My final task CALL

NAMA : RIDWAN
PBI 3

20401108086

UNIT 1

INTRODUCTION OF CALL

A.    Definition of CALL.

CALL is the acronym for Computer-Assisted Language Learning. It is a learning activity with computer system in it there are many kinds of language learning program. Such as: flash card vocabulary or set of online grammar exercises would represent tutor uses, where the computer in some way has a teaching function. A language learning activity involving a word processor, email program or web search engine like Google would represent tool uses, where the computer has no overt teaching function.

B.     Acronym and attitudes

Some acronym of CALL:

·         CALL – Computer-Assisted language learning, sometimes expanded as computer aided language learning

·         CELL – Computer-Enhanced language learning: suggests the computer’s role is to make learning better

·         TELL – Technology-Enhanced language learning: this accommodates more than just computers,

·         TALL – Technology-Assisted language learning: variant of CALL and TELL

·         CALI – Computer-Assisted language instruction: with instruction in it, it’s more teaching oriented

·         IT and ICT-Information Technology/Information and Communication Technologies are common acronyms outside of language teaching, particularly in Europe; sometimes this is presented as IT or ICT for LT (Language Teaching)

C.     Sketch of CALL History 

CALL began in the 1960s with mainframe based drill and practice materials, especially those based on the University of Illinois’ PLATO system. It remained an insignificant alternative for language learning outside of a few universities until the spread of the microcomputer into educational settings in the early 1980s. Early programs were written by teacher by developers on Apple II IBM PC, and BBC computers and were often distributed for free. Commercial programs, when available, were usually quite expensive but were generally more stable and technically sophisticated. There were some works done with interactive laser disks during this time which provide the foundations for multimedia. The traditional language labs began to be replaced with dedicated computer labs for language learning, a trend that continues today.

D.    The scope of CALL

a.       Teacher roles:

·         As researchers: into second language acquisition, human computer interaction, what works for CALL

·         As consumers of CALL software for class use or building  web activities into course work

·         As directors, helping students find and use supplementary CALL materials or web resource.

·         As managers of computer mediated communication among learners in and out of class

·         As software or web developers, either “from scratch” or adding new materials to existing templates

·         As coaches to help students develop software, websites, and general computer literacy

·         As CALL experts for your program, helping other teachers  and administrators  with CALL implementations

·         As CALL professionals, consulting on external projects, doing software reviews for journals, making conference presentations, writing papers, interpreting and applying CALL research.

b.      Institutional roles, includes:

·         Classroom teachers

·         Pre-  and in-  service

·         Specialist of various kinds (language lab managers, language skill area specialist, etc.)

·         Professional (those whose career centers on CALL)

c.       Functional roles, includes:

·         Practitioners

·         Developers

·         Researchers

·         trainers

E.     there are three phases of CALL:

a.       Behavioristic CALL

This is the first phase of CALL, conceived in the 1950s and implemented in the 1960s and 70s, was based on the then-dominant behaviorist theorist of learning. Programs of this phase entailed repetitive language drills and can be referred to as “drill and practice”. Drill and practice courseware is based on the model of computer as tutor (Taylor 1980). So in behaviorist CALL emphasized a practice and drill.

b.      Communicative CALL

This is the second phase of CALL was based on the communicative approach to teaching which become prominent in the 1970s and 80s. According to Underwood, communicative CALL:

·         Focuses more on using forms rather than on the forms themselves

·         Teaches grammar implicitly rather than explicitly

·         Avoided telling students they are wrong and is flexible to a variety of student responses

·         Uses the target language exclusively and creates an environment in which using the target language feels natural, both on and off the screen

c.       Integrative CALL

Integrative CALL is based on two important technological, they are multimedia computers and internet. Multimedia technology as it currently exists thus only partially contributes to integrative CALL. Using multimedia may involve an integration of skills e.g. listening with reading, but it too seldom involves a more important type of integration – integrating meaningful and authentic communication into all aspects of the language learning curriculum.

Internet is technology which has known almost in the whole of world. Internet can facilitate an integrative approach to using technology. The following example illustrates well how the internet can be used to help create an environment where authentic and creative communication is integrated into all aspects of the course. Internet can give us much information about anything from the past until updated. By internet we can know what happen outside without we must be go there.

UNIT 2

COURSEWARE EVALUATION, DEVELOPMENT, AND INTERPRETATION

A.    Definition of courseware

Courseware is software that is used to support formal language learning.

B.     There are three modules:

Development, evaluation and implementation are part of a logical progression in any situation that has an end product.

a.       Evaluation Modules

Evaluation is an evaluation that can be done judgmentally at the level of initial selection, based on how well-suited a piece of software appears to be, and it can also be done empirically, based on data collected from actual student use. Evaluation involves three kinds of considerations. A crucial aspect is to understand what the courseware does first before attempting to judge it.

b.      Development Module

Development refers to the process of going from the idea of creating a piece of tutorial software through the final product.

c.       Implementation Modules

Implementation considerations are relevant during the evaluation process, but they become crucial when deciding how best the use software that is available. Some of the key questions to address in implementation are the following:

·         What is the setting in which the students will be using the software (classroom, lab, home, etc.)

·         What kinds of training or preparatory activities are warranted

·         What kinds of follow-up activities either in or out of class will there be?

C.     The Researh questions of Saadiyah's research:

a.        What are the teacher’s attitudes towards teaching English using computer?

b.      What are the challenges faced by teachers in using computers to teach English?

c.       What are the teachers’ suggestions in order to overcome these challenges?.

D.    The finding of Saadiyah's research:

`Most of the teachers rarely used the computer to teach English. One major reason was, as many of the teachers were not adequately trained to use the computer to teach, that most of them were not very confident to utilize the technology in their teaching. They felt that they were incompetent and uncomfortable using the computer in the classroom. In the other words there are many challenges that faced by the teacher in utilize computer, it is availability of limited software in the school and lack of knowledgeable personnel or technician on-site for computer maintenance as well as provision of technical support to teachers. And the last is suggestion from the English language teachers for improving the situation include availability of an easily accessible resource room or centre that was manned by a full-time trained personal who can be contacted at all times to assist the teachers when needed, and availability of more suitable and practical computer courses.

UNIT 3

COMPUTER MEDIATED COMMUNICATION

A.    Text- Based CMC

a.       Asynchronous text

The first use of CMC in language in language teaching almost certainly came through email exchange from teachers to students and among students within classes. Email is an example of asynchronous communication, in that read it or respond until much later. Asynchronous is different time and different place.

b.      Synchronous text

Synchronous is the same time but different place. For example chat; the messages are exchanged in text form, but in real time. By chatting program, student can chat and discuss with the other. A number of studies have shown that some students communicate more where they don’t have to speak  or be face to face with interlocutors.

B.     Audio-Video CMC

a.       Asynchronous audio

Like text, audio or video interaction can be either asynchronous or synchronous. One example of asynchronous voice interaction would be the voicemail services offered by a number of sites for free. Using this, students with voice-enabled computers can leave messages for one another or for the teacher.

b.      Asynchronous video

This area has not been as well-developed, due partly to the bandwidth requirements for using video. While there are many sites for sharing video, they are not really designed for exchanging video messages.

c.       Synchronous audio/video

Synchronous audio is possible using internet telephony (or just the telephone, for that matter) for one to one conversation. Conference call versions of this allow for group interaction. There are some limitations in quality over regular telephone use, including delays and reduced voice quality due to the compression requirements. Using a desktop camera, video is also possible.

C.     Integrating CMC into ESL classes

It is important to recognize that,

a.        Synchronous CMC by definition is real time communication. Learners will be put on the spot to produce language quickly and one should expect less accuracy, but they will arguably be practicing something that overlaps a lot with face to face communication.

b.      Asynchronous CMC allows for more thought and planning, and thus it may be more reasonable to expect closer attention to organization and language forms.

One of the great advantages of CMC over tutorial CALL is that both teachers and students are usually familiar with the medium (at least email and many discussion boards are fairly intuitive). As with any other CALL activity, a CMC exercise or project should be introduced thoughtfully and learners should be given appropriate training not only in the technology but also in the linking their actions to the language learning objectives of the course.

D.    The find out of the research in article 3

One the whole, the findings of this study have reported an overall increase the performance of virtual teams that communicate through computer-mediated technology as compared to non-computer mediated technology. It is also safe to conclude that communication technologies do not do miracles in improving performance. Instead, teams should try to utilize these tools more effectively to build loyalty, group pride and trust among themselves to achieve their goals successfully.

E.     The main features of Information Communication Technology (ICT)

a.       Multimedia integration underscores the fact that ICTs enable us to combine various types of media for the purpose of communication. Example: integrate text and images (drawings).

b.      Flexibility of use underlies not only the fact that is easy to do this integration, but that one can have many options in a communication or information exchange situation. Example: one can choose to do real time communication or delayed communication using the same ICT tools, such as email.

c.       Connectivity deals with the ability of ICTs to bring together people who may be living oceans apart. Example: it is possible for academics in Asia and North American to collaborate reasonably easily on writing an article for publications.

d.      Interactivity is the ultimate feature of ICTs because of all the above features participants in communicative situations using ICTs are more interactive, that is, they can control the communication situation in terms of back and forth exchange of information and in terms of how they control the content of the information

UNIT 4

CALL ON THE WEB

A.    Definition of WEB?

Web is a system in internet which it is impossible to anyone so that they can provide information. And anyone can access it freely, whenever and wherever you are.

B.     There some disadvantage of the Web

·         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.

·         Sound and video sometimes take a noticeable time to transfer, even on fast connections.

·         Down servers or broken links may lead to frustration.

·         The sheer amount of material can make it hard to find what you want, though developing skill with a search engine like Google (www.google.com) is certainly a great help

·         The web is dynamic and often as unpredictable as the humans behind it.

C.     Advantages of the web

·         There is anytime, anywhere access

·         There are enormous of free material

·         Material can be found that is current

·         Language reference and other learning support materials can be found

·         Student and teacher publication opportunities exist

D.    What is the meaning of WBLL?

WBLL is acronym of Web-based Learning Language. It is a language learning that involves the using of Web and use Web material, source, application and tool.

E.     There are three activities in WBLL

·         Pre-created Web activities adopting interactive language exercises that have been already created by others and are easily accessible on the Web.

·         Task-based Web activities making use of a variety of authentic Web resources for communication, information collections, problem solving task, etc.

·         Teacher-made Web activities employing tailor made language exercise modified by classroom teachers themselves for their own students.

UNIT 5

CALL AND LANGUAGE SKILLS

Skill oriented language teaching remains a common approach for classes as well as for self –learning and computer assisted language learning is no exception. In this unit, we look at how both tool and tutor software can be used to support specific skills.

A.    ESL Portals

Because of the enormous number of English teachers and learners, there are quite a few multi-skill collections for ESL. Collections for other commonly taught language can be found in a similar way. One type of collection is a portal, which is a website that has a large number of links to other websites.

B.     Listening

Listening is potentially one of the most promising areas for CALL development. This is because multimedia computing has everything standard audio and video have with the addition for a variety of meaning technologies such as text support, hyperlink glossaries, and even translations. Listening activities typically involve presentations, followed by comprehension questions some also include full or partial dictations.

Examples of course website for two of my recent listening classes are at www.stanford.edu/~efs/693a/ and www.stanford.edu/~efs/efs693b/.

C.     Speaking

In terms of direct practice of speaking, recent developments on the web have allowed for voice chat sites which make it possible for learners and teachers to through the internet in distance education courses. Asynchronous speaking practice is possible through www.wimba.com using internet voice mail, or simply attaching sound files to email. The most widely used indirect method for practicing speaking is simply to listen to conversational dialogues on disk or the web, see for example, www.focusenglish.com/dialogues/conversation.html.

D.    Writing

Writing was revolutionized for everyone with word processing, and the addition of spell checkers has been quite helpful. Some other ways computers enhance writing instruction include the following.

·         Use of email and discussion boards for fluency development

·         Online writing resources such as http://owl.english.purdue.edu/handouts/esl/index.html and tutorials, like www.monash.edu.au/lls/llonline/writing.xml

·         Collaborative writing tasks. These are made easier today with tools such us an online word processor now available for free from Google:  http://does.google.com

·         Writing support practice (e.g., CALL activities with fill-ins for structured writing )

·          Publication opportunities as motivators. See Tom Robb’s classic descriptionof an early web publishing project at www.cc.kyotosu.ac.ip/~trobb/projects.html.   

E.     Grammar

Grammar practice was perhaps the earliest use of CALL. Today grammar work is largely focused on the following:

·         Workbook-style exercise (on disk and online): online examples can be seen at www.grammar-quizzes.com/.

·         Grammar test prep materials (especially TOEFL www.toefl.com and TOEIC http://www.toeic.com)

·         CD-ROOMs accompanying grammar textbooks, like Focus on grammar at www.pearsonlongman.com/ae/multinedia/program/fog.htm

·         online courses and references online English grammar, http://www.edunet.com/english/grammar/index.efm

·         grammar portals such as www.esltower.com/

F.      pronunciation

Pronunciation work is generally of three types.

·         Listen, repeat/record, and compare. This option shows up in many multimedia programs and is analogous to the tape-based language lab technique in the audio lingual method. See:  http://international.one.be./pronunciation/dialog01.htm

·         Visualization: wave form, pitch contour, spectrogram. The first and last are of questionable value.

·         ASR (automatic speech recognition) scoring. Here, the computer uses speech recognition software to grade accuracy. ASR and other is also used in Rosetta Stone. http://www.rosettastone.com.  

There are also some useful sites with pronunciation support: one example is http://international.oue.be.ca/pronunciation/.   

G.    Vocabulary

Vocabulary activities have been around since the early days of CALL in the form of electronic flashcard. Other common CALL implementations for vocabulary include the following.

·         Hypertext dictionaries/glossaries. Babylon (www.babylon.com) is a commercial memory-resident dictionary system that runs in the background on your computer.

·         Talking dictionaries: Longman, Oxford and Newbury House have learner’s dictionary with CD-ROMs that include pronunciation and sometimes other multimedia support.

·         Concordance programs: these programs look for words in collections of texts,

·         Picture dictionaries: http://www.pdictionary.com/ has a picture dictionary for English, Spanish, French, German and Italian.

UNIT 6

CALL RESEARCH

A.    So far, we have been going through this course with the implicit assumption that CALL works, that teaching language using computer in some way makes learning “better”. But what exactly is better? Here some possible interpretations:

·         Efficiency

·         Affectivities

·         Better access and good interaction

·         Convenience

·         Motivation

·         Institutional efficiency

B.     CALL research trends

Research has continued in all areas of CALL but recently has focused on several identifiable areas, such as:

·         Computer mediated communication: especially, interaction in synchronous chat settings and email in tandem setting

·         Visual, text and sound annotation to promote, comprehension and vocabulary acquisition

·         Effectiveness of online collaborative and constructivist activities, including development of communities

C.     Type of research

·         Observation. When your students are using software or doing a computer-based task in lab or other venue where you can watch them.

·         Tracking. Some software has built in tracking features. If you are using a discussion board, all student posts can be reviewed.

·         Student survey. Ask specific question about usage note that it is best to do this as soon as possible after a CALL session sense memories fade rapidly.

·         Pre and post testing to evaluate outcomes of the use of technology

·         Student journals.

UNIT 7

CALL LEARNING TRAINING

A.    Before continuing, lets consider three alternatives to CALL learning training..

·         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, so on.

·         Learners self discovery (given a tutorial programs about software)

·         Learners would profit from training but that it’s just too much trouble to train them since it obviously takes a lot of time away from other aspects of language learning and there is no guarantee it will be successful.

B.     Technical training

Training can be divided at least into two areas:

·         Technical training

Technical training naturally includes general computer literacy (which can be a major issue or not depending on your setting and students), but of greater interest here is learning technical skills and knowledge of particular value to language learning.

·         Pedagogical training

Ø  Experience CALL your self. Try a piece of CALL software for a language you don’t know or visit a chat room for a language you are not fluent in.

Ø  Give learners teacher training. Let them know some of what you know if they are to become more independent.

Ø  Use a cyclical approach. Teach a bit a time.

Ø  Use collaborative debriefings. Get learners to discuss their experiences, successes and failures with the CALL task and software in pairs or small groups.

Ø  Teach general exploitation strategies. Show learners ways to use software to make it easier if its too hard and harder if it is too easy.