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Christina Nicole Giannikas, Ph.D
Cyprus University of Technology
Levy (1997) defined CALL as:“the search for and the study of applications of the
computer in language teaching and learning”Levy, M. (1997). Computer Assisted Language Learning: Context and Conceptualization.
Oxford: Clarendon Press.
CALL embraces a wide range of
information, technology applications and
approaches to teaching and learning foreign
languages
When did it all start?
Accessibility to promote in-depth learning
Helps make learning meaningful and relevant
Increases the quality of learning
Ignites self-reflection, collaboration and engagement of
cooperative learning
Promotes dialogue
Provides visual aids
It can build a global community connecting classrooms
from around the globe
Papadima-Sophocleous, S.; Giannikas, C.N & Kakoulli-Constantinou, E. (in press)
Language teachers within the context of Cyprus were reluctant to integrate
technology in their language teaching.Lack of training
Lack of IT supportLack of confidenceFear of change
The majority of teachers who participated in the study considered themselves competent users of Office Applications, such as Word
processing and PPT tools.Teachers also seemed comfortable browsing the internet but reluctant to include any form
of social media in their classes.Equipment such as IW, ipads and ipods were
avoided
Governments are spending enormous amounts of money to promote and
support new technologies in classrooms, but there is still something missing…
Teachers around the globe revealed the same issues and concerns as their colleagues in Cyprus. Hedayati and Marandi’s (2104)
research indicates that this is due to lack of professional preparation, inhibiting attitudes
and lack of support by stakeholders.
Hedayati, H. & Maranda, S.S. (2014). Iranian EFL Teachers’ Perceptions of the Difficulties of Implementing CALL. ReCALL, available on CJO2014.
DOI:10.1017/S0958344014000172.
Yang and Chen (2007) describe contexts where traditional settings of the language classroom where the preferred teaching approach is the Grammar Translation Method, which would leave very little
space for a communicative and interactive environment for technology.
Yang, S.C & Chen, Y.J. (2007). Technology-enhanced language learning: A case study. Computers in Human
Behaviour, 23, 860-879.
If there is no actual support, how can teachers make the transformation?
There are millions of teachers around the world who want to integrate new
technologies in their language teaching.
Some want to build their self-esteem and there is no better way to accomplish this
than training…
…research to solve an immediate problem or a reflective process of
progressive problem solving…
In his 1946 paper “Action Research and Minority Problems” he
described action research as a ‘comparative research on the conditions and the effects of
various forms of social actions and research leading to social action’
Set your questionsSet a timeline
Arrange data collection tools Organize your dataAnalyze your data
Improve your practice
Think of how you would like to use CALL in your classroom:
For instance, encourage students to become autonomous users of
computers and the internet in class…
Ask students to access learning websites of your choice
Download podcasts for listening Observe your students when using CALL
Keep a research journal
Reflect
Remember: Ethical considerationsInform students and parents of the study, what you are looking for and what your
research will entail.A letter and consent form are always a
good idea.
The combination of listening and visual input technology provides can improve learners’
linguistic developmentCALL in the classroom can develop learners’
motor skillsCALL can provide strong reinforcement which
can effect the learning processStudents take control of their own learning
Preparation is key-all equipment must be tried out and ready for use
Students who are not comfortable using computers should be partnered with students
who areUse of computers should be phased in, not
forced upon.
Program: Accent Coach by Language Connect
Level: Intermediate to Upper Intermediate
The aim of the lesson is to concentrate on how intonation affects understanding and production. The lesson could
start by asking students questions using different intonations to receive various responses based on a
sentence written on the board.
Students inductively learn the importance of intonation in this exercise. This can be
followed by a discussion of the importance of intonation and the difference it can
make in understanding.Computers can be employed to practice
this by using any one of a number of intonation lessons.
As a follow-up, learners can be given a standard response and a variety of questions to be asked.
Students can practice responding with the correct intonation. The teacher can walk about the room controlling the students'
responses.
This exercise can be improved by adding the recording element provided by the computer. By recording the voice students can
compare their pronunciation with a target pronunciation.
http://esl.about.com/od/esleflteachingtechnique/a/t_compclass.htm
There is no reason for the future of CALL to not be bright, full of possibilities.
Technology adds dimensions to the already multifaceted domain of language learning and
teaching. Those who use it can benefit in numerous ways, as teachers and as learners.
https://www.eurocall2014.nl/?page_id=1182
