Topic 3: Defining a model of CALL
There are many starting points for the development of CALL programs. The development of information technologies has permeated the application of computers in the learning process, often referred to as computer-assisted learning (CALL), to facilitate language learning.
On the other hand, the choice of theoretical and methodological approach depends largely on the research questions and contexts, so it is still positive that a wide range of theories and methods are used to address online learning.
The Design of a CALL Program
These include theories of instruction, theories of learning, curriculum imperatives. Computer Assisted Language Learning Centres should allow for a layout that is conducive and optimum for class interaction and language learning.
Elements in the CALL Design
• Hardware: A CALL developer can tailor the hardware to the needs of the proposed system. Most projects use commercial hardware for their systems.
• The internet and email: Nowadays the internet has made it easier to access language materials of authentic origin. Online newspapers and news services with up-to-date information on the world's major languages, as well as e-mail, chat and message boards are available to users
• Authoring packages: Authoring packages enable teachers to develop CALL materials without learning how to program them. Innovative software programs, authoring capabilities, compact disk technology, and elaborate computer networks are providing teachers with new methods of incorporating culture and grammar.
Teacher and pupil classroom behaviour: activities used in CALL
Using CALL, language teachers can help their students retain more vocabulary and grammar by having them watch videos, play computer games, or even navigate the internet using only their target language.
The tasks and exercises available in CALL are organized into various taxonomies based on the stated focus of the software for example, grammar, vocabulary and fluency, language skill level (e.g., reading, writing, speaking, listening) or Bloom's (1956) questions, and the characteristics of the learners' age, gender, and level (e.g., beginner, intermediate, advanced).
ACTIVITIES USED
Locus of Control
The locus of control consists of the continuum between programme and learner responsibility for decisions regarding the sequence and outcomes of learning and learner interaction ending with the content of learning.
Observable changes in pupil behavior
Computer-assisted language learning (CALL) provides language learning opportunities that are fundamentally different from those available in traditional classrooms.
Subtema 3: CALL and Culture
Language and culture:They are inextricably intertwined, and culture naturally plays an important role in the language learning process.The concepts of language and culture seem different from each other. Language focuses on spoken and written expressions while culture focuses on the identity of a certain group of people.
Issues for the language learning process: The issue of culture and language is more difficult for foreign language learners than for second language learners, although it is not entirely straightforward for second language learners either. L2 beginners often enjoy the process of language learning, as they have the opportunity to talk about themselves, but intermediate learners find they have less to say.
CALL, Culture, and
Endangered Languages: ELs
are at a disadvantage in most aspects of CALL. However, they may have a unique
advantage when considering culture, while second and foreign language learners
may be unfamiliar with the culture of the L2 community, EL learners, who come
from the EL community, live in (almost) the same culture as EL speakers.
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