Developing and

Practicing
Reading and
Writing Skills
Computer Assisted Language
Learning
In this summary you will reflect on the benefits of using
computers for reading and writing. You will learn techniques and
guidelines for developing student reading, writing and grammar
skills.

Marisela Angelina Salinas Dominguez

Instructor: Natzyelly Kesne Gonzalez
01/11/2010
Overview of Reading and Writing in Language Learning

Reading and Writing play an important role in language learning. Most

important for skills development is noticing (Schmidt, 2001), or focusing
attention on the differences between one’s own language and the target
language. Most educators agree that a combination of teaching approaches is
effective for language learning because it addresses a variety of learning styles
and focuses on both fluency and accuracy (Freeman & Freeman, 200; Gibbons,
2002).

Regardless of the techniques applied in the classroom, computer technologies

can be of immeasurable help because they can check exercises after they are
done, move students gradually from easier to more difficult exercises
according to their levels and abilities. When students fail to answer questions
correctly or perform activities, the computer can stimulate, drill or explain the
structures (AlKahtani, 1999).

Access to technologies can also provide texts and instructions in different

languages, helping learners to build literacy foundations in their first
languages, and teachers are more likely to find something to stimulate
learners’ interest in the wide variety offered online than in the small
preselected set of readings offered in printed textbooks.

Supporting Reading and Writing

Using authentic material has been regarded by language teaching instructors

of great value. This is because learners are exposed to real language directed
to native speakers, which is very motivating. However, authentic material is
not only material for native-speaking audiences. Authentic can mean whatever
material the students perceive as useful for using in the target language
outside the class. For example, if students consider that a newspaper is not
useful for them to practice reading, even if the newspaper is published for
native speakers, it does not make it authentic to those students.

Tips for Designing Opportunities for skill Development

Students must be taught reading and writing strategies such as discerning

patterns, using context clues, word analysis, guessing, and deducing. Also the
use of concordancers will help English language learners to better understand
how to use grammar (Rosenthal, 2003).

Students should be exposed to extensive reading and writing. The internet can
help with this task, by exposing learners to other learners at their level if they
exchange messages and discuss readings. Teachers can adapt computer-
based materials and texts by adding external documents (Egbert, 2001) such
as WebQuests.

Evaluating Web sites and software for Reading and Writing

How can teachers choose appropriately possible activities, programs or Web

sites? First of all, the teacher has to be sure that the site is published by an
association or organization that is trustworthy. Make sure that the language
level is appropriate. Software authors and publishers have different ideas
about what constitutes contextualization in terms such as grammar in context.
After choosing likely sites or programs, teachers should evaluate them as
closely as time and effort allow. There are many checklists and guidelines for
evaluating these resources based on cost, structure, technical features and
other characteristics. Most important are the following factors:

Goals: this means what the software of web site will do and how it meets
pedagogical goals.

Presentation: what kind of exercises it offer, how it meets the students’ goals.

Appropriateness: Can students understand it? Does it provide scaffolds? Is the

level appropriate?

Outcomes: What could students produce? What could students produce with
additional documents?

Evaluation: Is there any feedback from the software or web site? What kind of
feedback?

Notes: Balance the results to decide if the software or web site is useful.

More ideas for CALL Reading and Writing Activities

As Meyers (1993) notes in her wonderful text about multicultural learners,

students should not only read and write every day, but they should also have
opportunities to share their ideas and writings. She refers to the forums which
technology offer in the internet.

Journal writing provides students with many clear benefits (Kreft-Peyton, 1990).
It allows student to practice writing, receive modeling, gain authentic input,
and communicate with others. Journals can be written among learners,
between teacher and learner, between learners and experts, or even between
learners and parents. More broadly, e-mail journals (Goettsch, 2001) can be
used to connect with learners in other cities, states, and countries, and to help
learners gain insights about different cultures, literatures, and language uses.
SchMOOze (http://schmooze.hunter.cuny.edu/), the first MOO (multi-user
object-oriented domain) built specifically for ESL students, is a synchronous
environment where learners interact in real time with other learners around the
world.

Teachers’ Voices

"I find technology important to learning; however, I do not find it more

important than understanding how to read with comprehension and write
effectively. We are losing the art of penmanship and the ability to use words
beautifully. As a high school teacher I would really like to get students who
know proper punctuation, grammar, and spelling. For those of us who are old
enough to remember, we used to have to rewrite what the teacher had written
on the board. This was good for several reasons, one of which is it modeled
proper use of the language. I know the technology is cool and that it makes life
easier, but does easy always translate into better?”

Conclusion:

Language learners do not need computers to learn grammar, read with

comprehension, or write for an authentic audience. However, teachers can use
computers to help them address individual learners’ needs, and provide
effective authentic language tasks and texts. Definitely, technology has come
to stay and to improve teaching language. All sorts of exercises are available
as supplementary material to enhance lesson plans. Not only does technology
enhances lesson plans but it also supports teachers’ knowledge. It is important
to know but it is more important to have a backup that you know is always
there at hand to keep you going with your teaching. I believe it would be
impossible for teachers of this age, to aspire to be good at transmitting
knowledge without the aid of technology.