ข้ามไปที่เนื้อหาหลัก

Application of CALL in Language Learning Classrooms



Application of CALL in Language Learning Classrooms : Implications and Concerns
MortezaMontazeri&HadiHamidi (Corresponding Author)


Introduction
CALL involves using technology in the form of computers, and a process of transformation in the institution where implementation actually is undertaken. CALL should be perceived as an interdisciplinary issue which entails “strategies for managing change alongside the knowledge of the use of computers for educational purposes, and language teaching methodologies’’

Historical stages of CALL
The use of computer can be divided into three main stages: behaviorist CALL, communicative CALL, and integrative CALL.Behaviorist CALL was formed by behaviorist theory. Communicative CALL was the next stage of computer use. And Integrated CALL is aimed at integrating various skills and integrating technology fully ino the language learning process.

Applications of CALL
CALL can be usefully applied in three ways. First, computer – based technologies can help secure high –quality practice through large – scale curricular collaborations with native – speaking students enrolled in a course in another country.The second way through which the best use can be made of computer-assisted technologies is using email assignments with teachers and with tutors. Finally, computer mediated synchronous forums can maximize the benefits of collaboration L2 practice carried out not only outside but also inside classroom.

CALL in speaking
CALL – basedpronunciation training and testing are, according to Luma (2004), gradually being incorporated in the classroom and have evolved to include automatic computer raters and assessment procedures that could be done without the presence of a teacher.

Network – based language teaching and CALL
Network – based language teacher (NBLT) is a language teaching that involves the use of connected to each other in global or local networks, hence showing a new form of CALL.

Issues significant in the normalization of CALL
Chamber and Bax (2006) suggest the following significant issues in normalizing CALL:
   A.  Logistics

         Issue 1 : CALL facilities will not be separated from normal teaching space.
         Issue 2 : The classroom will be ideally organized to pave the way for an easy move from CALL activities to non – CALL activities.
         Issue 3 : For language teachers to normalize computer use in their daily practice, they may need additional time for planning and preparation.

    B. Stakeholders’ conception, knowledge and abilities

          Issue 4 : Language teachers and managers should have enough knowledge and ability with computers so as to feel confident in making use of them.
         Issue 5 : Normalization needs cooperation on parts of different stakeholders.
         Issue 6 : Teachers and managers should avoid technical fallacy, the view that the chief determinant of success is software or hardware.

   C. Syllabus and software integration

         Issue 7 : Successful normalization of CALL requires a proper integration of CALL into syllabus.
         Issue 8 : Progress towards normalization can be enhanced by making use of authorable CALL materials which allow teachers to tailor CALL activities better to meet the syllabus aims.

   D. Training, development and support

         Issue 9 : For CALL to be normalized, teacher training and development can best be offered in collaborative mode.
        Issue 10 : Teacher’ concerns about technical failure and theirlack of skills to deal with such failures should be addressed.
         Issue 11 : Technical help is paramount, but not sufficient, importance. There is the need for pedagogical support also.


Criticisms against CALL
By the late 1980s and early 1990s, as stated by Warschauerand  Healey (1998), critics pointed out that the computer was still being used in an ad hoc and disconnected fashion, thus finding itself making a greater contribution to marginal rather than central elements of the language learning process.

Final remarks
The reason why many teachers and learners appear to be unwilling to use CALL and prefer to use course books is partly because books are cheaper, and in some places electronic facilities are not easily available. It is also because they can be quickly opened, use, and navigated without dependence on technology, electricity or Internet connection.


ความคิดเห็น

โพสต์ยอดนิยมจากบล็อกนี้

Myself

Hello Everyone 👱👱 It's me 🍒🍒 My name is Oraya  Panalee. You can call me "Palm" My student ID is 5881114020 I'm student at Nakhon Si Thammarat  Rajabhat University. My contact

Acronyms

🌲🌲🌲🌲🌲🌲🌲🌲 Directions: Find words or phrases standing for the following acronyms with  short descriptions. IT - the abbreviation for “information technology” (the study and use if electric processes and equipment to store and send information of all kinds, including words, pictures and numbers.) ICT - the abbreviation for “information and communications technology” (the study and use of computers, internat, video, and other technology as a subject at school.) CAI -  computer-assisted instruction หรือ computer-aided instruction CALL - computer assisted language learning WBI -  Web based instruction CBI - Computer Based Instruction CMC - Computer Mediated Communication TELL - Teaching English Language Learners MUD - Multiple User Dialogue MOO - MUD Object Oriented 🌲🌲🌲🌲🌲🌲 Directions: Describe the following terms. 🍩 Synchronous Tools 🍩     If using the “same time, different place” model of communicat...

The Use of multimedia in English Language Teaching

The Use of multimedia in English Language Teaching Definition           Multimedia is the exciting combination of computer hardware and software that allows you to integrate video, animation, audio, graphics, and test resources to develop effective presentations on an affordable desktop computer. The Current Status of Multimedia Teaching Method in College English Teaching           College English teaching is to set up a harmonious and high-effective teaching atmosphere in the English class to make students take part in the practice. Thus, we can cultivate their listening, speaking, reading and writing abilities, which are the final teaching aim-developing the students’ English intercommunicative ability. Relationship between the Qualities of the College English Teachers and Multimedia Teaching. Misunderstandings and Disadvantages of Multimedia Teaching in College Englis...