Teach English in Periyasemur - TEFL Courses

The presence of computers in all kinds of classrooms is becoming more and more common, and the language learning classroom is no exception. In this essay I will address the impact of computers in the language classroom and what adjustments need to made to adapt to computer aided language learning. The advantages of having computers in the classroom are numerous. Students can access interactive language games, play videos, and use recording devices to name just a few uses. Despite the advantages, there are considerations that need to be made when using this technology. One obstacle is that not all teachers are computer savvy, and if a teacher can't be in control of the technology used by the students, then this presents a problem. Fortunately it is common for teachers to quickly appreciate the advantages of computer use: “Reed, Anderson, Ervin, and Oughton (1995) agree that even one computer course can positively affect teachers attitudes towards computers, giving them more confidence and convincing them that technology is a valuable tool.” Pg. 112 (2002) Not only do computers offer a convenient combination of functions contained in the one unit, they can improve and offer more opportunities for exercises. The use of video for example, is not new to teachers as they have been using VHS and DVD since these technologies became available. But in a classroom where every students has a computer to themselves, more opportunities arise such as every student working from the same video but having the freedom to pause and re-watch certain parts at will (an option not available when sharing one screen). But this brings up the issue of the affordability of having such facilities. Usually only university classes will offer classrooms with many computers, and many second language classrooms will not be able to provide any computers at all. So despite the usefulness of having computers in the classroom, it becomes apparent that they can only be considered as a luxury, because more often than not language teachers will not have the opportunity to use them to their full potential. “In terms of language classrooms, CALL might not be fully affordable and available to all institutions because of the relatively high cost of appropriate computer technology and efficient network system in class.” Pg. 58 (Khamkhien, 2012) One argument that could be made against CALL is that it takes time away from student to student or teacher to student interaction. There's no denying the importance of allowing enough time to actually speak the target language, so it could be a problem if a program was over reliant on computers. But this can be avoided by being selective of how to include computers in class to avoid over reliance. But there is actually a way to use computers to speak that is invaluable to language learners; the ability to have conversations with native speakers across the world. An obstacle for language learners is that they might not know anyone who speaks the target language, so class time is the only chance to speak. But with the internet students can contact other students around the world for mutual conversation time. In conclusion, CALL has impacted language classrooms in a positive way, as the technology can genuinely improve and offer new learning experiences for students. Not to mention the use of internet for private study, which has an almost endless supply of recourses for language students to exploit. But despite the positive impact they have on classes, there are obstacles that keep them as a luxury rather than the norm. teachers must be computer literate if they wish to use them successfully in class, and only privileged schools can really integrate them as an inseparable part of the curriculum. THE IMPACT OF CALL INSTRUCTION ON CLASSROOM COMPUTER USE: A FOUNDATION FOR RETHINKING TECHNOLOGY IN teacher EDUCATION, Language Learning and Technology, , Joe. Paulas, Trena M. Nakamichi, Yoko. Sep 2002 http://llt.msu.edu/vol6num3/egbert/default.html Computer Assisted Language Learning and english Language teaching in thailand: Overview, Mediterranean Journal of Social Sciences, Khamkhien, Attapol. Jan 2012. http://www.mcser.org/images/stories/2_journal/mjssjan2012/attapol.pdf