SUMMARY OF CALL

RINA MUTMAINNAH

PBI 4

20401108087

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, is to share or use a computer in accordance with the functional role of the teacher who popularized the concept since the year (1997). A program or a flashcard vocabulary in grammar exercises which represent the use of tutors. Where a computer has a function in several ways. language learning activities involve a word processor, email program, or each machine like google will represent the use of tools, where the computer does not have more functions.

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. There is some work being done by an interactive laser disk over time that provides functionality for multimedia. traditional language laboratory to begin to answer the computer lab will be dedicated to learning the language, which is a trend that continues today.

THE SCOPE OF CALL IS AS FOLLOWS:

·          A researcher: the second language acquistion, human computer interaction, what works for CALL.

·          As consumers of CALL software to use web development classes or activities to the work program.

·         As a director, helping students find and use the CALL materials or additional web resources.

·         As a manager of computer-mediated communication between learners within and outside the classroom.

·         As a software developer or web, either from scartch or add new marerials to exist for the template.

·         As a coach to help students develop software, web sites and general computer literacy.

·          As an expert for your Liaison program, help teachers and administration with the implementation of the call.

·          As a professional consultant CALL and external projects, conducting software review journals, making conference presentations, writing papers, interpreting, and applying CALL research and provide input into the field in general.

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, sometimes a minor or optional supplementary part. we will use the term interchangeably with tutorial software to include software that is designed in the language learning process.
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. However, I believe it also critically important to recognize the pedagogical aspects specific to language learning that traditional instructional design approaches may overlook.

·         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. Whether they are done in class together, in a lab with individuals or pair working on computers, or outside of class at a computer cluster.

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.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. Initial studies are built around the types of CMC chat programs, exchange was part of an integrated environmental system Deadalus writing. Students can conduct a discussion

Sync on the computer using this tool. The theory that illustrates the three 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 or interaction with other words it's just chatting in this chat using voice. One example of voice interaction is asynchronous voice messaging services offered by a number of sites in gratis.Dengan use this, the students with their computer just turn on the voice mail can leave a message for others or for the teacher.

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. The Web is also where you find the most common tool applications for CALL, in particular the browsers and online video players that give access to a seemingly endless collection of both dedicated and authentic English.

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 (the present one excepted of course). See, for example, http://www.usatoday.com/news/opinion/editorials/2005-11-29-wikipedia edit_x.htm 

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. Increasing amounts of audio and video allow building of comprehension skills beyond reading.

Here are task to help you connect the material here to our language teaching:

ü  Web can be a resource for classroom lessons and lessons in onine: behold two or three lesson plans on the web (use google to search for "lesson plans ESL" if no site above has what you're looking for). Do you think they represent activities that are consistent with your approach to language teaching? Is there something obvious that you can do to fix them?

ü  Meaning of technologies such as Babylon (www.babylon.com) and the online scripts for audio and video can hinder and help, because they can interfere with normal language processing. What are some ways to use them positively and train learners in their use?

ü  Try three or four of the sites listed above with the sites you've never visited before. Note how you use today or in class will come.

ü  Increasing, the term "web 2.0" appears on the web and elsewhere. What is web 2.0? there are examples here, such as www.youtube.com if you do not know what it is, go to the manifestation of it at www.wikipedia.org search term. How do you think Web 2.0 can change the language teaching?

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. In particular, we will look at some websites that focus on these skill areas. Many of these are for free, but like everything else that's free on the web, the sites need to be looked at carefully for their pedagogical value. Once you understand what they do, try to judge their fit to your potential students and your own  teaching approach. You can also use them to get ideas for your own future CALL materials development.

·         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. Writing has also been a common skill thought as a course through distance education using the internet.

·         Grammar

Grammar practice was perhaps the earliest use of CALL. Today grammar work is largely focused on: Workbook-style exercises (on disk and online): online examples can be seen at www.grammar-quizzes.com/.

·         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).

CALL research trends

Research has continued in all areas of CALL but recently has focused on several identifiable areas, such us:

·         Computer mediated communication; especially, interaction in synchronous chat settings and in tandem settings.

·         Visual text and sounds annotation to promote comprehension and vocabulary acquisitions

·         Effectiveness of online collaborative and constructivist activities, including development of communities.

Doing Research

There are several avenues available to teachers in the role of researchers of their own classroom or students. 

•  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. 
•  Tracking. Some software has built-in tracking features. If you are using a discussion board, all student posts can be reviewed. Some chat programs also allow the sessions to be logged for later review
•  Student surveys. Ask specific questions about usage--note that it's best to do this as soon as possible after a CALL session sense memories fade rapidly.
•   Pre- and post-testing to evaluate outcomes of the use of technology. 
• Student journals. Getting students to keep a reflective journal of their experiences with software or other CALL activities is useful both for them and to the teach 

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. Due to the newness of computer environments and the range of choices in my CALL applications, they are arguably unprepared to take on this responsibility. The result is that students may not use the computers in ways that are effective for achieving language learning objectives, and it is even less likely that they will use them in ways that are most effective.

Technical Training

Training can be divided at least into two areas: technical and pedagogical. Technical training naturally includes general computer literacy (which can be a major issue or not depending on your setting and students), but of greater interest here is learning technical skill and knowledge of particular value to language learning.

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.