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 of the cote skills, name listening, speaking, reading, and writing because they have to use or produce meant tor audience the target language, not the text to provide easy and rapid classroom (Garrett, 1982). Teachers can use CALL access to a variety of language learning resources and multimedia components of dynamic and authentic input in all areas of language that teachers could not offer without additional teaching aids. Activities such as problem solving, information gap, language games, animated graphics are made available from CALL which the teachers can let the students practice with the target language. With these authentic tasks, the students have to actively interact with authentic contexts and negotiate meaning in the target language.
Second, in alignment with the output hypothesis as articulated by Swain (2005) and Swain and Lapkin (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 and to produce output that becomes input for other learners (Egbert, 2004). Given the fact typical nature of Thai learners who are generally shy and easily 2004). Given the fact to language output intimidated hinder the outcome of language learning, Thai learners being pushed to product
language output through CALL, and not in the classroom, can be undertaken with some comfort and ease to a certain extent. As a result, the use of CALL in language classroom basically help improve students self-concept and mastery of basic language skills, more student-centered learning and engagement in the learning process, more active resulting in higher-order thinking skills and better recall and gain confidence in directing their own learning.
Third, since language learners have different purposes, teachers might not be able to Third, and classroom have ways 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 needs e within a single classroom structure. As such, Ahmad et al. (1985, p. 116) asserts that computers can provide attention to learners who need to remedy and increase their ability, in order to find their own proficiency level and to choose activities or tasks that suit their individual learning styles. Moreover, they can repeat their lesson at anytime and anywhere they want in order to understand the whole lesson more thoroughly (Suwannaprasert & Schmidt, 1998; Wang & Zhang, 2005).
💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥
สมัครสมาชิก:
ส่งความคิดเห็น (Atom)
0 ความคิดเห็น:
แสดงความคิดเห็น