1. Campus-Network-Based and Computer-Assisted College English Learning System Development and A Case Study of English Language & Culture CAI Matrix of Sichuan University Li Jing Department of Foreign Languages, Southwest Forestry College, Yunan, China

2. What do we want to know? How to use computer technology to improve the effectiveness and efficiency of China’s College English teaching and learning? What are the departure points in devising the CALL system in China’s College English context? What can be done to bring the CALL system to as maximum value as possible?

3. Definitions of CALL “a tool to aid teaching and learning” (Beatty 2004: 248) “the search for and study of application of the computer in language teaching and learning” (Levy 1997: 1) “any process in which a learner uses a computer and, as a result, improves his or her ability” (Beatty 2005: 7) …

4. CALL development in China In 1985: the Foreign Language Committee of China Educational Technology Association In 1994: the Computer Assisted Language Learning Association of China (CALLAC) In 1999: National Forum on Educational Technology for Foreign Language Teaching In 2006: International Symposium of Computer Assisted Language Learning

5. Departure Points of the CALL System in China’s College English Context The Status Quo of China’s College English Time-consuming and low efficiency Large-size class and one-to-many model Impossibility of taking care of student diversity Do you have any question? Traditional approach

6. We need to understand and integrate: –Institutional goals –Language curricula goals –Pedagogical options –Technology options The infrastructure available –Student needs –Teacher needs (Levy 2006) Points of Departure : Campus-Network-Based Computer-Assisted

7. Structure of the conceptualized campus- network-based CALL system The Internet Campus network Sever of the system Students’ computers…Teachers’ computers… Computers in multimedia classrooms…

8. Theoretical framework of the conceptualized CALL system Guiding Principle Promotion of the College English teaching reform Theoretical Underpinnings Constructivism Acquisition-learning hypothesis Humanistic psychology Objectives Improve language teaching and learning; Foster students’ ability of autonomous learning Departure Points Campus-network-based & computer- assisted Evaluation Formative assessment & summative assessment

9. A Study of English Language & Culture CAI Matrix The Research Background of ELCCAIM

10. Functional Modules of ELCCAIM

11. Improvement Diversification of Chat Forms and Learning Activities Report and critique Hot topic debate Essay review … Introduction of an Intelligent Knowledge-Based Tutor chatbot + the teacher

12. Human: How often does anyone speak to you ALICE: Hourly. Human: Do you have friends? ALICE: I have human and robot friends. A lot of people on the Internet chat with me. http://www.pandorabots.com/pandora/talk? Accessed in Oct.2006 : You evil bot!! Pac: I know what you are but what am I? : Your immature Pac: Immature?!? well.... well.... well your pants fell down, HAHAHAHAHA http://www.computerhope.com/zero/#1. Accessed in Oct.2006

13. Improvement Utilization of Speech Recognition (SR) Technology in Human-to-Machine Interaction TTS and ASR software Adaptive Guidance System

14. A Screen Shot of Role Play in CELS (excerpted from College English Learning System Manual Copyright ©2005 Higher Education Press) Role A Role B Replay Score of role A Score of role B

15. Adaptive Guidance System (Figure 4. 4) A hierarchical content list ( excerpted from CELS Manual, Copyright© 2005 Higher Education Press )

16. A concept map with a textual description (Puntampekar & Stylianou 2005: 457)

17. Thank you for your attention!