Information Communication and Technology

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Search Engine

C A L LComputer Assisted

Language Learning

DEFINITIONS OF “CALL”

TYPES OF CALL

PROGRAMS

TYPES OF CALL

ACTIVITIES

WHAT COMPUTERS

CAN AND CAN’T “DO”

ROLES OF COMPUTER IN

LANGUAGE LEARNING

AND TEACHING

THE DEVELOPMEN

T OF CALL

DefinitionsComputer Assisted Language Learning (CALL) was the expression agreed upon at the 1983 TESOL convention in a meeting of all interested participants. This term is widely used to refer to the area of technology and second language teaching and learning despite the fact that revisions for the term are suggested regularly.

( Chapelle, 2001, p.3 ).

C A L LComputer Assisted Language Learning

Definitions– CALL may be defined as the search for and study

of applications of the computer in language teaching and learning (Levy, 1997, p.1)

– CALL has come to encompass issues of materials design, technologies, pedagogical, theories and modes of instruction. Materials for CALL can include those which are purpose-made for language learning and those which adapt existing computer-based materials, video and other materials (Beatty, 2003, pp. 7-8)

Types of CALL Programs

1. CALL-specific software: applications designed to develop and facilitate language learning, such as CD-ROMs, web-based interactive language learning exercises/quizzes (see CD-ROM examples for language learning)

2. Generic software: applications designed for general purposes, such as word-processors (Word), presentation software (PowerPoint, see an e-book made by students "Many Moons"), and spreadsheet (Excel), that can be used to support language learning (see examples of usingExcel for language learning & teaching) *Also see Microsoft Office Online Templates)

3. Web-based learning programs: online dictionaries, online encyclopedias, online concordancers, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, etc.

4. Computer-mediated communication (CMC) programs: synchronous - online chat; asynchronous - email, discussion forum, message board

Types of CALL Activities• multiple-choice & true/false quizzes• gap-filling exercise/cloze• matching• re-ordering/sequencing• crossword puzzles• games• simulations• writing & word-processing• concordancing • web quests/searching• web publishing• online communication (synchronous and asynchronous)

What Computers Can and Can’t “Do” (based on Meskill, 2002, p. 122)

Computers CAN Computers CAN’T

Judge predetermined right-or-wrong answers, e.g., multiple choice and fill-in-the-blanks

Judge unexpected input

Provide immediate, yet fixed, feedback, suggestions, and

encouragement

Provide individualized feedback beyond a predetermined list of

messages

Provide authentic information

throughmultimedia - texts, images, sounds,videos,

and animations

Engage learner in rich negotiation of

meaning characteristic of face-to-face interaction

Motivate task persistenceRecord learner’s writing,

speech, and learning progress

Motivate depth and quality of

engagement characteristic of human interaction

COMPUTERS CAN

COMPUTERS CAN’T

computer as tutor for language drills or skill

practice

computer as a tool for writing, presenting, and

researching

computer as a medium of global communication

Roles of the Computer in

language learning and

teaching

The development of CALL 

1. Structural / Behavioristic CALL (1960s -1970s)– View of Language: Structural (a formal structural

system)– English Teaching Paradigm: Grammar-

Translation & Audio-lingual– Principal Use of Computers: Drill and Practice– Principal Objective: Accuracy

Characteristics:

– Repeated exposure to the same material is believed to be beneficial or even essential to learning.

– A computer is ideal for carrying out repeated drills, since the machine i) does not get bored with presenting the same material and ii) it can provide immediate non-judgmental feedback.

– A computer is used as a tutor, presenting material and feedback on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities.

2. Communicative / Cognitive CALL (1980s -1990s)– View of Language: Cognitive (a mentally

constructed system through interaction)– English Teaching Paradigm: Communicative

Language Teaching– Principal Use of Computers: Communicative

Exercises (to practice language use; non-drill format)

– Principal Objective: Fluency

Characteristics:– Grammar is taught implicitly rather than explicitly.– Computers are used to stimulate discussion, writing or

critical thinking. Students are encouraged to generate original utterances rather than just manipulate prefabricated language.

– The programs avoid telling students that they are wrong and are flexible to a variety of student responses.

– Computers are used as a tool (e.g., word processors, spelling and grammar checkers, and concordancers) and the target language is used exclusively.

3. Integrative / Sociocognitive / Socioconstructive CALL (1990s -present)– View of Language: Sociocognitive (developed in social

interaction through discourse communities)– English Teaching Paradigm: Content-based & ESP/EAP– Principal Use of Computers: Authentic Discourse (to

perform real-life tasks)– Principal Objective: Agency (*definition: "the

satisfying power to take meaningful action and see the results of our decisions and choices" Murray, 1997, p. 126)

– Two types: Multimedia CALL (CD-ROMs) and Web-based CALL (on the Internet)

Multimedia CALL

Characteristics:– They create a more authentic learning environment

using different media.– Language skills are easily integrated through

multimedia.– Students have a high degree of control over their

learning through hypermedia.– It facilitates a principle focus on the content without

sacrificing a secondary focus on language form.

Web-based CALLCharacteristics:

A) CMC –– It provides

authentic synchronous and asynchronous communication channels. Language learners can communicate directly, inexpensively, and conveniently with other learners or native speakers of the target language at any time and in any place.

– CMC can be carried out in several forms; it can be one-to-one, one-to-many, or many-to-one.

B) The Web –– Students can search through millions of files around the world

within minutes to locate and access authentic materials exactly tailored to their own personal interests.

– Students can use the Web to publish their texts or multimedia materials to share with partner classes or with the general public.

Search EngineA web search engine is a software system that is designed to search for information on the World Wide Web. The search results are generally presented in a line of results often referred to as search engine results pages(SERPs). The information may be a mix of web pages, images, and other types of files. Some search engines also mine data available in databases or open directories. Unlike web directories, which are maintained only by human editors, search engines also maintain real-time information by running an algorithm on a web crawler.

How Web Search Engines Work

A search engine operates in the following order:– Web crawling– Indexing– Searching[12]

Web search engines work by storing information about many web pages, which they retrieve from the HTML markup of the pages. These pages are retrieved by a Web crawler (sometimes also known as a spider) — an automated Web crawler which follows every link on the site. The site owner can exclude specific pages by using robots.txt.

Market ShareGoogle is the world's most popular search engine, with a marketshare of 66.44 percent as of December, 2014.Baidu comes in at second place

• The world's most popular search engines are.• Search engineMarket share in December 2014

Google 66.44% – Baidu 11.15% – Bing 10.29% – Yahoo ! 9.31% – AOL 0.53% – Ask 0.21% – Lycos 0.01% 

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