Theories of Computer Assisted Language Learning
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Theories of Computer Assisted Language Learning
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Theories of Computer Assisted Language Learning
- 2. What would be suitable learning theories which related to studies on CALL? COMPUTER ASSISTED LANGUAGE LEARNING
- 3. WHAT WE’LL DO TODAY 01 Theories of CALL 02 Stockwell’s research 04 Students’ presentation : Target group & content 05 Website evaluation criteria 03 Roles of computer in language classroom
- 5. THEORIES OF CALL ● What is CALL ● History of CALL ● Application of CALL ● Advantages & disadvantages of CALL
- 6. Meeting : Once every fortnight Assignments: 4 Activities in class are meant to help you do your assignments well Running of this course What is CALL?
- 7. HISTORY Computers being used for language learning since 1960’s • Behaviorist CALL • Communicative CALL • Integrative CALL Certain level of pedagogy and certain level pedagogical theories
- 13. ASSIGNMENT 2 Website evaluation report : 30% • Write an evaluation report of other website • Criteria of evaluation will be discussed in class DATE LINE: WEEK 12
- 14. BEHAVIORIST CALL Group presentation of reviewed research article : 20% • Read two research article on CALL, do critical review on them • Record the presentation and submit to e-learning DATE LINE: WEEK 8
- 15. THEN E-Portfolio and Webquest : 30% • Select a target audience • Create a website, create learning contents for your target audience. • The contents are notes and videos (uploaded on your Youtube channel). They are meant to help your audience do self-learning • Use suitable video editing tools to edit your video DATE LINE: WEEK 14
- 16. COMMUNICATIVE CALL Group presentation of reviewed research article : 20% • Read two research article on CALL, do critical review on them • Record the presentation and submit to e-learning DATE LINE: WEEK 8
- 17. COMMUNICATIVE CALL Group presentation of reviewed research article : 20% • Read two research article on CALL, do critical review on them • Record the presentation and submit to e-learning DATE LINE: WEEK 8
- 18. INTEGRATIVE CALL Group presentation of reviewed research article : 20% • Read two research article on CALL, do critical review on them • Record the presentation and submit to e-learning DATE LINE: WEEK 8
- 19. INTEGRATIVE CALL Group presentation of reviewed research article : 20% • Read two research article on CALL, do critical review on them • Record the presentation and submit to e-learning DATE LINE: WEEK 8
- 20. NOW One of the point that your must include in your report is justification of your target audience. Start to think about it, and start writing a draft on justification of the target audience based on your readings on the needs different generation. Prepare your justifications and and your website content plan, and present it in next class.
- 21. ROLES OF COMPUTER IN LANGUAGE CLASSROOM
- 31. AWESOME WORDS
- 32. 10 MINUTES BREAK
- 35. • Technology itself cannot contribute to learning a language. • “...technology alone does not create language learning any more than dropping a learner into the middle of a large library does” (Healy, 1999: 136). • The way in which learners use technologies in their everyday lives will, for example, have an effect on how they apply these technologies to other usages as well (Levy & Stockwell, 2006). • Two theories that appear to be immediately applicable to the way in which technology may be used in language learning are 1. Distributed cognition 2. Situated learning.
- 36. Distributed Cognition Many of the activities that take place in our daily lives, a large proportion of them occur as a combination of processes that take place within individuals and the tools that are used to facilitate these activities. Distributed cognition refers to sharing of information between individuals during processing. E.g Vocabulary learning: There are several ways in which the learning process may be somewhat different than learning through non- technological means. Rather than relying on human memory to keep track on the vocabulary, we use links to dictionary that provide pronunciation etc.
- 37. DISTRIBUTIVE People will behave differently depending on the situation and the options available (Suchman, 2006). Application to CALL: Learners need to be aware of what the outcomes of actions that they are required to undertake will be so that they can make informed decisions about what actions to perform. For example, in the design of CALL applications, if learners do not know the functions of buttons or other features within the application, there is the chance that they will not be used in the way that is intended by the designers of the program. Options need to be clear and logical, and leave as small amount of doubt as possible for the learner so that they feel comfortable about navigating around the environment in the application.
- 38. COMPLEXITIES OF CALL • There is potentially far more to CALL than can be simply explained by theories of SLA that do not involve technology.
- 40. Read article 1-3 & summarise the criteria of website evaluation suggested by the authors https://padlet.com/Nurhasmiza/7tl1hnrzgdympaag