Introduce Myself

Hi! My name is Pranaya damda and my nickname is Yui. 

My student ID: 5881114021  I was born in 1996,23 April.I'm 21 years old.I'm studying in English Education at Nakhon Si Thammarat Rajabhat University.

Computer Assisted Language Learning and English Language Teaching in Thailand: Overview

💥The development of Computer Assisted Language Learning (CALL)💥

              As for development of CALL, Warschauer & Healey 1998) suggest that CALL can be generally categorized based on three teaching methodologies dominant in ELT: behavioristic CALL communicative integrative CALL.

              👉Behavioristic CALL is recognized as the first phase of CALL. It was introduced in the 1950s and implemented in the 1960s when the audio-lingual method was widely used in language instruction. Most of CALL in this phase repetitive language drills-and-practice activities. Taylor (1980) referred to drill and practice courseware as a tutor presenting drill exercises without feed-back component. ln this regard, the computer serves as a vehicle for delivering instructional material.

               

               👉Based on communicative approach, Communicative CALL, the second phase of the development of CALL, emerged in the late 1970s and early 1980s. The focus of this phase is placed on using the language or functions rather than analysis of language forms. According to Warschauer (1997), the first communicative CALL software g., t reconstruction and language games) continued to provide students with language skills practice, but not in a drill format like in the first phrase.

                👉Integrative CALL, the third phase of CALL, started in the 1990s. As described by Warshauer & Healey (1998), integrative CALL was developed in an effort to address some criticisms of the communicative approach by both integrating the teaching of four language skills into tasks to provide direction and coherence and the development of multimedia technology. That is, CALL in this stage allows for a combination of sound, graphics, text, and video presented in one computerized program together with computer-mediated communication or CMC, and further facilitates efforts to teach the four macro skill including listening, speaking, reading and writing (Hubbard, 2009).

💥Advantages and Disadvantages of CALL in Language Learning💥

                    First, the use of CALL to support in language learning provides students with the authenticity of the input. At this point, students can have an opportunity to interact one or more of the four core skills, namely listening, speaking, reading, and writing because they have to use or produce text meant for an audience the target language, not the classroom (Garrett, 1982) Teachers can use CALL to provide easy authentic access to a variety of language learning resources and multimedia components of dynamic and such as input in all areas of language that teachers could not offer without additional teaching aids.

                    Second, in alignment with the output hypothesis as articulated by swain (1995), CALL, especially computer mediated communication or CMC, helps encourage foreign language learners to produce comprehensible output. That is, interaction through CMC learners to receive input, to use feedback to monitor their language, a to produce output that becomes input for other learners (Egbert).

                     Third, since language learners have different purposes, and classroom teachers might not be able to have way of responding to their purposes. CALL is able to provide learners with the kinds of information and support that they require to complete individual tasks and to respond to the  diversity of learner needs even within a single classroom structure.

💥Educational CALL Program and ELT in Thailand💥

                      With the arrival of the Internet, the computer has been transformed from a tool for information procession and display to a tool for information processing and communication both in the society and in the classroom (Sperling, 1998). In response to the rise of the Internet, the Thai government has put a great effort to improve the quality of English language teaching in several aspects. The implementation of the 1999 National Education Act, has prompted a major reconsider in the education sector in terms of both teaching and earning as well as in earning environment.

                       

                       Tutorial programs are responsible for collecting, presenting and guiding information, teaching rules, as well as teaching problem-solving techniques to students. It presents information in small units with sentences, graphics, and sound. Students can learn content through questions. When the students answer they receive immediate feedback. If their answer is incorrect, they will be helped with corrective teaching less tutorials. This kind of program seems to be very popular for students and teachers because it provides exercise and tests in the same module.

💥Studies on CALL in the Thai Context💥

                        The rapid technological advances of the 1980s have raised both the demands placed on the computer as a potential learning tool. With the hope to improve Thai learners' English proficiency, previous research on CALL was mostly designed to show comparisons of learning outcomes form a control group with those obtained from an experimental group (e.g., Intratat, 2007, 2009; Maneekul, 1996; Phongnapharuk, 2007; Thongtua, 2008). These studies conducted in the Thai context have congruently emphasized the importance of CALL and teaching English macro skills. 

Application of CALL in Language Learning Classroom: Implications and concerns

💙Historical Stage of CALL💙

👉Behaviorist CALL was formed by behaviorist theory. The type of language exercises students were asked to perform via computer was confined to some repetitive drills. Whatever activity students did on computer was only circumscribed to reading and writing.

👉Communicative CALL was the next stage of computer use. This followed the pedagogical trend into communicative language teaching. With the appearance of personal computers learners students were provided with freedom to engage in language learning activities their own homes. The types of exercise focused more on the use of forms than on mechanical manipulation of the forms. However, the focus was still on written texts.

👉Integrated CALL is aimed at integrating various skills and integrating technology fully into the language learning process Now, with the expansion of computer storage facilities, it is possible to download sound clips, video clips etc. which pave the way for developing students' listening skill.

💙Applications  of CALL💙

           According to DeKeyser (2007, CALL can be usefully applied in three ways. First, computer- based technologies can help secure high-quality practice through large-scale curricular collaborations with native-speaking students enrolled in a course in another with teachers and with tutors. Finally, computer mediated synchronous forums can maximize the benefits of collaborative L2 practice carried out not only outside but also inside classroom.

😊 Computer Assisted Learning: A helpful Approach in Learning English 😊

 Computer Assisted Language Learning (CALL)

                  

              In the mid 1960s, new technological aids came into general use in the classroom-language laboratory  such as portable tape-recorder and film strip projector which were all greeted with tapes and greeted with satisfaction in all modern language departments. Use of tapes and equipment  was revolutionary for language teachers. Although tapes-recorder was helpful because it offered native speaking voice in the classroom, it could not provide learners offered by editing facilities. 

               Media motivate students by presenting language in a more complete communicative context and by bringing real life experience into the classroom. Media can also help students process information and free the teacher from excessive explanation, and they give them opportunities to increase their knowledge interesting way in the classroom.

Technology from the Point of view of Constructivism

               The more students participate in the lesson, the better they will perform. They benefit from learning by doing and learn through increased interaction and independent time for learning.

               There are two major types of constructivism, cognitive and social, that can extrapolate with the use of technology in the classroom

               ⏩Cognitive constructivism refers to the student-centred aspects. Students are not passive recipients of learning; they construct their own knowledge from information received.

               ⏩Social constructivism refers to student assistance. More advanced students help other students understand ideas or concepts beyond their baseline level of understanding (Vygotsky, 1986).

👉The Use of Multimedia in English Language Teaching 👈

             Multimedia is the exciting combination of computer hardware and software that allows you to integrate video, animation. audio, graphics. and test resources to develop effective presentations on an affordable desktop computer.

            

              Computer Assisted Language Learning

              

              Computer Assisted Language Learning (CALL) grew out of the field of computer Assisted Instruction (CAI) and draws on other related fields such as Educational Psychology, Artificial Intelligence (AI), computational linguistics, instructional design, Human Computer Interaction and SLA (Second Language Acquisition). More recently, it has been impacted by developments in the field of WBI (Web Based Instruction). Indeed, there is a lot of crossover between CALL programs and WELL (Web Enhanced Language Learning programs.

             

What is CALL?

               The field of CALL involves the use of a computer in the language learning process. CALL programs aim to teach aspects of the language learning process through the medium of the computer. CALL programs can be (and have been) developed for the many parts of the language learning process. Some of the factors that determine the characteristics of any CALL program include:

⏩the language taught,

⏩the language of instruction,

⏩the language writing system (both roman and non-roman character based),

⏩the level of the language to be taught (from absolute beginners to advanced),

⏩what is to be taught (grammar, informal conversation and pronunciation) and

⏩how it is to be taught.

CALL Tutors and Tools

➤CALL Tutors

                 A CALL tutors offers flexibility on several different levels, including access time, geographical location and learning pace.

➤CALL Tool

                 A CALL tool is designed to assist learning - it is part of larger process. The tool does not have a methodology and the learner is in direct control.

➤CALL Materials

                 CALL materials share many of characteristics of non-CALL material (Levy, 1997). Materials can either be authentic, produced locally or commercially.

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  1. IT stands for “information technology” (the study and use if electric processes and equipment to store and send information of all kinds, including words, pictures and numbers.)

  2. ICT stands for “information and communications technology” (the study and use of computers, internet, video, and other technology as a subject at school.)

  3. CAI stands for computer-assisted instruction or computer-aided instruction 
  4. CALL stands for computer assisted language learning
  5. WBI stands for Web based instruction
  6. CBI stands for Computer Based Instruction
  7. CMC stands for Computer Mediated Communication
  8. TELL stands for Teaching English Language Learners
  9. MUD stands for Multiple User Dialogue
  10. MOO stands for MUD Object Oriented

Reference: http://nootaa.blogspot.com/2012/08/acronyms-related-to-computer-technology.html

  

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                                   😊  Synchronous 😊

Synchronous tools:  Examples of synchronous e-learning are online chat and videoconferencing. Any learning tool that is in real-time, such as instant messaging that allows students and teachers to ask and answer questions immediately, is synchronous. Rather than learning on their own, students who participate in synchronous learning courses are able to interact with other students and their teachers during the lesson.

                                    😛 Asynchronous 😛

Asynchronous tools:  Asynchronous learning on the other hand can be carried out even when the student or teacher is offline. Coursework and communications delivered via web, email and messages posted on community forums are perfect examples of asynchronous e-learning. In these instances, students will typically complete the lessons on their own and merely use the internet as a support tool rather than venturing online solely for interactive classes.

Reference: https://www.talentlms.com/elearning/synchronous-vs-asynchronous-elearning