FINAL TASK 1

Bismillah….

Nama        : Nursiah

Nim         : 20401108079/ PBI 3

SUMMARY OF CALL

A. UNIT 1

          

In unit 1 explain about CALL, CALL is the acronym for computer-assisted language learning. CALL will be used in a broad sense to refer to any endeavor involving the computer in some significant way in language teaching and learning.

THE HISTORY OF CALL

CALL began in the 1960s with mainframe-based drill and practice materials, especially those based on the University of Illinois' PLATO system. It remained an insignificant alternative for language learning outside of a few universities until the spread of the microcomputer into educational settings in the early 1980s. Early programs were written by teacher-developers on Apple II, IBM PC, and BBC computers, and were often distributed for free. In the late 1980s and early 90s, the Apple Macintosh replaced the Apple II in many educational settings in the US and became an immediate favorite among teacher-developers because of the support of HyperCard, a powerful but easy-to-use authoring program. Two major changes came starting in the mid-1990s. One was the dramatic increase in commercial multimedia for language learning as CD-ROMs became standard in home computers.       

THE SCOPE OF CALL   

As researchers: into second language acquisition, human-computer interaction, what works for CALL As consumers of CALL software for class use or building web activities into course work

As directors, helping students find and use supplementary CALL materials or web resources

As managers of computer-mediated communication among learners in and out of class 

As software or web developers, either "from scratch" or adding new materials to existing templates

As coaches to help students develop software, websites, and general computer literacy 

As CALL experts for your program, helping other teachers and administrators with CALL implementations As CALL professionals, consulting on external projects, doing software reviews for journals, making conference presentations, writing papers, interpreting and applying CALL research, and/or providing input to the field at large

 ARTICLE 1

THREE PHASE OF CALL

Behavioristic CALL

The first phase of CALL, Programs of this phase entailed repetitive language drills and can be referred to as "drill and practice" (or, more pejoratively, as "drill and kill").

Communicative CALL

The second phase of CALL was based on the communicative approach to teaching which became prominent in the 1970s and 80s. Proponents of this approach felt that the drill and practice programs of the previous decade did not allow enough authentic communication to be of much value.

Integrated CALL  

Integrated approaches to CALL are based on two important technological developments of the last decade-multimedia computer and the internet

UNIT 2

                In unit 2 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.

THE THREE OF MODULES, THEY ARE

 

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 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.

              TEXT BASED CMC

Asynchronous text. 

The first use of CMC in language teaching almost certainly came through email exchanges from teachers to students and among students within classes. Email is an example of asynchronous communication, in that the interaction is not in real time: You create
and send an email, and the recipient typically gets it within seconds but may not read it or respond until much later. 

Synchronous Text. 

With synchronous text, or chat, the messages are exchanged in text form, but in real time. Some of the early research on CMC was built around a type of chat program, InterChange, that was part of the Daedalus Integrated Writing Environment system (www.daedalus.com). 

UNIT 4 

              In unit 4 explain about CALL on the Web. This unit looks into the Web in more depth. 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 language material.

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.

Using Web-Based Language Learning Activities
in the ESL Classroom
Jeong-Bae Son (sonjb@usq.edu.au)
University of Southern Queensland, Australia

This article looks at ways of using Web-based language learning (WBLL) activities and reports the results of a WBLL project that developed a Web site as a supplementary resource for teaching English as a second language (ESL) and tested the Web site with a group of students in an ESL context. The Web site provides WBLL session plans for ESL teachers, containing three types of WBLL activities: pre-created Web activities for grammar, vocabulary, reading and listening; task-based Web activities that require students to use the Web to produce certain outcomes; and teacher-made Web activities.

UNIT 5

             In unit 5 looks about CALL and Language Skills. Skills-oriented language teaching remains a common approach for classes as well as for self-learning, and computer-assisted language learning is no exception.

There are some skill areas for CALL, they are : 

• 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 variety of meaning technologies such as text support, hyperlinked glossaries, and even translation. One type of presentation specific to CALL is the punctuated presentation, in which the flow is interrupted at intervals to ask question along the way. Examples of course website for two of my recent listening classes are at    www.standford.edu/`efs/693a and www.standford.edu/`efs/efs693b/. And   useful dedicated  ESL listening sites : they are www.esl-lab.com,      www.ello.org, and www.lingual.net. 

•  Speaking 

In term of direct practice of speaking, recent developments on the web have allowed for voice chat sites which make it possible for learners and teachers to interact through the internet in distance education courses. Asynchronous speaking practice is possible through www.wimba.com, using internet voice mail, or simply attaching sound files to email. 

• Reading

In the early days of CALL, reading software was designed to improve skills in order to transfer them to paper materials. Here some other ways CALL can be used to support reading : just using the web, educational sites with ESL or adult literacy support, text reconstruction activities, such as storyboard, cloze exercises and jigsaw readings, timed or paced readings to develop speed, for example, www.readingsoft.com/. Online graded readers such as those at www.eslreading.org/

• Writing 

Writing Writing was revolutionized for everyone with word processing, and the addition of spell checkers has been quite helpful. Grammar and style checkers are much less useful to date. Writing has also been a common skill taught as a course through distance education using in the Internet. Writing publication opportunities are ready available through Wikis and Blogs.

• Grammar

Grammar  Grammar practice was perhaps the earliest use of CALL. Today grammar work is largely focused on the following : workbook-style exercises at www.grammar-quizzes.com/, grammar test prep materials especially TOEFL at www.toefl.com, online courses and references at http://www.edunet.com/english/grammar/index.cfm, and grammar portals such as www.esltower.com/.

• Pronounciation

Pronounciation

Pronounciation work is generally of three types :

Listen, repeat/record, and compare. 

Visualization ; wave form, pitch contour, spectogram.   

ASR (automatic speech recognition) scoring

Unit 6 

            In this unit explain to us about CALL Research. 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) 
•  learners 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 range 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 time, or less expensive materials (institutional efficiency) 

            CALL RESEARCH TRENDS

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

•   Computer mediated communication; especially, interaction in synchronous chat settings and email in tandem settings
•  Visual, text and sound annotation to promote comprehension and vocabulary acquisition
•  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

              In this unit we talk about CALL Learner Training. let's consider three alternatives to CALL learner training :

•  To try to build software in such a way that it adapts to the learner on a number of different levels: language proficiency, computer proficiency, learning style, topical interest, motivational type and intensity, and so on.
•  To take the philosophical position that learners have a right to self-discovery and that left alone they will naturally move to the strategies that work for them and that are consonant with their learning style.
•  To acknowledge that learners would profit from training but that it's just too much trouble to train them since it obviously takes a lot of time away from other aspects of language learning and there's no guarantee it will be successful.  

              PEDAGOGICAL TRAINING

• Experience CALL yourself. Try a piece of CALL software (like Rosetta Stone) for a language you don't know, or visit a chatroom for a language you are not fluent in
•  Give learners teacher training. Let them know some of what you know if they are to become more independent. Help them develop a "language learning approach" that is consistent with what you consider a valid language teaching approach. 
• Use a cyclical approach. Teach a bit at a time. Don't just have a training session at the beginning and think your job is done. If anything, let learners "play" awhile with the application so that they have some familiarity with it before formal training begins.
•   Use collaborative debriefings. Get learners to discuss their experiences, successes and failures with the CALL tasks and software in pairs or small groups
• Teach general exploitation strategies. Show learners ways to use software to make it easier if it's too hard and harder if it's too easy, as well as how to mine the material for uses different from those intended by the developer.                                      THANKS SO MUCH