The design
of CALL materials generally takes into consideration principles of language
pedagogy and methodology, which may be derived from different second language
learning theories (e.g. behaviourist, cognitive, constructivist). Constructivist-based
instruction often includes providing the learner with skills or support (e.g.
modelling, coaching, scaffolding) and encouraging the learner to actively
construct his or her own personal learning experience. The teacher’s role is to
aid the learner in this construction rather than simply providing that information
to her or him (Bowers et al., 2010).
Blended learning is
learning that combines face-to-face (f2f) teaching with online elements (Hockly
2011). The amount of f2f instruction versus online instruction can vary widely,
and will depend on factors which include one’s teaching context, the needs and
expectations of the learners, the resources that are available and the content
and design of the course. In the case of most of us, young teachers, we are
only starting experimenting with blended learning. The best way is to start
small, preferably with one class and offering as little as 10 percent of the
work online – possibly simply as an extra task. Once we and our learners gain
confidence with the tools and online work, we can build more online components
into the course. According to a teacher trainer Hockly (2011), we should start
from looking at the syllabus of the course we are going to teach – we need to
be aware of which elements to offer online and which to offer in the f2f
classroom. Therefore it
would be helpful to identify the areas that are most easily delivered online,
namely: reading, writing and listening.
Early personal computers were
incapable of presenting authentic recordings of the human voice and easily
recognizable images, but this limitation was overcome by combining a personal
computer and a 12-inch videodisc player, which made it possible to combine
sound, photographic-quality still images and video recordings in imaginative
presentations - in essence the earliest manifestation of multimedia CALL. The techniques
learned in the 1980s by the developers of interactive videodiscs were adapted
for the multimedia personal computers
(MPCs), which incorporated CD-ROM drives and were in widespread use by the
early 1990s. The MPC is now the standard form of personal computer. CD-ROMs
were used in the 1980s initially to store large quantities of text and later to
store sound, still images and video.
CALL
has important potential for English language teaching. If used properly with
clear educational objectives, CALL can interest and motivate learners of
English. CALL can increase information access to the learner, provide
flexibility to instruction and thereby better serve the individual's learning
pace, cognitive style and learning strategies. CALL allows learners to control
their own learning process and progress. Using effective and suitable software
applications, CALL can provide communicative meaningful language learning
environments. Good quality and well-designed CALL software can offer a balance
of controlled practice and free communicative expression to the learners, including
immediate feedback. In the future, with the advance of computer technologies,
it is expected that CALL will be able to absorb some teaching functions.
However, despite greater user-friendliness, and effectiveness, CALL will never
replace the teacher. Like other new technologies, CALL is not a magic solution
to language teaching. The effectiveness of CALL relies on how CALL is utilized
to meet language learning goals for individualized learners in specific
educational settings.
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