intro call teacher training

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Introduction to CALL

IT CenterULIS-VNU

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CALLComputer Assisted Language Learning

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Introduction to CALL1. What is CALL?2. Types of CALL programs3. Types of CALL activities4. What computers can and can’t “do”?5. Roles of the Computer in language learning and

teaching 6. The development of CALL – from the pedagogical

perspective 7. How Computers can be used in the Language

Class 8. Principles of Using and Designing CALL Programs

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1. What is CALL?

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)

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

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1. What is CALL?

any process in which a learner uses a

computer and, as a result, improves his or

her language (Beatty, 2003, p. 7)

issues of materials design, technologies,

pedagogical theories and modes of

instruction (Beatty, 2003, pp. 7-8)

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2. Types of CALL Programs

CALL-specific software: applications designed to develop and facilitate language learning, such as CD-ROMs, web-based interactive language learning exercises/quizzes

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2. Types of CALL Programs Generic software: applications designed

for general purposes, such as - word-processors (Word), - presentation software (PowerPoint), and - spreadsheet (Excel), that can be used to support language learning

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

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2. Types of CALL Programs

Computer-mediated communication (CMC) programs:

synchronous - online chat;asynchronous - email,discussion forum,message board

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3. Types of CALL Activities

Can you name as many as possible CALL activities?

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multiple-choice & true/false quizzes gap-filling exercise/cloze matching re-ordering/sequencing crossword puzzles games simulations

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writing & word-processing concordancing web quests/searching web publishing online communication (synchronous and

asynchronous)

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4. What computers can “do”?

What computers can and can’t do in language teaching and learning?

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

Judge unexpected input

CAN CAN’T

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Provide immediate, yet fixed, feedback, suggestions, and encouragement

Provide individualized feedback beyond a predetermined list of messages

CAN CAN’T

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Provide authentic information through multimedia - texts, images, sounds, videos, and animations

Engage learner in rich negotiation of meaning characteristic of face-to-face interaction

CAN CAN’T

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Motivate task persistence

•Record learner’s writing, speech, and learning progress

Motivate depth and quality of engagement characteristic of human interaction

CAN CAN’T

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5. Roles of the Computer in language learning and teaching

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

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6. The development of CALL – from the pedagogical perspective

Structural / Behavioristic CALL (1960s -1970s)

Communicative / Cognitive CALL (1980s -1990s)

Integrative / Sociocognitive / Socioconstructive CALL (1990s -present)

Warschauer's Analysis

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6. The development of CALL – from the pedagogical perspective

Restricted CALL Open CALL Integrated CALL

Bax's Analysis

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7. How Computers can be used in the Language Class?

1) Teaching with one computer in the class

2) Teaching in the computer network room (network-based language teaching)

3) Self-access learning (independent learning)

4) Distance learning

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1) Teaching with one computer in the class

delivery of content (PowerPoint, word-processor, Webpages, etc.)

classroom activities/discussions mediated by the computer

Interactive whiteboard

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2) Teaching in the computer network room (network-based language teaching)

task-based group work /activities computer-mediated communication

(CMC): asynchronous/synchronous tandem learning

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3) Self-access learning (independent learning)

drills and exercises word processing resource searching

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4) Distance learning

delivering online course content CMC activities: email, discussion forum, chat

rooms tandem learning community building

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8. Principles of Using and Designing CALL Programs student/learner-centeredness (to promote learner

autonomy) meaningful purpose comprehensive input sufficient level of stimulation multiple modalities (to support various learning styles

and strategies) high level of interaction (human-machine and human-

human)

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