Computer-assisted language learning: Difference between revisions

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A basic use of CALL is in vocabulary acquisition using [[flashcard]]s, which requires quite simple programs. Such programs often make use of [[spaced repetition]], a technique whereby the learner is presented with the vocabulary items that need to be committed to memory at increasingly longer intervals until long-term retention is achieved. This has led to the development of a number of applications known as spaced repetition systems (SRS),<ref>Mounteney M. ''Spaced repetition learning systems (SRS):'' http://www.omniglot.com/language/srs.php. Accessed 14 July 2011.</ref> including the generic [[Anki_(software)|Anki]] or [[SuperMemo]] package and programs such as BYKI<ref>BYKI (Before You Know It): A personalized language-learning system, designed to promote language proficiency by expanding the learner's vocabulary. The system makes use of a flashcard interface and tracks everything that has been learned, automatically presenting and re-presenting the material at appropriate intervals: http://www.byki.com/</ref> and phase-6,<ref>phase-6: A flashcard system that presents vocabulary at phased intervals, aiding long-term retention. http://www.phase-6.com/</ref> which have been designed specifically for learners of foreign languages.

==Software design and pedagogy==

A basic use of CALL is in a vocabulary acquisition using flashcards, which requires quite simple programs. Such as programs often make use of [[spaced repetition]], a technique whereby the learner who is presented with the vocabulary items that need to be committed to memory at increasingly longer intervals until long-term retention is achieved. This has led to the development of a number of applications known as spaced repetition systems (SRS),<ref>Mounteney M. ''Spaced repetition learning systems (SRS):'' http://www.omniglot.com/language/srs.php. Accessed 14 July 2011.</ref> including the generic [[Anki_(software)|Anki]] or [[SuperMemo]] package and programs such as BYKI<ref>BYKI (Before You Know It): A personalized language-learning system, designed to promote language proficiency by expanding the learner's vocabulary. The system makes use of a flashcard interface and tracks everything that has been learned, automatically presenting and re-presenting the material at appropriate intervals: http://www.byki.com/</ref> and phase-6,<ref>phase-6: A flashcard system that presents vocabulary at phased intervals, aiding long-term retention. http://www.phase-6.com/</ref> which have been designed specifically for learners of foreign languages.

A personalized language-learning systems ,designed to promote language profiency by expanding the learner's vocabulary.The system makes sure of a flashcard interface and tracks everything that has been learned,automaticcally presenting and re-presentng the material at apropriate intervals.

Above all, careful consideration must be given to [[pedagogy]] in designing CALL software, but publishers of CALL software tend to follow the latest trend, regardless of its desirability. Moreover, approaches to teaching foreign languages are constantly changing, dating back to [[grammar-translation]], through the [[direct method (education)|direct method]], [[Audio-lingual method|audio-lingualism]] and a variety of other approaches, to the more recent [[communicative approach]] and [[Constructivism (learning theory)|constructivism]] (Decoo 2001).<ref>Decoo W. (2001) ''On the mortality of language learning methods''. Paper given as the James L. Barker lecture on 8 November 2001 at Brigham Young University [Online]: http://web.archive.org/web/20080208190123/webh01.ua.ac.be/didascalia/mortality.htm</ref>

This has let to the developement of applications know as speaceship ,current events and contents.When I went to college,I don't know what I want to be and how college was going to help me to figure it out.You can't connect the dots before you did it,you can only connect the dots when you look back.When you make the words better for others,you make the world better for you.

I will hold to make the answer.No matter how far it is,you will see the value in it.

Designing and creating CALL software is an extremely demanding task, calling upon a range of skills. Major CALL development projects are usually managed by a team of people:

* A subject specialist (also known as a content provider) - usually a language teacher - who is responsible for providing the content and pedagogical input. More than one subject specialist is required for larger CALL projects.

* A programmer who is familiar with the chosen programming language or authoring tool.

* A graphic designer, to produce pictures and icons, and to advise on fonts, colour, screen layout, etc.

* A professional photographer or, at the very least, a very good amateur photographer. Graphic designers often have a background in photography too.

* A sound engineer and a video technician will be required if the package is to contain substantial amounts of sound and video.

* An instructional designer. Developing a CALL package is more than just putting a text book into a computer. An instructional designer will probably have a background in cognitive psychology and media technology, and will be able to advise the subject specialists in the team on the appropriate use of the chosen technology (Gimeno & Davies 2010).<ref>Gimeno-Sanz A. & Davies G. (2010) CALL software design and implementation. Module 3.2 in Davies G. (ed.) ''Information and Communications Technology for Language Teachers (ICT4LT)'', Slough, Thames Valley University [Online]: http://www.ict4lt.org/en/en_mod3-2.htm</ref>

CALL inherently supports [[learner autonomy]], the final of the eight conditions that Egbert et al. (2007) cite as “Conditions for Optimal Language Learning Environments”. Learner autonomy places the learner firmly in control so that he or she “decides on learning goals” (Egbert et al., 2007, p.&nbsp;8).<ref>Egbert J., Chao C.-C., & Hanson-Smith E. (2007) Introduction: Foundations for Teaching and Learning. In Egbert J. & E. Hanson-Smith (eds.) '' CALL environments: Research, practice, and critical issues '' (2nd edition). Alexandria, VA: TESOL. (pp. 1-14).</ref>

It is all too easy when designing CALL software to take the comfortable route and produce a set of multiple-choice and gap-filling exercises, using a simple authoring tool (Bangs 2011),<ref>Bangs P. (2011) Introduction to CALL authoring programs. Module 2.5 in Davies G. (ed.) ''Information and Communications Technology for Language Teachers (ICT4LT)'', Slough, Thames Valley University [Online]: http://www.ict4lt.org/en/en_mod2-5.htm</ref> but CALL is much more than this; Stepp-Greany (2002), for example, describes the creation and management of an environment incorporating a [[Constructivism (learning theory)|constructivist]] and [[whole language]] philosophy. According to constructivist theory, learners are active participants in tasks in which they "construct" new knowledge derived from their prior experience. Learners also assume responsibility for their learning, and the teacher is a facilitator rather than a purveyor of knowledge. Whole language theory embraces constructivism and postulates that language learning moves from the whole to the part, rather than building sub-skills to lead towards the higher abilities of comprehension, speaking, and writing. It also emphasises that comprehending, speaking, reading, and writing skills are interrelated, reinforcing each other in complex ways. Language acquisition is, therefore, an active process in which the learner focuses on cues and meaning and makes intelligent guesses. Additional demands are placed upon teachers working in a technological environment incorporating constructivist and whole language theories. The development of teachers’ professional skills must include new pedagogical as well as technical and management skills. Regarding the issue of teacher facilitation in such an environment, the teacher has a key role to play, but there could be a conflict between the aim to create an atmosphere for learner independence and the teacher's natural feelings of responsibility. In order to avoid learners’ negative perceptions, Stepp-Greany points out that it is especially important for the teacher to continue to address their needs, especially those of low-ability learners.<ref name=steppgreany>Stepp-Greany J. (2002) "Student perceptions on language learning in a technological environment: implications for the new millennium", ''Language Learning & Technology'' 6, 1: 165-180 [Online]: http://llt.msu.edu/vol6num1/steppgreany/default.html</ref>

==Multimedia==