1. COMPUTER-ASSISTED LANGUAGE LEARNING (CALL)

2. History of CALL 3 three main stages since 1960s Behaviouristic CALL
Communicative CALL
Integrative CALL

3. Behaviouristic CALL (1950s – 1970s)
Computer: mechanical tutor – never tired, judgmental, allowed individual pace
Informed by behaviourist learning model
Repetitive language drills drill-and-practice
Grammatical explanations
Translation tests at various intervals

4. Communicative CALL (1970s - 1980s) (1)
Personal computers - greater possibilities for individual work
Cognitive theories: learning through discovery, expression, and development
Focus more on using forms than on the forms themselves
Implicit rather explicit grammar instruction
Generation of original utterances rather than prefabricated language

5. Communicative CALL (2) Predominant or exclusive use of target language
     
Predominant or exclusive use of target language
Text reconstruction programmes (students rearrange words and texts to discover patterns of language and meaning)
Simulations (stimulated discussion and discovery)
Focus not what students did with machine, but with each other

6. Integrative CALL (late 1980s till now) (1)
    Criticism of Communicative CALL: computer used in ad hoc, disconnected fashion – need to 
integrate various skills (e.g., listening, speaking, reading, and writing)
integrate technology more fully into the language learning process

7. Integrative CALL (2) Social or socio-cognitive view
Greater emphasis on language use in authentic social contexts
Task-based, project-based, and content-based approaches in authentic environments
Students learn to use technological tools as ongoing process of language learning & use vs. visiting computer lab once a week for isolated exercises (whether exercises are behaviouristic or communicative)
·        ·        ·       

8. Technology Behaviouristic CALL: Mainframe Communicative CALL: PC
       
Behaviouristic CALL: Mainframe
Communicative CALL: PC 
Integrative CALL: multimedia networked computer - with a range of informational, communicative, and publishing tools

9. Why changes in CALL paradigms?
            
Pedagogical theories
Economic and social changes: shift to global information-based economies and need to deal with large amounts of information
memorization is less important than effective search strategies
response and adaptation to changes rather single approach to task
communication across languages and cultures

10. Teacher roles
Assumption: students actively interpret and organize information, fitting it into prior knowledge or revising prior knowledge => Teachers are
rarely the sole source of language information
facilitators of learning (task: find, select, offer information on the basis of what their students must learn in order to meet diverse needs)

11. Benefits of using computers in language instruction
multimodal practice with feedback
individualization in a large class
pair and small group work on projects, either collaboratively or competitively
the fun factor (games)
variety in the resources available and learning styles used
exploratory learning with large amounts of language data
real-life skill-building in computer use

12. Selection of CALL materials
Needs analysis
Users
Goals
Setting (Self-Directed Learning/Teacher-guided)
Teacher knowledge (language learning and technology) / Technical facilities and assistance
Budget

13. Designing Web-based Lessons
Decide how to organise content
By topic area
Personal information
Maps and directions
Employment
By language item
Noun phrases
Adjectives
Passive Voice

14. Designing Web-based Lessons
Match content with language objectives
Often, topic areas complement language objectives – a relationship between topics and elements of language, e.g. a unit on daily routine necessitates the use of the present tense 
Should be derived from students’ assessed needs
Low-level learners
Using the verb-to-be
Using subject pronouns  
High-level learners
Preparing answers for possible interview questions
Narrating experiences

15. Designing Web-based Lessons
Define language objectives
Students will be able to ask and answer questions concerning geographical information 
Students will be able to use the comparative and superlative to compare the different countries represented in the classroom

16. Designing Web-based Lessons
Incorporating Computer Skills
Elementary word processing 
Fundamentals of  
Basic Internet  browsing and searching 
Sequence the introduction of computer skills
Introduce skills according to difficulty and necessity - easier skills before more difficult skills
Certain skills prerequisites to other skills 
Often, computer objectives in Web-based CALL lessons are to reinforce and refine existing skills

17. Designing Web-based Lessons
Content Area +
Language and computer objectives =
Web-based CALL lesson

18. Content Area Example Getting to know each other (personal information)
Geography

19. Language Objectives Example
Lower Intermediate ESL students working in small groups will be able to write a paragraph using the comparative and superlative to compare and contrast the different countries represented in the classroom with less than 2 errors.
Lower Intermediate ESL students working in pairs will ask and answer predetermined geographical information questions with 100% accuracy.  

20. Computer Objective Example
Lower Intermediate ESL students will be able to navigate a Web site to discover predetermined information about the different countries represented in the classroom with 100% accuracy.

21. Social and Cultural Objective (Often difficult to measure)
Example
Social and Cultural Objective (Often difficult to measure)
Lower Intermediate ESL students will get know to their classmates better and increase their knowledge of the cultures represented in the classroom.

22. Sample site Visit this site for a sample lesson:
How can this site be improved?

23. Sample site Add interactive activities:
e.g., those found at: