Welcome to:

A Study on Computer Aided English Learning Packages By: Malic Geffoor. K.P NVT. English Government Vocational Higher Secondary School, Kuttippuram. Kerala.

Guided by: Prof. Dr. M.Ganesan C.A.S. Linguistics, Annamalai University, Tamilnadu.

Introduction Literature Review Research Methodology Conclusion Bibliography Appendices

Dissertation outline Introduction Aims and Objectives Context of this Study Literature Review CALL & CALT The History of CALL and CALT Current Practices and Researches Foundations of CALL CALL theory, frameworks and conceptualizations Early CALL projects CALL research trends and issues CALL design and evaluation CALL and language skills Listening, speaking and pronunciation Reading and writing Grammar, vocabulary and data-driven learning ICT (Information and Communications Technology) Impacts of ICT in education. The role of the teacher ICT skills partly necessary for ICT in Education Computer Mediated Communication (CMC) for Language Learning CMC Foundations and Conceptualisation Synchronous CMC Present Trends and Future Directions in CALL Online Learning Assessment Learner Training and Autonomy Teacher Education Intelligent Call Future Directions Motivation and Proficiency Research Methodology Materials and Methods A Study on Computer Aided English Learning Packages Learn To Speak English version 8.(Software.1) Mastering English (Software.2) Issues in English (Software.3) Second Life (software.4) A Comparison with Merits and Demerits Merits Demerits Conclusion Bibliography Appendices

Aims and Objectives & Context of this Study

Aims To introduce computer-based resources that can be used for language learning. To understand some of the major advantages and limitations of using computer-based resources for language learning. To understand how computer-based resources can be integrated into language courses. To introduce basic design issues relevant to computer-based language learning materials. To develop basic skills in producing computer- based language learning materials.

Objectives and Scope The purpose of this study was to investigate how language teachers apply practical experiences from Computer Assisted Language Learning (CALL) software packages to their teaching. Another aim was to find out on what basis the appropriate software is chosen to be transacted in the classroom for developing various skills for the purpose of language acquisition. Finally, CALL is a fast developing area of language learning and teaching scenario . CALL software development is a booming industry in the field of modern education. The author of the study felt a need for a pedagogic criterion for them on the basis of cognitive and linguistic aspect of learning and teaching a language.

Context of the study The author of this study has been teaching English as a Second Language in the Primary; the Secondary; the Higher Secondary and the university level for twenty years and he understands the English proficiency level of his students. Therefore, decided to investigate the problems of students and their needs in more detail by using new tools like ICT and CALL Software for teaching English by making use of his experience as he had also worked as an SITC (School Information Technology Co- ordinator) under the IT@ school project of the state government of Kerala.

Methodology Four international CALL software were chosen for the experiment 1. Learn To Speak English. 2. Issues in English. 3. Mastering English. 4. Second Life ( an internet-based Synchronous Computer Mediated Communication Programme.)

Experiment 100 students of Government Vocational Higher Secondary School for Girls Tirur, Kerala (50 First Year and 50 Second Year) were selected for 40 days experimental class. One hour-class for ten days on each of the four CALL software choosing various language skills like Listening, Speaking, Reading, Writing, Grammar and Communication were conducted in the smart classroom and their feed back were collected using a questionnaire and rating scale and the data were analyzed.

Questionnaire: For Students’ Feedback Q: 1). Do you prefer to learn English on Computer Aided Language Learning? A: (a) Yes (b) Yes, very much (c) no (d) not at all (e) don’t know Q: 2). Is it easy to learn English on Computer Assisted Language Learning Software? A: (a) Yes (b) Yes, very much (c) no (d) not at all (e) don’t know Q: 3). How do you prefer to learn English as a second Language or as a foreign language? A: (a) By a Teacher alone (b) by a Computer alone (c) Both Teacher and Computer (d) Don’t know (d) other means (specify briefly) Q: 4). What, in your opinion, is the ideal role for an English language Teacher in your class? A: (a) Facilitator (b) a teacher centred (c) student centred (d) exam centred (e) syllabus centred Cont.......

A: (a) Yes (b) Yes, very much (c) no (d) not at all Q:5) Does CALL make English as Second Language (ESL) Learning more interesting than a traditional classroom teaching? A: (a) Yes (b) Yes, very much (c) no (d) not at all (e) don’t know Q:6) If so what are the reasons that make it more interesting in your own words (give 10 reasons at least) Q:7) Which of the Four CALL Packages do you prefer as the best? A: (a) Learn To Speak English b) Issues in English c) Mastering English d) Second Life And say why? (Give 10 reasons at least) Q: 8. Is it colourful? A: (a) Yes (b) Yes, very much (c) no (d) not at all (e) don’t know

Q: 9. Is it simple? A: (a) Yes (b) Yes, very much (c) no (d) not at all (e) don’t know Q: 10. Is the graphics user interface easy and interesting? A: a) Yes (b) Yes, very much (c) no (d) not at all (e) don’t know Q: 11. Do the lessons start from simple to difficult order? Q: 12. Do you find interaction features like voice recognition in all the four software?

Q: 13. Does it make the interaction effective and helpful in all the four software? A: (a) Yes (b) Yes, very much (c) no (d) not at all (e) don’t know Q: 14. Do you get a familiarization of language with its culture in all the four languages? Q: 15. Do you get native speakers’ pronunciation in the class room from a teacher?

A: (a) Yes (b) Yes, very much (c) no (d) not at all (e) don’t know Q: 16. Do you get it from the CALL software? A: (a) Yes (b) Yes, very much (c) no (d) not at all (e) don’t know Q: 17. Is the class room teachings take place at your own learning pace? Q: 18. Is the CALL take place in your own learning pace? Q: 19. Do you have more freedom of learning in the software? Q: 20. Do you have more motivation in CALL compared to the classroom learning? Q: 21. Do you think CALL is enough as a substitution for EFL teachers to learn English? A: (a) Yes (b) Yes, very much (c) no (d) not at all (e) don’t know

A: (a) Yes (b) Yes, very much (c) no (d) not at all (e) don’t know Q: 22. Do all the software include all the language skills like listening, speaking reading and writing etc.? A: (a) Yes (b) Yes, very much (c) no (d) not at all (e) don’t know Q: 23. Which of the features of the CALL software do you find most interesting? A: (a) Learn To Speak English (b) Issues in English (c) Mastering English (d) Second Life (e) some other package than these. Q: 24. Which of the features of the CALL software do you find most effective in learning the target language? A: (a) Learners autonomy (b) multimedia usage (c) native speakers accent (d) interaction (e) Graphics User Interface Q: 25. Do these packages start from the beginner’s level and progress from simple to complex level and help you to reach its pace? A: (a) Yes (b) Yes, very much (c) no (d) not at all (e) don’t know

Questionnaire for English Language Teachers 1.Are you a computer trained teacher? 2.How far CALL and CALT software is helpful for teachers of ESL? 3.Do you find it easy? 4.Do you find it difficult? 5.Are you familiar with ICT and CALL? 6.Have you ever used ICT and CALL in your ELT? 7.If you have what are the advantages and disadvantages of using them in ELT? 8.If you haven’t used what are the reasons? 9.Do you think CALL software or ICT will be substitutes for teachers from the classrooms in future? 10.What features of the CALL software do you find that a teacher cannot provide in a traditional ELT classroom? 11.What features, according to you, of traditional teacher-oriented ELT class room cannot be provided in a CALL software?

12.Which of the four CALL software packages is more effective in teaching English as Foreign Language? And why? 13Which of the four CALL software packages has more effective Graphic User Interface to enhance its self learning and learner autonomy? 14.Which of them is the most user-friendly? 15.Which of them provide learners’ pace and speed the most ? 16.Which of the four CALL software packages mostly integrates all language skills and efficiencies? 17.Which of the four CALL software makes the best use of the learners’ level of achievement and previous knowledge in the target language? 18.Which of the four CALL software saves time for the teacher mostly for improving linguistic skills? 19.Which of the four CALL software, if any, requires the teacher to be a computer expert? 20. What impediments do you see to implement CALL in Indian ELT classrooms?

Table:1. Format used for learners’ evaluation and feedback on the four CALL software packages After the 40 days CALL programme in the school, the rating scale format shown below along with the questionnaires were used to compare the Four Programmes and its analytical graphs were shown hereafter. Learn To Speak English Issues in English? Mastering English Second Life Rating scale Language skills Listening Speaking Reading Writing Communication 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Following Diagram shows learners’ feedback on the four CALL software packages- Listening Skill while 62 students out of 100 chose “Learn to speak English” as the best package for better listening practice 22 students found “Issues in English” as the best one and while 12 students found “Second Life” as the best one only 4 students found “Mastering English” as the best one.

Following Diagram shows learners’ feedback on the four CALL software packages-Speaking Skill while 63 students out of 100 chose “Learn To Speak English” as the best package for better speaking practice 22 students found “Issues in English” as the best one and while 4 students found “Second Life” as the best one only 11 students found “Mastering English” as the best one.

Following Diagram shows learners’ feedback on the four CALL software packages- Reading Skill While 17 students out of 100 students chose “Learn To Speak English” as the best package for better reading practice 27 students found “Issues in English” as the best one and while 22 students found “Second Life” as the best one only 44 students found “Mastering English” as the best one.

The following Diagram shows learners’ feedback on the four CALL software packages- Writing Skill While 24 students out of 100 students chose “Learn To Speak English” as the best package for better Writing practice 37 students found “Issues in English” as the best one and while 6 students found “Second Life” as the best one only 33 students found “Mastering English” as the best one.

The following Diagram shows learners’ feedback on the four CALL software packages- Communication Skill while 63 students out of 100 chose “Learn To Speak” English as the best package for better communication skills 22 students found “Issues in English” as the best one and while 11 students found “Second life” as the best one only 4 students found “Mastering English” as the best one.

Picture: 6. Diagram showing learners’ feedback on the four CALL software packages- Grammar Skill While 22 students out of 100 students chose “Learn To Speak English” as the best package for better Grammar practice 36 students found “Issues in English” as the best one and while 8 students found second life as the best one only 34 students found “Mastering English” as the best one.

Diagram showing learners’ feedback on the four CALL software packages- Grammar Skill

Summary of the results Merits Computers are good to motivate students. Student’s learning becomes more individualized and autonomous. Teachers take role of an advisor and a facilitator. The teaching resources can be stored for a longer time and shared by other teachers and students. The communication between students and teachers are strengthened with the help of Internet. Computers can help overcome barriers of space and time. Real life situation. Native speaker’s pronunciation. Time Management. Accuracy.

Demerits Computers can only do what they are programmed to do. Computers may cut the students from the classroom environment. Computers are very expensive. Computers may have technical problems and then break down. Both teachers and students need training to learn to use computers.

Findings From the above discussion, it is quite clear that computers and CALL software, after all, must be recognized as an effective ESL teaching tool. No matter how powerful the computers are, they can never replace the teachers and the teachers cannot totally rely on computers in their language teaching. They are very good teaching aids for language teachers and give language learners more freedom by being more accessible and versatile. Not only technical issues like GUI but pedagogic and cognitive approaches combined with linguistics principles also have a considerable impact in their effects in language classrooms. Technical aspects like Voice recognition and video simulations grab the attention of the learners and make sure the motivational part.

Recommendations Computers and CALL software, after all, must be recognized as an effective ESL teaching tool. Computers can never replace the teachers and the teachers cannot totally rely on computers in their language teaching. Computers are very good teaching aids for language teachers and give language learners more freedom by being more accessible and versatile. CALL software is better when it is produced as a collaborative work of various experts. Not only technical issues like GUI but pedagogic or cognitive approaches combined with linguistics principles also have a considerable impact in their effects in language classrooms. Technical aspects like Voice recognition and video simulations grab the attention of the learners and make sure the motivational part.

Literature Reviewed (Topics) CALL & CALT The History of CALL and CALT Current Practices and Researches Foundations of CALL CALL theory, frameworks and conceptualizations Early CALL projects CALL research trends and issues CALL design and evaluation CALL and language skills Listening, speaking and pronunciation Reading and writing Grammar, vocabulary and data-driven learning ICT (Information and Communications Technology) Impacts of ICT in education. The role of the teacher ICT skills partly necessary for ICT in Education Computer Mediated Communication (CMC) for Language Learning CMC Foundations and Conceptualisation Synchronous CMC Present Trends and Future Directions in CALL Online Learning Assessment Learner Training and Autonomy Teacher Education Intelligent Call Future Directions Motivation and Proficiency

Table of Contents Introduction Aims and Objectives Context of this Study Literature Review CALL & CALT The History of CALL and CALT Current Practices and Researches Foundations of CALL CALL theory, frameworks and conceptualizations Early CALL projects CALL research trends and issues CALL design and evaluation CALL and language skills Listening, speaking and pronunciation Reading and writing Grammar, vocabulary and data-driven learning ICT (Information and Communications Technology) Impacts of ICT in education. The role of the teacher ICT skills partly necessary for ICT in Education Computer Mediated Communication (CMC) for Language Learning CMC Foundations and Conceptualisation Synchronous CMC Present Trends and Future Directions in CALL Online Learning Assessment Learner Training and Autonomy Teacher Education Intelligent Call Future Directions Motivation and Proficiency Research Methodology Materials and Methods A Study on Computer Aided English Learning Packages Learn To Speak English version 8.(Software.1) Mastering English (Software.2) Issues in English (Software.3) Second Life (software.4) A Comparison with Merits and Demerits Merits Demerits Conclusion Bibliography Appendices

The End

Thank you…