Philippine Normal University

National Center for Teacher Education

Taft Avenue, Manila
College of Graduate Studies and Teacher Education Research
FACULTY OF ARTS AND LANGUAGES

BE502/MLE504 (Teaching Strategies in the Bilingual/Multilingual Classroom)

2nd Semester / S.Y. 2013-2014
Dr. Florencia Marquez
___________________________________________________________________________________________________________________________

COMPUTER-ASISTED LANGUAGE LEARNING

Questions for discussion:

1. How do computers and the Internet help you in learning another language?
2. How do computers and the Internet help you as a language teacher?

Computer-Assisted Language Learning

- Computer-assisted language learning (CALL) was the expression agreed upon at the 1983 TESOL convention in a
meeting of all interested participants. This term is widely used to refer to the area of technology and second
language teaching and learning despite the fact that revisions for the term are suggested regularly (Chapelle,
2001).
- Computer Assisted Language Learning (CALL) may be defined as the search for and study of applications of the
computer in language teaching and learning (Levy, 1997).
- CALL has come to encompass issues of materials design, technologies, pedagogical theories and modes of
instruction. Materials for CALL can include those which are purpose-made for language learning and those which
adapt existing computer-based materials, video and other materials (Beatty, 2003).

The Role of Computers in Language Learning and Teaching

Activity 1 Fill in the in order to complete gaps in order to complete the statements.

1. The computer is a __ __ __ o __ that provides language drills or skill practice.

2. The computer is a __ o __ __ for writing, presenting, and researching.
3. The computer is a __ e __ __ __ m of global communication.

Advantages and Limitations of Computers

Activity 2 Determine which of the following are the benefits and limitations of computer technology in language
teaching and learning.

1
Adaptive testing Provide feedback to feedback to learners
Delivering practice drills for grammar, vocabulary, listening, etc. Provide idiomatic and grammatical
Differentiate language use for science from other disciplines (e.g. translations
humanities) Read and evaluate essays
Divide natural speech stream into discrete words Store and categorize large amounts of
Mediate communication information
Present information in different kinds of media

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 What computers CAN do What computers CAN’T do

1. 1.

2. 2.

3. 3.

4. 4.

5.

* From Sokolik in Celce-Murcia Eds, 2006

Activity 3 Determine which of the following are the benefits and limitations of computer technology in language
teaching and learning.

What computers CAN do What computers CAN’T do

1. 1.

2. 2.

3. 3.

4. 4.

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Judge unexpected output Engage learner in rich negotiation of meaning
Judge predetermined right or wrong answers Motivate depth and quality of engagement of human
Provide individualized feedback interaction
Provide immediate, yet fixed, feedback Motivate task persistence
Provide authentic information through
multimedia and animations

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 *From Meskill, 2002.

History of Computer-Assisted Language Learning

Computers have been used in language instruction since the 1960s. However, the history of CALL can be divided
into three stages.

{ Behavioural CALL } -------------------- {Communicative CALL } -------------------- { Integrative CALL }

1960s-1970s 1980s-1980s 1990s-Present

Activity 4 For each number, determine which stage of CALL is the statement referring to. Write (B) if it belongs to
Behavioural CALL, (C) if communicative CALL, and (I) if integrative CALL.

A. View of Language
_____ 1. It has a structural view of the language in which it pays great attention to the user’s accurate production
of structures or forms.
_____ 2. It has a cognitive view of language in which it pays great attention to the user’s fluency in using the
language.
_____ 3. It has a socio-cognitive view of language in which it pays great attention to the user’s interaction in the
community and ability to perform real-life tasks.

B. Use of Computers
_____ 4. In this view of language teaching, the computer is used to provide practice activities in a non-drill
format.
_____ 5. In this view of language teaching, the computer is used to provide drills and activities for extensive skill
practice.
_____ 6. In this view of language teaching, the computer is used to provide learners real-life tasks through
authentic discourse.

C. Characteristics
_____ 7. It facilitates a principle focus on the content without sacrificing a secondary focus on language form.
_____ 8. Proponents and adherents of this trend believe that grammar is best taught implicitly rather than
explicitly
_____ 9. The computer is believed to be ideal for carrying out repeated drills, since a machine since it does not
get bored presenting the same material and it can provide non-judgmental feedback.
_____ 10. Language learners can communicate directly, inexpensively, and conveniently with other learners or
native speakers of the target language at any time and in any place.
_____ 11. Computers are used to stimulate discussion, writing, or critical thinking, in which learners are
encouraged to generate original utterances rather than manipulate prefabricated language.
_____ 12. The programs avoid telling students that they are wrong and are flexible to a variety of student
responses.
_____ 13. Different forms of media are used in order to integrate language skills.
_____ 14. Proponents and adherents of this trend believe that repeated exposure to a material is beneficial or even
essential to learning.
_____ 15. Language learners can communicate directly, inexpensively, and conveniently with other learners or
native speakers of the target language at any time and in any place.

Important Developments in Information and Communications Technology (Warschauer, 2004)

1. From phone-based to wireless communication

2. From dial-up to permanent and direct-online connections
3. From personal computers to potable computing and online devices
4. From narrowband to broadband connections
5. From expensive to widely affordable computers and other hardware systems.
6. The (Internet) from being exclusive form of communication and information, mostly in developed countries, to
becoming a mass form of communication in most part of the planet.
7. From text-based information and communication to audiovisual forms of information and communication
8. From use of English as the main online language to multilingual Internet use
9. From “non-native” to “native” users of information technology. This concept does not refer to language use, but
rather to comfort and skill in using computers.
10. From “non-native” to “native” users of information technology. This concept does not refer to language use, but
rather to comfort and skill in using computers.
11. The movement of CALL from the language laboratory to the classroom

Types of CALL Programs or Materials

ACTIVITY 5 The following are some CALL programs or materials. Determine which program or material is the
statement referring to.

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a. CALL-specific software applications c. generic software
d. wed-based learning programs
b. computer-mediated communication

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_________________________1. These include programs or applications designed to develop and facilitate language learning,
such as CD-ROMs, web-based interactive language learning exercises/quizzes (see CD-ROM
examples for language learning).
_________________________2. These programs or applications are designed for general purposes, such as word-processors,
presentation software and spreadsheet that can be used to support language learning.
_________________________3. These include online dictionaries, online encyclopedias, online concordances, news/magazine
sites, e-texts, web-quests, web publishing, blog, etc..
_________________________4. These include online chat applications, email, discussion forum, message board etc.

How Computers Can Be Used in the Language Class

1. Teaching with one computer in the class

- delivery of content through word processor, word processory, or interactive whiteboard

2. Teaching in the computer network room (network-based language teaching)

- task-based group work /activities; computer-mediated communication (CMC): asynchronous/synchronous; pair
and small group activities

3. Self-access learning (independent learning)

- drills and exercises; resource searching

4. Distance learning
- delivering online course content; CMC activities: email, discussion forum, chat rooms; community building

Teachers' Barriers to the Use of Computer-assisted Language Learning (Lee, 2000)

1. Financial Barriers
2. Availability of computer hardware and software
3. Technical and theoretical knowledge
4. Acceptance of the technology

Evaluating Computer-delivered Instructional Materials (Sokolik, in Murcia Eds., 2006)

1. Appearance
a. Colors should be chosen carefully. Red/green color blindness is common, so avoid colors that are likely to
cause problems for users with this. Low-glare hues are preferable for reading; grays, soft whites, blues,
and browns are better choices than bright yellow, reds, and greens.
b. Fonts should be simple and without serifs (This font has not serifs; this font has serifs).
c. The viewable screen should not extend to the right of the viewing space on an average computer monitor.
d. Graphics should be kept small for faster loading over slow internet connection.
e. Limit the amount of text on one page. Keep downward scrolling to a minimum.

2. Navigation
a. Navigating through activity should be easy. Arrows or other navigational links should be clear to the user.
b. Avoid “click here” for links. Use content words for text links.
c. Provide navigation that takes the user back-ward as well as forward when practical.
d. Always provide a way to quit the activity.
e. Navigation for important actions should appear on the first screen of a page. That is, the navigation should
not be outside the normally visible area on an average computer monitor.
f. Navigation should be “shallow.’ That is, learners should not have to click through screen after screen in
order to reach a particular piece of information.

3. Interactivity and Feedback

a. Feedback should anticipate the learner’s possible wrong responses and give full explanations.
b. Correct answers should also be explained, in the even that the user chose randomly.
c. The answer must reflect full range of possible answers.
d. Links to review material should be provided when available.
e. The activity should take advantage of interactivity.

4. Value
a. The computer activity should be something that is done better with a computer than without.
b. The activity should address a specific need in the panned curriculum.

5. Other considerations
a. Instructions should be minimal. Good planning should obviate the need for elaborate and complex
instructions.
b. Require special hardware or software only if you’re certain your users will have easy access to it.
c. Check computer-delivered activities on different types of computers, if possible. Good activities should be
independent of computer type.
Activity 6

1. Find a website that offers a simple language lesson (preferable those sites that teach languages other than
English), try it yourself and evaluate your language learning experience.
2. Evaluate the website according to Sokolik’s guidelines.

Questions for discussions

1. Do computers and the Internet narrow or widen the gap between the rich and poor?

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 2. In a developing country such as the Philippines, how can computer and the Internet be of help to the existing
problems in the educational setting?
3. Because of the impending traffic infrastructure projects in Metro Manila, the MMDA proposed the adoption of the
distance learning system or “open university” scheme among universities and colleges in Metro Manila in hope to
reduce the commuter and vehicular traffic volume. Are you in favor of this? Why or why not?

References

Beatty, K. (2003). Teaching and researching computer-assisted language learning. New York: Longman.

Chapelle, C. A. (2001). Computer applications in second language acquisition. New York: Cambridge.

Irujo, Suzanne. (1998). Teaching bilingual children. US: Heinle

Sokolik, Maggie. (2006). Computers in Language Teaching. In Celce-Murcia. (Eds.). Teaching English as a second or foreign
language. US: Heinle
and Heinle

Lee, Kwan-wu. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL
Journal, Vol. VI, No. 12,
December 2000. Retrieved February 7, 2014 from http://iteslj.org/Articles/Lee-CALLbarriers.html

Levy, M. (1997) CALL: Context and conceptualization. Oxford: Oxford University Press. http://www.ict4lt.org/en/en_mod1-
4.htm#daviesucall

Meskill, C. (2002). Teaching and learning in real time: Media, technologies, and language acquisition. Houston, TX:
Athelstan.
Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos & C. Brown (Eds.), New
Perspectives on CALL for Second and Foreign Language Classrooms (pp. 15-25).Mahwah, NJ: Lawrence Erlbaum
Associates. Retrieved February 9. 2014 from http://www.gse.uci.edu/person/warschauer_m/docs/future-of-
CALL.pdf

Warschauer, M., & Meskill, C. (2000). Technology and second language learning. In J. Rosenthal (Ed.), Handbook of
undergraduate second
language education. NJ: Lawrence Erlbaum. Retrieved February 9, 2014 from
http://www.gse.uci.edu/person/warschauer_m/tslt.html
http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm#war2004

Prepared by:
Bernard M. Paderes
bernardpaderes@gmail.com