Weekly Diary

When I First Got to Know CALL...

-- September 7, 2015 --

I had been familiar with the word “CALL” for quite some time. However, I honestly had no idea how CALL could really help L2 students to study a second language.

Although I just started the CALL class last week, the class discussion and what I found in the book “Teaching and Researching Computer-Assisted Language Learning” written by Beatty did broaden my knowledge in CALL. I was quite amazed when I found out that the use of technologies to study a second language was first introduced in 1960s, the year even before I was born!

I like the idea how CALL can promote the negotiation of meaning and collaboration among learners. As a second language learner myself, I sometimes use web-based learning program or computer-mediated communication program to practice my English skills. I was once a student at Wall Street English School. This school has their own learning software that allows students to practice all 4 skills. The software employs both behaviorism and constructivism theories. Learners will be moved to the next drill if they pass the first exercise. If they fail, they need to do the repetitive drills. This idea is obviously taken from the behaviorism theory. Moreover, this software also promotes a comprehensible output. Learners are encouraged to produce a target language in the form of speaking (with a computer). Learners have the opportunities to practice and to receive feedback on performance from a personal tutor. These methods are clearly taken from the constructivism theory. As I remembered, this software is the first CALL software I used, and right now while I’m writing this blog, I’ve just realized that this software is also a part of the Computer-Assisted Language Learning.

I have come to believe that computer and other technologies can really help L2 learners to enhance their language skills, especially nowadays, when learners mostly rely on the technologies in searching for new vocabulary or reading a foreign magazine.

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A WEEK OF CALL EVALUATION

-- September 14 --

CALL software evaluation, to me, it is similar to a book review. To evaluate a software or review a book, both evaluator and the reviewer might look at the selection (to judge its appropriateness for a learning setting), implementation (effective ways that tools can be implemented in the setting), and assessment (to determine whether to make adjustments in implementation).

To be honest, I had never thought of implementing CALL software in my classroom before. However, after taking this class for a few weeks and finding some interesting CALL software as well as web-based language learning programs on the Internet, I have come to believe that using technologies might be able to motivate my students in their learning.

The lessons last week can help me choose the CALL software wisely. To choose the best software for my students, I will use both checklist and methodological frameworks. Checklist will be used to consider if that specific software has the features I need. Methodological frameworks will be used to provide descriptions on how that software links with my methods and students’ learning styles. I will first consider the “learner fit” to find out if the software is appropriate for learners’ language proficiency, learners’ interests, and their learning styles. Then, I will consider the “teacher fit” factor to determine if the software approach corresponds with my teaching methodology. Moreover, since I’m going to use the CALL software with my students aged 7-12, I consider “technological features” as one of the most important factors. My students are young learners. I need to make sure that the software provides graphics, sound, and animated cartoons to catch students’ interests and encourage them to use the program for their language learning. I want them to feel that they are using software for the purpose of entertainment not for studying a language.