TEFL Spring Valley Illinois

As stated in Unit 17 of this course, Computer-aided language learning, or CALL as it is currently known, is developing rapidly as the use of computers increases throughout the world. It is not a recent subject. Opinions vary, but its growth appeared to start in the late 1970's, early 1980's with the developing of software for BBC Microcomputers and Ataris. It had a number of predecessors, dating back to mainframe software development in American universities in the early 1960's. One previous name was CALI, Computer-aided language instruction, but this was felt to be too teacher centred, so it became CALL, which was thought to be more student focused. It is important to put an emphasis on student-centred material that enables students to work on their own. Either structured or unstructured, two main features are interactive learning and individualized learning. CALL applications can be used to consolidate what has been learned in a classroom environment Until the spread of computers and the widespread availability of the Internet, CALL largely meant disk based language software. Now it refers to not just language software, but to any software that has a language related purpose. Examples of this would be software used in electronic dictionaries, translation gadgets, authoring tools and concordancers to name but a few. Electronic dictionaries and translation devices are fairly self-explanatory. Authoring tools are packages that make it possible for teachers to create their own online interactive exercises. Hot Potatoes was the first to be launched and is probably the best known. It is also free to use, as long as you don't mind sharing your creations with the entire Internet. Hot Potatoes offers a range of activities especially designed for language learning. The activities cover multiple choice, quizzes, matching and crosswords. It is easy to use and considered to be pedagogically sound in its approach. Careful consideration must be given to pedagogy in designing CALL software, but publishers have a tendency to follow latest trends, regardless of desirability. Concordancers are pieces of software, which can be used to search, access and analyse language. They can be particularly useful in exploring the relationships between words and can give very accurate information about the way language is used. Interactive whiteboards (IWBs) are also an example of CALL. Lessons with IWBs tend to be very teacher orientated, and they are considered by some critics to be little more than expensive toys. Early Web CALL applications were poor in comparison with what was available on CDs or DVDs. This was mainly due to sound and vision quality being inadequate and interaction tended to be slow. Sound and vision quality, as well as interaction rates have improved hugely, although this is not the case in remote rural areas and developing countries. How effective is Computer-aided language learning? Opinions seem to vary a great deal. It is thought that there is enough evidence to suggest positive effects on spelling, reading and writing, but insufficient research has been done to accurately assess its effectiveness in other areas, particularly speaking online. Students tend to have a positive view of CALL, although older students are less positive and not so comfortable with technology. There is also a cost factor to be taken into consideration. Systems need to be stable and well supported. Instability and poor response times can adversely affect the learning process. Reliable broadband Internet connections are essential. Training can be costly, as well as time consuming, and hardware peripherals like printer, scanner, beamer, etc contribute significantly to the expense. My conclusion on the subject? I would consider computer hardware and software to be invaluable classroom aids, but not to be overused. Never rely on computers! Always have a plan B.