A General Introduction To Computer Assisted Language Learning Revised

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summary of the text by Hubbard, P., 2009


<ul><li> 1. A General Introduction to Computer Assisted Language Learning Philip Hubbard, Stanford University In P. Hubbard (Ed.) (2009)Computer Assisted Language Learning: Critical Concepts in Linguistics. Volume I Foundations of CALL. New York: Routledge, pp. 1-20.</li></ul> <p> 2. Introduction </p> <ul><li>Any process in which a learner uses acomputerand, as a result,improves his or her language (Beatty, 2003: 7). </li></ul> <p>Any process in which a learner uses acomputer and, as a result,improves his or her language (Beatty, 2003: 7). 3. 4. CALL also improves: </p> <ul><li>Teachers productivity </li></ul> <ul><li>Material development </li></ul> <ul><li>Teachers education </li></ul> <p>ANOTHER DEFINITION: Any use ofcomputer technology in the domain of language learning 5. educators do not need a discrete theory of CALL to understand the role of technology in the classroom; a clear theory of SLA and its implications for the learning environment serves this goal (Egbert &amp; Hanson-Smith, 2007: 3) 6. Different approaches:interacionist and sociocultural Quantitative, qualitative and mixed-method studies 7. </p> <ul><li>Initial criticism : CALL was overlytechnology-driven </li></ul> <ul><li>Two recent influential views: </li></ul> <ul><li>Chapelle(2001): CALL design&amp; principles of theinteractionistperspective SLA </li></ul> <ul><li>Bax(2003): integration:technology &amp; language teaching. Technology is no longer special or unusual . </li></ul> <p> 8. Felix (1999) afirma que a tecnologia est deixando de ocupar uma posio central nas discusses pedaggicas para se tornar o pano de fundo. A autora acrescenta, ainda, que o fascnio inicial pelos recursos tecnolgicos est dando lugar a uma pedagogia focada no aluno, no no que a tecnologia pode fazer por ele, mas no que ele pode fazer com a tecnologia. 9. </p> <ul><li>1980s</li></ul> <ul><li>Academic projects(designers, programmers and languageteachers) </li></ul> <ul><li>The CALL interest section of TESOL </li></ul> <ul><li>Introduction of Laservideodisc </li></ul> <ul><li>MITs Athena LanguageLearning Project </li></ul> <ul><li>Some commercial software projects(Auralog and Fairfield Language Technologies) </li></ul> <p> 10. </p> <ul><li>CHECKLISTS-to determine whetheror not to use a given program in their classes,</li></ul> <ul><li>METHODOLOGICAL FRAMEWORKS to describe the key elements involved in making the checklists </li></ul> <ul><li>APPLICATIONS OF SLAPRINCIPLES : Chapelle (2001) identifiessix research-based criteria for the evaluation of CALL tasks that can be used for bothjudgmental and empirical evaluation. </li></ul> <p> 11. 12. 13. 14. 15. 16. Just the word An example of collocations of the chunk wide range in a concordancer 17. 18. 19. 20. </p> <ul><li>Synchronous- chat, instant messaging, and MOOs (multi-user domain, object oriented) in the text mode and VOIP </li></ul> <ul><li>Asynchronous- email, bulletin or discussion boards and voice boards in the audio mode </li></ul> <p>Blogs allowing posted comments and SMS text messaging on mobile phones 21. AMOO settingis a virtual environment which differs from chat in that the interaction is embedded in a context, where the participants describe through text where they are and what they are doing along with the dialogue 22. </p> <ul><li>E-mails </li></ul> <ul><li>Keypals </li></ul> <ul><li>Tandem language learning </li></ul> <ul><li>Discussion boards / blog postings(development of writing skills) </li></ul> <ul><li>Mixed CMC(projects involving discussion board applications,chats and emails). Ex: Blackboard and WebCT </li></ul> <p> 23. </p> <ul><li>Online learning </li></ul> <ul><li>Computer-based assessment</li></ul> <ul><li>Teacher and learner training</li></ul> <ul><li>Intelligent CALL (ICALL)</li></ul> <ul><li>Future directions </li></ul> <ul><li><ul><li>web 2.0 </li></ul></li></ul> <ul><li><ul><li>mobile language learning</li></ul></li></ul> <ul><li><ul><li>Virtual worlds </li></ul></li></ul> <p> 24. </p> <ul><li>independent learning through the Internet,</li></ul> <ul><li>materials delivered online with or without CMC linkage to instructional assistance,</li></ul> <ul><li>one-to-one synchronous tutorials,</li></ul> <ul><li>the same class taught face-to-face to some but remotely to others,</li></ul> <ul><li>classes taught partly face-to-face and partly online (hybrid or blended learning),</li></ul> <ul><li>classes taught synchronously to an online group, </li></ul> <ul><li>any combination of the preceding </li></ul> <p> 25. 26. </p> <ul><li>Adaptive testing :items are presented to the student at a targeted level of challenge, becoming easier or harder depending on the answers to preceding questions </li></ul> <ul><li>Ordinates SET-10 :an oral proficiency exam that is taken over the phone and is entirely machine scored using automatic speech recognition (ASR)techniques </li></ul> <p>control of time, greater security, automatic scoring and reporting 27. A need for CALL learner training to foster autonomy 2002 -a special issue ofLanguage Learning &amp; Technologyentirelydevoted to this topic.2005-a special interest group for teacher education: CALICO (Computer Assisted Language Instruction Consortium)2007 - compilation of articles to provide research and practice 2008 - EuroCALL conference 28. The computer takes on more of the role of the teacher </p> <ul><li>Abilities of ICALL: </li></ul> <ul><li>identify errors in student input and provide customized feedback </li></ul> <ul><li>manage a students learning based on building a model of the students achieved proficiency and providing customized materials and tasks </li></ul> <ul><li>interact with the student through conversational agents that simulate the linguistic facility of a human </li></ul> <p> 29. </p> <ul><li><ul><li>Web 2.0(collaboration anddemocratization) </li></ul></li></ul> <ul><li><ul><li><ul><li><ul><li><ul><li>participation in wikis and social networks, </li></ul></li></ul></li></ul></li></ul></li></ul> <ul><li><ul><li><ul><li><ul><li><ul><li>publications of texts and videos</li></ul></li></ul></li></ul></li></ul></li></ul> <ul><li><ul><li>Mobile language learning</li></ul></li></ul> <ul><li><ul><li>Virtual worlds learners avatars explore, create, and interact in the target language. </li></ul></li></ul> <p> 30. </p>