This document provides tips and guidance for using CALL (computer-assisted language learning) in English language teaching. It recommends selecting CALL materials that explicitly teach vocabulary at an appropriate level, providing interactive practice opportunities for learners, and incorporating collaborative tasks. The document also discusses evaluating learner performance, developing online vocabulary learning strategies, and following principles of learner guidance, authentic language exposure, and structured learning activities when using CALL in the classroom.

1. Tips for Teaching with CALL (From page 1 to page 32)
1. What is CALL? It´s the acronym for “computer-assisted language learning”. It´s an area of
applied linguistics concerned with the use of computers for teaching and learning a second
language.
2. Why do English language teachers use CALL?
a- From the pedagogicall point of view, many teachers find that computers make them
expand, and sometimes revise, their understanding of how learners need to become
successful English users. Computers result an important tool in the English classroom.
In CALL activities, beneficial interaction can occur between the learner and the
computer or between the learner and another person. Moreover, English on the
Internet reflects some of the many styles of English that are used on different
occasions to accomplish a variety of purposes. However, Teachers should provide
students with carefully selected examples of English. These models should include the
target language that the learners need to learn, to have an appropriate level of
difficulty, and learners must develop strategies for distinguishing among the different
registers of language that they are exposed to.
CALL provides opportunities to supplement familiar teaching strategies. Call activities
such as drills, tutorials and tests can be used to present information, to guide the
learner, to provide practice, and assess learners. CALL provides individualized
interactive instruction.
3. Tips for teaching vocabulary with CALL.
1. Select CALL materials that teach appropriate vocabulary.
The words the S need and are prepared to learn because they are within an
appropriate level of difficulty.
2. Choose CALL materials that explicitly teach English vocabulary.
CALL programs can teach vocabulary explicitly by presenting new words and providing
learners with practice for learning their meanings. Teachers can use CALL programs
and web sites that include vocabulary illustration, explanation, and practice students
can be introduced to dictionaries or they can create their own word lists.
3. Provide learners with opportunities for interaction with the computer.

2. Teachers can choose CALL activities in which students practice vocabulary by linking
sounds, spelling and meanings. They make choices and are told by the computer
program wether their answers are correct.
4. Let the vocabulary tasks spark interaction among learners.
Reseach on collaborative tasks in the classroom has shown that learners can help each
other with the vocabulary that appears in the reading materials when they work
together (Klinger&Vaughn, 2000). Reasearch on teaching through CALL has shown that
students can learn new vocabulary through computer-mediated communication if
tasks are specially focused around the targeted lexical items (Smith, 2004). Teachers
can choose vocabulary activities and games that provide learners with vocabulary
practice that complements other things they are working on class. When preteaching
vocabulary, teachers can have students work together in pairs at the computer in pairs
at the computer, looking at sentences from a corpus that contain key words.
5. Include regular evaluations of answers and summaries of performance.
6. Help learners develop strategies for explicit online vocabulary learning through the
use of online dictionaries and corcondancers.
Teachers could use a concordancing program that is free on the web to introduce
learners to the idea of using Internet resources for English language learning. The
teacher can also show students how to analyze the vocabulary levels of sentences
they wrote or read on the web.
4. What is the philosophy of teaching behind CALL?
The professionals who develop CALL and conduct research on learners´use of CALL follow
a teachingphilosophy. In this book the author presents activities that follow three
assumptions about language, the learner, and the teacher:
a-Learners need guidance in learning English.
b-There are many styles of English used for many different purposes.
c-Teachers should provide guidance by selecting appropriate language and by structuring
learning activities.
5. What is WELL? Web-enhanced language learning.
6. What is MALL? Mobile-assisted language learning.