An Integrated CALL is Calling for CALL Evaluation

This is a great article to read and explore as it is addressing and discussing a very demanding tasks which are very challenging in nature most teachers end up with on dailly basis and become the norms of the day.We consider this article very unique and exceptional as it provides us as teachers with another method to conduct assessment in more flexible framework which can lead teachers to create their own assessment procedures. Framework consists of the following sections; operational, description, teacher fit, and learner fit - and their interactions. Such a ramework is considered to be the most integrative one as it combines courseware, development and implementation.

http://www.ict4lt.org/en/warschauer.htm

SL Encounter

Well, it was a great experience for me even though at the begining was very frustrating for me as I did not get anywhere. It was the first time for me I've tried such a website and SL needs someone who knows what he / she's doing otherwise the person on such a website will be lost and demotivated afterwhile. Probably it is pretty handy to know first more about SL and its web command functions, how to use and move around before things get too serious. SL may be useful for students who have a good command of English and IT knowledge about the internet and how make use of different functions. Otherwise weaker students may struggle a lot with it and need more guidance and instructions before they can try SL. We can consider this website useful and helpful to learn English if students feel there is a benefit and real improvement in their English as result of using SL.http://secondlife.com/

Theory-Driven CALL and The development process by Mike Levy

This article points out about what is the theory-driven CALL is all about in relation to the development process. There was a review for theoretical frameworks used to encite CALL projects.The given description for the development process by using instructional design and CALL literature and the international survey findings comprising of eighteen countries and one hundred four CALL experts. Based on the Richards and Rodgers model (1986) which proposed that a suitable framework to describe both theory-driven CALL and projects usage to serve as departure point a lower level of abstraction. There is a wide range of development processes shown here including; from those that are linear and systematic to those that are iterative and transformational. Implications for theory-driven CALL are reviewed and the fit concept between pedagogy and the computer's capabilities are evaluated. There was some discussion about the formalist and procedural approaches to CALL revealed. There was an attempt to address the real conditions and derive generalisations and principles that are meaningful to CALL authors. In the introduction CALL looked at as theory-driven and this view is supported by many CALL authors. Theories are extracted from psychology like cognitive psychology and second language acquisition and on the other hand there was an evidence to show that a number of CALL projects are not driven by theory by using vocational language programmes and the reliability of theories was questionable as some of them well supported and other are not.The development process; the literature started with the instructional design as Andrews and Goodson (1980) compared 40 intructional design models . The generic model comprises of three stages; the analysis phase, synthesis and evalaution phase. The tasks linked with these three phases are summarised as follows: needs assessment, goals, measurements, skill types, learner characteristics, , instructional strategies, media selection and formative evaluation.The CALL survey points out to the CALL authors' theory and their influence. The development process: the CALL surveyif the respondents had a unique recollection of development process of some of CALL materials they were asked to provide description about the departure point and the process itself. There were number of categories shown including lower level task, higher level of theoretical framework, derivedfrom existing CALL applications and syllabus specifications. In addition to the above, experts also provided hints into development process whether the process was sequential and divided into discrete elements or whether the process was circular and less structured. What we can conclude from this article is the development process is a pretty dynamic and the theoretical departure point needs to be shown in that direction. The theoretical orientation requires to be in tone with the technological environment and working CALL programmes to go hand in hand with them. The fit is tackled through the development process. Ginsberg stated that the field is divided between those who are engaged in solving problems by developing theories and those who favoured to tackle problems by writing programmes which will assist CALL. Many experts are proceduralists believe that our understanding of CALL and knowledge Will progress by writing programmes and testing them with students. Therefore such approach will ensure that their programmes will cater for CALL context. The proceduralists will risk their work to be carried away by what the technology will offer , ultimately reaching the conjuncture where no theoretical foundations to substantiate their work. Whatever the case the theoretical framework must be applicable this particular environment. Taking the theory to the development process is considered to be an effective way to examine the theory strengths and weaknesses, but it came short of exploiting the technology capabilities to its maximum potential. Alternatively the learning opportunities and the resources that the technology can offer are neglected. The proceduralists and the formalists approaches have their limitations and strengths in this regard. We have to bear in mind that the dynamic nature of the development process and notion of fit, then the theory's objective and its application that are linked together will be achieved.

http://0-pdfserve.informaworld.com.lib.cityu.edu.hk/518258_732448028_746722498.pdf

Language Learner Behaviour in a Virtual Environment

The author in his article explores how people intereact in different ways when it comes to communication online as they feel more relaxed and less stressed out. They bound to disclose private information related to themseleves and voice out their viewpoints in a more frank and honest way. These findings tend to reinforce the fact that an online learning environment may function well in a more chilled out and stress free surroundings in comparison with classroom. Therefore the level of worries tend to work well to the advantage of learning foreign language and it comes as a result of increased volume of language production. It is worth to mention that there is distraction of accent, no time frame to work on or to comply with, people can't be observed eliminating level of stress, introvert students will be at a big advantage while extrovert ones will be at the opposite side. There are number of drawbacks needed to be highlighted like there is no dominance of one group or another and this will change the dynamics of the old group. the online communication can reduce the anxiety level related to the language. This will not tackle foreign language students' problem, but it can serve as scaffolding platform, as worried students started to loosen up and gain more self confidence in engaging themselves in the targeted language conversation. Probably it is worth investigating those shy students' personalities to see if there is an impact on the classroom setting like whether they can maintain the same type of online personalities or not. Online communicaton has a great advantage as the level of participation tend to increase and students are very active in comparison with a normal classroom whereby students' participation vary a lot and it is not possible for the teacher to do the same. We have to remember in type of online communication there is no absolute protection from freeloaders. Language learners potray various behaviours as we seen in the above. The teacher needs to notice that computer based tasks are beneficial for the integrated part of language learning as we saw inactive students tend to become more active in online communication. Students behaviour alterations and perceptions related to them. So the behaviour patterns and perceptions vary a lot as some students may be stunned if confronted of their changed behaviour online and others may be feel more distracted. It is vital to set up some sort of explicit conduct code. In overall online environment in relation to language learning considered to be a pretty new for most teachers and students, and problems are bound to pop out without any expectations. This type of learning may be suitable for some students and certain levels of language teaching. We have to bear in our minds that it is a great and effective tool for us to use as it can dismantel barriers that prevent students from engaging in group task.

My experience with online communication tend to deal with questions raised by students in relation to a given task in the classroom, online submission for assignments and communication related to whatever being taught during the lesson. On the other hand students have access to my email around the clock to communicate and enter blogs not related to the classroom in a more free and relaxed environment.
http://0-web.ebscohost.com.lib.cityu.edu.hk/ehost/pdfviewer/pdfviewer?vid=2&hid=15&sid=d9c16a02-be02-40e0-aff6-8df6112fae35%40sessionmgr4

Mini Presentation

It's unique opportunity to share with you all my experiences and journey with IT through working, learning and teaching. Being as learner for start was a great to learn the basics about IT and how to use such a technology at the workplace, then moved to apply IT in the education field to apply various tool in my teaching and finally using IT tools to communicate with my students. Computer normally used as tool to connect and communicate as a good model of communicative CALL. Probably there is a tendency toto use computers to act as integrative CALL, but it is going to take some time due to time constrains and other related limitations facing the teacher and students in many aspects.

Week three reading

It is a wonderful topic to read and explore as I've learnt more about the five learning goals including active and creative mastery, autonomous learning , collaborative learning, corss cultural learning, and critical learning are essential components to keep mind for any classroom related to English language teaching. They are closely linked to goals that can assist teachers to introduce the internet into teaching.
The author draws our focus to wide range of teaching guidelines as they can lead us to organise classes to reach the above goals. They comprise of dual immersion as students engaged in learning language skills and technology at the same time and the teacher on the other hand provides the structure and support required (Beckman, 1999). Integration can aid the dual immersion to reach its aim if it is well integrated into the curriculum in which computers and other related technology will act as a platform to enrich the workplace for accessing resources and using them in language learning learning effectively. Project- based learning as students can embark on a project, add value by gaining in creating their own learning objectives and utilising the interentas resources to achieve these goals. Student -centred learning as curriculum and subject provided will tailor-made to fit student's needs and teacher needs to provide guidance related to project organisation and offering language specific instructions required during the project activites. Lastly learning with a purpose as students seek to learn with meaningul purpose to gain the required knowedge and make the right choice for them.

http://web.archive.org/web/20080328155030/http://exchanges.state.gov/education/engteaching/ifet.htm