The document discusses technology enhanced language learning (TELL), including definitions of mobile assisted language learning (MALL), computer assisted language learning (CALL), and intelligent CALL (iCALL). It provides examples of apps that can be used to teach different language skills and components, such as listening, speaking, reading, writing, vocabulary, and grammar. It also outlines basic and advanced CALL skills for classroom teachers, and discusses factors that influence the technology readiness level of teachers, schools, and environments.
ELKL 4, Language Technology: learning from endangered languagesDafydd Gibbon
Presentation at the ELKL-4 (4th Endangered and Less Resourced Languages) conference, Agra University, India.
Types of language documentation (data and software tools).
This document provides an introduction and definition of computer-assisted language learning (CALL). CALL involves using computers to improve language learning and can encompass materials design, technologies, pedagogical theories, and modes of instruction. There are two types of CALL applications: generic software like word processors that are adapted for language learning, and CALL software specifically designed for language learning objectives. The history of CALL is also summarized, from its beginnings in universities in the 1960s-70s to its expansion alongside developments in computer technology and the rise of the internet in the 1990s-2000s.
Computer-assisted language learning (CALL) involves using computers to support and enhance language teaching and learning. CALL encompasses issues related to materials design, technologies, pedagogical theories, and modes of instruction. CALL materials can be either generic software adapted for language learning, or software designed specifically for language learning. The history of CALL began in the 1960s with mainframe computers used for drill-and-practice activities. CALL expanded in the 1980s with the rise of microcomputers and word processing. Today, CALL utilizes various technologies like the Internet, blogs, podcasts, and more. Related disciplines include human-computer interaction, instructional technology, psychology, and applied linguistics.
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.
This document discusses the use of information and communication technologies (ICT) to support English language teaching and learning. It defines key concepts like computer-assisted language learning (CALL), technology-enhanced language learning (TELL), and web-based language learning (WBLL). It also provides examples of how different technologies like word processors, email, and multimedia tools can be used in the classroom and for distance learning. Finally, it offers guidance on implementing technology in EFL teaching and integrating ICT into language learning activities and projects.
The document discusses five skill areas and possible applications of educational technology:
1) Using internet text and multimedia can increase student motivation and provide authentic learning experiences. Text-reading and concept-organization software can help students interact with information.
2) Available technologies like email, social media, blogs and websites allow for authentic learning experiences through activities like answering questions and expanding on stories.
3) Technologies like grammar checkers and drill software can help teach grammar, and tools like track changes in Word allow for feedback, but good teaching is still time-intensive.
The document discusses the potential applications of educational technology in five areas: using internet text materials, available technologies like email and social media, using technology to teach grammar, using technology for communicative language teaching, and the advantages and disadvantages of using technology for language learning. Technologies like text readers, word prediction software, and digital dictionaries can help students interact with and understand written text. Social media, blogs, and wikis allow for authentic learning activities. Grammar and vocabulary software provides automated feedback and practice opportunities. Technologies like Skype and video files allow for individualized listening practice and communicative language exchanges. While technology enables greater access and language exposure, costs, learning curves, and potential issues with online communication remain challenges.
This document discusses computer-assisted language learning (CALL) and the role of technology in language teaching and learning. It defines CALL and describes how the technologies used have evolved from traditional tools like blackboards, audio tapes, and video tapes to current tools like computers, the internet, and mobile devices. It categorizes technologies as either software programs or internet-based activities and provides examples of each. It emphasizes that technology plays an essential role in lesson development by supporting the three elements of teaching - academic content, teaching methods, and student assessment.
ELKL 4, Language Technology: learning from endangered languagesDafydd Gibbon
Presentation at the ELKL-4 (4th Endangered and Less Resourced Languages) conference, Agra University, India.
Types of language documentation (data and software tools).
This document provides an introduction and definition of computer-assisted language learning (CALL). CALL involves using computers to improve language learning and can encompass materials design, technologies, pedagogical theories, and modes of instruction. There are two types of CALL applications: generic software like word processors that are adapted for language learning, and CALL software specifically designed for language learning objectives. The history of CALL is also summarized, from its beginnings in universities in the 1960s-70s to its expansion alongside developments in computer technology and the rise of the internet in the 1990s-2000s.
Computer-assisted language learning (CALL) involves using computers to support and enhance language teaching and learning. CALL encompasses issues related to materials design, technologies, pedagogical theories, and modes of instruction. CALL materials can be either generic software adapted for language learning, or software designed specifically for language learning. The history of CALL began in the 1960s with mainframe computers used for drill-and-practice activities. CALL expanded in the 1980s with the rise of microcomputers and word processing. Today, CALL utilizes various technologies like the Internet, blogs, podcasts, and more. Related disciplines include human-computer interaction, instructional technology, psychology, and applied linguistics.
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.
This document discusses the use of information and communication technologies (ICT) to support English language teaching and learning. It defines key concepts like computer-assisted language learning (CALL), technology-enhanced language learning (TELL), and web-based language learning (WBLL). It also provides examples of how different technologies like word processors, email, and multimedia tools can be used in the classroom and for distance learning. Finally, it offers guidance on implementing technology in EFL teaching and integrating ICT into language learning activities and projects.
The document discusses five skill areas and possible applications of educational technology:
1) Using internet text and multimedia can increase student motivation and provide authentic learning experiences. Text-reading and concept-organization software can help students interact with information.
2) Available technologies like email, social media, blogs and websites allow for authentic learning experiences through activities like answering questions and expanding on stories.
3) Technologies like grammar checkers and drill software can help teach grammar, and tools like track changes in Word allow for feedback, but good teaching is still time-intensive.
The document discusses the potential applications of educational technology in five areas: using internet text materials, available technologies like email and social media, using technology to teach grammar, using technology for communicative language teaching, and the advantages and disadvantages of using technology for language learning. Technologies like text readers, word prediction software, and digital dictionaries can help students interact with and understand written text. Social media, blogs, and wikis allow for authentic learning activities. Grammar and vocabulary software provides automated feedback and practice opportunities. Technologies like Skype and video files allow for individualized listening practice and communicative language exchanges. While technology enables greater access and language exposure, costs, learning curves, and potential issues with online communication remain challenges.
This document discusses computer-assisted language learning (CALL) and the role of technology in language teaching and learning. It defines CALL and describes how the technologies used have evolved from traditional tools like blackboards, audio tapes, and video tapes to current tools like computers, the internet, and mobile devices. It categorizes technologies as either software programs or internet-based activities and provides examples of each. It emphasizes that technology plays an essential role in lesson development by supporting the three elements of teaching - academic content, teaching methods, and student assessment.
The document discusses the use of technology in language classrooms. It describes how computer-mediated language learning (CALL) emerged in the 1980s using computer programs for exercises and feedback. Technology-enhanced language learning (TELL) developed in the 1990s with the rise of the internet and web-based tools. Basic uses of technology included computer rooms for projects, CD-ROMs for group work, and email/word processing for assignments. Newer technologies support oral interaction through video chat, simulated environments for identity exploration, and written interactions through messaging and chat rooms. Technologies also aid pronunciation practice, reading with multimedia supports, and writing through discussion forums, blogs and wikis. Effective implementation considers teacher skills, facilities, and using the
The document discusses using an "Activity Types Approach" to ensure pedagogically sound integration of technology in world language education. It presents the TPACK framework and describes how activity types taxonomies can provide teachers with content-based collections of learning activities organized by communicative skills. These activity types suggest intentional uses of educational technologies to support language learning goals and engage students in meaningful communication.
What is your Technology Load? TESL Ontario 2009John Allan
This document provides an overview of a workshop that allows participants to identify the various technology-related tasks required by their jobs. It introduces 16 categories of digital responsibility and has participants complete a rubric to determine their individual "technology load". The document also discusses potential coping strategies for technology overload.
The document discusses using technology to strengthen students' language skills. It begins with an activity asking participants whether technology should be integrated into the curriculum or viewed as supplemental. The presenter then outlines an agenda covering objectives, research on technology in language learning, and websites to develop listening, speaking, reading, writing, grammar and vocabulary skills. Participants fill out a K-W-L-S chart to track what they know, want to know, learn and still need to find out. The presentation concludes with reflections on using technology to support language lessons and help develop students' skills.
Strenthening students' language skills through technologyTelly J Hajny
The document discusses using technology to strengthen students' language skills. It begins with an activity asking participants whether technology should be integrated into the curriculum or viewed as supplemental. The presenter then outlines an agenda covering objectives, research on technology in language learning, and websites to develop listening, speaking, reading, writing, grammar and vocabulary skills. Participants fill out a K-W-L-S chart to track what they know, want to know, learn and still need to find out. The presentation concludes with reflections on using technology to support language lessons and help develop students' skills.
The document discusses the evolution of technology used in language education from traditional print media to modern multimedia and mobile technologies. It describes how computers can serve as tutors, tools, and environments for communication in language learning. Examples are provided of online and mobile applications that support language skills like reading, writing, speaking, listening, and cultural learning through activities, games, translation tools, and virtual field trips. Both benefits and challenges of integrating technology into language teaching are mentioned, such as issues around time, cost, outcomes, and support needed.
The document discusses five key skills areas for language learning - reading, writing, grammar, listening, and speaking - and how educational technologies can support each area. Technologies like Microsoft Word, grammar drill software, digital videos and mp3s can help with reading, writing and grammar. For listening, tools like YouTube, podcasts and videoconferencing provide input. Speaking can be developed through videoconferencing, voice boards and digital recordings. While technologies offer advantages like individualized learning, some students may feel less pressure to communicate online. Good teaching still requires time and effort despite technological aids.
Presentation given by John Allan at the TESOL International conference in Denver, USA. It discusses the inordinate amount of technology expectations that are leveled against ESL/EFL teachers.
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.
Using Technology In The Language ClassroomErin Lowry
The document discusses various technological tools that can be used in the language classroom, including both traditional and new technologies. It provides examples of tools such as movies, TV shows, computers, and the internet that can be used as instructional tools. It also discusses the benefits of using technology, such as encouraging collaboration, developing real-world skills, and providing authentic language learning opportunities. Suggestions are made for effective online learning, such as providing access to information, encouraging interaction, and building a supportive community.
Création de la banque de corpus CoMeRe : un partenariat Corpus-écrits – ORTO...Thierry Chanier
The document discusses building and annotating corpora of computer-mediated communication (CMC) according to established standards. It presents the goals of the TEI-CMC SIG consortium, which include developing standards for representing and processing CMC genres within the TEI framework. The challenges include the lack of standards for CMC and tools that can handle its peculiarities. The consortium aims to work on solutions and develop suggestions for standardizing the sharing and encoding of CMC corpora to make them interoperable resources for research.
This document outlines key topics in using information and communication technologies (ICT) for language learning and teaching. It discusses (1) frameworks for categorizing technology tools as tutors or tools, (2) aligning technology with teaching approaches and learning goals, (3) identifying affordances of technologies for language instruction, and (4) effective principles for teaching with technology. The document provides references for further reading on integrating technology while maintaining a focus on language accuracy, fluency and meaning.
This presentation shows how to enhance language competencies with the use of internet. Practice links are provided for beginners so that they can rehearse listening, reading, lexical, and accuracy skills.
This document discusses educational technology. It begins by defining educational technology as the study and ethical practice of using technology to facilitate learning. It then discusses the historical developments of educational technology from ancient times to the present and future. Key developments included the printing press, chalkboards, film projectors, computers, the internet, learning management systems, and mobile devices. The document also discusses computer-assisted language learning and how it has evolved from behavioristic to communicative to integrative approaches. It provides examples of technology based on behaviorism, cognitivism, and constructivism learning theories. Finally, it outlines benefits and barriers to educational technology.
A General Introduction To Computer Assisted Language Learning RevisedAparecida Moreira
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.
Blended learning refers to combining face-to-face classroom learning with online learning using technology. It includes both synchronous activities like video conferencing and asynchronous activities like online discussion forums. Blended learning allows for learning at different times and places and can bring together learners from different cultures. Key principles are separating the teacher and technology roles and using technology to enhance face-to-face learning. Popular technologies discussed for blended learning include Moodle, social networking sites, and tools for sharing photos and presentations.
The document discusses various aspects of internationalization and localization for global information systems, including:
1. Definitions of internationalization, localization, and globalization and how they relate. Internationalization is making a product work for multiple languages and cultures, localization is making it appropriate for a specific locale, and globalization is a business strategy for acting on a global market.
2. Design approaches and challenges for localization, including text translation, character encoding, formatting differences across cultures, and user interface adaptation.
3. Recommendations for making systems culture-aware, such as investigating cultural models, designing prototypes, and considering cultural factors in user interface design like metaphors, navigation, and interaction styles.
Scanning the Language Learning Landscape EdTech Symposium 210722 (1).pptxColin Simpson
This document summarizes Colin Simpson's presentation on scanning the language learning landscape. He began by acknowledging the traditional owners of the land. Simpson then introduced himself and his background working in education technology. He conducted a poll of which learning management systems attendees regularly use. He then demonstrated and discussed several tools for listening, speaking, reading and writing including TikTok, Descript, Feedback Fruits, and AI-assisted writing tools. He wrapped up by taking any additional questions from attendees.
The document discusses the use of technology in language classrooms. It describes how computer-mediated language learning (CALL) emerged in the 1980s using computer programs for exercises and feedback. Technology-enhanced language learning (TELL) developed in the 1990s with the rise of the internet and web-based tools. Basic uses of technology included computer rooms for projects, CD-ROMs for group work, and email/word processing for assignments. Newer technologies support oral interaction through video chat, simulated environments for identity exploration, and written interactions through messaging and chat rooms. Technologies also aid pronunciation practice, reading with multimedia supports, and writing through discussion forums, blogs and wikis. Effective implementation considers teacher skills, facilities, and using the
The document discusses using an "Activity Types Approach" to ensure pedagogically sound integration of technology in world language education. It presents the TPACK framework and describes how activity types taxonomies can provide teachers with content-based collections of learning activities organized by communicative skills. These activity types suggest intentional uses of educational technologies to support language learning goals and engage students in meaningful communication.
What is your Technology Load? TESL Ontario 2009John Allan
This document provides an overview of a workshop that allows participants to identify the various technology-related tasks required by their jobs. It introduces 16 categories of digital responsibility and has participants complete a rubric to determine their individual "technology load". The document also discusses potential coping strategies for technology overload.
The document discusses using technology to strengthen students' language skills. It begins with an activity asking participants whether technology should be integrated into the curriculum or viewed as supplemental. The presenter then outlines an agenda covering objectives, research on technology in language learning, and websites to develop listening, speaking, reading, writing, grammar and vocabulary skills. Participants fill out a K-W-L-S chart to track what they know, want to know, learn and still need to find out. The presentation concludes with reflections on using technology to support language lessons and help develop students' skills.
Strenthening students' language skills through technologyTelly J Hajny
The document discusses using technology to strengthen students' language skills. It begins with an activity asking participants whether technology should be integrated into the curriculum or viewed as supplemental. The presenter then outlines an agenda covering objectives, research on technology in language learning, and websites to develop listening, speaking, reading, writing, grammar and vocabulary skills. Participants fill out a K-W-L-S chart to track what they know, want to know, learn and still need to find out. The presentation concludes with reflections on using technology to support language lessons and help develop students' skills.
The document discusses the evolution of technology used in language education from traditional print media to modern multimedia and mobile technologies. It describes how computers can serve as tutors, tools, and environments for communication in language learning. Examples are provided of online and mobile applications that support language skills like reading, writing, speaking, listening, and cultural learning through activities, games, translation tools, and virtual field trips. Both benefits and challenges of integrating technology into language teaching are mentioned, such as issues around time, cost, outcomes, and support needed.
The document discusses five key skills areas for language learning - reading, writing, grammar, listening, and speaking - and how educational technologies can support each area. Technologies like Microsoft Word, grammar drill software, digital videos and mp3s can help with reading, writing and grammar. For listening, tools like YouTube, podcasts and videoconferencing provide input. Speaking can be developed through videoconferencing, voice boards and digital recordings. While technologies offer advantages like individualized learning, some students may feel less pressure to communicate online. Good teaching still requires time and effort despite technological aids.
Presentation given by John Allan at the TESOL International conference in Denver, USA. It discusses the inordinate amount of technology expectations that are leveled against ESL/EFL teachers.
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.
Using Technology In The Language ClassroomErin Lowry
The document discusses various technological tools that can be used in the language classroom, including both traditional and new technologies. It provides examples of tools such as movies, TV shows, computers, and the internet that can be used as instructional tools. It also discusses the benefits of using technology, such as encouraging collaboration, developing real-world skills, and providing authentic language learning opportunities. Suggestions are made for effective online learning, such as providing access to information, encouraging interaction, and building a supportive community.
Création de la banque de corpus CoMeRe : un partenariat Corpus-écrits – ORTO...Thierry Chanier
The document discusses building and annotating corpora of computer-mediated communication (CMC) according to established standards. It presents the goals of the TEI-CMC SIG consortium, which include developing standards for representing and processing CMC genres within the TEI framework. The challenges include the lack of standards for CMC and tools that can handle its peculiarities. The consortium aims to work on solutions and develop suggestions for standardizing the sharing and encoding of CMC corpora to make them interoperable resources for research.
This document outlines key topics in using information and communication technologies (ICT) for language learning and teaching. It discusses (1) frameworks for categorizing technology tools as tutors or tools, (2) aligning technology with teaching approaches and learning goals, (3) identifying affordances of technologies for language instruction, and (4) effective principles for teaching with technology. The document provides references for further reading on integrating technology while maintaining a focus on language accuracy, fluency and meaning.
This presentation shows how to enhance language competencies with the use of internet. Practice links are provided for beginners so that they can rehearse listening, reading, lexical, and accuracy skills.
This document discusses educational technology. It begins by defining educational technology as the study and ethical practice of using technology to facilitate learning. It then discusses the historical developments of educational technology from ancient times to the present and future. Key developments included the printing press, chalkboards, film projectors, computers, the internet, learning management systems, and mobile devices. The document also discusses computer-assisted language learning and how it has evolved from behavioristic to communicative to integrative approaches. It provides examples of technology based on behaviorism, cognitivism, and constructivism learning theories. Finally, it outlines benefits and barriers to educational technology.
A General Introduction To Computer Assisted Language Learning RevisedAparecida Moreira
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.
Blended learning refers to combining face-to-face classroom learning with online learning using technology. It includes both synchronous activities like video conferencing and asynchronous activities like online discussion forums. Blended learning allows for learning at different times and places and can bring together learners from different cultures. Key principles are separating the teacher and technology roles and using technology to enhance face-to-face learning. Popular technologies discussed for blended learning include Moodle, social networking sites, and tools for sharing photos and presentations.
The document discusses various aspects of internationalization and localization for global information systems, including:
1. Definitions of internationalization, localization, and globalization and how they relate. Internationalization is making a product work for multiple languages and cultures, localization is making it appropriate for a specific locale, and globalization is a business strategy for acting on a global market.
2. Design approaches and challenges for localization, including text translation, character encoding, formatting differences across cultures, and user interface adaptation.
3. Recommendations for making systems culture-aware, such as investigating cultural models, designing prototypes, and considering cultural factors in user interface design like metaphors, navigation, and interaction styles.
Scanning the Language Learning Landscape EdTech Symposium 210722 (1).pptxColin Simpson
This document summarizes Colin Simpson's presentation on scanning the language learning landscape. He began by acknowledging the traditional owners of the land. Simpson then introduced himself and his background working in education technology. He conducted a poll of which learning management systems attendees regularly use. He then demonstrated and discussed several tools for listening, speaking, reading and writing including TikTok, Descript, Feedback Fruits, and AI-assisted writing tools. He wrapped up by taking any additional questions from attendees.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
2. Content
Definitions of TELL, MALL, CALL, iCALL
Language skills
Apps used for each skill or for each language
component
Basic & Advanced CALL skills for classroom teachers
The Technology Readiness Level
Alignment of technology and theories
Evaluation of apps
2
6. Technology Enhanced Language learning
Language Skills
o Listening, Reading and Viewing
o Speaking, Writing and Representing
Language Components
o pronunciation/intonation/prosody, vocabulary/lexicon;
grammar/syntax/morphology
Socio-cultural competence; Intercultural communication
(pragmatics)
Technological Environments/ Contexts
o CMC, telecollaboration; gaming & simulations; Virtual
Learning Environments (VLE); Mobile Assisted Language
Learning (MALL)
o corpora and concordance tools; online dictionary/thesauri;
multimedia tools devices, resources; social software tools;
technology mediated assessment
7. Apps used for each skill or for
each language component
7
8. Technology Enhanced Language learning
English language learning 4.0 ?
Literacy has changed
Reading and Listening viewing
Decoding evaluating
Writing and Speaking presenting
Text or audio multimodal
CALL iCALL
8
9. Technology Enhanced Language learning
How do we teach language in Education 4.0?
Technology-enriched language learning:
TELL; CALL; MALL; iCALL concepts
CMC (Computer-mediated communication)
Gaming and simulations
Virtual learning environments (VLE); Learning
Management Systems (LMS)
Digital (online) tools/devices (corpora and concordance
tools; dictionary/thesauri; multimedia tools/devices;
applications)
9
10. Technology Enhanced Language learning
Gaming and simulations
Meaningful language use, goal-oriented, and discovery-
based pedagogy
Simulated immersed environments with avatars (e.g.
MIDD World Online)
Online language learning apps (e.g. Duolingo, Babbel,
etc.)
10
11. Technology Enhanced Language learning
CMC (Computer-mediated communication)
Opportunities for language learners to practice language,
Asynchronous and synchronous telecollaboration:
Email
Online Forums, Chatrooms (LMS, VLE, Blogs)
Video conferencing (VoIP service e.g. Skype, Zoom, Viber)
Blogs (e.g., Blogger, Wordpress), Wiki (e.g., Wikispaces,
Wikipedia)
Social network service (SNS e.g. Lang-8, Facebook, Twitter,
Instagram)
SMS (e.g. WhatsApp, Line)
11
12. Technology Enhanced Language learning
VLE and LMS
Learning management system (e.g. Blackboard, Moodle,
Canvas, etc.)
MOOCS (e.g. Coursera, EdX)
Blogs, SNS, etc. (e.g. Wordpress, Facebook)
Affords Learning Analytics
12
14. Technology Enhanced Language learning
Reading
Extensive Reading (eg. M-reader, X reading.com. ER
Central, AntWord Profiler)
Social Reading (eg. eComma)
https://ecomma.coerll.utexas.edu/
Share parts of reading for others to comment
Social Annotation (eg. Diigo, Readmoo)
Users mark or highlight pieces of information of interest
and share the annotation with other users
Electronic dictionaries (WordReference.com, glosses and
annotation (Annotate.com. Diigo, Bounce)
14
23. Technology Enhanced Language learning
Vocabulary
Tests (e.g. VocabularySize.com, Lextutor, Ghent Word
Test, Kahoot!)
Adaptive (e.g. BodoBot)
simultaneously tracks students’ learning behavior in order
to provide reading recommendations and quizzes tailored
to the learner’s skill level
Narrative framework or Digital storytelling (e.g.
VoiceThread, Adobe Spark)
23
24. Technology Enhanced Language learning
Grammar
Tutorial CALL (e.g. DASHER)
Intelligent Language Tutoring Systems (ILTS) (e.g. E-
tutor, Robo-sensei, Tagarela)
Corpora and Data-driven Learning (DDL) (e.g. COCA)
CMC, Language related episodes (LREs)
Form-oriented LREs (FO-LREs)
Lexis-oriented LREs (LO-LREs)
Mechanics-oriented LREs (MO-LREs)
24
26. Technology Enhanced Language learning
Language for Specific Purposes (pragmatics)
Interactive reference tools
Make arguments and formulate warrants (e.g. Legal
Argument Graph Observer (LARGO)
Written explanations of science topics (e.g.
Summarization Integrated Development Environment
(SIDE)
Interactive DDL tools
abstracts of research articles (e.g. Mover)
research articles in computer science (e.g. Moves And
Keywords Engine (MAKE)
26
28. Technology Enhanced Language learning
Basic CALL skills for classroom teachers
Skill ( Teacher action)
Locate (Use Internet search engine to find relevant movie
files )
Evaluate (Watch videos to determine if the language level is
appropriate, if the content is accurate, if the quality of video
is acceptable, etc. )
Select (Select the file that best meets pedagogical needs )
Distribute (Determine the best means for distributing a
video fi le to students, including Web links, CDs, local files,
etc.)
Integrate (Construct a language lesson around the content
of the video fi le that utilizes the images, audio, and text in
meaningful pedagogical way)
28
29. Technology Enhanced Language learning
Advanced CALL skills for classroom teachers
Skill ( Teacher action)
Create (Create a video using a combination of personally
created images, text, and voice recordings )
Customize (Edit the movie file expanding the narration
with a more challenging version for a higher-level class )
Convert (Edit the movie file deleting the audio to utilize
as a reading activity)
Repurpose (Use instructional materials, media, or
technology in multiple contexts with relatively minor
alterations)
29
31. Technology Enhanced Language learning
The Technology Readiness Level
can be categorized into three groups
teacher level (both extrinsic and intrinsic), school level and
environmental level
For readiness of teachers,
Extrinsic
Background: Education/ training in ICT (Wozney, Venkatesh
and Abrami, 2006)
ICT ownership and experience in using ICT (Meeller et al., 2008)
Gender (Hermans et al., 2008)
Age (Luan et al., 2005)
Teaching experience not important (Mueller et al., 2008)
31
32. Technology Enhanced Language learning
For readiness of teachers,
Intrinsic
teachers’ belief and approach to teaching (Lucas and
Wright, 2009)
intrinsic motivation in technology (Wozney, Venkatesh
and Abrami ,2006)
student-centered approach (Mueller et al., 2008)
Constructivism (Fields and Cox, 2006)
Lack of confidence/ anxious to teach with technology
(Sang et al., 2010)
Willingness to change (Ertmer, 1999)
Limited digital competence (Valtonen et al., 2013)
32
33. Technology Enhanced Language learning
For readiness of school
lack of time (Mukama and Andersson, 2008)
lack of affordances (Butler and Sellbom, 2002)
hardware
software
network/connectivity
unreliable affordances (Demiraslan and Usluel, 2008)
Lack of leadership (ICT) (Dexter, 2008)
training
institutional and financial support/ incentives- infrastructure
initiatives
Lack of ICT culture, collaboration, community of practice
(Trinidad, Newhouse and Clarkson, 2006)
33
34. Technology Enhanced Language learning
For environmental level
policy (Tondeur et al., 2008)
National policies, educational systems
MOE may or may not help (Fullan, 2001)
Social-cultural settings
local community (Somekh, 2008)
34
37. Alignment of technology and theories
PPP:
• presentation
(introduction of new
material in context),
• practice (a controlled
practice phase) and
• production (activities
designed for less-
controlled practice)
Directed practice
Directed practice
Technology Enhanced Language learning
41. Constructivism Theory (Jerome Bruner)
An active process where learners connect new concepts
with their current knowledge and context (readiness)
Knowledge structured so that it can be easily grasped by
the student (spiral organization)
Knowledge designed to facilitate extrapolation and or fill
in the gaps (going beyond the information given)
http://www.instructionaldesign.org/theories/constructivist/
Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA:
Harvard University Press.
Technology Enhanced Language learning
44. Alignment of technology and theories
Pedagogy must come first before technology (Stockwell,
2018)
Plan your lesson first with principled (using SLA)
pedagogies
See how and what type of technology can be used to
enhance which part of pedagogy
Shouldn’t be the selection of a type of technology by
putting it into the classroom without consideration of
pedagogy
44
Technology Enhanced Language learning
45. Alignment of technology and theories
Example
For classroom-based technologies
Use Google Docs
To do peer review on their writing pieces
Can get peer feedback from several students at the same time on
the same writing platform
Tracked changes
can provide corrective feedback from teachers or even peers
can serve as explicit noticing for SLA learning principle
45
Technology Enhanced Language learning
46. Alignment of technology and theories
Example
For classroom-based technologies
Use Google Docs
can be used for collaborative writing practice
Students can write together either in classroom or remotely with
the computer
Collaborative exercises
Use the principles of Vygotsky’s social cultural theory of
interpersonal learning with zone of proximal development (ZPD)
46
Technology Enhanced Language learning
48. Technology Enhanced language learning
Language learning (Evaluation of apps)
Reading: Does the app provide texts in the target language?
Listening: Does the app provide audio in the target
language?
Writing: Does the app offer opportunities to write in the
target language? Speaking: Does the app offer
opportunities to speak in the target language?
Vocabulary: Does the app offer specific activities for
vocabulary acquisition?
Grammar: Does the app offer specific activities for
grammar practice?
48
49. Technology Enhanced language learning
Language learning (Evaluation of apps)
Pronunciation and intonation: Does the app offer specific
activities for pronunciation and intonation?
Cultural information: Does the app include information
about customs and traditions in the areas where the
language is spoken?
Use of visual content: Are images and videos stereotypical
or stock images? Do they represent the diversity of the
areas where the language is spoken?
Language varieties: Does the app include different regional
or national varieties of the language?
49
50. Technology Enhanced language learning
Pedagogy (Evaluation of apps)
Description: Does the app store description match what
the app does?
Teaching: Does the app present, explain, or model
language or does it just test it?
Progress: Does the app allow the user to track progress or
see previous attempts?
Scaffolding: Do activities in the app progress in difficulty
in a way that supports the learner?
Feedback: Does the app provide feedback? Is it just
right/wrong or with meaningful explanations?
50
51. Technology Enhanced language learning
Pedagogy (Evaluation of apps)
Quality of content: Does the content have any
errors/omissions?
Use of media: Does the app make use of sound, images,
and video in a meaningful way?
Differentiation: Does the app offer different levels
depending on ability? Can these be accessed directly?
Engagement: Does the app keep the user interested or are
activities repetitive
51
52. Technology Enhanced language learning
User experience (Evaluation of apps)
Interaction: Does the app allow users to interact with each
other?
Interactivity: Is engagement with the app content active or
passive?
Sharing: Does the app allow or encourage sharing content?
Badging: Does the app provide recognition that can be
shared on social media?
Price: Does the user need to pay to download the app? Is
there a ‘lite’ version of the app? Does it offer in-app
purchases?
Registration: Does the app require the user to register?
Advertising: Does the app include pop-up ads? Are these
distracting?
52
53. Technology Enhanced language learning
Technology (Evaluation of apps)
Interface: Is the interface clear and uncluttered?
Navigation: Is the app intuitive to navigate, with clear
menus and options?
Instructions: Does the app offer instructions on how to use
it?
Stability: Does the app freeze or crash?
Gamification: Does the app have game-like features to
increase engagement?
Support: Does the app have a help section?
Offline work: Does the app require an internet connection
to work?
53