1. CALL

2.  the area of technology and second language teaching and learning despite the fact that revisions for the term are suggested regularly (Chapelle, 2001, p. 3).Chapelle  the search for and study of applications of the computer in language teaching and learning (Levy, 1997, p.1).Levy  any process in which a learner uses a computer and, as a result, improves his or her language (Beatty, 2003, p. 7).Beatty  has come to encompass issues of materials design, technologies, pedagogical theories and modes of instruction. Materials for CALL can include those which are purpose-made for language learning and those which adapt existing computer-based materials, video and other materials (Beatty, 2003, pp. 7-8).Beatty WHAT IS CALL?

3.  multiple-choice & true/false quizzes  gap-filling exercise/cloze  matching  re-ordering/sequencing  crossword puzzles  games  simulations  writing & word-processing  concordancing  web quests/searching  web publishing  online communication (synchronous and asynchronous ACTIVITIES IN CALL

4.  Structural / Behavioristic CALL (1960s -1970s)  Communicative / Cognitive CALL (1980s -1990s)  Integrative / Sociocognitive / Socioconstructive CALL (1990s - present) TYPE OF CALL DEVELOPMENT

5.  View of Language: Structural (a formal structural system)  English Teaching Paradigm: Grammar-Translation & Audio-lingual  Principal Use of Computers: Drill and Practice  Principal Objective: Accuracy Characteristics:  Repeated exposure to the same material is believed to be beneficial or even essential to learning.  A computer is ideal for carrying out repeated drills, since the machine i) does not get bored with presenting the same material and ii) it can provide immediate non-judgmental feedback.  A computer is used as a tutor, presenting material and feedback on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities. STRUCTURAL / BEHAVIORISTIC CALL (1960S -1970S)

6.  View of Language: Cognitive (a mentally constructed system through interaction)  English Teaching Paradigm: Communicative Language Teaching  Principal Use of Computers: Communicative Exercises (to practice language use; non-drill format)  Principal Objective: Fluency Characteristics:  Grammar is taught implicitly rather than explicitly.  Computers are used to stimulate discussion, writing or critical thinking. Students are encouraged to generate original utterances rather than just manipulate prefabricated language.  The programs avoid telling students that they are wrong and are flexible to a variety of student responses.  Computers are used as a tool (e.g., word processors, spelling and grammar checkers, and concordancers) and the target language is used exclusively. COMMUNICATIVE / COGNITIVE CALL (1980S -1990S)

7.  View of Language: Sociocognitive (developed in social interaction through discourse communities)  English Teaching Paradigm: Content-based & ESP/EAP  Principal Use of Computers: Authentic Discourse (to perform real-life tasks)  Principal Objective: Agency (*definition: "the satisfying power to take meaningful action and see the results of our decisions and choices" Murray, 1997, p. 126) Two types:  Multimedia CALL  Web-based CALL INTEGRATIVE / SOCIOCOGNITIVE / SOCIOCONSTRUCTIVE CALL (1990S -PRESENT)

8. Characteristics:  They create a more authentic learning environment using different media.  Language skills are easily integrated through multimedia.  Students have a high degree of control over their learning through hypermedia.  It facilitates a principle focus on the content without sacrificing a secondary focus on language form. MULTIMEDIA CALL

9. Characteristics: CMC  It provides authentic synchronous and asynchronous communication channels. Language learners can communicate directly, inexpensively, and conveniently with other learners or native speakers of the target language at any time and in any place.  CMC can be carried out in several forms; it can be one-to-one, one-to-many, or many-to-one. The Web  Students can search through millions of files around the world within minutes to locate and access authentic materials exactly tailored to their own personal interests.  Students can use the Web to publish their texts or multimedia materials to share with partner classes or with the general public. WEB-BASED CALL

10.  CALL's origins can be traced back to the 1960s. The PLATO project, initiated at the University of Illinois in 1960, is an important landmark in the early development of CALL ( Marty 1981).  In the late 1970s, the arrival of the personal computer (PC) brought computing within the range of a wider audience, resulting in a boom in the development of CALL programs and a flurry of publications. Early CALL favored an approach that drew heavily on practices associated with programmed instruction. This was reflected in the term Computer Assisted Language Instruction (CALI), which originated in the USA and was in common use until the early 1980s, when CALL became the dominant term.  Throughout the 1980s CALL widened its scope, embracing the communicative approach and a range of new technologies. CALL has now established itself as an important area of research in higher education A BRIEF HISTORY OF CALL

11.  CALL-specific software: applications designed to develop and facilitate language learning, such as CD-ROMs, web-based interactive language learning exercises/quizzes  Generic software: applications designed for general purposes, such as word-processors (Word), presentation software (PowerPoint), and spreadsheet (Excel), that can be used to support language learning.  Web-based learning programs: online dictionaries, online encyclopedias, online concordancers, news/magazine sites, e- texts, web-quests, web publishing, blog, wiki, etc.  Computer-mediated communication (CMC) programs: synchronous - online chat; asynchronous - email, discussion forum, message board TYPE OF CALL PROGRAMS

12. 1) Teaching with one computer in the class  delivery of content (PowerPoint, word-processor, Webpages, etc.)  classroom activities/discussions mediated by the computer  Interactive whiteboard 2) Teaching in the computer network room (network-based language teaching)  task-based group work /activities  computer-mediated communication (CMC): asynchronous/synchronous  tandem learning WHAT PEOPLE DO IN CALL

13. 3) Self-access learning (independent learning)  drills and exercises  word processing  resource searching 4) Distance learning (i.e. individual learners working by themselves, at a place and time of their choice and, to some extent, at a pace and in an order also chosen by themselves.)  delivering online course content  CMC activities: email, discussion forum, chat rooms  tandem learning  community building WHAT PEOPLE DO IN CALL

14.  http://www.llas.ac.uk/resources/gpg/61 http://www.llas.ac.uk/resources/gpg/61  http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm  http://advanceducation.blogspot.com/2007/04/what-is-call- computer-assisted-language.html http://advanceducation.blogspot.com/2007/04/what-is-call- computer-assisted-language.html  http://www3.telus.net/linguisticsissues/CALL.html http://www3.telus.net/linguisticsissues/CALL.html  http://www.ict4lt.org/en/warschauer.htm http://www.ict4lt.org/en/warschauer.htm SOURCES