including increased motivation, individualization, feedback, and the ability to repeat lessons. However, it also has limitations such as cost and the imperfect nature of current CAL programs.
4) Overall, the document examines the pros and cons of implementing CAL and emphasizes understanding its strengths and weaknesses to maximize
Computer assisted language learning
The document discusses the advantages and disadvantages of computer-assisted language learning (CAL). It outlines several key advantages of CAL, including that it can increase student interest and motivation, individualize learning, accommodate different learning styles, and provide immediate feedback. However, the document also notes some limitations of CAL, such as its reliance on equipment that may not always be accessible, the increased costs it can impose, the need for teachers and students to have technology skills, and current imperfections in some CAL programs, especially for teaching speaking skills. The document emphasizes understanding both the strengths and weaknesses of CAL before implementing it in language classrooms.
Animasi pada-presentasi (1) call uhamka
The document discusses the advantages and disadvantages of computer-assisted language learning (CAL). It outlines several key advantages of CAL, including that it can increase student interest and motivation, individualize learning, accommodate different learning styles, optimize learning time, and provide immediate feedback. However, the document also notes some limitations of CAL, such as requiring access to equipment, increased costs, lack of trained teachers, and imperfect software programs, particularly for teaching speaking skills. The document emphasizes understanding both the strengths and weaknesses of CAL before implementing it in language classrooms.
Animasi pada-presentasi (1) call uhamka
The document discusses the use of computer-assisted language learning (CAL) in education. It outlines several key points:
1) CAL aims to utilize computers to facilitate the learning process and make it more interactive and flexible compared to traditional methods.
2) The development of information technology has stimulated the use of computers in education and the field of computer-assisted instruction.
3) CAL provides several advantages for language learning including increased motivation, individualization, feedback, and the ability to repeat lessons. However, it also has limitations such as cost and the imperfect nature of current CAL programs.
4) Overall, the document examines the pros and cons of implementing CAL and emphasizes understanding its strengths and weaknesses to maximize
Animasi pada-presentasi (1) call uhamka
The document discusses the use of computer-assisted language learning (CAL) in education. It outlines several key points:
1) CAL aims to utilize computers to facilitate the learning process and make it more interactive and flexible compared to traditional methods.
2) The development of information technology has stimulated the use of computers in education and the field of computer-assisted instruction.
3) CAL provides several advantages for language learning including increased motivation, individualization, feedback, and the ability to repeat lessons. However, it also has limitations such as cost and the imperfect nature of current CAL programs.
4) Overall, the document examines the pros and cons of implementing CAL and emphasizes understanding its strengths and weaknesses to maximize
Animasi pada-presentasi (1) call uhamka
The document discusses the advantages and disadvantages of computer-assisted language learning (CAL). It outlines several key advantages of CAL, including that it can increase student interest and motivation, individualize learning, accommodate different learning styles, and provide immediate feedback. However, the document also notes some disadvantages, such as CAL programs being less portable than traditional books and requiring computer access. It also points out potential increased costs and the need for teachers and students to have basic technology skills. The document concludes by emphasizing the importance of understanding both the strengths and weaknesses of CAL.
Animasi pada-presentasi (1) call uhamka
The document discusses the advantages and disadvantages of computer-assisted language learning (CAL). It outlines several key advantages of CAL, including that it can increase student interest and motivation, individualize learning, accommodate different learning styles, optimize learning time, and provide immediate feedback. However, the document also notes some disadvantages of CAL, such as requiring access to equipment, increasing educational costs if students must purchase computers, needing trained teachers, and current limitations in CALL programs, particularly for teaching speaking skills. The document emphasizes knowing both the strengths and weaknesses of applying CALL in the classroom.
Computer assisted
Computer Assisted Language Learning (CALL) uses computer technologies to facilitate and enhance language learning. CALL programs provide language learning tutorials to teach content in an individualized way and provide immediate feedback. Some advantages of CALL include increased student interest and motivation, customizable learning styles, and optimal use of learning time through guided and repetitive practice. However, disadvantages include a lack of trained teachers, imperfect CALL programs, and an inability to handle unexpected situations. Web-based learning utilizes the internet for language instruction, allowing learning to occur anywhere and anytime through online courses, materials, assignments, and tests. It offers advantages like lower costs, personalized learning, and easy content updates. However, disadvantages are a lack of interaction among students and between students and instructors
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.
A PRE-EXPERIMENTAL STUDY ON THE EFFECTIVENESS OF INTERNET-BASED RESOURCES FOR...
This document summarizes a study on the effectiveness of using internet-based resources like Grammarly and Paperrater to teach essay writing skills at a university in Vietnam. The study gave students pre-tests and post-tests to evaluate their writing and surveyed their attitudes. Key findings were that internet tools provided automated feedback that helped improve accuracy, and students responded positively to the modern approach compared to traditional methods. The study provided useful insights for incorporating new technologies into writing instruction.
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.
Middle examination
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.
Paper for iccp 2012 laily
The document summarizes an ICT-assisted oral English instruction program for 7th grade students in Indonesia. It describes the goals of using ICT to improve students' oral English skills, the design of instructional materials incorporating videos, images and recordings, and the positive student feedback received through questionnaires. Students responded positively to the use of technology and engaging activities in pairs or small groups, finding that it improved their vocabulary, grammar and English comprehension.
Teaching Language Online: Balancing An Understanding of the Online Learner wi...
Teaching Language Online: Balancing An Understanding of the Online Learner wi...College of Southern Maryland Faculty
American Council of Teachers of Foreign Language (ACTFL) Standards: The Five Cs
combined with community college effort to create a community of inclusivity.Al pres
This document discusses computer-assisted language learning (CALL) and related topics. It begins with definitions of CALL, computer-assisted second language acquisition (CASLA), and other related terms. It then covers theories in instructed SLA and CALL. Empirical research on CALL is divided into product-oriented research, which examines the effects of CALL on language abilities, and process-oriented research, which investigates learner interactions and engagement. Principles for effective CALL pedagogy are outlined based on SLA research and technology. Specific studies on CALL as a predictor of success in English acquisition and on digital natives vs. digital immigrants are also summarized.
ICT Presentation
CALL (computer-assisted language learning) has been shown to improve language learning outcomes compared to non-computer methods. Studies have found that CALL stimulates conversation skills and can effectively deliver explicit grammar instruction through self-access programs. It is recommended that grammar be taught alongside communicative skills using CALL, as it provides an appropriate solution for the time-consuming nature of grammar instruction. The implementation of CALL in language learning leads to significant improvements in language skills and knowledge by taking individual differences into account and promoting affective and cognitive learning factors. While teachers present material directly, CALL allows for interactivity, ease of learning, and a visual approach to supplement traditional classroom instruction.
Similar to Ict presentation1 (20)
A PRE-EXPERIMENTAL STUDY ON THE EFFECTIVENESS OF INTERNET-BASED RESOURCES FOR...
A PRE-EXPERIMENTAL STUDY ON THE EFFECTIVENESS OF INTERNET-BASED RESOURCES FOR...
Teaching Language Online: Balancing An Understanding of the Online Learner wi...
Teaching Language Online: Balancing An Understanding of the Online Learner wi...
More from Istiqomah Assefi
Assessment vs evaluation
Assessment and evaluation are related but distinct processes for measuring student learning. Assessment is an ongoing process aimed at improving student learning by collecting information over time through various methods, such as samples of student work, observations, and self-assessments. The results are reported using scales or levels rather than grades alone. Evaluation makes overall judgments about a program, course, or set of lessons by considering multiple sources of information such as test scores, assessment reports, and interviews. While assessment and evaluation are sometimes used interchangeably, evaluation has a broader focus on the overall experience, not just individual assessments. Testing is only one part of assessment, which is broader and looks at progress over time in various contexts rather than just results on a single test
Assessment vs evaluation
Assessment and evaluation are related but distinct processes for measuring student learning. Assessment is an ongoing process aimed at improving student learning by collecting information over time through various methods, such as samples of student work, observations, self-assessments, and tests. The results are used to provide feedback to students and improve teaching. Evaluation makes overall judgments about broader programs and courses by analyzing multiple sources of information, such as test scores, assessment reports, and interviews. While assessment and evaluation are sometimes used interchangeably, evaluation has a broader scope focused on summative experiences, not just individual student performance.
Role of muhamadiyah in economic development
Muhammadiyah plays a role in economic development through alliances, business, ownership, and obligations. Alliances depend on leaders and committed members. Islamic business and economics are based on halal and voluntary practices. Ownership can come from businesses, inheritance, dying exhortations, or donations. Those with obligations must maintain goods, not delay obligations, and not rent goods subject to obligations.
Role of muhamadiyah in economic development
Muhammadiyah plays a role in economic development through alliances, business, ownership, and obligations. Alliances depend on leaders and committed members. Islamic business and economics are based on halal and voluntary practices. Ownership can come from businesses, inheritance, dying exhortations, or donations. Those with obligations must maintain goods, not delay obligations, and not rent goods subject to obligations.
Ua speak east-tea
This document summarizes metacognitive strategies used by graduate students when writing term papers in English. It discusses three key elements that interact during the writing process: the task environment, the writer's long-term memory, and cognitive processes. It also outlines the stages of writing production and examines strategies employed by students during prewriting and drafting, such as advanced preparation, self-evaluation, and using advanced organizers.
Uaspeak east-tea
This document summarizes metacognitive strategies used by graduate students when writing term papers in English. It discusses three key elements that interact during the writing process: the task environment, the writer's long-term memory, and cognitive processes. It also outlines the stages of writing production and examines strategies employed by students during prewriting and drafting, such as advanced preparation, self-evaluation, and using advanced organizers.
Ict presentation isty
Computer-assisted language learning (CALL) uses computers to support language teaching and learning. The effectiveness of CALL depends on social and individual student differences. Methods for teaching language have evolved over time in response to weaknesses in previous methods, with CALL now seen as better than other methods in several ways. The document discusses CALL and different language teaching methods.
More from Istiqomah Assefi (7)
Ict presentation1
- 1. CHAPTER 2COMPUTER – ASSISTED LANGUAGE LEARNING (CALL) Presented by Istiqomah
- 4. There are some evidences that show unidentical effect of using computer for the language learning purpose. The efectiveness of using computer in language learning is also influenced by social and individual differences of the students.
- 5. Issues regarding the change of methods of language teaching For the purpose of improving English language teaching some methods have been developed. The latest method is developed as a reaction of the weaknesses of the former method.
- 6. The following are the descriptions of some methods in language teaching and their weakness:
- 7. Con.
- 8. Con.
- 9. And nowadays the experts assume that computer based language instruction is better than any other methods in a number of ways.
- 10. CAL and CALL: What are they?
- 14. Students’ s view towards call program
- 15. THE END THANK YOU FOR YOUR ATTENTION