http://constructivisminelt.wikispaces.com/Constructivism+and+CALL
a. Computer-Assisted Language Learning
Computer-Assisted Language Learning (CALL) is defined
as "the search for and study of applications of the computer in language
teaching and learning." (Levy, 1997: 1). The main aim of CALL is to find
ways for using computers for the purpose of teaching and learning the language.
b. The Development of CALL
We can
divide the development of CALL into three distinct phases (Warschauer, 1996):
behaviourist, communicative and integrative.
- Behaviourist CALL was
implemented in the 1960’s and 70’s, when the Audio-lingual method was mostly
used, and provided students with drills and practice. This model used the
computer as a tutor, presenting drills and non-judgmental feedback.
- Based on the communicative approach, communicative CALL focuses more on
using forms rather than on the forms themselves. The communicative CALL
programmes provide skill practice in a non-drill format, through language
games, reading and text reconstruction. This approach still uses the computer
as a tutor, although it gives students choices, control and interaction.
Another CALL model used for communicative activities involves the computer as stimulus, as in
programmes that stimulate writing or discussions, and which may not be
specifically designed for language learners. Finally, communicative CALL also
uses the computer as a tool, in programmes that do not provide language
material, but enable the learner to understand and use the language, such as
word processors, desk–top publishing, spelling and grammar checks programmes,
as used for instance in process writing.
- The current approach is integrative CALL, which is based on multimedia
computers and the Internet. These technological developments have brought text,
graphics, sound, animation and video to be accessed on a single inexpensive
computer. These resources are all linked and called ‘hypermedia’, enabling
learners to navigate through CD-ROMS and the Internet at their own pace and
path, using a variety of media.
c. 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
-
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.
-
Web-based
learning programs: online dictionaries, online encyclopedias,
online concordancers, news/magazine sites, e-texts, web-quests, web publishing,
blog, wiki, etc.
- Computer-mediated communication (CMC) programs: synchronous - online chat; asynchronous - email, discussion forum, message
board.
d. The reasons
why ELT teachers use CALL
- Computers can do some of the work of
the teacher and provide great assistance to the learner even without the
presence of the teacher (Pennington and Steven, 1992).
- New technologies have seen computers
become smaller, faster, and easier for the teacher to use (Evy, 1997). At
present, well-designed CALL software is readily available to the teacher.
- Technologies allow computers to do
multimedia applications, incorporating video, sound, and text, and this
capacity allows the learner to interact with both the program and other
learners. (Felix, 1998).
- The computer offers great flexibility for class scheduling and pacing of individual learning, choosing activities and content to suit individual learning styles. (Oxford and others, 1998)
- The computer can provide a meaning-focused, communicative learning environment, which serves the purposes of communicative language teaching.
Source: http://web.warwick.ac.uk/CELTE/tr/ovCALL/booklet1.htm
- The computer offers great flexibility for class scheduling and pacing of individual learning, choosing activities and content to suit individual learning styles. (Oxford and others, 1998)
- The computer can provide a meaning-focused, communicative learning environment, which serves the purposes of communicative language teaching.
Source: http://web.warwick.ac.uk/CELTE/tr/ovCALL/booklet1.htm
e. Principles of Using and Designing CALL Programs in Language Learning and Teaching
- Student/learner-centeredness
(to promote learner autonomy)
- Meaningful purpose
- Comprehensive input
- Sufficient level of stimulation (cognitively and affectively)
- Multiple modalities (to support various learning styles and strategies)
- High level of interaction (human-machine and human-human)
Source: http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm
- Meaningful purpose
- Comprehensive input
- Sufficient level of stimulation (cognitively and affectively)
- Multiple modalities (to support various learning styles and strategies)
- High level of interaction (human-machine and human-human)
Source: http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm
f. Using
Constructivist CALL in Our Classroom
Constructivist-based instruction often includes providing the learner
with skills or support (e.g. modelling, coaching, scaffolding) and encouraging
the learner to actively construct his or her own personal learning experience.
The teacher’s role is to aid the learner in this construction rather than
simply providing that information to her or him (Bowers et al., 2010). In a
proper CALL-aided course we would like to create an online Constructivist
Learning Environment where the task instructions would be kept, students’ work
could be sent to and their opinions shared.
Constructivist CALL in the classroom:
- Group e-mail
- Electronic noticeboards (e.g. Wallwisher)
- Interactive Whiteboards
- Web 2.0 technologies (e.g. class blogs, wikis,
podcasts, social networking)
- Virtual learning environments (e.g. Moodle)
- Virtual world language learning (e.g. WebQuest)
- Massively multiplayer online role-playing game
(MMORPG)
- Self-access language learning centres where the
students can individualize their language learning and develop autonomous
learning skills (e.g. Self-Access Learning Centre (SALC) at Kanda University of
International Studies)
g. Advantages and Limitations of CALL
- Advantages of CALL
1. Learner’s Factors
2. Motivation and Attitudes
3. Feedback and Progress Record
4. Teacher’s Roles and the Relationship with the Learner
5. Mastery Learning
6. Co-operative Learning
7. Communication
8. Access to Information and Cultures
9. Learning Environment
10. Cost Effectiveness
3. Feedback and Progress Record
4. Teacher’s Roles and the Relationship with the Learner
5. Mastery Learning
6. Co-operative Learning
7. Communication
8. Access to Information and Cultures
9. Learning Environment
10. Cost Effectiveness
- Limitations of CALL
1. Cost
2. Teacher's Attitudes and Anxiety
3. Training
4. Hardware, Compatability, and Technical Support
5. Software
6. Accessing and Searching CALL
7. Feedback and Evaluation
Source: http://web.warwick.ac.uk/CELTE/tr/ovCALL/booklet1.htm
Reflection
On week 4, I learned about Computer-Assisted Language Learning (CALL). From many definitions about CALL, I could conclude that the point in CALL was using technology in language teaching and learning to improve our language. As we know, the development of technology in this era was very rapid which made applying CALL in the classroom would help students’ to get more sources to learn language. Despite of all the limitations, CALL undoubtedly also help students’ to become familiar with technology and give a satisfying progress for students’ learning.
Reflection
On week 4, I learned about Computer-Assisted Language Learning (CALL). From many definitions about CALL, I could conclude that the point in CALL was using technology in language teaching and learning to improve our language. As we know, the development of technology in this era was very rapid which made applying CALL in the classroom would help students’ to get more sources to learn language. Despite of all the limitations, CALL undoubtedly also help students’ to become familiar with technology and give a satisfying progress for students’ learning.
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