my Summary

Zuhrah Barqil

PBI 4

20401108116

Summary of CALL

Unit 1

Call in the broad sense used for any attempt or effort that involves computers. What-what is there in the said computer what is the use of computers. in language teaching and a number of ways to the field of CALL conceptualized

The history of CALL

Call already there in 1960 with a mainframe-based and practice, especially those based on the PLATO system Universuty Illinois. What remains is a benefit to learn the language outside the university. Until the spread of the micro to the educational setting in the early 1980s. Early programs were written by the developer of teachers in the Apple II, IBM PC, and the BBC computer, and often distributed for free programs, commercial. If available, usually quite expensive but generally more stable and technically.

Unit 2

In this unit, we explain about Courseware Evaluation, Development, and Implementation. It introduces the term courseware, which refers to software that is used to support formal language learning. In practice, courseware has been used to refer to everything from complete software packages that can be used without a teacher to software that is just a part of a language learning course.

THE THREE OF MODULES

·         Development Module 

Courseware development refers to the process of going from the idea of creating a piece of tutorial software through the final product. It should be informed by general principles of instructional design. ·         Evaluation Module.

Evaluation involves three kinds of considerations. A crucial aspect is to understand what the courseware does first before attempting to judge it:

·         `Implementation Module

module Implementation considerations are relevant during the evaluation process, but they become crucial when deciding how best to use software that is available.

UNIT 3

          In unit 3, it explain about computer mediated communication. In one category of tool uses, computer-mediated communication, or CMC, computers are a means through which teachers communicate with learners, learners communicate with one another and learners may even communicate with native speakers.

 ·         Synchronous Text

With synchronous text, or chat, messages in the cream / exchanged in the form of text but in real time. Sync on the computer using this tool. The theory that illustrates thethree functions to perform synchronously teams are:

a.    Production Function: Working together to solve common tasks,

b.     Group Well-being: Maintaining interaction or communication between team / group.

c.    Member Support: Coordination and mutual help in a difficult situation.

·         Asynchronous Audio

Asynchronous audio is the interaction that are done as text orinteraction with other words it's just chatting in this chat using voice. One example of voice

UNIT 4

          CALL on the web. The reason is that the Web represents the largest collection (by far!) of material that is accessible almost anytime and anywhere by almost anyone having a browser equipped computer and an Internet connection.

DISADVANTAGES OF THE WEB

·         the Web over alternatives Text-based material on the Web is sometimes not as easy to read as material in paper format because of font color and background choices.

·         Sound and video sometimes take a noticeable time to transfer, even on fast connections. Newer forms of streaming have improved this dramatically, but the Web is still not as responsive as a CD-ROM, DVD or the hard drive on a TiVo or other digital video recorder. 

·         Down servers or broken links may lead to frustration.

·         The Web is dynamic and often as unpredictable as the humans behind it.

·         Sites and applications that used to be free and only supported by text ads that could be easily ignored are increasingly charging fees requiring subscriptions (so that you don't get their ads), or requiring users to watch commercials before the desired material loads.

·         As is widely known, the accuracy of Web sources is often questionable

ADVANTAGES OF THE WEB

·         There is anytime, anywhere access (for some people at least). 

·         There are enormous amounts of free material. 

·         Material can be found that is current.

·         Language reference and other learning support materials can be found. Student and teacher publication opportunities exist.

·         A cultural window is opened through the authentic material readily available. 

·         Meaning technologies, such as transcripts, dictionaries, and translators, exist to aid comprehension of material

UNIT 5

Unit 5 talks about CALL and language skill. Skills-oriented language teaching remains a common approach for classes as well as for self-learning, and computer-assisted language learning is no exception. In this unit, we look at how both tool and tutor software can be used to support specific skills.

·         Listening

Listening is potentially  one of the most promising areas for CALL development. This is because multimedia computing has everything standard audio and video  have with the addition of a variety of meaning technology  such us text support, hyperlinked glossaries, and even translations.

·         Speaking

In terms of direct practice of speaking. Recants development of the web have allowed for voice chat sites which make it possible for learners and teachers to interact through the internet in  distance education course.

·         Reading

In the early days of CALL, reading software was designed to improve skills in order to transfer them to paper materials. More recently, reading in digital form is becoming more and more common.

·         Writing

Writing has revalorized for everyone with word processing, and addition of spell checkers has been quite helpful. Grammar and style checkers are much less useful to date, and using a thesaurus can be counterproductive if students’ aren’t trained in their limitations

·         Grammar

Grammar practice was perhaps the earliest use of CALL. Today grammar work is largely focused on: Workbook-style exercises

·         Pronunciation

Pronunciation work is generally of three types. They are Listen , Visualization, ASR

·         Vocabulary

Vocabulary activities have been around since the early days of CALL in the form of electronic flashcard.

·         Culture

This is a huge area for foreign language teaching, where authentic culture materials are readily accessible through the web.

·         Practice Activity

Select one skill area that particularly interest you. After reviewing some of the sources mentioned above, fin several other web sources on your own and review them for their potential to integrate into or supplement your class activity.

UNIT 6

Unit 6: CALL Research. CALL works, that teaching language using computers in some way makes learning “better”. But what exactly is “better?” here are some possible interpretations:

·         Learners pick up language knowledge or skills faster or with less effort (learning efficiency)

·         Learns pick up what is targeted, retain language knowledge or skills longer, and/or learn more of what they need (effectiveness)

·         Learners can get materials or experience interactions that would otherwise be difficult or impossible (access)

·         Learners can learn with more or less equal effectiveness across a wider ra in it more of times/places (convenience)

·         Learners enjoy the language learning process more or are willing to engage in it more (motivation)

·         Learners require less space, less teacher space, less teacher time, or less expensive materials (intuitional efficiency).

 Observation. When your students are using software or doing a computer-based task in a lab or other venue where you can--watch them. You can look over their shoulder, check their interactions, and make brief notes of what you notice. Interact with the students as they interact with the software. This can give you feedback on the effectiveness of a given piece of software, CALL exercise, or CALL task, and it can also help you determine student training needs. 

UNIT 7

     Unit 7 about CALL  Learner Training. CALL has given us some amazing possibilities for improving language learning. However, these possibilities create a problem. Absent a teacher, students using computers are typically given more control over their own learning.

Technical Training

Training can be divided at least into two areas: technical and pedagogical.

Pedagogical Learning

In a2004 paper (Hubbard, 2004), I make a case for giving training not just on technical aspects but also on pedagogical ones, that is, how to use the tutorial software or tool effectively to meet specific learning objectives. To this end, I offer a set of five principles for learner training summarized below: 

·         Experiences CALL yourself.

·         Give learners teaching training.

·         Use a cyclical approach.

·         Use collaborative debriefings.

·         Teach general exploitation strategies.

Of course, in order to be effective at training students, it is necessary to thoroughly do analyze the software, task or activity you are assigning. You need to be sure that you can make the connections between given actions and learning objectives before you can expect your students to do so on their own.