Language Teaching Media
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Language teaching media are tools used by teachers to deliver language lessons in an engaging way. There are two types of media: nontechnical and technical. Nontechnical media such as blackboards, whiteboards, flashcards and posters are inexpensive, widely available, accessible and easy to use. Technical media like record players, CD players, televisions and computers are more costly and less user-friendly. The effective use of different media can help motivate students and present language lessons in a communicative manner.
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Language teaching media
Language teaching media are tools used by teachers to deliver language lessons in an engaging way. There are two types of media: nontechnical and technical. Nontechnical media such as blackboards, whiteboards, flashcards and posters are inexpensive, widely available, accessible and easy to use. Technical media like record players, CD players, televisions and computers are more costly and less user-friendly. The effective use of different media can help motivate students and present language lessons in a communicative manner.
Assignment1_Language Teaching Media
Language teaching media are tools used by teachers and students to aid language learning. There are four types of media: printed media like textbooks and magazines; visual media like photographs and pictures; audio media like cassettes for listening; and audio-visual media like videos and films. Some examples of audio-visual media include videos about occupations and stories.
THE USE OF MULTIMEDIA IN ENGLISH TEACHING
The document discusses the use of multimedia in English teaching. It defines multimedia as using computers to integrate text, graphics, video, animation, and sound. It lists the main components of multimedia as text, graphics, animation, sound, and video. It also lists the typical settings for multimedia use, including computers, video players, amplifiers, projectors, and screens. The document argues that multimedia is necessary for English teaching for several reasons: it promotes modern educational methods and models; it engages students' cognitive abilities through multiple sensory channels; and it enables quality education. Finally, it notes some advantages, such as improved self-learning and innovation, but also potential disadvantages like students focusing too much on visuals rather than learning.
LTM
Language teaching media refers to tools that help teachers deliver language lessons and help students understand language concepts. These include visual media like pictures and diagrams, audio media like recordings, and audiovisual media like videos. Together, these different media types can make difficult subjects more comprehensible by triggering ideas and holding students' attention on important ideas.
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.
Technology enhanced language learning
This document defines technology enhanced language learning (TELL) as using technological resources to promote teaching and learning a second language. It notes the difference between computer-assisted language learning (CALL) and TELL, with CALL having computer-assisted and TELL having computer-supported language. TELL incorporates hardware, software, the internet and more. It discusses methodologies, assessments, advantages and disadvantages of TELL.
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.
The use of multimedia in english language teaching
Multimedia is content that uses a combination of different media types, such as text, audio, images, video and interactive content. It can be accessed through electronic devices and is distinguished from mixed media in art by including audio. The document then discusses how multimedia can be used in the classroom and provides several paragraphs summarizing the current status and perceived issues with multimedia teaching methods in college English courses, such as teachers focusing too much on presentation design over cognitive principles. It concludes by providing suggestions that teachers should change their ideas about multimedia and focus on optimization of teaching rather than just using new media technologies.
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Language teaching media
Language teaching media are tools used by teachers to deliver language lessons in an engaging way. There are two types of media: nontechnical and technical. Nontechnical media such as blackboards, whiteboards, flashcards and posters are inexpensive, widely available, accessible and easy to use. Technical media like record players, CD players, televisions and computers are more costly and less user-friendly. The effective use of different media can help motivate students and present language lessons in a communicative manner.
Assignment1_Language Teaching Media
Language teaching media are tools used by teachers and students to aid language learning. There are four types of media: printed media like textbooks and magazines; visual media like photographs and pictures; audio media like cassettes for listening; and audio-visual media like videos and films. Some examples of audio-visual media include videos about occupations and stories.
THE USE OF MULTIMEDIA IN ENGLISH TEACHING
The document discusses the use of multimedia in English teaching. It defines multimedia as using computers to integrate text, graphics, video, animation, and sound. It lists the main components of multimedia as text, graphics, animation, sound, and video. It also lists the typical settings for multimedia use, including computers, video players, amplifiers, projectors, and screens. The document argues that multimedia is necessary for English teaching for several reasons: it promotes modern educational methods and models; it engages students' cognitive abilities through multiple sensory channels; and it enables quality education. Finally, it notes some advantages, such as improved self-learning and innovation, but also potential disadvantages like students focusing too much on visuals rather than learning.
LTM
Language teaching media refers to tools that help teachers deliver language lessons and help students understand language concepts. These include visual media like pictures and diagrams, audio media like recordings, and audiovisual media like videos. Together, these different media types can make difficult subjects more comprehensible by triggering ideas and holding students' attention on important ideas.
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.
Technology enhanced language learning
This document defines technology enhanced language learning (TELL) as using technological resources to promote teaching and learning a second language. It notes the difference between computer-assisted language learning (CALL) and TELL, with CALL having computer-assisted and TELL having computer-supported language. TELL incorporates hardware, software, the internet and more. It discusses methodologies, assessments, advantages and disadvantages of TELL.
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.
The use of multimedia in english language teaching
Multimedia is content that uses a combination of different media types, such as text, audio, images, video and interactive content. It can be accessed through electronic devices and is distinguished from mixed media in art by including audio. The document then discusses how multimedia can be used in the classroom and provides several paragraphs summarizing the current status and perceived issues with multimedia teaching methods in college English courses, such as teachers focusing too much on presentation design over cognitive principles. It concludes by providing suggestions that teachers should change their ideas about multimedia and focus on optimization of teaching rather than just using new media technologies.
Teaching english with technology
This document discusses teaching English with technology. It introduces how technology tools like laptops, radios, projectors, and CDs can help facilitate teaching in the classroom. It explores what teaching with technology is, why it should be used, and how to implement it, using presentations as an example. The conclusion states that using technology in teaching is a modern trend that helps teachers communicate and students learn by providing information through different mediums.
Teaching english using technological resources in classrooms
Example of a oral presentation for a monograph. The second Chapter of presentation only must have a brief summary of the content. The survey results must be explained with some comments each one; do not forget include their graphics!!
The role of technology in teaching english language
This document discusses the role of technology in teaching English as a foreign language. It argues that while traditional teaching methods are still useful, multimedia technology provides more opportunities for students to practice and build confidence, especially English as a second language (ESL) students. An example activity is described where students learn words and phrases to buy food in a supermarket using audiovisual aids. The benefits of using multimedia technology in teaching English include cultivating student interest, promoting communication skills, exposing students to Western culture, improving teaching effectiveness and interaction between teachers and students.
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
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It answers some questions about TELL.
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This document defines key terms related to ICT for language teaching and learning and discusses benefits and uses. It defines ICT, e-learning, and new technologies. It outlines benefits for teachers, including motivation for students and access to authentic materials. It then describes 19 potential uses of ICT in language teaching and learning, such as using generic software, audio/video recordings, Web resources, and concordancing software.
Technology and language learning
This document discusses the use of technology in language learning. It begins by explaining how technology can be used as a teaching resource or to enhance language learning experiences. It then provides examples of how technology can be used in the classroom as an instructional tool, for delivering content, or as the content itself. The roles of both the teacher and students in a technology-integrated classroom are outlined. The document also discusses benefits of multimedia and computer-assisted language learning (CALL) programs. It examines the effectiveness and advantages of technology in language learning, including examples like Duolingo and FluentU, before concluding by discussing potential disadvantages.
Intro call teacher training
This document provides an introduction to computer-assisted language learning (CALL). It discusses the definition of CALL, types of CALL programs including CALL-specific software, generic software, web-based programs and computer-mediated communication. It also outlines types of CALL activities and the roles and capabilities of computers in language teaching and learning. Finally, it discusses the development of CALL from a pedagogical perspective and principles for using and designing CALL programs.
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.
Computer Assisted Language Learning - CALL by AYLİN AYDIN, Uludag University
ULUDAG UNIVERSITY ENGLISH LANGUAGE TEACHING DEPARTMENT/ CALL- Technology Based Language Teaching by
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1. The document discusses technology in language teaching and focuses on multimedia/ICT resources for language learning.
2. It outlines three phases of how teachers can use technology: as a tool to teach, for students to search for information, and for students to create and publish content.
3. A variety of free online tools and resources are presented that teachers can use, including images, audio, video, games, and worksheets to incorporate technology into their lessons.
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.
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 PRESENTATION
CALL is computer-assisted language learning that uses computer programs to encourage interactive language learning outside the classroom in a different way than traditional methods. The teacher's role is as a tutor who provides students information and feedback to complete specific tasks and to prepare dynamic, interactive classes. CALL programs and websites are resources that can reinforce classroom learning.
Technology and Language Learning
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New Perspectives on CALL (Computer Assisted Language Learning) for Second Lan...
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Keywords: new perspectives, CALL, second language classrooms, language teaching
Computer Assisted Language Learning (CALL)
This document discusses the history and uses of Computer Assisted Language Learning (CALL). It explains that CALL has evolved from using computers as tutors for drills and practice, to viewing them as tools for writing, presenting, researching, and global communication. The computer can serve various roles, from offering language drills to stimulating discussion and interaction, or acting as a medium for authentic materials online. CALL approaches have shifted from behaviorist repetition drills to those based on communicative language teaching.
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
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.
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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.
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2. It outlines three phases of how teachers can use technology: as a tool to teach, for students to search for information, and for students to create and publish content.
3. A variety of free online tools and resources are presented that teachers can use, including images, audio, video, games, and worksheets to incorporate technology into their lessons.
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Similar to Language Teaching Media
Ppt (draft)
Language Teaching Media (LTM) refers to using various media to complement traditional textbook-based language teaching and make it more effective. Media can act as a facilitator in the teaching-learning process. There are two main types of media: nontechnical media like worksheets and posters that have advantages in low-resource settings, and technical media like videos that engage students accustomed to technology. Examples of media used in language teaching include printed materials like textbooks and magazines, visual materials like pictures and maps, and audio-visual materials like songs and films. Media make learning more engaging and help illustrate meanings in a way that enhances understanding.
Language Teaching Media
Teaching media refers to resources used in the learning process to facilitate effective education for students and teachers. There are two types: non-technical media like blackboards and posters, and technical media like CD players and computers. Non-technical media have advantages of being low cost, widely available, and accessible in any setting. Technical media, while more expensive and complex, can provide authentic representations of the real world to enhance language learning. Overall, teaching media aim to address different learning styles and expose students to multiple input sources.
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This document discusses a study on the contribution of using multimedia on English acquisition among students in schools in Tangerang and Jakarta, Indonesia. The study utilized qualitative methods, including interviews with four English teachers from different school levels.
The interviews found that multimedia tools like laptops, projectors, and speakers helped make English lessons more engaging and interactive for students. However, the teachers noted individual and school factors also influence students' language acquisition beyond just multimedia use.
The document aims to further examine whether multimedia use highly contributes to improving students' English skills, which can be a challenge as English is not the first language in Indonesia. Student test scores will also be analyzed to validate teachers' perspectives on the impact of multimedia
Strengths and weaknesses of using print and audio media in Open and Distance ...
The document discusses open and distance learning (ODL) and the role of different media in ODL systems. It defines ODL as flexible educational opportunities that remove barriers to education by allowing students to study what they want, when they want, and where they want. It discusses the strengths and weaknesses of print media and audio media in ODL. Print media is accessible, cost-effective, and familiar but is limited to some subjects and requires reading skills. Audio media allows learner control and is inclusive but requires scheduling and is limited to oral interaction only. An effective ODL system requires blending different media to support different learning needs and contexts.
Teaching media
Teaching media refers to various forms of multimedia used to present information and enhance student understanding, including visuals, audio, and videos. Teaching aids are physical objects designed to reinforce learning. There are different types of media such as visual, print, audiovisual, static/display, and electronic. Media has advantages like facilitating abstract concepts and focusing attention, but also disadvantages like being expensive or distracting. The environment can also be used as a teaching media as it brings reality and helps relate concepts, though learners must follow safety guidelines.
Critical issues
The document discusses how learning management systems (LMS) can help link electronic learning materials directly to curricula. LMS are online platforms that allow teachers and students to manage coursework electronically. When used properly, LMS can facilitate blended learning by combining online and face-to-face instruction. However, barriers like lack of educational content aligned with curricula and technical issues can limit LMS effectiveness. Overall, LMS have potential to enhance learning if implemented properly with curriculum integration and educator support.
Pushing the limit modelling 21st century tl
slide presentation for TESL Language Camp XV 2014. We will have been given a day slot to handle a workshop on on any topic of choice. Since the theme for this year's language camp is Pushing the Limit, it would be appropriate to have a workshop on technology in the classroom or multimedia or web2.0 app of sort... this is the first draft of the presentation. I'm going to demo and take the students along for a hands on experience on a few of those mentioned software and web2.0 apps.
Ict training
This document defines key terms related to ICT for language teaching such as new technologies, ICT, e-learning, and discusses the benefits of ICT for both teachers and students. It provides examples of how teachers and learners can use ICT in language teaching and learning, including using generic software, audio/video recordings, authoring programs, concordancing software, e-twinning, and virtual environments like MUDs, MOOs and MUVEs.
Ict and english
The document discusses the use of ICT (Information and Communication Technologies) to enhance English language teaching and learning. It describes how ICT can be used to develop learners' listening, speaking, reading, and writing skills through tools like digital stories, MP3 recordings, podcasts, video recordings, online reading materials, and web-based writing tools. The document also outlines some of the key advantages of using ICT in language learning, such as the ability to control presentation of materials, encourage novelty and creativity, provide feedback, and adapt teaching to meet learners' individual needs.
63D_Dyahpuspita
The document discusses using educational television (Edu-TV) to improve student mastery of multiple languages in Indonesian schools. It notes that globalization requires students to learn their mother tongue, national language, and international languages. A case study is presented of an Edu-TV program implemented in a junior high school in Malang, Indonesia, which showed improvements in some students' test scores. The document concludes that appropriate use of media like Edu-TV has potential to help achieve language learning objectives by exposing students to a wide range of real-world materials.
Ict critical issues
This document discusses how learning management systems (LMS) can help link electronic learning materials directly to curricula. LMS are software that administer, track, and deliver educational courses online. They provide a digital space for documentation, tracking, and online delivery of materials. Examples include Google Classroom, Blackboard, and Moodle. While e-learning has advantages like expanded access and lower costs, it also has disadvantages like lack of interaction and feelings of isolation. Blended learning, which combines online and face-to-face learning, is presented as an alternative that can address some of e-learning's limitations.
Getting an academic writing model Tania Betancourt
The document discusses various didactic resources for teaching English, including both technological and non-technological options. It notes that while professors now have access to new technologies like video projectors and PowerPoint presentations, many national educational centers still lack technology. As a result, good teachers must be prepared to teach with or without technological resources. The document also examines specific resources like videos, audios, blackboards, internet, language labs, and PowerPoint, outlining benefits and challenges of each.
USE OF TECHNOLOGY IN THE CLASSROOM.
This ppt is intended to be used during a SEMINARIO TALLER DE LA PRACTICA DOCENTE (INGLES). It tackles the topic of the use of technology in the classroom. It has a bonus: "doodling".
Week 5 Assignment
This document discusses four audiovisual technologies that can be used in instruction: interactive whiteboards, iPods, DVDs, and YouTube. For each technology, benefits and challenges of using them in the classroom are outlined. The introduction states that audiovisual tools can enhance teaching and learning by appealing to multiple senses. References used in the document are also listed at the end.
Ict and english
ICT (information and communication technologies) can be useful tools to promote English language skills for both teachers and learners. ICTs allow teachers to provide varied materials and fast feedback to students, while helping learners improve their vocabulary, reading, speaking, and writing. Some advantages of ICT include the ability to control presentations, provide novelty and creativity in lessons, and adapt materials to different student needs and language levels. While ICT shows promise, its effective use in language classrooms faces challenges like lack of teacher training and equipment.
INSTRUCTIONAL MEDIA.pptx
The document discusses instructional media and its importance in teaching and learning. It defines instructional media as any physical means used to help convey a message to students, including traditional materials like books as well as newer technologies. Effective instruction considers student characteristics and uses appropriate media. The types of instructional media discussed include real objects, pictures, coursebooks, boards, projectors, and computer-based presentations. Using media has advantages like clarifying concepts, condensing information, and promoting student engagement and feedback.
INNOVATIVE LEARNING MEDIA IN TEACHING ENGLISH.pptx
The presentation about innovative media in language teaching base on the subjek t of creative media development
Technology applyed to teach slide.. copia
The document discusses using technology in the classroom to motivate students learning a foreign language. It suggests that providing students access to tools like newspapers, flashcards, posters, and the internet on computers allows them to easily improve their language skills. Using these technologies in the classroom provides numerous possibilities for engaging students. Both advantages and disadvantages exist to using electronic materials, as they can either benefit or hinder the learning process. The document advocates that the internet is a powerful tool for motivating students and improving all language abilities when used for foreign language learning.
Technology applyed to teach slide.. copia
The document discusses using technology in the classroom to motivate students learning a foreign language. It suggests that providing students access to tools like newspapers, flashcards, posters, and the internet on computers allows them to easily improve their language skills. Using these technologies in the classroom provides numerous possibilities for engaging students. Both advantages and disadvantages exist to using electronic materials, as they can either benefit or hinder the learning process. The document advocates that the internet is a powerful tool for motivating students and improving all language abilities when used for foreign language learning.
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Language Teaching Media
- 1. Language Teaching Media BERNADETA ERWIPS C. 131214098 ROSALIA RATYA AMARTA 131214099 MARCELINA WINNY AJENG L. 131214102
- 2. Definition Language Teaching Media is an instrument that teachers use to teach language so that the materials can be delivered well and it can motivate students in learning by presenting language in a communicative way. (Teguh,2012)
- 3. Types of teaching media 1. Nontechnical Media low cost Availability accessibility and user-friendliness EXAMPLE: Blackboard Whiteboard Flashcard Poster Photo Newspaper magazine
- 4. 2. Technical Media Costly less user-friendly EXAMPLE: record player CD player Television OHP film projector computer language lab multimedia lab
- 5. Examples of Learning Teaching Media
- 9. Source http://smp2wlingi-start-english.blogspot.com/2012/07/summary-of-use-media- in-language.html http://www.afb.org/info/living-with-vision-loss/braille/dots-for-braille-literacy/dots- summer-2013/1235 http://www.intmath.com/blog/learn-math/teaching-math-using-interactive-white- boards-2982 http://www.sheknows.com/parenting/slideshow/650/printable-flash-cards/sight- words-1 http://www.geek.com/hardware/short-throw-projectors-fill-the-screen-from-up- close-1361669/