The document discusses selecting learning activities when teaching including preparing students, presenting activities, asking questions, conducting drills, checking understanding, and providing practice. It also discusses computer-assisted language learning (CALL) and ensuring interfaces accommodate different learning styles. Finally, it discusses using ePortfolios to scaffold student learning and the need for collaborative CALL environments to match the social nature of language learning activities.

3. Selecting learning activities
 Preparing students for new learning
 Presenting learning activities
 Asking questions
 Conducting drills
 Checking students´understanding
 Providing opportunities for practice of new
items
 Monitoring students´learning
 Giving feedback on student learning and


4. As a kind of virtual teacher
 A teacher´s helper
 A guide
 An instrument
 A teaching tool
 A learning tool


6. An effective CALL environment perhaps needs
to offer different interfaces or combinations of
interfaces to accommodate different learning
styles as appropriate to different skills.
 Explaining what skills each software package
attempts to improve is an important task for
teachers and learners


7. ePortfolio
Learners link ideas to other ideas, construct
relationships with prior knowledge, and provide
evidence of restructuring ideas and evaluating
the learning process.

8. The construction of the ePortfolio provides
students with a structure, which scaffolds a move
into a stages of “deep” learning as students
review their learning

10. What is necessary for collaboration at the
computer to take place is an environment
which matches the social and interactive
nature of CALL activities.