In this semester, we don’t have formal final test about CALL but we make a summary all about material of CALL from unit 1- 7 and upload on our blog.
Unit 1, we are study about INTRODUCTION TO CALL included :
§ What is CALL. As we know. CALL is the acronym for computer-asisted language learning. Although, as we will see below, significant parts of it sometimes go by other names, CALL seems to be the most cepted generic term. In this foundation course, CALL will be used in a broad sense to endeavor involving the computer in some significant way in language teaching and number of ways to conceptualize field of CALL, but one usefull way, especially forentering the field, is to divide computer use according to the functional roles of tutor concepts popularized.
§ The ACRONYMS AND ATTITUDES of CALL :
1. CALL- Computer-assisted language learning, sometimes expanded as computer-aided language learning
2. CELL- Computer-enhanced languge learning: suggests the computer’s role is to make learning better
3. TELL- Technology-enhanced language learning: this accommodates more than just computers, often bringing in video and seeing the computeras just one part of a larger system
4. TALL- Technology-assisted language learning: variant of CALL and TELL
5. CALI- Computer-assisted language instruction: with “instruction” in it, it’s more teaching oriented
6. CBLT- Computer-based language training: views elements of language learning as “training” and tends to use an approach with definable, measurable objectives
7. IT and ICT- Information Technology/Information and Communication Technologies are common acrronym outside of language teaching, particularly in Europe; sometimes this is presented as IT or ICT for LT (Language Teaching)
8. NBLT- Network- Based Languge Teaching: focuses on computer-mediated communication and the web
9. DLL- Digital Language Learning: encompasses computers and other digital devices
10. MALL- Mobile Assisted Language Learning: learning with mobile devices like mobile phones and mp3 players
§ CALL began in the 1960s with mainframe-based drill and practice materials, especially those based on the University of Illonois’ PLATO system. It remained an insignificant alternative fo language learning outside of a few university until the spread of the microcomputer into educational settings in the early 1980s. Early programs were written by teacher-developers on Apple II, IBM PC, and were often distributed for free.
§ The scope of CALL, referred to as techer roles :
1. As researchers: into second language acquisition, human-computer interaction, what works for CALL.
2. As consumers of CALL sofware for class use or building web activities into course work
3. As directors, helping students find and use supplementary CALL materials or web resources
4. As managers of computer-mediated communication among learners in and out of class
5. As sofware or web developers, either “from scratch” or adding new materials to existing templates
§ Three phases of CALL
1. Behavioristic CALL, conceived in the 1950s and implemented in the 1960s and ‘70s, was based on the then-dominant behaviorist theories of learning.
2. Communicative CALL, was based on the communicative approach to teaching which became prominent in the 1970s and 80s.
3. Integrative CALL,
Intergartive approaches to CALL are based on two important techhnological developments of the last decade-multimedia computers and the internet.
§ Beside that, computer also as tutor in learning about grammar, listening, pronounciation, reading. Text reconstruction, vocabulary, writing,.
§ The most common use of computer as tool and probably the most common use overall of the computer for language learning. Is word processing.
Unit 2, we’re study about AN INVITATION TO CALL. The objective of this unit is to give we a peek at the three dimension of Tutorial of CALL. They are :evaluating courseware, and implementing courseware..
§ Introduces to the term courseware, which refers to software that is used to support formal language learning. In practice, courseware has been used to rever to everything from complete software packages that can be used without a teacher to software that is just a part of a language learning course, sometimes a minor or optional supplementary part.
§ Development, evaluation, and implementation are part of a logical progression in any situation that has an end product and also, are thus simultaneously part of a logical progression of a courseware project and interacting manifestation of its reality.
§ CALL software is a bit different from a checkbook balancing program in that it involves a more compllex view of who the evaluators and end users are.
§ Evaluation. For instance, maybe connected to the developer and be used for improving the courseware prior to release, ot it may be done by an outside reviewer for a professional journal.
§ Evaluation involves three kinds of considerations.
1. The first consideration is the Operational description of the software, which essentially focuses on the procedure level elements.
2. The design elements essentially can be subsemed under the label “learner fit.” That is, based on the imformation fron the operational description, you are looking to see how well the design elements of language diffucalty, program difficulty, program content, etc, fit the students you are evaluating for.
3. The approach elements, in this case approach-based evaluation criteria, can be subsumed under the label “teacher fit”—broadly, what does the software appear to represent in terms of assumption about what language is and how language is learned, and how compatible are such assumption with those of the teacher doing the evaluation. Ultimately, then evaluation consist of getting a clear understanding of what the software actually has in the way of material and inteaction. And then judging how closely it fits with the learner’s needs as determined by their profiles and learning objectives
§ Courseware development refers to the process of going from the idea of creating a piece of instructional design included approach, design, and procedure.
1. A language approach is taken to include assumptions about what language is and how language are learned
2. The design portion of the development framework draws heavily from Philips (1985) includes elements such as the following : language difficulty, program difficulty, program content, language focus, skill focus and learner styles supported.
3. The procedure considerations are much more specific to the computing environment.
§ Implementation considerations are relevant during the evaluation process, but they become crucial when deciding how best to use software that is available.
Unit 3, explained about COMPUTER MEDIATED COMMUNICATION. The most important material in CMC are :
§ Asynchronous Text. The first use of CMC in language teaching almost certainly came through email exchanges from teachers to students and among students within classes. Email is an asynchronos communication, in that the interaction is not in real time. Example: We send a email so the recipient typically gets in within second but may not read it for respond until much later;.
§ With Synchrous Text, or chat the messages are exchanged in text form, but in real time.
§ Asynchronous audio. Like text, audio or video interaction can be either asynchronous or synchronous.
§ There are many sites for sharing video (most notably www.youtube.com), they are not really designed for exchanging video message.
§ Distance education is increasing in education generally and language learning is no exception. While tutoriol CALL material can be presented online for independent study without teachers, there also classes that are offered to groups of student online with a live teacher’s guidance.
§ Beside that, if we want to see another website about CMC. We can visited www.englishtown.com. And academic based one at the University of Washington (http://depts.washington.edu/uwelp/online), see http://www.tesol.org/s tesol/seccss.asp?CID=664&DID=2635 for information. A growing area for CMC is the virtual world, like www.secondlife.com
Unit 4 explain about CALL ON THE WEB. Through this unit , we know all about the position of CALL in the website. The main points are:
§ The internet is a global network of computer network. It provides language teachers with network-based teaching environments in which they can create meaningful tasks and use various materials for language learners.
§ WBBL is language teaching that involves the use of the web and exploit web materials, resources, applications or tools(Son, 2007)
§ Web activities that can be integrated into the ESL classroom, while reporting, the results of a WBLL project that explored, selected and developed web activities for ESL learners and investigated the usefulness of the web activities in the ESL classroom.
§ DISADVANTAGES OF THE WEB:
1. Text-based material on the web is sometimes not as easy to read as material in paper format because of font color and background choices.
2. Sound and video sometimes take a noticeable time to transfer, even on fast connections
3. Sound and video are typically compressed to speed up transfer: depending on the degree of compression and other factors they can be of noticeably lower quality than the orginal.
4. Down servers or broken links my lead to frustration
5. Sites and applications that used to be free and only sopported by text ads that could be easily ignored are increasingly charging fees requiring subscription (so that you don’t get their ads), or requiring users to watch commercials before the desired material loads.
§ ADVANTAGES OF THE WEB
1. There is anytime, anywhere access (for some people at least)
2. There are enormous amounts of free material
3. Material can be found that is current
4. Student and teacher publication opportunities exist
5. Previous disk-based activities (like tutorial exercises) and Internet-based activities (like email) can often be handled through the web.
§ Language support:
1. Scripts from Script-o-rama (www.script-o-rama.com/) for movies and TV shows--great for building vocabulary of English in context.
2. Student Learning resources: dictionaries (see http://www.aitech.ac.jp/~itesIj/link/ESL/Dictionaries and Reference Materials/)and other resources. of particular value for ESL leaners are learners’s dictionaries,such as the Longman’s Dictionary of Contemporary English online: http://babel1fish.yahoo.com/
§ There are many sources to help or support our language teaching :
1. The Web can be a resources for both classroom and online lessons : take a look at two or three of the lesson plans on the Web (use Google (www.google.com) to find ESL Lersson plans.
2. Meaning technologies like Babylon (www.babylon.com) and online scripts for audio and video can hinder as well as help, since they can interfere with normal language processing.
Unit 5, we are study about CALL and Language Skills. In this unit, we look at how both tool and tutor software can be used to support spesific skills. In particular, we will look at some websites that focus on these skill areas.
§ Listening is potentially one of the most promising areas for CALL development. This because multimedia computing has everything standard audio and video have with the addition of a variety of meaning technologies such as text support, hyperlinked glossaries, and even translation.
§ In terms of direct practice of speaking, recent developments on the web have allowed for voice chat sites which make it possible for laerners and teachers to interact through the Internet in distance education courses.
§ In the early days of CALL, reading software was designed to improve skills in order to transfer them to paper materials. More recently, reading in digital form is becoming more and more commont.
§ Writing was revoluttionized for everyone with word processing, and the addition of spell checkers has been quite helpful.
§ Grammar practice was perhaps the earlies use of CALL. Today grammar work is largely focused on the following :
1. Workbook-style-exercises (on disk and online) online example can be seen at www.grammar-quizzes.com
3. CD-ROMs accompnying grammar texbooks, like Focus on Grammar at www.pearsonlongman.com/ ae/multimedia/programs/fog.htm. and Azar’s grammar series www.azargrammar.com /materials/index.html
§ Pronunciation work is generally of three types
2. Visualization
3. ASR(automatic speech recognition) scoring.
§ Vocabulary activities have been around since the early days of CALL in the form of electronic flashcards. Other common CALL implementation for vocabulary include:
1. Hypertext dictionaries/glossaries. Babylone(www.babylone.com) is acommercial memory-resident dictionary system that runs in the background in our computer. www.voycabulary.com is a web application that automatically links items in a web page to a variety of dictionaries.
2. Talking dictionaries : Longman, Oxford, and Newbury House have learner’s dictionaries with CD-ROMs that include pronunciation and sometimes other multimedia support.
3. Concerdance programs
4. Pictures dictionaries
5. Word list and vocabulary tests for English
Unit 6, explain about CALL Research. The important materials in this unit are :
§ CALL research focused on comparing computer users with a control group typically using traditional methods. Research has continued in all areas of CALL but recently has focused on several identifiable areas, such as:
1. Computer mediated communication; especially , interaction in synchronous chat settings and email in tandem settings
2. Visual. Text and sound annotation to promote comprehension and vocabulary acquisition
3. Effectiveness of online collaborative and constructivities, including development of communities.
§ There are several avenues available to teachers in the role of researchers of their own classroom or students.
1. Observation. When yoor students are using software or doing a computer-based task in a lab or other venue where you can—watch them
2. Tracking. Some software has build-in tracking features.
3. Student surveys. Ask spesific questions about usage—note that it’s best to do this as soon as possible after a CALL session sense memorise fade rapidly
4. Pre-and post-testing ton evaluate outcomes of the use of technology
5. Student journals. Getting students to keep a reflective journal of their experiences with software or other CALL activities is useful both for them and to the teacher.
Unit 7 is the last material, talking about CALL Learner Training.
§ CALL learning training explain about try to build software in such a way that it adapts to the learner on a number of different levels : language proficiency, computer proficiency, learning style, topical interest, motivational type and intensity.
§ Training can be divided at least into two areas:
1. Technical training naturally includes general computer literacy but of greater interest here is learning technical skills and knowledge of particular value to language learning.
2. Pedagogical Training.
§ Five principles for learner training :
1. Experiences CALL yourself.
Means try a piece of CALL software for a languge we don’t know or visit a chatroom for a language we are not fluent in.
2. Give Learners teacher training.
In a significant article two decades ago, Richards and Rodgers(1982) introduced a framework for characacterizing language teaching methods in terms of approach, design, and procedure.
3. Use a cyclical approach.
4. Use collaborative debriefeings
Collaborative learning has become something of a buzzword in language instruction and righfully. Collaborative debriefings can be done either at the end of a CALL class sesion.
5. Teach general exploitation strategies. Show learners ways to use software to make it easier if it’s too hard and harder if it’s too easy, as well as how to mine the material for uses different from those intended by the developer.
I think enough for my summary. Wassalam. Evhee
SOFTWARE ASSIGNMENT
The name of this software is TALK IT. That is how the pronunciation of vocabulary or sentence if we write it in column TEXT ENTER. This software is our focus to the two English language skills of speaking and listening. Included into the speaking skill because when we write a vocabulary or sentence into the column by clicking the ENTER TEXT TALK IT field it will automatically speak in accordance with the vocabulary or sentence that we enter at once the software is also trained us in terms of pronunciation. Included in Listening skills for when the software is operated at a time while the software automatically talk then we've managed to train us in terms of listening vocabulary or sentence to pronounce. We need to know that listening and speaking highly correlated with one another.
How to operate the software:
First, write a sentence or vocabulary ENTER TEXT column and highlight the cursor to the upper right side and then select one of the sound options including MAN and WOMAN. This means that if we click then MAN voice in the show for a while is a man's voice. Likewise, if we click then WOMAN voice in the show is the voice of women. We can also click the CHILD then vote in the show are the voices of children.
After clicking on one of the options tag, then highlight the cursor to the option BAHASA or SPANISH. That is, this software use two languages in English and Spanish. Because as we English majors then click BAHASA then click TALK IT then we will automatically hear the sound of people talking or pronouncing vocabulary or sentence that we enter the last line with the choices we've entered.
In addition, vocabulary or sentence that you enter can be sung if we click SING or like a whisper, if we choose to display a hushed voice. We can also directly enter the concepts that have been so if we click on FILE and then select from available concepts and then COPY and PASTE into the ENTER TEXT columns.
Advantages:
• We can know how the pronunciation of the vocabulary in the insert
• Having a lot of different sounds
• Practical and simple
• Train the pronunciation
• Characteristically entertaining because we can also hear the voices of children
Disadvantages:
• Boring for writing vocabulary repeatedly
• Can not be heard clearly without using the speaker or handset
Wassalam Evhee
How to operate the software:
First, write a sentence or vocabulary ENTER TEXT column and highlight the cursor to the upper right side and then select one of the sound options including MAN and WOMAN. This means that if we click then MAN voice in the show for a while is a man's voice. Likewise, if we click then WOMAN voice in the show is the voice of women. We can also click the CHILD then vote in the show are the voices of children.
After clicking on one of the options tag, then highlight the cursor to the option BAHASA or SPANISH. That is, this software use two languages in English and Spanish. Because as we English majors then click BAHASA then click TALK IT then we will automatically hear the sound of people talking or pronouncing vocabulary or sentence that we enter the last line with the choices we've entered.
In addition, vocabulary or sentence that you enter can be sung if we click SING or like a whisper, if we choose to display a hushed voice. We can also directly enter the concepts that have been so if we click on FILE and then select from available concepts and then COPY and PASTE into the ENTER TEXT columns.
Advantages:
• We can know how the pronunciation of the vocabulary in the insert
• Having a lot of different sounds
• Practical and simple
• Train the pronunciation
• Characteristically entertaining because we can also hear the voices of children
Disadvantages:
• Boring for writing vocabulary repeatedly
• Can not be heard clearly without using the speaker or handset
Wassalam Evhee
