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Computer Assisted Language Teaching (CALT)
Whether or not
Computer Assisted Language Teaching (CALT)
Offers wide range of accessories and possibilities
To ESL teachers to exploit language teaching
Such as:
motivation, critical thinking, learners’ autonomy, mixed-
ability class, interactivity and cross-cultural exposure.
 University Management and Technology
 Johar Town Lahore

Resource person: -
Sir Muhammad Shaban Rafi
Presented by: -
Maqsood Ahmad
ID# 090418002 (MSc Applied Linguistics)
University of Management and Technology
Johar Town. Lahore.
Introduction
What is CALT?What is CALT?
Computer Assisted Language Teaching (CALT)Computer Assisted Language Teaching (CALT)
Computer technologyComputer technology
To present, reinforce and assessTo present, reinforce and assess
CALT studiesCALT studies
Role of teacher and use of InformationRole of teacher and use of Information
Communication Technologies in second or foreignCommunication Technologies in second or foreign
language teaching.language teaching.
CALT Includes
Wide range of activitiesWide range of activities
Spanning materialsSpanning materials
Courseware developmentCourseware development
Pedagogical practicePedagogical practice
ResearchResearch
OFFERS A WIDE RANGE OFOFFERS A WIDE RANGE OF
POSSIBILITIES & ACCESSORIESPOSSIBILITIES & ACCESSORIES
MOTIVATIONMOTIVATION
CRITICAL THINKINGCRITICAL THINKING
LEARNERS’AUTONOMYLEARNERS’AUTONOMY
MIXED ABILITY CLASSMIXED ABILITY CLASS
INTERACTIVITYINTERACTIVITY
CROSS CULTURAL EXPOSURECROSS CULTURAL EXPOSURE
Computer Assisted Language Teaching
(CALT)
Motivation
Interest and MotivationInterest and Motivation
Games, Animated graphics, Problem solving techniquesGames, Animated graphics, Problem solving techniques
A Compatible learning styleA Compatible learning style
““fast” drill for one student and “slow” for another.fast” drill for one student and “slow” for another.
Flexible time for using computerFlexible time for using computer
Flexible learning.Flexible learning.
Immediate FeedbackImmediate Feedback
Instant feedbackInstant feedback
Help students ward off misconception very first stage.Help students ward off misconception very first stage.
Error analysisError analysis
Computer can analyze specific mistakesComputer can analyze specific mistakes
make students able to make self correction and understand themake students able to make self correction and understand the
principle behind the correct solutionprinciple behind the correct solution
Guided and repetitive practiceGuided and repetitive practice
Drill type materials are suitable for repetitive practicesDrill type materials are suitable for repetitive practices
Enable students learn concepts, key elements in subject areaEnable students learn concepts, key elements in subject area
Pre-determined to process syllabusPre-determined to process syllabus
Computer enhances learning processComputer enhances learning process
A pre-determined syllabus to process syllabusA pre-determined syllabus to process syllabus
Critical Thinking
Classroom Discussion and DebatesClassroom Discussion and Debates
Students challenged tension between two arguments.Students challenged tension between two arguments.
Students can pair and reasoning tasks are administered.Students can pair and reasoning tasks are administered.
Written AssignmentsWritten Assignments
Searching from internetSearching from internet
Serve as powerful vehiclesServe as powerful vehicles
Allow students to expand their thinking processesAllow students to expand their thinking processes
Learners’Autonomy
CALT offers a powerful self access facilityCALT offers a powerful self access facility
Freedom of choiceFreedom of choice
Call up programs whenever students wantCall up programs whenever students want
Useful in group activitiesUseful in group activities
Can do study skill activity at their own paceCan do study skill activity at their own pace
Can use time their own learning styles and strategiesCan use time their own learning styles and strategies
Provides learner opportunity to become part of theProvides learner opportunity to become part of the
skillsskills
Mixed-ability class
Reasons for DiversityReasons for Diversity
Different cultural backgroundsDifferent cultural backgrounds
School educationSchool education
How to overcome Mixed Diversity?How to overcome Mixed Diversity?
Lesson for understanding subjectLesson for understanding subject
Teacher can use different ways, contents, and productsTeacher can use different ways, contents, and products
 Introduce content students do not realize beingIntroduce content students do not realize being
differentiateddifferentiated
Create, manage tasks activities empowerCreate, manage tasks activities empower
student’s learningstudent’s learning
 Teachers can create relaxed ,acceptingTeachers can create relaxed ,accepting
environmentenvironment
Interactivity
ReadingReading
Choose a storyChoose a story
Look at two versions of the storyLook at two versions of the story
A variety of grammar learning activities, games,A variety of grammar learning activities, games,
writing short answerswriting short answers
WritingWriting
Explores arguments for an essayExplores arguments for an essay
Examines, organize, paragraphExamines, organize, paragraph
complete model essay for transition words, phrasescomplete model essay for transition words, phrases
ListeningListening
Teachers can develop autonomy in choosingTeachers can develop autonomy in choosing
materialsmaterials
Can use videos to enrich listening activitiesCan use videos to enrich listening activities
Can provide help to improve quality of listeningCan provide help to improve quality of listening
Speaking and PronunciationSpeaking and Pronunciation
 Computers used to complete dialoguesComputers used to complete dialogues
Increase fluencyIncrease fluency
Oral language develops through oral practiceOral language develops through oral practice
Cross Cultural Exposure
CALT improves the cross culture exposureCALT improves the cross culture exposure
 It gives so many chances to students to interactIt gives so many chances to students to interact
through out the world with the help of computer.through out the world with the help of computer.
CALT Empowers Learners
in-charge of their own Learning
A CALT teacher can nurture student selfA CALT teacher can nurture student self
directiondirection
Providing students with opportunitiesProviding students with opportunities
before, during and after instructionsbefore, during and after instructions
to exercise control of their own learningto exercise control of their own learning
CONCLUSION
After this search it is concluded that without empoweringAfter this search it is concluded that without empowering
students CALT is not so effective.students CALT is not so effective.
Teacher role in CALT should be only a facilitator.Teacher role in CALT should be only a facilitator.
CALT is so much effective that it must be introduced in allCALT is so much effective that it must be introduced in all
institutions of Pakistan.institutions of Pakistan.
Pakistan as a developing country can gain so muchPakistan as a developing country can gain so much
educational development through this teaching strategy.educational development through this teaching strategy.
References: - Breland,H.M. 1996. Computer-assisted writing assessment: The politics of science versus theBreland,H.M. 1996. Computer-assisted writing assessment: The politics of science versus the
humanities. New-York: Modern Language Association of America.humanities. New-York: Modern Language Association of America.
 Esteras,S.R. 2003. English for computer users. Infotech: Third edition. Cambridge University.Esteras,S.R. 2003. English for computer users. Infotech: Third edition. Cambridge University.
 EUROCALL – http://www.eurocall-languages.org/EUROCALL – http://www.eurocall-languages.org/
 Hartoyo, Ma, Ph.D. 2006. Individual Differences in Computer Assisted Language LearningHartoyo, Ma, Ph.D. 2006. Individual Differences in Computer Assisted Language Learning
(CALL). Semarang: Universitas Negeri Semarang Press.(CALL). Semarang: Universitas Negeri Semarang Press.
 History of CALL - http://www.history-of-call.org/History of CALL - http://www.history-of-call.org/
 Kiliçkaya, Ferit. 2007. The Effect of Computer Assisted Language Learning on Turkisk Learners’Kiliçkaya, Ferit. 2007. The Effect of Computer Assisted Language Learning on Turkisk Learners’
Achievement on The TOEFL Exam.Achievement on The TOEFL Exam.
 (Mary Anne Hess, http://www.weac.org/Home/Parents_Community/differ.aspx(Mary Anne Hess, http://www.weac.org/Home/Parents_Community/differ.aspx
 Longman English Interactive www.esl.net/englishinteractive_34.htmlLongman English Interactive www.esl.net/englishinteractive_34.html
 Adult Learning Activities www.cdlponline.org/Adult Learning Activities www.cdlponline.org/
 http://www.planetenglish.comhttp://www.planetenglish.com
 (DIWE 7) www.daedalus.com(DIWE 7) www.daedalus.com
 www.writefix.com/www.writefix.com/
 www.tellmemore.comwww.tellmemore.com
 Connected Speech, http://www.masterspokenenglish.com/index.htmlConnected Speech, http://www.masterspokenenglish.com/index.html
 www.linguistic-funland.comwww.linguistic-funland.com
 www.englishmed.com/www.englishmed.com/
NOW
QUESTIONS PLEASE
THANK
Have a good day
YOU

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Computert Assisted Language Learning and Teaching

  • 1. Computer Assisted Language Teaching (CALT) Whether or not Computer Assisted Language Teaching (CALT) Offers wide range of accessories and possibilities To ESL teachers to exploit language teaching Such as: motivation, critical thinking, learners’ autonomy, mixed- ability class, interactivity and cross-cultural exposure.
  • 2.  University Management and Technology  Johar Town Lahore 
  • 3. Resource person: - Sir Muhammad Shaban Rafi Presented by: - Maqsood Ahmad ID# 090418002 (MSc Applied Linguistics) University of Management and Technology Johar Town. Lahore.
  • 4. Introduction What is CALT?What is CALT? Computer Assisted Language Teaching (CALT)Computer Assisted Language Teaching (CALT) Computer technologyComputer technology To present, reinforce and assessTo present, reinforce and assess CALT studiesCALT studies Role of teacher and use of InformationRole of teacher and use of Information Communication Technologies in second or foreignCommunication Technologies in second or foreign language teaching.language teaching.
  • 5. CALT Includes Wide range of activitiesWide range of activities Spanning materialsSpanning materials Courseware developmentCourseware development Pedagogical practicePedagogical practice ResearchResearch
  • 6. OFFERS A WIDE RANGE OFOFFERS A WIDE RANGE OF POSSIBILITIES & ACCESSORIESPOSSIBILITIES & ACCESSORIES MOTIVATIONMOTIVATION CRITICAL THINKINGCRITICAL THINKING LEARNERS’AUTONOMYLEARNERS’AUTONOMY MIXED ABILITY CLASSMIXED ABILITY CLASS INTERACTIVITYINTERACTIVITY CROSS CULTURAL EXPOSURECROSS CULTURAL EXPOSURE Computer Assisted Language Teaching (CALT)
  • 7. Motivation Interest and MotivationInterest and Motivation Games, Animated graphics, Problem solving techniquesGames, Animated graphics, Problem solving techniques A Compatible learning styleA Compatible learning style ““fast” drill for one student and “slow” for another.fast” drill for one student and “slow” for another. Flexible time for using computerFlexible time for using computer Flexible learning.Flexible learning. Immediate FeedbackImmediate Feedback Instant feedbackInstant feedback Help students ward off misconception very first stage.Help students ward off misconception very first stage.
  • 8. Error analysisError analysis Computer can analyze specific mistakesComputer can analyze specific mistakes make students able to make self correction and understand themake students able to make self correction and understand the principle behind the correct solutionprinciple behind the correct solution Guided and repetitive practiceGuided and repetitive practice Drill type materials are suitable for repetitive practicesDrill type materials are suitable for repetitive practices Enable students learn concepts, key elements in subject areaEnable students learn concepts, key elements in subject area Pre-determined to process syllabusPre-determined to process syllabus Computer enhances learning processComputer enhances learning process A pre-determined syllabus to process syllabusA pre-determined syllabus to process syllabus
  • 9. Critical Thinking Classroom Discussion and DebatesClassroom Discussion and Debates Students challenged tension between two arguments.Students challenged tension between two arguments. Students can pair and reasoning tasks are administered.Students can pair and reasoning tasks are administered. Written AssignmentsWritten Assignments Searching from internetSearching from internet Serve as powerful vehiclesServe as powerful vehicles Allow students to expand their thinking processesAllow students to expand their thinking processes
  • 10. Learners’Autonomy CALT offers a powerful self access facilityCALT offers a powerful self access facility Freedom of choiceFreedom of choice Call up programs whenever students wantCall up programs whenever students want Useful in group activitiesUseful in group activities Can do study skill activity at their own paceCan do study skill activity at their own pace Can use time their own learning styles and strategiesCan use time their own learning styles and strategies Provides learner opportunity to become part of theProvides learner opportunity to become part of the skillsskills
  • 11. Mixed-ability class Reasons for DiversityReasons for Diversity Different cultural backgroundsDifferent cultural backgrounds School educationSchool education How to overcome Mixed Diversity?How to overcome Mixed Diversity? Lesson for understanding subjectLesson for understanding subject Teacher can use different ways, contents, and productsTeacher can use different ways, contents, and products  Introduce content students do not realize beingIntroduce content students do not realize being differentiateddifferentiated
  • 12. Create, manage tasks activities empowerCreate, manage tasks activities empower student’s learningstudent’s learning  Teachers can create relaxed ,acceptingTeachers can create relaxed ,accepting environmentenvironment
  • 13. Interactivity ReadingReading Choose a storyChoose a story Look at two versions of the storyLook at two versions of the story A variety of grammar learning activities, games,A variety of grammar learning activities, games, writing short answerswriting short answers WritingWriting Explores arguments for an essayExplores arguments for an essay Examines, organize, paragraphExamines, organize, paragraph complete model essay for transition words, phrasescomplete model essay for transition words, phrases
  • 14. ListeningListening Teachers can develop autonomy in choosingTeachers can develop autonomy in choosing materialsmaterials Can use videos to enrich listening activitiesCan use videos to enrich listening activities Can provide help to improve quality of listeningCan provide help to improve quality of listening Speaking and PronunciationSpeaking and Pronunciation  Computers used to complete dialoguesComputers used to complete dialogues Increase fluencyIncrease fluency Oral language develops through oral practiceOral language develops through oral practice
  • 15. Cross Cultural Exposure CALT improves the cross culture exposureCALT improves the cross culture exposure  It gives so many chances to students to interactIt gives so many chances to students to interact through out the world with the help of computer.through out the world with the help of computer.
  • 16. CALT Empowers Learners in-charge of their own Learning A CALT teacher can nurture student selfA CALT teacher can nurture student self directiondirection Providing students with opportunitiesProviding students with opportunities before, during and after instructionsbefore, during and after instructions to exercise control of their own learningto exercise control of their own learning
  • 17. CONCLUSION After this search it is concluded that without empoweringAfter this search it is concluded that without empowering students CALT is not so effective.students CALT is not so effective. Teacher role in CALT should be only a facilitator.Teacher role in CALT should be only a facilitator. CALT is so much effective that it must be introduced in allCALT is so much effective that it must be introduced in all institutions of Pakistan.institutions of Pakistan. Pakistan as a developing country can gain so muchPakistan as a developing country can gain so much educational development through this teaching strategy.educational development through this teaching strategy.
  • 18. References: - Breland,H.M. 1996. Computer-assisted writing assessment: The politics of science versus theBreland,H.M. 1996. Computer-assisted writing assessment: The politics of science versus the humanities. New-York: Modern Language Association of America.humanities. New-York: Modern Language Association of America.  Esteras,S.R. 2003. English for computer users. Infotech: Third edition. Cambridge University.Esteras,S.R. 2003. English for computer users. Infotech: Third edition. Cambridge University.  EUROCALL – http://www.eurocall-languages.org/EUROCALL – http://www.eurocall-languages.org/  Hartoyo, Ma, Ph.D. 2006. Individual Differences in Computer Assisted Language LearningHartoyo, Ma, Ph.D. 2006. Individual Differences in Computer Assisted Language Learning (CALL). Semarang: Universitas Negeri Semarang Press.(CALL). Semarang: Universitas Negeri Semarang Press.  History of CALL - http://www.history-of-call.org/History of CALL - http://www.history-of-call.org/  Kiliçkaya, Ferit. 2007. The Effect of Computer Assisted Language Learning on Turkisk Learners’Kiliçkaya, Ferit. 2007. The Effect of Computer Assisted Language Learning on Turkisk Learners’ Achievement on The TOEFL Exam.Achievement on The TOEFL Exam.  (Mary Anne Hess, http://www.weac.org/Home/Parents_Community/differ.aspx(Mary Anne Hess, http://www.weac.org/Home/Parents_Community/differ.aspx  Longman English Interactive www.esl.net/englishinteractive_34.htmlLongman English Interactive www.esl.net/englishinteractive_34.html  Adult Learning Activities www.cdlponline.org/Adult Learning Activities www.cdlponline.org/  http://www.planetenglish.comhttp://www.planetenglish.com  (DIWE 7) www.daedalus.com(DIWE 7) www.daedalus.com  www.writefix.com/www.writefix.com/  www.tellmemore.comwww.tellmemore.com  Connected Speech, http://www.masterspokenenglish.com/index.htmlConnected Speech, http://www.masterspokenenglish.com/index.html  www.linguistic-funland.comwww.linguistic-funland.com  www.englishmed.com/www.englishmed.com/
  • 20. THANK Have a good day YOU