USES
OF CALL IN ENGLISH LANGUAGE TEACHING
Prof.
Omer Boshara Ahmed
The use of CALL can be divided as follows:
(1) Drill and practice,
(2) Computer as tutor (3) Computer used for simulation / problem solving, (4)
Games on computers, (5) Computer as a tool for ELT teachers and learners, and
(6) Internet applications.
1. Drill and practice
In this use of CALL,
computers are viewed as a tool for saving time with the immediate
feedback. The learning principles behind
Drill and Practice is the Behaviorism Learning Theory. ` `The main aim of Drill and Practice is to review the content /
background knowledge, and to assist the learners to master separate language
skills (such as reading, listening, etc.
Drill and practice consist
of three steps: Providing stimulus; Receiving active response from the learner;
and Giving immediate feedback.
There are several types
of drill and practice activities (exercises) such as Paired Associate
(Matching); Sentence Completion; Multiple Choice; Part Identification;
True-False; and Short-Answer questions.
Well-designed Drill and Practice programs can record the
learner’ s progress and scores and the time a student spends on each
exercise. Some programs add timing
features to help the learner to control their speed while practicing.
2. Computer as tutor
The role of the computer
as tutor is to present to the learners the content of the lesson as text
graphics, video, animation, or slides, including learning activities, drills
and practice. The computer serves as a
means for delivering instructional materials.
The program consists of
the following stages: Introduction stage (stating aims, background knowledge),
Presentation of the content, exercises and/or testing; and Giving the feedback.
3. Computer used for
simulation / problem solving
Simulations and problem
solving is used to foster analysis, critical thinking, discussion and writing
activities. The computer is not used
much for tutorial purposes. The program
is designed to create language interaction through problematic situations,
conditions or problems challenging for the learner to solve. Many simulation programs are problem solving
games, which are entertaining and educational ("edutainment").
4. Games on computer
The main principle
behind computer gaming is that “Learning is Fun.” The main aim is to create a pleasurable
learning environment , and to motivate the language learner. However, good educational games should have
clear educational objectives.
CALL games and
simulation games are similar in that both are designed to motivate students to
learn through entertainment. However,
they are different in certain ways.
Simulation games always use simulations (real life situations) in the
presentation of a game, while CALL games focus on providing fun, but
challenging environment to the learner.
Though CALL games have clear learning objectives, they are different
from Tutorials and Drill and Practice.
The main function of CALL games is not so much to present the language
content as tutorials do but to provide entertainment to the learner.
Examples of CALL
vocabulary games are Spelling Games, Spelling Bee and Magic Hat, Scrambled
Word, Word Worm, Hangman, Word Order, Find a Word, Word Puzzles, Spelling Buddy,
Cross Words, I Love Spelling (DK multimedia), Scrabble Deluxe (Virgin Games)
(Computerized version of the board game), etc.
5. Computer as a tool
for teachers and learners
Word Processors: The most common tool used by
teachers and learners in CALL is probably word processors. Word Processors are tools for creating
documents for making handouts, sheets, desktop publishing, letters, and flyers
for language teaching and learning.
There is a variety of word processors available, ranging from high
quality programs such as Microsoft Word Spelling checkers: Spelling
checkers are tools for ELT teachers and learners for conducting spelling
check. Most high quality word processing
programs such as Microsoft Word, Word Perfect have built in spelling
checkers. However, there are separate
spelling checking programs available.
Grammar checkers: ELT teachers can use grammar
checker programs to check and point out grammatical problems in writing. Like spelling checkers, grammar checkers can
be a separate program.
Concordances: Concordance is an alphabetical list of words.
It displays, in context, all occurrences of words, phrases, etc. from a
database of text. Teachers and learners can use concordance software to search
large databases to find all the uses of a particular word. It might be confusing for ESL/EFL beginners.
The best concordance for ELT teachers and students is Oxford Micro Concord. The
software includes a total of about 1,000,000 words from British newspapers.
Collaborative writing: Collaborative writing is software
that helps the learner to write collaboratively on computers, which are linked
in a local area network. Daedalus
Integrated Writing Environment is the most popular one. This software includes real-time discussion,
word processing, electronic mail, brainstorming, and a dictionary.
Reference software: At present many CD versions of
encyclopedias, dictionaries, thesauruses, maps and other references are
available to the teachers and learners. Authoring
Software: Generally, ELT teachers use commercially available CALL software.
However, much software does not meet the demand of the learners or does not
suit the learning objectives. Teachers need to adapt or create their own
materials from scratch. In this case, the teacher has to become an author, or a
teacher programmer. The authoring software allows teachers to select
appropriate content and learning activities according to their students ’needs.
There is a variety of authoring software ranging from pre-scripted authoring
programs such the user to write scripts, to customized template authoring
programs and allow the teacher to create customized teaching activities and
exercises.
6. Internet
applications
Computers can be
connected to the internet and can incorporate interactive multimedia: text,
graphics, audio, video, and animation. It can be said that the explosive growth
of the internet has given new life to interactive media and CALL.
To access text,
graphics, audio, video, and animation published on the internet, the teacher
and learner need to use "Web browser" software, a computer based graphical
program that allows users to search and explore information on the internet.
Common Web browsers are Netscape Navigator and Microsoft internet
Explorer. It is expected that the
internet will become one of the most popular mediums for CALL because it allows
for world-wide distance education.
The use of the internet is easy. The user usually interacts just by clicking
the mouse. Easy navigation is an advantage of using the internet in linking to
different sites around the world.
The following are
internet applications that ELT teachers can use for language teaching:
Electronic mail (e-mail) Computer-mediated
communication makes it easy for ELT learners to have direct authentic
communication with the teacher, other learners or interested people around the
world by using e-mail. E-mail is an
excellent method for teaching interactive writing. One of its advantages is that it provides
interaction with native speakers through pen-pal correspondence. E-mail writing is considered to be more
personal and meaningful than classroom writing activities. A problem concerning
interaction through E-mail is that the communication does not take place at the
same time (asynchronous
(.
File Transfer
Protocol (FTP) The
File Transfer Protocol (FTP) is a facility for transferring files over the
internet. The original FTP was available on the UNIX system. But now FTP is also available on the web, and
it is becoming more user-friendly than the one operating on the UNIX system.
When the user connects
to a remote computer with FTP, he/she is communicating between the two
machines: one local and one remote. Once you connect to the remote computer
with FTP, you can do several jobs concerning files such as sending local files
(text and binary images, and sound) to the remote site, retrieving files from
the remote site, changing directories, naming and deleting files both on the
local and remote sites.
ELT teachers can use FTP
to download or upload files such as software programs, texts, images, sounds,
videos. A lot of FTP sites are available
on the internet at several servers.
World Wide Web (WWW) Computer networks have allowed to
connect to information around the world, and share millions of documents—texts,
graphics, sounds, and video via hypertext keywords or links. WWW or the web now has absorbed many of the
above services. For example, the web can
now do e-mail, ftp, chat and voice chat, desktop conferencing, and MOOCs
(Multiple-user-domains Object Oriented Communication), which allows for real
time communication.
The teacher and
learner can search for the following materials on the WWW:
a) Texts: Texts can be downloaded, saved as
.html or .text files, and printed and kept as worksheets. Teacher can download suitable texts and put
them on the school’ s website for further reading assignments or doing English
exercises such as grammar, vocabulary, etc. There is a wealth of texts on a
variety of topics on the WWW that the teacher and the learner can choose to
serve their own interest. You can find
texts in almost any field on the WWW. However, there are some limitations on
using text files on the WWW. Many web
sites consist of poor written texts with grammar and spelling mistakes or poor
writing style. The teacher must be
selective in choosing text files for ELT learners.
b) Pictures: Pictures can be very useful in
language teaching and learning. Pictures can convey meaning and stimulate
language. By using a web browser, teachers can download, save and print
pictures and keep them as a resource for language teaching. There is a variety
of pictures on the web. Many pictures are copyright-free for educational use
c) Audio files: A lot of web sites provide audio
clips that the user can download and store for use in language teaching and
learning. With advanced technologies such as the RealAudio program
, the teacher can download “live” audio files such
as news, short stories, songs for use in class and self-access center or for
individual listening at home.
d) Video files: The WWW is also a rich resource for
Video files (video films, video clips, digital movies). To view video files, there is a need for
video and movie viewing programs such as Real Video player. Useful videos and
movies that can be downloaded and saved are: previews of video films, movies,
conversations or dialogues among people, news, speeches, and documentary films.
Teachers can use videos and movies with other media, such as textbooks,
pictures, handouts, or audio materials. However, there are some technical
limitations with downloading video materials. Video clips, which are usually
short, are easy to download and manipulate. However, long videos and movies,
which need a lot of computer RAM and disk spaces, always cause problems. The
computer must be powerful and must have a fast internet connection.
e) Chat & voice
chat:
Computer-mediated communication allows users to exchange real time instant
messages (no time delay as in e-mail). The applications of this capacity are
chat programs that allow users to connect to remote sites to send and receive
instant written messages. “Talk” is an original version of chat on the UNIX
system. Web-based chat is easier to use than the UNIX system “talk”. Examples of chat programs on the web are: ICQ
< http://wwp.icq.com/>, IRC (Internet Relay Chat) <
http://www.ircnet.org/>, Yahoo . With the
progress in real time audio technologies, voice chat is becoming available
(e.g. Yahoo Voice Chat ). Voice chat allows users to exchange real time
instant digital voice messages with users in remote sites .
Chat provides a strong
motivation for interactive and communicative use of language. ELT teachers can
use chat sessions as a means for meaningful authentic communication with the
real audience. The learner can join
several chat groups according to his/her own interest.
f) Desk-top teleconferencing: One of the most important aspects
of MOOs (Multiple-user-domains Object Oriented or Multi-User Object Oriented
systems) is communication (verbal, nonverbal, expressing feelings) with people
connected to the MOO from all around the world. MOOCs evolved from MUDs
(Multi-User Domains). MOOCs allows for
real time communication, simulation, and role play among users. The users can
build their own new "rooms” and write the description, to determine who
could come in and out. The user can even
create their own virtual home.
Recently a lot of
special MOOCs have been set up for ESL learners to participate..
MOOCs provide a strongly
motivated means for meaningful authentic communication with a real
audience. Those who are interested in
this desktop teleconferencing can join MOOs on many websites.
ADVANTAGES AND
LIMITATIONS OF CALL
Advantages of CALL
Learner factors
1. CALL can be adapted
to the learners' abilities and preferences.
2. CALL can be adapted to the learners ’cognitive
and learning styles.
3. CALL can be adapted to the learner’ s
self-paced learning.
4. CALL can be used for
remedial work for slow learners and to accelerate learning for fast learners.
5. CALL offers
individualized and private learning.
6. CALL, with branching
capability, provides choices and paths for learning, allowing learners to work
independently.
7. CALL allows learners
to control their own learning process and progress.
Motivation and
attitudes:
1. CALL provides
strong motivation for learning. Students
will often do on a computer what they are reluctant to do in a textbook or
paper-pencil.
2. Some CALL features such as graphics,
sounds, animation, video, audio are interesting and motivating for many
learners.
3. CALL can improve learners ’attitudes
towards learning English.
4. CALL (internet)
provides authentic communication that motivates students to use language
outside language classroom.
Feedback and progress
record:
1. CALL can provide
immediate responsiveness and feedback.
2. CALL provides
accurate records of the learner’ s performance and progress.
Teacher’ s role and
relationship with the learner:
1. CALL can change
the relationship between teacher and student.
2. The teacher becomes a
facilitator rather than a person who controls the learning environment.
3. CALL is predictable and non-judgmental.
Mastery learning:
1. CALL provides
opportunities for mastery-learning language skills.
2. CALL can lower the
amount of time required to master some materials.
Co-operative learning:
1. CALL (e.g. simulation
games) encourages learners to work cooperatively in problem solving.
2. CALL allows learners
to learn cooperatively as a result of working together (such as group works,
and discussion.
Communication:
1.
CALL (e.g. games and puzzles) creates information gaps which provide learners a need
to communicate or interact with each other or with the program.
2.
CALL (e.g. e-mail, chat, moos) promotes direct
communicative skills for the learners.
3.
CALL (e.g.
e-mail, chat, moos) provides authentic, real communication with native speakers
of English outside the classroom.
Access to information
and cultures:
1. CALL (e.g. CD-ROM and
the internet) can increase access to information to the learners.
2. CALL (CD-ROM and the internet) allows
learners to access cultures around the world.
Learning environment:
1. CALL is a neutral
medium. Compared to teachers, computers do not lose patience, get angry, or
play favorites as some teachers do. This creates a safe learning environment.
2. CALL can provide an
active and positive learning environment.
3. Integration of a
variety of multimedia such as texts, graphics, sound, animation, and video,
allowing for creating authentic meaningful language learning environments.
4. CALL (the internet)
has no limitations regarding different time zones and places.
Cost effectiveness:
• CALL is cost effective.
Limitations of
CALL
Cost:
1. Schools may lack
funds for CALL implementations. Hardware and software may be expensive for
schools that have limited funding.
2. The design of good
CALL software requires expensive equipment and cooperative teamwork.
3. Not all students can
access CALL (e.g. the internet). In many developing countries, there is a
discrepancy between the "have’ s" and "have not’ s"
regarding internet access.
Teacher's attitudes
and anxiety:
1. ELT teachers may have negative attitudes
towards CALL.
2. There is fear that CALL might replace
teachers.
3. Many ELT teachers are
anxious about CALL because they have limited skills and experience in CALL
theory and delivery.
4. There is fear that the computer might
isolate students from social activities.
Training:
1. A lot of ELT teachers
still lack training and skills in using the CALL, and training costs are high.
2. Training learners to use computers takes
students ’time away from other educational activities.
3. ELT teachers may lack
the necessary computer-related skills.
Hardware,
compatibility, and technical support:
1. Computer hardware is
difficult to install and maintain for classroom teachers.
2. Spontaneous language
production (e.g. speaking) is still limited by the hardware capabilities such
as voice-recognition and voice recording.
3. Graphics and sounds provided on the
computer are sometimes unrealistic and incomprehensible.
4. CALL software is sometimes restricted by
the capabilities of the hardware (e.g. not enough RAM to run big CD-ROM
programs).
5. Disk space is still
problematic for storing large multimedia files.
6. CALL
(e.g. CD-ROMs) are sometimes not suitable for all computers, platforms and
hardware.
7. Web pages appear
differently on different computer platforms (e.g. Windows, Mac). It sometimes
makes students confused.
Software:
1. There are many poor
CALL software programs due to the lack of programmers with linguistic
knowledge, and language teaching experience.
2. A lot of CALL
software (e.g. Drill and Practice type) focus on teaching separate, discrete
language skills and component, ignoring discourse, contexts, and cultures.
3. Some CALL (e.g. the
internet) does not support face to face communication (e.g. E-mail, chat) well,
though some present technologies can provide sounds and pictures during
communication there are some limitations with speed, sound and picture quality.
4. A lot of CALL
activities (e.g. behavouristic approaches to CALL) are limited to certain types
of exercises such as multiple choices, true false, matching, ignoring
question-answer interaction.
5. There are a lot
of web pages of poor quality. There is a lot of junk on the internet. Teachers need to evaluate internet web pages
with great care before downloading or assigning the students to access them.
6. At present CALL
software still lacks ability of abstract reasoning and problem-solving
processes.
7. Accessing CALL on the
internet CALL on the internet is not yet fast enough in many places.
8. Accessing audio, video and graphics files may
be slow and unreliable on modem connections
9. Searching CALL on the internet is
time-consuming and distracting since it is non-linear.
10. Searching on the
internet is compromised by a lack of effective search engines on the web. Many
users end up with no information at all after many hours of searching.
Feedback and
evaluation:
1.
Feedback is still limited. It has to rely heavily on
the teacher’s input.
2.
Feedback on internet-quizzes is sometimes slow.
3.
Evaluation and exams on the internet is still
difficult. It may cause some inconvenience and students might cheat since it is
not closely supervised (compared to conventional paper and pencil tests.(
TIPS IN USING CALL:
The following, are tips
for effective use of CALL for ELT teachers:
1.
Use CALL to serve educational purposes. Teachers should not
jump on the bandwagon just because other people have done so. Many teachers use
CALL because it is a new technology (like the language lab used to be about 30
years ago) without considering whether it serve or gives true value to
educational objectives.
2. Do not isolate CALL
from the rest of the curriculum. Try to integrate CALL with other subjects or
disciplines in the curriculum. Using CALL across the curriculum will make it
more integrative.
3. Consider CALL as one
of many learning resources. Teachers
should try to incorporate other learning resources and materials such as books,
magazines, video, audio tape, with their teaching.
4. Choosing appropriate
CALL software for the learner, such as age, need, and interest is
important. Software evaluation guides
are important tools for the teachers in choosing suitable software.
5. Using CALL is not the
end in itself. Follow-up activities are also important. A lot of lessons end
when CALL finishes in class. In fact, follow up activities such as group
discussion, writing assignments, searching for more data from other learning
sources e.g. interviews, and surveys are also important.
6.
Do not expect that all
students in class would enjoy working on the computer. A lot of students prefer
human interaction (such as student – teacher or student – student ) than with
the computer. Teachers should provide
alternative activities for those students who prefer traditional learning
approaches.
7. Do not expect that all students can work
easily with the computer. Many students
take much longer to learn certain skills such as using the keyboard, the mouse,
etc., while other students pick up these skills easily. Teachers must be
patient and willing to help the slow groups.
8. Try to incorporate a variety of activities
on CALL such as desktop publishing (e.g. word processing), e-mail
correspondence, web publishing (e.g. home pages, newspapers), chats and moos,
and web based assessment.
9. Do not expect that teaching
with computers would be easy for all teachers. It can be exhausting or may
require a lot of preparation such as setting up the computer lab, preparing
suitable software and materials (printed and online), including follow up
activities. Team work seems to be the best solution for implementing CALL in
school.
CONCLUSION:
CALL has important
potential for English language teaching.
If used properly with clear educational objectives, CALL can interest
and motivate learners of English. CALL can increase information access to the
learner, provide flexibility to instruction and thereby better serve the
individual's learning pace, cognitive style and learning strategies. CALL
allows learners to control their own learning process and progress. Using effective and suitable software
applications, CALL can provide communicative meaningful language learning
environments. Good quality and
well-designed CALL software can offer a balance of controlled practice and free
communicative expression to the learners, including immediate feedback. In the future, with the advance of computer
technologies, it is expected that CALL will be able to absorb some teaching
functions. However, despite greater
user-friendliness, and effectiveness, CALL will never replace the teacher. Like
other new technologies, CALL is not a magic solution to language teaching. The effectiveness of CALL relies on how CALL
is utilized to meet language learning goals for individualized learners in specific
educational
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