This document discusses definitions, beliefs, purposes, justifications, conditions, and pedagogical implications regarding computer-assisted language learning (CALL), information and communications technologies (ICT), and technology-enhanced language learning (TELL). It provides definitions for these terms and explores beliefs around their use, including that they should be used to improve rather than replace traditional teaching. Justifications for their use include increasing learner awareness, developing autonomy, and incorporating new strategies. Conditions like teacher and learner perceptions, equipment, and evaluation criteria also impact their implementation.

1. By Edgar Lucero
Beliefs, Conditions, and Considerations

2. Agenda
 Definitions
 Beliefs
 Purposes
 Justifications
 Conditions
 Pedagogical implications

3. Definitions - CALL
CALL (Computer-assisted Language
Learning)
An approach in ILT (Information and
Language Technology) to language
teaching and learning in which the
computer is used as a substantial
interactive aid for reinforcement and
assessment in applications for language
teaching and learning. (Levy, 1997)

4. What is an interactive aid?
…like a conversation, allowing the user's
input to depend on earlier output from
the same way. The interaction with the
user is usually conducted through either
a text-based interface or a graphical
user interface.
http://www.definethat.com/define/4427.htm

5. Definitions - ICT
ICT (Information and Communications
Technologies)
The merging of telephone networks with
computer networks likened to an
individual able to interact purposefully
with its surrounding realities which are
perceived and modified by various
receptors and effectors. (Semenov, 2005)

6. What is “able to interact
purposefully”?
 The sensitivity of our senses, which enable us
to perceive events and communicate with
other machines over long distances.
 The amount of data, information, and symbolic
expressions that can be processed and
logically analyzed in a split second.
 The efficiency, accuracy, and precision of our
manipulations of both symbolic and material
objects of the most diverse kind.
 Our capacity to make decisions based upon
intuitive judgments and tacit knowledge.

7. Definitions - TELL
TELL (Technology Enhanced Language
Learning)
The possibilities offered by the Internet
and communication technology for
reinforcement in applications for
language learning and teaching. (Levy, 1997)

8. Devices and Applications
CALL ICT TELL
Computer Room VCR Websites
Companion software CD / DVD Keypal
Language Software TV set Blogs / V-logs
CD ROMs Video Beam Podcasts
Editors Video Room Forums
Print Graphics Audio Room Web quests
Recorders Camcorders Course wares
Audio Players E-mail
Companion Websites Chats
Internet Applications Messengers
(see TELL) Wikis
Scavengers
Web search machines

9. Big question to get started!!
 What do you think CALL, ICT, or TELL
are for?
Discuss your reasons.

10. Beliefs: CALL, ICT, and
TELL…
 … are a current status in consideration
about language teaching and learning,
and not simple in-vogue techniques. (Crystal,
2001)
 Not for just using CALL, ICT, or TELL
you will have more competent users of a
target language, or…
 Your language learners are acquiring the
new literacies they require for using
CALL, ICT, or TELL. (Murphy, 1986)

11. Beliefs: CALL, ICT, and TELL…
 …are an available alternative to improve
language teaching and learning; thus,
they should be used for this purpose
rather than for simply language use. (Long &
Doughty, 2003)
 …don’t solve the problems associated
with teaching language; therefore, these
techniques are not the class. They
complement and enhance regular
classroom work. (Reis, 1995)

12. Beliefs: CALL, ICT, and TELL…
 …are not to find differences between
education and diversion but an opportunity
to integrate the school and the learner
environment. (Mc. Luhan, 1967)
 …are not to sage the teacher on the side
but to stage him to guide on the side.
(King, 1993)
 …may trigger autonomous learning, but it
largely depends on what objectives the
teacher uses when applying them. (Antonini, 2004)

13. What are the basic objectives to
apply CALL, ICT, and TELL?
 To increase learner awareness and the
understanding of their own learning
process.
 To develop autonomous attitude towards
learning.
 To help learners develop and
incorporate learning strategies.
 To encourage learners to think critically.

14. Big question for now!!
 What types of CALL, ICT, or TELL are
there at the institution you work for?
Describe them briefly.
How accessible they are.
(Availability and frequency of use)
What you use them for.

15. So….
What are CALL,
ICT, and TELL
for?

16. CALL, ITC, and CALL are for…
 … making the language learners get
conscious of their surrounded situations
and the global world. (Shanaham, 1990)
 … other ways of feeling and
experiencing learning, and a new way
for recognizing each other. (Barbero, 1987)
 … provoking new classroom dynamic to
produce changes in the curriculum and
pedagogical principles. (Clavijo & Quintana, 2004)

17. What is the new classroom
dynamic?
 Collaborative learning
 Cooperative learning
 Democratization of knowledge
 The interconnection and
interrelationship among context, content,
teacher, and learner.

18. What justifies the use of CALL,
ICT, and TELL?
Read the following real case study.
When I began my work as a language
teacher for a school in Bogota, my students
often used ITs only for their personal
communication and searching for their
school assignments. I immediately knew
that we could start using ITs for other
reasons in the computers room. As we
were working on them with a focus on
English, they discovered that the Internet
offers a large bunch of applicabilities for
their lives.

19. Later, they got interested in Media. So, we
worked on a proposal to have a radio
station at the school!!
After getting familiar with ICTs, we submitted
our project…
It provoked a great vision. The top staff
approved it, and the same students
collaborated in the purchase of the
equipment. The station is called Audioarte.
Even English programs are broadcasted!!
Now, many want to be part of it. But first, they
must get familiar with CALL and ICTs, and
demonstrate English enthusiasm.
Carolina Rodriguez, MA, 2007
Normal Superior Maria Montessori, Bogota

20. Now…
 What justifications Prof. Carolina
Rodriguez had for using CALL, ICT, and
TELL in her language teaching?
 What achievements did she get for the
school community?

21. What justifies the use of CALL,
ICT, and TELL?
Learner’s level
Allow learners to work individually, at their
own pace, with their own needs.
Allow learners to experience new language
and contexts.
Provoke motivation and interaction with
multimedia.
Promote self-monitor and self-assessment for
the activities and the learning process.

22. Teacher’s level
Introduce a great variety of contexts,
language, activities, tasks, exercises.
Exemplify authentic language in use in
natural situations and settings.
Contribute to create in the learners new
perspectives of life and interests.

23.  Content and Context level
Provide more content dynamism and context
attractiveness.
Work with situational-visual contexts and
contents.
Present verbal and non-verbal elements of
language.
Allow geographical dispersed communication.
Allow mobile technology (class, on foot,
home)

24. Excellent justifications, but…
Where to start at?

25. To start, make yourself these
questions about your learners?
 How many learners use CALL, ICT,
TELL daily?
 What CALL, ICT, TELL do your students
use daily, and what for?
 How often / long do your learners get in
touch with CALL, ICT, TELL?
 What abilities do your learners display
when using CALL, ICT, TELL?
(McKay, 2000; Mayorga, 2006; Dudeney & Hockly, 2007)

26. Now, make yourself these
questions about teachers?
 How proficient are teachers with CALL,
ICT, TELL?
 How often / long do teachers get
learners into the use of CALL, ICT,
TELL?
 What CALL, ICT, TELL do teachers use
for language learning and use?
 How do teacher use those CALL, ICT,
TELL for language learning and use?
(McKay, 2000; Mayorga, 2006; Dudeney & Hockly, 2007)

27. Then, make yourself these
questions about the content?
 What language is being portrayed in the
CALL, ICT, TELL used?
 What situational-visual context is
displayed in the CALL, ICT, TELL used?
 How authentic and variable is the
content shown in the CALL, ICT, TELL
used?
 How accountable is the content of the
CALL, ICT, TELL used?

28. Finally, make yourself this
questions about your context?
 How equipped is the institution you work
for to use CALL, ICT, TELL?
 How much available is this equipment?
 How CALL, ICT, TELL use is evaluated?
 By whom?
 What cognitive and socio-affective
conditions for language teaching and
learning are taken into account for using
CALL, ICT, TELL?
 Who evaluates them?
(McKay, 2000; Mayorga, 2006; Dudeney & Hockly, 2007)

29. Pedagogical Considerations
(Stepp-Greany, 2002)
1. What is the teacher/learner perception of technology?
Implementing Digital immigrant / Technogeek
Teacher’s To technology
Resistance Technophobe
Learner’s
proficiency Digital native / techsavvy
How and when the outside e-world is putting into the classroom
(Dudeney & Hockley, 2007)
What sequence is used for this (Pre-use, using, post-use)
Who controls what to do and with what methodology

30. Pedagogical Considerations
2. What is the nature of the multimedia equipment?
Passive Learning (Jonassen, 2000)
Interactive Stimuli-Action
but impersonal Repetitive tasks
Considerations
•Teacher
•Learner
•Content
•Context
3. Who
How CALL, ICT, TELL tasks are evaluated? Under what criteria?
How often
Teacher Interviews Completeness
Learner Surveys Quality /Quantity
Answer key Portfolio Self-correction
Worksheet Test

32. References
Antonini, M. (2004). Designing activities for video materials. Workshop presented at the 22nd annual TESOL
convention. Caracas, Venezuela.
Barbero, M.J. (1987). Innovación tecnológica y transformación cultural, TELOS, N-9, Madrid.
Clavijo, A. and Quintana, A. (2004). Maestros y Estudiantes escritores de Hiperhistorias. CALJ, Universidad Distrital
Francisco Jose de Caldas.
Crystal, D. (2001). Language and the Internet. Cambridge University Press.
Dudeney, G. and Hockly, N. (2007). How to Teach Englihs with Technology. England: Longman.
Jonassen, , D.H. (2000). Computers as Mindtools for Schools: Engaging Critical Thinking. 2nd Edition. Upper Saddle
River, NJ: Prentice Hall.
King, A. (1993). From Stage on the Stage to Guide on the Side. College Teaching, 41(1).
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Mayorga, C. (2006). Integrating Multimedia Technology in a High School EFL program. English Teaching Forum 44
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McKay, P. (2000). The Bilingual Interface Project: The relationship between L1 development and SLA as students
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(http://www.iier.org.au/qjer/qjer15/mckay.html)
Murphy, S.M. (1986). Children’s comprehension of deictic categories in oral and written language. Reading Research
Quarterly, 21:118-131.
Reis, L. (1995). Putting the computer in its proper place –inside the classroom. English Teaching Forum 33 (4):28-
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Semenov, A. (2005). Information and Communication Technologies in Schools. Unesco. August 31, 2010
(http://unesdoc.unesco.org/images/0013/001390/139028e.pdf).
Shanaham, T. (1990). Reading and Writing together: What does it really mean? In T. Shanahan (Ed.), Reading and
Writing together: New Perspectives for the Classroom. Pp. 1-18. Norwood, MA: Christopher-Gordon.
Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for
the new millennium. Language Learning and Technology 6 (1): 165-180.