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 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).
💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥💥

Computer Assisted Learning: A Helpful ‎Approach in Learning English

Azadeh Shafaei

School of Humanities, Universiti Sains Malaysia (USM), Penang, Malaysia

💥💥Email: Azadeh.Shafaei@gmail.com💥💥

🔻🔻🔻🔻🔻🔻🔻🔻🔻

Most of the new methods and theories focus on technology applications and

investigate its effect on learning. One of the modern theories in teaching language is constructivism theory which focuses on learning by doing and learning through technology. According to constructivism, students learn most effectively when they are actively engaged in their education. They can perform better when they participate and are active in their learning process. In other words, they learn by doing and through increased interaction. The more opportunities provided for students to participate and be involved in the learning process, the better they achieve at school. Technology integration is a helpful tool which can be used in the classroom to promote learners’ involvement in learning. By using technology, learners can create products to achieve the benefits of constructivist learning theories (Healy and Klinghammer, 2002). Moreover, technology can help learners to be responsible for their own learning by providing an independent learning environment.

In today’s developed world, computer is one of the most beneficial and useful tools in learning. The number of systems which help learners to improve their language is increasing. Computer Assisted Language Learning (CALL) is a system which aids learners to improve and practice language skills. It provides a stress-free environment for learners and makes them more responsible.

As learners are the users of computer in their learning process, an investigation of the effectiveness of CALL is germane to understanding the perception of learners on the computer application in learning. Therefore, this research aims to tackle this issue and investigate the effectiveness of CALL in an ESL/EFL context in Malaysia.

💙💚💛💜💥💦💧💙💚💛💜💥💦💧💙💚💛💜💤💥💦💧💙💚💛💜💤💥💦💧💙💚💛💛💜💤💥💦💧💫

CALL

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 straddles the fields of computing and language learning. One of the criticisms that language teachers generally have about CALL programs is that they are generally driven by the technology (or by those who have mastered the technology). They argue that in the rush to use the latest "great feature", pedagogical considerations are often ignore Just because a computer can endlessly drill a student about subjunctive verbs in Spanish does not mean that it is the correct way to teach them. Even if a computer can have several different flashing images on the screen at once to make a screen "more interesting", it does not mean that it enhances the learning process.

🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺🔻🔺

The Use of Multimedia in English Language Teaching

Definition
       
         i\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.

Some Suggestions on Multimedia Teaching in College English Teaching

• Teachers should change their ideas of using multimedia teaching  

            The modernization of teaching media is not equal to teaching optimization. The determinant of teaching optimization doesn't rely on using whichever media but the education conception. An educationist said: "If a teacher uses undeveloped teaching idea and methods even though he uses modern teaching media, we can say that the students are infused by teacher and computer together instead of teacher." No matter how powerful the modern education technology is, it is only a kind of technology, and it only provides a kind of possibility. It isn't catholicon for all the diseases and we can't depend on it excessively, otherwise we will lose go-aheadism. We should scan each role of teacher and students in class again. Students are the main body and teachers are mentors. The reason why a good teacher teaches well is that he can inspire the students' strong study desire and arouse their study interest. Even though this is stilt the teaching of a teacher, it is different essentially. The essential difference is that a good teacher has syncretized his teaching into the students' study. So we can draw a conclusion that the change of a teacher's idea is far more important than a kind of teaching method.

• We should devote major efforts to developing multimedia teaching mode based on network circumstance 

             With the popularity of computers and the continuous development of English teaching software, multimedia teaching mode based on network circumstance will certainly become the main teaching method of college English teaching. The former teaching method depends on a book, a piece of chalk and a tape recorder, and the teacher's main teaching aim in class is to impart language knowledge. Nowadays. English teaching based network circumstance brings on the advantage of network into full play. and its main aim is to impart language knowledge, study methods and application skills. So the students' interest of self study English will be strengthened, their ability of speaking and listening to English will be also heightened.
s 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.

Using Weblogs in Foreign Language Classrooms: Possibilities and Challenges

Using Weblogs in Foreign Language Classrooms 

      Weblogs have been used in many foreign language classrooms in different ways. A variety of classifications can be made to how weblogs can facilitate language learning, but Campbell (2003)’s three categories for language learning blogs based on their technical structure are widely used: the tutor weblog, the learner weblog, and the class weblog.

1. Possibilities and Challenges of Tutor Weblog
          Tutor weblogs are a platform for communication between teachers and students and among teachers. A tutor weblog can have possible three functions. First, it can function as a space through which a teacher provide learners with course related information such as course syllabus, homework assignments, and assessment criteria. Second, it can function as a platform to help learners explore the Web resources in a guided manner. Third, weblogs can used to allow learners to express their ideas and opinions. This way, learners can have additional opportunities to practice casual, informal writing styles while expressing themselves.

2. Possibilities and Challenges of Learner Weblog
          Since the learner weblogs usually function as ‘online journal that an individual can continuously update with his or her own words, ideas, and thoughts’[4], they are most appropriate for reading and writing classes where the learners are encouraged to write frequently about what interests them and to make comments on other students’ blogs. In this type of class, learners have a stronger purpose to write due to the existence of a real audience.

3. Possibilities and Challenges of Class Weblog 
          Since class weblog are managed with collaborative efforts between students and a teacher it can be used as an effective way to foster a feeling of community among the members of a class. Class weblog can be best used as a collaborative discussion space, an extra-curricular extension of the classroom, encouraging students to reflect more in depth on the topics dealt with in class. Comments and links related to classroom discussion topics assigned for homework can be posted by learners at their own pace depending on learners’ competence levels.