Philippine Normal University

National Center for Teacher Education

Taft Avenue, Manila
College of Graduate Studies and Teacher Education esearch
!ACU"T# $! ATS AN% "ANGUAGES
&E'()*M"E'(+ ,Teaching Strategies in the &ilingual*Multilingual Classroom-
)
nd
Semester * S.#. )(/01)(/+
%r. !lorencia Mar2ue3
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COMPUTER-ASISTED LANGUAGE LEARNING
Questions for discussion:
1. How do computers and the Internet help you in learning another language?
2. How do computers and the Internet help you as a language teacher?
Computer-Assisted Language Learning
1 Computer1assisted language learning ,CA""- 5as the e6pression agreed upon at the /780 TES$" convention in a meeting of all
interested participants. This term is 5idely 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, )((/-.
1 Computer Assisted "anguage "earning ,CA""- may 9e defined as the search for and study of applications of the computer in
language teaching and learning ,"evy, /77:-.
1 CA"" has come to encompass issues of materials design, technologies, pedagogical theories and modes of instruction. Materials
for CA"" can include those 5hich are purpose1made for language learning and those 5hich adapt e6isting computer19ased
materials, video and other materials ,&eatty, )((0-.
The Roe o! Computers in Language Learning and Tea"hing
Activity 1 Fill in the in order to complete gaps in order to complete the statements.
/. The computer is a 44 44 44 o 44 that provides language drills or s;ill practice.
). The computer is a 44 o 44 44 for 5riting, presenting, and researching.
0. The computer is a 44 e 44 44 44 m of glo9al communication.
Ad#antages and Limitations o! Computers
Activity 2 Determine which of the following are the benefits and limitations of computer technology in language teaching and learning.
Adaptive testing
%elivering practice drills for grammar, voca9ulary, listening, etc.
%ifferentiate language use for science from other disciplines ,e.g.
humanities-
%ivide natural speech stream into discrete 5ords
Mediate communication
Present information in different ;inds of media
Provide feed9ac; to feed9ac; to learners
Provide idiomatic and grammatical translations
ead and evaluate essays
Store and categori3e large amounts of
information
$hat "omputers CAN do $hat "omputers CAN%T do
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0.
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0.
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From !o"oli" in #elce$%urcia &ds' 2(()
Activity 3 Determine which of the following are the benefits and limitations of computer technology in language teaching and learning.
$hat "omputers CAN do $hat "omputers CAN%T do
/.
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0.
+.
/.
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0.
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*udge une+pected output
*udge predetermined right or wrong answers
,ro-ide indi-iduali.ed feedbac"
,ro-ide immediate' yet fi+ed' feedbac"
,ro-ide authentic information through multimedia and animations
&ngage learner in rich negotiation of meaning
%oti-ate depth and /uality of engagement of human interaction
%oti-ate tas" persistence
From %es"ill' 2((2.
1
&istor' o! Computer-Assisted Language Learning
Computers have 9een used in language instruction since the /7<(s. =o5ever, the history of CA"" can 9e divided into three
stages.
( )eha#ioura CALL * -------------------- (Communi"ati#e CALL * -------------------- ( Integrati#e CALL *
/7<(s1/7:(s /78(s1/78(s /77(s1Present

Activity 4 For each number' determine which stage of #011 is the statement referring to. 2rite (B) if it belongs to 3eha-ioural
#011' (C) if communicati-e #011' and (I) if integrati-e #011.
0. 4iew of 1anguage
44444 /. >t has a structural vie5 of the language in 5hich it pays great attention to the user?s accurate production of structures or
forms.
44444 ). >t has a cognitive vie5 of language in 5hich it pays great attention to the user?s fluency in using the language.
44444 0. >t has a socio1cognitive vie5 of language in 5hich it pays great attention to the user?s interaction in the community and
a9ility to perform real1life tas;s.
3. 5se of #omputers
44444 +. >n this vie5 of language teaching, the computer is used to provide practice activities in a non1drill format.
44444 '. >n this vie5 of language teaching, the computer is used to provide drills and activities for e6tensive s;ill practice.
44444 <. >n this vie5 of language teaching, the computer is used to provide learners real1life tas;s through authentic discourse.
#. #haracteristics
44444 :. >t facilitates a principle focus on the content 5ithout sacrificing a secondary focus on language form.
44444 8. Proponents and adherents of this trend 9elieve that grammar is 9est taught implicitly rather than e6plicitly
44444 7. The computer is 9elieved to 9e ideal for carrying out repeated drills, since a machine since it does not get 9ored
presenting the same material and it can provide non1@udgmental feed9ac;.
44444 /(. "anguage learners can communicate directly, ine6pensively, and conveniently 5ith other learners or native spea;ers of
the target language at any time and in any place.
44444 //. Computers are used to stimulate discussion, 5riting, or critical thin;ing, in 5hich learners are encouraged to generate
original utterances rather than manipulate prefa9ricated language.
44444 /). The programs avoid telling students that they are 5rong and are fle6i9le to a variety of student responses.
44444 /0. %ifferent forms of media are used in order to integrate language s;ills.
44444 /+. Proponents and adherents of this trend 9elieve that repeated e6posure to a material is 9eneficial or even essential to
learning.
44444 /'. "anguage learners can communicate directly, ine6pensively, and conveniently 5ith other learners or native spea;ers of
the target language at any time and in any place.
Important De#eopments in In!ormation and Communi"ations Te"hnoog' +$ars"hauer, -../0
/. !rom phone19ased to 5ireless communication
). !rom dial1up to permanent and direct1online connections
0. !rom personal computers to pota9le computing and online devices
+. !rom narro59and to 9road9and connections
'. !rom e6pensive to 5idely afforda9le computers and other hard5are systems.
<. The ,>nternet- from 9eing e6clusive form of communication and information, mostly in developed countries, to 9ecoming a mass
form of communication in most part of the planet.
:. !rom te6t19ased information and communication to audiovisual forms of information and communication
8. !rom use of English as the main online language to multilingual >nternet use
7. !rom Anon1nativeB to AnativeB users of information technology. This concept does not refer to language use, 9ut rather to comfort
and s;ill in using computers.
/(. !rom Anon1nativeB to AnativeB users of information technology. This concept does not refer to language use, 9ut rather to comfort
and s;ill in using computers.
//. The movement of CA"" from the language la9oratory to the classroom
T'pes o! CALL Programs or Materias
ACTIVITY 5 6he following are some #011 programs or materials. Determine which program or material is the statement referring to.
a. CA""1specific soft5are applications
9. computer1mediated communication
c. generic soft5are
d. 5ed19ased learning programs
4444444444444444444444444/. These include programs or applications designed to develop and facilitate language learning, such as
C%1$Ms, 5e919ased interactive language learning e6ercises*2ui33es ,see C%1$M e6amples for
language learning-.
4444444444444444444444444). These programs or applications are designed for general purposes, such as 5ord1processors,
presentation soft5are and spreadsheet that can 9e used to support language learning.
44444444444444444444444440. These include online dictionaries, online encyclopedias, online concordances, ne5s*maga3ine sites, e1
te6ts, 5e912uests, 5e9 pu9lishing, 9log, etc..
4444444444444444444444444+. These include online chat applications, email, discussion forum, message 9oard etc.
&o1 Computers Can )e Used in the Language Cass

1. 6eaching with one computer in the class
1 delivery of content through 5ord processor, 5ord processory, or interactive 5hite9oard

2. 6eaching in the computer networ" room 7networ"$based language teaching8
2
1 tas;19ased group 5or; *activitiesC computer1mediated communication ,CMC-D asynchronous*synchronousC pair and small group
activities

9. !elf$access learning 7independent learning8
1 drills and e6ercisesC resource searching

:. Distance learning
1 delivering online course contentC CMC activitiesD email, discussion forum, chat roomsC community 9uilding
Tea"hers2 )arriers to the Use o! Computer-assisted Language Learning +Lee, -...0
/. !inancial &arriers
). Availa9ility of computer hard5are and soft5are
0. Technical and theoretical ;no5ledge
+. Acceptance of the technology
E#auating Computer-dei#ered Instru"tiona Materias +So3oi3, in Mur"ia Eds4, -..50
1. 0ppearance
a. Colors should 9e chosen carefully. ed*green color 9lindness is common, so avoid colors that are li;ely to cause
pro9lems for users 5ith this. "o51glare hues are prefera9le for readingC grays, soft 5hites, 9lues, and 9ro5ns are 9etter
choices than 9right yello5, reds, and greens.
b. !onts should 9e simple and 5ithout serifs ,This font has not serifsC this font has serifs-.
c. The vie5a9le screen should not e6tend to the right of the vie5ing space on an average computer monitor.
d. Graphics should 9e ;ept small for faster loading over slo5 internet connection.
e. "imit the amount of te6t on one page. Eeep do5n5ard scrolling to a minimum.
2. ;a-igation
a. Navigating through activity should 9e easy. Arro5s or other navigational lin;s should 9e clear to the user.
9. Avoid Aclic; hereB for lin;s. Use content 5ords for te6t lin;s.
c. Provide navigation that ta;es the user 9ac;15ard as 5ell as for5ard 5hen practical.
d. Al5ays provide a 5ay to 2uit the activity.
e. Navigation for important actions should appear on the first screen of a page. That is, the navigation should not 9e outside
the normally visi9le area on an average computer monitor.
f. Navigation should 9e Ashallo5.? That is, learners should not have to clic; through screen after screen in order to reach a
particular piece of information.
9. Interacti-ity and Feedbac"
a. !eed9ac; should anticipate the learner?s possi9le 5rong responses and give full e6planations.
9. Correct ans5ers should also 9e e6plained, in the even that the user chose randomly.
c. The ans5er must reflect full range of possi9le ans5ers.
d. "in;s to revie5 material should 9e provided 5hen availa9le.
e. The activity should ta;e advantage of interactivity.
:. 4alue
a. The computer activity should 9e something that is done 9etter 5ith a computer than 5ithout.
9. The activity should address a specific need in the panned curriculum.
<. =ther considerations
a. >nstructions should 9e minimal. Good planning should o9viate the need for ela9orate and comple6 instructions.
9. e2uire special hard5are or soft5are only if you?re certain your users 5ill have easy access to it.
c. Chec; computer1delivered activities on different types of computers, if possi9le. Good activities should 9e independent of
computer type.
Activity 6
1. Find a website that offers a simple language lesson 7preferable those sites that teach languages other than &nglish8' try it yourself
and e-aluate your language learning e+perience.
2. &-aluate the website according to !o"oli">s guidelines.
Questions for discussions
/. %o computers and the >nternet narro5 or 5iden the gap 9et5een the rich and poorF
). >n a developing country such as the Philippines, ho5 can computer and the >nternet 9e of help to the e6isting pro9lems in the
educational settingF
0. &ecause of the impending traffic infrastructure pro@ects in Metro Manila, the MM%A proposed the adoption of the distance learning
system or Aopen universityB scheme among universities and colleges in Metro Manila in hope to reduce the commuter and
vehicular traffic volume. Are you in favor of thisF Ghy or 5hy notF
Re!eren"es
&eatty, E. ,)((0-. 6eaching and researching computer$assisted language learning. Ne5 #or;D "ongman.
Chapelle, C. A. ,)((/-. #omputer applications in second language ac/uisition. Ne5 #or;D Cam9ridge.
>ru@o, Su3anne. ,/778-. 6eaching bilingual children. USD =einle
So;oli;, Maggie. ,)((<-. #omputers in 1anguage 6eaching. >n Celce1Murcia. ,Eds.-. 6eaching &nglish as a second or foreign
language. USD =einle and =einle
"ee, E5an15u. ,)(((-. &nglish teachers> barriers to the use of computer$assisted language learning. The >nternet TES" Hournal,
Iol. I>, No. /), %ecem9er )(((. etrieved !e9ruary :, )(/+ from httpD**itesl@.org*Articles*"ee1CA""9arriers.html
"evy, M. ,/77:- CA""D Conte6t and conceptuali3ation. $6fordD $6ford University Press.
httpD**555.ict+lt.org*en*en4mod/1+.htmJdaviesucall
Mes;ill, C. ,)(()-. 6eaching and learning in real time: %edia' technologies' and language ac/uisition. =ouston, TKD Athelstan.
3
Garschauer, M. ,)((+-. 6echnological change and the future of #011. >n S. !otos L C. &ro5n ,Eds.-, Ne5 Perspectives on CA""
for Second and !oreign "anguage Classrooms ,pp. /'1)'-.Mah5ah, NHD "a5rence Erl9aum Associates. etrieved !e9ruary 7. )(/+ from
httpD**555.gse.uci.edu*person*5arschauer4m*docs*future1of1CA"".pdf
Garschauer, M., L Mes;ill, C. ,)(((-. 6echnology and second language learning. >n H. osenthal ,Ed.-, =and9oo; of
undergraduate second language education. NHD "a5rence Erl9aum. etrieved !e9ruary 7, )(/+ from
httpD**555.gse.uci.edu*person*5arschauer4m*tslt.html
httpD**555).n;fust.edu.t5*Memchen*CA""*unit/.htmJ5ar)((+
Prepared 6'7
Bernard ! "aderes
#ernard$aderes%&'ai(!co'
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