use of technologies in CALL(computer assisted language learning

1. Submitted by: Irum Sahzadi (05)
Asna Zafar (13)
Sabrina Malik (14)

2.  CALL is acronyms of
computer assisted language
learning .it can be defined as
search for the study of
applications of the computer
in language teaching and
learning.
 The term “technology” refers
to advancements in the
methods and tools we use to
solve problems or achieve a
goal.
 We are as likely to find it in
the primary sector as much
as in adult education.

3.  Every type of language teaching has had its own
technologies to support it. Language teachers who
followed the grammar-translation method relied on one of
the most universal technology, the blackboard.
 In contrast, the audio-tape was the perfect medium for the
audio-lingual method (which emphasized learning through
oral repetition). University language classes in the 1970s
and '80s usually included obligatory sessions at the audio
lab.
 The 1980s and 1990s have seen a shift toward
communicative language teaching, which emphasizes
student engagement in authentic, meaningful interaction.
 These can roughly be divided into cognitive approaches
and sociocognitive approaches.

4.  Technologies which support a cognitive approach
to language learning are those which allow
learners maximum opportunity to be exposed to
language in meaningful context and to construct
their own individual knowledge.
 Examples of these types of technologies include
text-reconstruction software, concordance
software, and multimedia simulation software.
 Sociocognitive approaches, in contrast to
cognitive approaches, emphasize the social
aspect of language acquisition; learning a
language is viewed as a process of socialization
into particular discourse communities. CMC etc

5.  an instructional tool in the class rooms
 a delivery system for learners instructions
 Online collaboration tools, such as those in
Google Apps, allows students and instructors to
share documents online, edit them in real time and
project them on a screen. This gives students a
collaborative platform in which to brainstorm ideas
and document their work using text and images.
 Presentation software (such as PowerPoint) enable
instructors to embed high-resolution photographs,
diagrams, videos and sound files to augment text
and verbal lecture content.
 Course management tools such as Canvas allow
instructors to organize all the resources students
need for a class (e.g. syllabus, assignments,
readings, online quizzes), provide valuable grading
tools, and create spaces for discussion, document
sharing, and video and audio commentary.

6. Two types of technology tools:
Traditional and New
Traditional technology tools:
• Projects
• Audiotapes and CDs
• Video tapes and DVDs
• Telephone
New technologies:
• Computers, data projectors, and the internet
• Mp3 players (iTunes, podcasts)
• Cell phones

7.  Multimodal practice with
feedback
 Individualization in a large
class
 Pair and small group work
on projects
 Fun factor
 Variety in resources
available and learning
style used
 Real-life skill-building in
computer use
The technologies used in CALL instruction generally fall
into two categories, software and Internet-based
activities.

9.  Software is a collection of
instructions that enable the user
to interact with a computers,
hardware, or perform tasks.
 Without software, computers would be
useless. Without internet browser you
could not surf the internet and without
an operating system the browser could
not run on your computer.

10. Generic software applications
These are multi-purpose programs that are not
designed specifically for language teaching and
learning. These include:
 Word-processors such as Microsoft Word.
 Presentation software such as PowerPoint
 Email packages.
 Web browsers

11.  These are programs designed specifically to
promote language learning. They usually
include a substantial degree of interactivity.
For example, Language
Lab software, CD-ROMS etc.

12.  Authoring programs allow an instructor to
program part or all of the content to be learned
and how the content is to be learned. Some
examples of these programs include Cloze
master, Choice master and Multitester. With
these, the format is pre-programmed and the
instructor puts in the material.
 General authoring programs like Macromedia
Director can be used to make an entire such
programs course; however, most teachers do
not have the time or the technical ability to
make use of.

13. A subject specialist
A programmer
A professional photographer
A sound engineer and a video
technician
An instructional designer

14. INTERNET BASED

15.  The World Wide Web
was launched in 1992
reaching the general
public by 1993, opening
up new possibilities in
CALL.

16. Internet activities vary considerably, from
online
versions of software (where the learner
interacts
with a networked computer), ,
to computer-mediated
communication (where the
learner interacts with other
people via the computer), to applications that
combine these two elements.

17. 3 suggestions for
effective use of web for
online learning:
Provide access to rich
source of information
Encourage
meaningful interaction
with content
Bring people together
to challenge, support
or respond each other

18. Online authentic language sources:
Course
Management
software
BLOGS
Wikis
MES
Website designs
Forums
Chart or
telephonic
services

19. Building online community
 Final suggestion is a
recommendation that
a supportive
community is needed
to make online
learning effective .
 a sense of
community is not an
incidental effect of the
design of instruction
 community is a
necessary element to
promote higher-level
thinking

20. TECHNOLOGY play essential role in lesson development.
Lesson development involves a teachers decisions about
three interrelated elements of teaching lessons:
 Academic content (what to teach)
Digital content available on the internet includes a vast
collection of curriculum resources and information
 teaching goals, methods and procedures (how to teach)
Content, goals , methods and procedures mutually support
each other in a dynamic process of lesson development,
which technology can support in a variety of ways such as
teacher-developed websites , podcasts ,blogs , and wikis etc
 Learning assessments(how to know what students have
learned)
Electronic tests and quizzes personal response systems
online surveys
Planning lessons using internet

21.  It has been around in one form or another since
the 1960’s but only became widely available to
the general public since the early 1990’s
 . CMC comes in two forms:
 asynchronous (such as email and forums) and
synchronous (such as text and voice chat)
 With these, learners can communicate in the
target language with other real speakers and this
is only possible if we have internet
 Learners can communicate one-on-one or one to
many as well as share audio and video files.
Because of all this, CMC has had the most impact
on language teaching

22.  which combine interaction with another computer as well
as another person or people both derived from role
playing games;
 which are activities where participants become part of a
story where they work together and/or work against
each other
 RPGs were originally played on paper with pencils and
dice but since the 1990s nearly all RPGs have been
computer-based, with the computer acting as a player
and/or referee
 RPG’s online nowadays simulate the video game
experiencer's first went online in the forms of MUDs
(Multi-user Dungeons) and MOOs (Multi-user Dungeon,
Object-oriented).

23.  http://www.actfl.org/news/position-
statements/role-technology-language-learning
 http://www.slideshare.net/
 http://www2.nkfust.edu.tw/~emchen/CALL/unit
1.htm
 https://en.wikipedia.org/wiki/Computer-
assisted_language_learning
 http://www.slideshare.net/norielr/computer-
assisted-language-learning-call-21549948
 http://www.slideshare.net/irwyn12/using-
technology-in-the-language-classroom-
presentation