CALL Lecture 02
Oct26th 2004
Technology in CALL
• Hardware
• Software
• Computer architectures (IBM Compatible PC, Apple’s
Macintosh, Sun etc.)
• Computer portability (mainframe, desktop,
notebook/laptop, Personal Digital Assistants PDA,
wearable computers)
• Computer designation (Workstation, Server, Client,
Router, Terminal)
• Computer parameters and components (Processor,
RAM, hard-disk, peripherals, networking)
• Computer connections (LAN, MAN, WAN, Internet)
• Operating systems (Windows, DOS, MacOS, UNIX, Linux,
• Applications
– word processing: spell-checking, grammar and style, formatting,
revising and commenting, drafting and redrafting, etc.
– presentations, data-bases and spreadsheets: material presentation,
vocabulary storage and exchange, etc.
• Development
programming languages
Rapid Application Development (RAD)
authoring software
Web programming
• Networking
– Internet protocols (TCP/IP, FTP, Telnet, SMTP, SNMP, NFS, RPC, X
– Local/distributed/networked applications
– Security
Pedagogical View of Technology
• Criteria for Software Selection
• Areas where computers may help
• Advantages and Risks of using CALL in
language classroom
• CALL Teachers’ roles
• Balance between Information and
Computer Technology (ICT) and language
Some Technical Criteria for
Software selection
Hardware requirements
Easy installation / reliable function
Instructions (clear and precise)
Help option
Interface/ on-screen presentation
Authoring ability
Free from language mistakes
Tailorability / Control Options
Software Methodological Criteria
for Software Evaluation
Does it contain basic components in
Second Language Acquisition (Gass 1997;
Chapelle, 1998)
– Input (of target language)
– Apperception (noticing aspects in TL)
– Comprehension (+semantic -syntax)
– Intake (+semantic +syntax)
– Integration (into learners’ interlanguage)
– Output (L2 production)
• Does it agree with the methodology you adopt? Does
it fit in with the curriculum?
• What is its goal? Does it achieve its goal?
• Is the language and/or skill aimed at useful for your
• Is it suitable for: the children’s age, interests, language
ability, maturity level
• Can it be used with various types of learner
groupings? (individual, pairs, group, whole class)
• How is feedback offered? (nature and language
• Is it authentic? (feedback, activities, language,
content) Does it offer a real-world learning situation?
Does it promote meaningful use of the language?
• Does it accept a variety of responses?
• Is it motivating, interesting and fun?
Pedagogy in CALL
• Areas where computers may help
• Advantages and Risks of using CALL in
language classroom
• CALL Teachers’ roles
• Balance between Information and
Computer Technology (ICT) and language
Areas where computers may help
• Teaching programme presented by a computer:
The student responds on the computer and the
computer provides feedback
• The use of computer to monitor students’
progress and direct them to the appropriate
lessons, material, etc.
• The use of computer to provide exploratory
environments for language learning by
presenting problems in need for resolution and
providing tools for further learning.
• Technical
– improve your computer literacy
– Information revolution –
computers everywhere
• Pedagogical
– Language technology can provide relevant feedback on
the user’s unconstrained speech- or writing production
– Authentic material, electronic resources (Internet,
corpora, books, radio, TV)
– Combines world knowledge, discourse knowledge,
linguistic knowledge
– Offering interactive learning: Immediate feedback, Error
analysis and Self-correction
– Reinforcement
• Technical
– may disturb a lesson due to technical problems or
electrical failure
– may cause computer anxiety
• Pedagogical
– False feedback can fool the user
– Lack of feedback can mislead the user
– technology may become an end in itself, leading,
rather than being led by teacher
– Neglecting specific CALL teacher roles
Role of the teacher in CALL
Teachers may have problems recognizing that his
role in CALL classroom is requires more than in
standard classroom
• Standard classroom teacher’s roles:
– tutor
– guide
– facilitator
• CALL classroom teacher’s roles
CALL Teacher Guidelines
• Just as students can’t learn by simply sitting in a
classroom, neither will they improve by sitting in
front of a computer
• The teaching makes the difference, while the
technology is a useful tool (as long as it is
effectively taught and applied)
• Don’t be afraid of knowing less than your
• Pair and group students. Encourage metalanguage discussion about what they are doing
• Offer choices to students
Computers never ahead of humans
Pedagogy first,
Curriculum second,
Computers last
(Leo van Lier)
A teacher’s starting point in using CALL should not be
the question
“What can I do with my PC?”
but rather
“Which medium is best suited to teach
such-and-such a skill?”
The answer to this latter question might be the
blackboard, the video, printed matter, or the tape
recorder as the case may be.
(Jones Frances)
Exercise 1: match tan lines
with typical summer activities
(a) tennis
(b) rollerblading
(c) SCUBA diving
(d) mountain biking
(e) waterskiing
(f) learning CALL

CALL Lecture 02 - Uniwersytet im. Adama Mickiewicza w …