Saad AlKahtani
alkahtan [at] pilot.msu.edu
Indiana University of Pennsylvania (USA)
Introduction
Using computers in ESL classroom is important for both teachers and learners. Computers can handle a range of activities and carry out programmed functions at amazing speed. They can check exercises after they are done, move students gradually from easier to more difficult exercises according to their levels and abilities. When students fail to answer questions correctly or perform activities, the computer can simulate, drill, or explain the phenomenon in a way that makes it easier for the learner to understand (Hoffman, 1996). However, technology, especially computers, has not yet gotten to the point where it can make a real difference in language instruction in ESL classroom. This paper will focus on the question of how ESL reading can be facilitated with computer applications for language teaching and learning. First, the paper will go over some of the available research on computers and ESL reading, and then discuss some programs and software that can be used in teaching and learning ESL reading for intermediate students. The chart below shows how far technology is involved in the ESL curriculum. It is a comparison of the field of ESL to some other disciplines in humanities in terms of technology integration into the curriculum.
graph
Previous Research
The development of computer-based reading curricula had been taking place before the existence of microcomputers in the late 1970s. Central mainframe computers dispatched instructional lessons to individual terminals in different locations. The relative difficulty in using mainframe computers for educational applications led developers to consider the more practical and affordable microcomputers. The availability of such computers encouraged stand-alone programs designed for a single reading skill (Reinking & Bowles, 1996).
The first major computer-based reading curriculum was the work of Richard Atkinson in 1964 at Stanford University which was supported by a grant from the U.S. Office of Education. The project was a first-grade reading curriculum aimed to lessen the need for classroom teachers (Atkinson, 1974).
Computer-based reading curricula continued to develop but were of a commercial nature. Though some research, primarily evaluative, was conducted, most computer-based reading curricula studies have been sponsored by the companies marketing them (Reinking et al, 1996).
These research attempts were exclusively for L1 reading. Only during the past ten years has the use of computers in the field of teaching second language reading been increasing. A variety of studies have shown the importance of using computers in ESL reading (Willet, 1992). Chun & Plass (1996) investigated how reading comprehension can be facilitated with a multimedia application for language learning. They studied the effects of a dynamic visual advance organizer on the macro level and the effects of multimedia annotations for single vocabulary items on the micro level. Furthermore, they examined the relationship between vocabulary acquisition and reading comprehension. The results of their study indicated that the visual advance organizer does aid in overall comprehension and that annotations of vocabulary items consisting of both visual and verbal information help more than verbal information only. Also, a moderate correlation between vocabulary knowledge and reading comprehension was found. Chun & Plass claimed that the results support the dual coding theory and its extension to multimedia learning and emphasize the significance of visual information in addition to verbal information to support both top-down and bottom-up processing in reading in a foreign language.
In another study to improve reading speed and comprehension of ESL students using computers, Culver (1991) implemented a computer reading program to determine the exit and entrance scores of ESL college students and to find out if their reading speed and comprehension would improve. The results showed some improvements for the majority of students in the target group with an overall increase of 3.9 grade level in reading rate. The results show important information about the effect of increasing reading speed on student comprehension as a result of employing computers. It was concluded that the computer was a good tool for improving students' reading rate despite the fact that increased speed did not lead to increased levels of comprehension for some students.
Chun D. & Plass J. (1997) based on underlying theories of L2 reading comprehension and text comprehension with multimedia, discussed "how L2 reading research is focusing increasingly on the cognitive processes involved in reading, that is, the interaction of lower-level, bottom-up processes such as vocabulary acquisition with higher level, top-down processes such as activating prior knowledge" (p.60). They merged this understanding with existing research on learning with technology to find out how students with different learning abilities put together "verbal and visual information". Their goal, in this study, was not to determine the effectiveness of multimedia on reading comprehension, but rather the learners who may benefit from multimedia instruction.
Whereas Chun & Plass used the underlying theory of L2 reading comprehension with multimedia, Preisinger, R. et al., (1988) used the schema theory as a basis to evaluate reading software programs. They developed criteria and questions to evaluate: 1) interactive capabilities of reading software (e.g. its flexibility, response to student errors, and ability to make a distinction between major and unimportant errors), 2) information processing (e.g. support of the use of prediction and problem solving strategies, use of text-based activities in the context of a reading passage, and encouragement of analyzing texts), 3) background knowledge (e.g. building schemata through pre-reading activities), and 4) general software construction and implementation. The goal of this study was to develop an evaluation tool based in light of a theory to help teachers choose the right reading programs for their students.
In drawing conclusion about the use of computers for reading instruction, previous research clearly supported the idea that computer-based instruction facilitates students' reading comprehension and increases their reading speed. This conclusion is supported by the results of the preceding studies and a series of other studies conducted by Kulik, Bangert, & Williams, 1983 who found significant increases in students' reading speed and comprehension across studies of computer-assisted reading instruction. These results should encourage ESL reading teachers to use computers in their classrooms not because they are "new technology" as reported by Wellington, 1995, but rather because of the positive results they bring to students' achievements.
Design
After examining the previous research that dealt with computers and reading, it was found that computers were very useful in many aspects of literacy instruction. Using computers in teaching ESL reading, however, did not get the attention it deserved. Most studies and software in the field were conducted and designed for L1 reading instruction. As a result, these activities aim to contribute to the field of second language reading instruction. The activities are designed for ESL students who are at the 450-500 TOEFL range and have previously had some type of beginning-level of ESL reading instruction and some basic computer literacy. This group of students may have difficulties with their reading comprehension and need to be prepared for freshman-level English reading or other college-level courses upon completion.
This paper will discuss three software programs that help ESL intermediate teachers to have their students practice reading using computers. The three software programs are: Mac Reader , StoryBoard, and Reading Galaxy. These activities are not meant to be used in one class period but rather in different classes depending on the type of reading we want to teach.
The first program, MacReader, is more concerned with sentences and paragraphs structures. Teacher scrambles the text and student reconstructs it. The teacher should choose the text to be centered from simple language resources that are suitable for ESL intermediate students. Once the text is entered, the program automatically shuffles it so that the students need to reconstruct it. There is a newer software called New Reader published by Hyperbole Software.
The second program, Storyboard, is concerned with text completion and vocabulary building. Learners enter words that are missing from the text by guessing them from the context. Both of these programs provide change to the classes regular activities and are used to train students to use reading strategies and become better readers. MacReader and Storyboard do not have any multimedia capabilities. There are no buzzes, beeps, sounds, colors, or any type of multimedia (AlKahtani & Abalhassan, 1999).
Reading Galaxy, on the other hand, has what the two programs lack in terms of interaction, sound, and music effects. students are interacting with the program while reading; they listen to the computer and follow the directions. Unlike, the other two programs, the teacher cannot add or remove any of the program contents. Thus, the role of the teacher is to "construct" the content in the first two programs and "facilitate" the content in the third program. The student's role is to reconstruct the content in the first two, and construct the meaning in the third one.
Activities
1-MacReader
Mac Reader by John McVicker, 1992 is Macintosh based and mainly teaches reading. It can be used for many other purposes such as using it for exams, homework, or group projects. It is the teacher who decides what the program should be used for. The program is a great supplement for ESL teachers and can provide a tremendous benefit to ESL intermediate students when they use it in their free time or when assigned by teacher. The skills that this software can be used for are reading, vocabulary building and writing. Other skills could indirectly be targeted by the use of this program (i.e. listening). For example, students can take notes while the teacher reads the text and start the exercise using notes took down during listening.
As for the reading exercises, when students click on "exercises", a pop up window gives six options: Read, timed reading, paced reading, cloze, sentence jumble, and paragraph jumble. The program is based on one group of exercises that are accessed by two icons found under the group "MacReader". One of these two icons is a glossary for adding vocabulary. Teachers need to have a password to access control programs that are used to author the texts or add to the vocabulary lists. The "Notes" icon accesses students' scores and is available for students as well as for teachers.
Exercises:
1-Read:
This exercise is previously authored. The teacher can choose the topics and decide the level of difficulty of texts. The student is assigned a text, prepared by the teacher or randomly chooses a text that is part of the software. Here, the student reads through the text and when the first page is finished, two arrows lead to turning the page to continue the reading until the text is finished. The back arrow allows students to go back to revise or relate the text parts. The title of the text is shown at the top of the new page as: " Current Text "Title...".. The session name ''Read'' is shown at the top left corner of the program. If students complete the text and click on the right button, a pop up message asks if they are interested in another exercise. Another feature of this program is the capability of defining new vocabulary by just clicking on any of them.
2-Timed Reading:
This exercise is for reading speed. Certain topics are provided and students can choose what interested them the most.
3-Paced Reading:
This exercise enables students to choose the pace that fits their reading ability using a bar indicating the numbers of words per minute. Another button appears beside the bar to stop the reading. It will be indicated in the notes that the reader stopped the paced reading. As a result, the round will not be counted but canceled. students might experiment until an appropriate speed is found.
4- Cloze:
This exercise is a reading comprehension exercise, which asks students to replace missing words. When students select CLOZE from the exercise button, they should see the dialog box below:
Delete one word every HOW MANY?
Enter a number between 2 and 15
(OK) (Cancel)
Student may type a number between 2 and 15 in the dialog box and click ''OK''. CLOZE exercises replace words from the text with numbers. If a student chooses the number 5, for instance, every fifth word in the text will be replaced with a number. Thus, the bigger the number, the easier the exercise. To work on the exercise, students will need to click a number in the text to select it, then will type the missing word. students can press the 'return' key or click the 'answer' button to check their work. If students need help, they can click the "Hint" button, which will show three options:
* By number of letters
* By showing the first letter
* By definition
5- Sentence Jumble:
This exercise is also for reading comprehension. It automatically mixes up the sentences from any paragraph a student selects. As with most of this program activities, the paragraph which is used can be from the software or be prepared by the teacher before hand. The computer does the jumble of sentences automatically and randomly.
6- Paragraph Jumble:
Paragraph Jumble is a similar exercise to the Sentence Jumble above. It just handles paragraphs. This exercise requires more advanced students unless the texts are abridged or chosen from simple language resources.
7- Glossary:
Besides authoring the texts to be used for the exercise, teachers can also add vocabulary to the program using the icon "Glossary" in the program group. This feature helps teachers customize the program to fit their students' needs. EAP programs could utilize this feature to serve their goals like teaching their students certain lists of vocabulary. This feature adds a great deal to the merits of this program
2-StoryBoard
Another program that is effective when used as an ESL reading activity is a program called Storyboardpublished by Wida Software. The program is a classical text reconstruction. Teacher scrambles the text, and learners rebuild it by guessing words. In doing so, a wide range of language skills are involved.
Storyboard is a popular and flexible activity, equally at home, in the classroom, and at the computer lab center. It is part of a software package including nine other different programs like: Spell Master, Match Master, Choice Master...etc.
Storyboard is a program that teachers can use to improve their students' reading strategies, build up their vocabulary, and help them practice prediction and guessing. It a is good supplement for teachers to reinforce their regular activities. Like many CALL programs, this program provides change to the class's regular activities. Teachers can use this program to support their reading classes and train students to use reading strategies. students become better readers using their guessing abilities.
Each word in the text is replaced by small squares; one square representing each letter. Learners, working individually or in a small group, reconstruct the text, one word at a time. If they guess correctly, all the occurrences of the word in the text appear. There is no need to start at the beginning of the text. Learners start by entering the words they feel sure about, such as 'grammar words', like "the". As each word is found, the structure of the text becomes clearer and further guesses become easier. Teachers can save and access their students' files. Unlike Mac Reader, students' scores are saved and cannot be changed by students. If a student for example decides to look at the text as a whole, the program will automatically detect that action and save it for teacher to notice.
Program Overview:
Storyboard consists of two programs. The first program is called "The student Program" which is designated for the students' use. The second program is for the teacher to author the texts and all the relevant functions like the introduction, hints, and help. Following is a brief description of how these programs work.
1. The student program (sb):
When the student runs the program, a list of titles, which are supposedly prepared by the teacher or included in the software, appears on the screen entitled: "open file". When a topic is chosen, another screen is displayed showing the introduction for the chosen topic. The student will then choose one of the following choices:
* Hide all Words
* Show given words
* Cancel
The first choice, displays the text with only squares (representing words) and circles (for words about which a hint can be provided. All words are hidden but the punctuation marks. Small windows show the following in the margin of the hidden text:
Last guess ....... Words found ........... Guess a word: .........
The second choice "Show given Words" shows the text with all the words, which the teacher has decided to show to the students according to the lesson plan. The same interface will be displayed.
The students write the word in the space provided after clicking the hidden word to be guessed. Four options are listed vertically on the right of the screen showing:
1. Letter: to know a certain letter after assigning it by the cursor.
2. Word: to know a certain word after choosing it by the cursor.
3. Hint: to know more about a word that is replaced by circles.
4. Text: to show the whole text.
The main Menu:
File, See, Options, Window, and Configure are the items that appear in the main menu. Under each of those items, the student should find different functions needed to run the exercise and check results.
Any move that the student makes is saved automatically and could be checked by the student or the teacher at any time. To review the scores, a student can choose "score" from "see" in the main menu.
2. The Teacher Program (sbt) :
This program is basically for the teacher to author the texts and prepare lessons. The program allows teachers to do the following:
1. Text authoring:
2. Teacher can import authentic material or just type and save them in the program.Help:
3. Three help options (help 1, help 2, help 3) are written by the teacher in a way that fits the lesson topic and purpose.Given words:
4. In order to allow some flexibility to the lesson, the teacher may show some words to the students according to the lesson plan.Hints.
The teacher can provide some hints to help students complete the exercises.
The main Menu:
The main menu includes: files, edit, authoring, search, window, and configure. This menu is different from the student program's menu. The authoring item is the main difference. student files could be saved and reviewed under the item "File".
3-Reading Galaxy
Reading Galaxy is another program that can be used for ESL intermediate students. In this program, students explore great literature while developing important reading and thinking skills. The program states the following uses :
Reading Comprehension: students construct meaning by interacting with a text, for example:
* reading the text to answer multiple choice questions (in Ganymede Squares Game)
* reading the text to determine the accuracy of alien claims (in To Tale the Truth Game).
* reading about authors (alien authors) to answer questions about them (in Metro Match Game).
Vocabulary Building: students understand new words in context and remembering them, for example:
* selecting correct answers (in Ganymede Squares Game).
* decoding secret phrases (in Stump the Human Game).
* decoding hidden phrases (in Meteor Match Game).
Reading for detail: students identify supporting information in a text, for example:
* reading alien claims first, and then going to the text for the answer (in To Tale the Truth).
* reading texts to answer questions (in Beat the Krok).
Literary Appreciation: Students understand and appreciate literary conventions such as character, setting, and plot, for example:
* answering questions about characters (in Charlotte's Web in Ganymede Squares).
* answering questions about the setting of the Wizard of OZ (in Beat the Krok).
* answering questions about the plot of secret of the Andes (in To Tale the Truth).
Using Context Clues: students use surrounding words and sentences to guess the meaning of new words, for example:
* matching answers to clues (in Ganymede Squers).
* filling in blanks in hidden phrases (in Beat the Krok)
* completing secret phrases (in Stump the Human).
Follow Directions: students attend to detail in order to accomplish tasks, for example :
* reading and following game instructions (in Ganymede Squares).
* following audio instructions (in Meteor Match)
* reading clues (in To Tale the Truth).
Logical Thinking: students use deductive reasoning and inference to understand meaning, for example:
* determining the accuracy of alien claims (in To Tale the Truth).
* figuring out what's wrong with the picture (in Stump the Human).
Though this program is not designed for ESL students, ESL reading teachers can make use of it with ESL intermediate students. The program can be used for various types of reading purposes such as vocabulary building, reading for specific information, and problem solving. It can be also used for listening comprehension where students listen to a passage read by the computer and then answer questions asked by the computer. Though this program can tackle these skills, the main purpose of the program is to develop the reading comprehension skill in the first place.
In a reading lesson, the Reading Galaxy program can be used as pre-reading, reading, and post reading activities. For the pre-reading activity, the teacher may need to connect the computer to an LCD panel to project the text for students. The teacher then chooses one of the passages that are available among the program options such as the (Warst of the Wurst ) which has a passage of four episodes. By clicking the buttons Read Passage and then Voice, the computer will start reading the text highlighting each sentence as it reads. students may take notes while listening. The teacher then asks students to talk about what they understood from the passage using their notes. This would stimulate students' interest and activate their prior knowledge of the content.
For the reading activity, students will have four minutes to skim the four episodes, one minute for each episode, to find out the main idea. They will be given another 10 minutes to read it again slowly and carefully. The teacher then commands the computer to test students' comprehension by asking them questions related to the passage they have been reading. Clicking the button where it reads "BEGIN" can do this.
For the post reading activity, students can play games related to the reading passage. Such activities would facilitate the students' reading and comprehension of a text. Activities like these can be done from time to time by taking students to the laboratory or by bringing a portable computer to the classroom connected to an LCD panel which would allow the class to see the text to be read. students can practice these activities and other similar activities individually in the lab. The teacher can assign one of the laboratory computers to be used for this purpose
Conclusion
Little has been achieved on computer integration into ESL curricula in general and ESL reading in particular. Some promising research in the field, however, is already showing some progress. The findings of such research efforts are encouraging and should be of great benefit to teachers who choose to use computers in their classrooms. Today's teachers cannot let technological revolution pass by without using it to serve their language teaching goals. Having said that, teachers are advised to consider what the computer industry offers for their classrooms, and should, consequently, seek the necessary training to use them efficiently. ESL reading software programs should not be restricted to only classroom use. Since teachers seek to help their students become independent learners, these programs are very useful for teachers as well as students to achieve that goal.
Notes
* An evaluation of the MacReader & Storyboard programs in ESL reading and vocabulary building appeared in CALL-EJ, Vol. 3 (2), 1999 by AlKahtani, S. & Abalhassan, K.
* There is a newer version of MacReader by John McVicker called "New Reader" published by Hyperbole Software.
Acknowledgement
* I am indebted to my colleague Khalid Abalhassan for his careful review of an earlier version of this article.
References
* AlKahtani, S. & Abalhassan, K. (1999). MacReader and Storyboard Programs in ESL Reading Classrooms. CALL-EJ Online, 3(2).
* Atkinson, R. C. (1974). Teaching children to read with a computer. American Psychologist, 29, 169-178.
* Chun, D. M., & Plass, J. L. (1996). Facilitating reading comprehension with multimedia. 24(4), 503-519.
* Chun, D. M., & Plass, J. L. (1997). Research on text comprehension in multimedia environments. Language Learning & Technology, 1(1), 60-81.
* http://polyglot.cal.msu.edu/llt/vol1num1/chun_plass/Culver, L. C. (1991). Improving reading speed and comprehension of ESL students with the computer. (Practicum Papers ): Nova University.
* Hoffman, S. (1996). Computer and instructional design in foreign language/ESL instruction. TESOL Journal, 5(2), 24-29.
* Kulik, J. A., Bangert, R. L., & Williams, G. W. (1983). Effects of computer-based teaching on secondary school students. Journal of Educational psychology, 75, 19-26.
* Mayer, R. E. (1997). Multimedia learning: are we asking the right questions? Educational psychologist, 32(1), 1-19.
* Preisinger, R., Sargeant, K., & Weibel, K. (1988). An evaluation of reading software according to schema theory. (Eric Document Reproduction Services No. ED 298761).
* Reinking, D., & Bowles, L. B. (Eds.). (1996). Computers in reading and writing. (Vol. 2). Mahwah: Lawrence Erlbaum Associates Publishers.
* Wellington, J. J. (1995). The role of new technology in teacher education: A case study of hypertext in a PGCE course. Journal of Education for Teaching, 21, (1), 37-50.
* Willetts, K. (1992). Technology and second language learning (Information analysis-ERIC Clearinghouse Products (071) EDO-FL-92-07). Washington, D. C.: Eric Clearinghouse on Languages and Linguistics.
* Willis, J. W., Stephens, E. C., & Matthew, K. L. (1996). Technology, reading, and language arts: Allyn and Bacon.
The Internet TESL Journal, Vol. V, No. 11, November 1999
http://iteslj.org/
Sabtu, 18 Desember 2010
Using computers in language teaching
Computers have made a triumphal entry into education in the past decade, and only a dyed-in-the wool Luddite would deny that they have brought significant benefits to teachers and students alike. However, an uncritical use of computers can be just as disadvantageous to students as a refusal to have anything to do with them. In this article I discuss some of the ways that computers can be used in English language teaching, with a view to helping colleagues make the most of the opportunities they offer to ESL students.
It is helpful to think of the computer as having the following main roles in the language classroom:
* teacher - the computer teaches students new language
* tester - the computer tests students on language already learned
* tool - the computer assists students to do certain tasks
* data source - the computer provides students with the information they need to perform a particular task
* communication facilitator - the computer allows students to communicate with others in different locations
Computer as teacher. In the early days of computers and programmed learning, some students sat at a terminal for extended periods following an individualized learning program. Although we have come a long way from the rather naïve thought, held by some at that time, that the computer could eventually come to replace the teacher, there has been a return to a much more sophisticated kind of computerized teaching using multimedia CD ROMS. In such programs, students can listen to dialogues or watch video clips. They can click on pictures to call up the names of the objects they see. They can speak into the microphone and immediately hear a recording of what they have said. The program can keep a record of their progress, e.g. the vocabulary learned, and offer remedial help if necessary. Many of these CD ROM programs are offered as complete language courses. They require students to spend hours on their own in front of the computer screen, usually attached to a microphone headset. For this reason alone I prefer not to use them in my language teaching. Another of their serious drawbacks, in my view, is the fact that in many cases the course content and sequence is fixed. The teacher has no chance to include materials that are of interest and importance to the particular students in his or her class.
As an alternative to large CD ROM packages, there is an increasing number of useful sites on the World Wide Web, where students can get instruction and practice in language skills such as reading, listening and writing. Some examples.
Computer as a tester. The computer is very good at what is known as drill and practice; it will tirelessly present the learner with questions and announce if the answer is right or wrong. In its primitive manifestations in this particular role in language teaching, it has been rightly criticised. The main reason for the criticism is simple: many early drill and practice programs were very unsophisticated; either multiple-choice or demanding a single word answer. They were not programmed to accept varying input and the only feedback they gave was Right or Wrong. So for example, if the computer expected the answer "does not" and the student typed "doesn't" or " doesnot" or " does not ", she would have been told she was wrong without any further comment. It is not surprising that such programs gave computers a bad name with many language teachers. Unfortunately, there are now very many of these primitive drill and kill programs flooding the Internet.
Despite their obvious disadvantages, such programs are nevertheless popular with many students. This is probably because the student is in full control, the computer is extremely patient and gives private, unthreatening feedback. Most programs also keep the score and have cute animations and sounds, which many students like.
There are some programs which do offer more useful feedback than right or wrong, or that can accept varying input. Such programs blur the role of the computer as teacher or tester and can be recommended to students who enjoy learning grammar or vocabulary in this way. If two or more students sit at the same computer, then they can generate a fair amount of authentic communication while discussing the answers together.
Computer as a tool. It is in this area that I think the computer has been an unequivocal success in language teaching. Spreadsheets, databases, presentation slide generators, concordancers and web page producers all have their place in the language classroom, particularly in one where the main curricular focus is task-based or project-work. But in my opinion, by far the most important role of the computer in the language classroom is its use as a writing tool. It has played a significant part in the introduction of the writing process, by allowing students easily to produce multiple drafts of the same piece of work.. Students with messy handwriting can now do a piece of work to be proud of, and those with poor spelling skills can, after sufficient training in using the spell check, produce a piece of writing largely free of spelling mistakes.
Computer as a data source. I'm sure I don't need to say much about the Internet as a provider of information. Anyone who has done a search on the World Wide Web will know that there is already more information out there than an individual could process in hundred lifetimes, and the amount is growing by the second. This huge source of information is an indispensable resource for much project work, but there are serious negative implications. I shudder to think of how much time has been wasted and will continue to be wasted by students who aimlessly wander the Web with no particular aim in mind and with little or no guidance. I generally do not turn my students free to search the web for information. Instead, I find a few useful sites beforehand and tell the students to start there; anyone who finishes the task in hand can then be let loose!
As an alternative to the Web, there are very many CD ROMs, e.g. encyclopaedias, that present information in a more compact, reliable and easily accessible form.
Computer as communication facilitator. The Internet is the principal medium by which students can communicate with others at a distance, (e.g. by e-mail or by participating in discussion forums). In fact at Frankfurt International School the single most popular use of computers by students in their free time is to write e-mails to their friends. Some teachers have set up joint projects with a school in another location and others encourage students to take part in discussion groups. There is no doubt that such activities are motivating for students and allow them to participate in many authentic language tasks. However, cautious teachers may wish to closely supervise their students' messages. Recent research has shown up the extremely primitive quality of much of the language used in electronic exchanges!
.............................
Computers in education have been disparaged as: Answers in search of a problem. And certainly many computer activities of dubious pedagogical value have been devised in the past simply to justify the existence of an expensive computer in the classroom. Nowadays, however, I think it is much more clearly understood that the computer can play a useful part in the language class only if the teacher first asks: What is it that I want my students to learn today, and what is the best way for them to learn it? In most cases, the answer will probably not involve the computer, but there will be occasions when the computer is the most suitable and, for the students, most enjoyable way to get the job done.
References
* The Internet and ELT Eastment, D. 1999 The British Council
This is a brief but useful overview of the issues concerning the use of the Internet in English language teaching.
* CALL Environments Egbert, J & Hanson-Smith, E (eds.) 1999 TESOL, Va.
Despite the unpromising title, this is a good and very comprehensive account of the use of computers in language teaching. It contains detailed discussions of the pedagogical value of the entire spectrum of computer-based language activities.
* Dave Sperling's Internet Guide Sperling, D. 1998 Prentice Hall, New Jersey
This is a comprehensive listing of Internet sites for English language learners and teachers. Sperling also runs a very good ESL website called Dave's ESL Café at http://www.eslcafe.com.
Retrieved on December 19, 2010 from http://esl.fis.edu/teachers/support/teach.htm
Kamis, 16 Desember 2010
Using CALL as Media in Teaching and Learning Language Posted on February 23, 2010 by vinaagustinasyah
Teaching foreign language especially English must have good method or technique to make the English material can be delivered and comprehended well by students.
A professional teacher must be able to find out what is the suitable teaching method for his students. Various kinds activities have to be conducted by a techer in order to create exciting and attractive English class.
Utilizing computer is one of the best choice in teaching and learning English. Since, computer has many programs to be implemented to assist teachers and students to learn English.
In many school in many countries, computer has been utilized to help students to understand the material they learn. For example, when a teacher wants to teach about color and if he teaches for pre – school students, using computer are very demanded. As it is known, children in early age cannot sit in proper for such hours, so it is important for teachers to utilize the computer in teaching and learning process. Since, The computer has various interactive and interesting programs which can make children feel excited and fun.
The unique property of the computer as a medium for education is its ability to interact with the student.Books and recordings can tell a student what rules are and what the right solutions are, but they can notanalyze the specific mistakes the student has made and react in a manner which leads him not only correctsolution (Nelson, et al, 1976).
In a certain condition, the computer can subtitute a teacher to provide material, assist a student how to comprehend the material, and give more information. Another good things of the computer are effective and effecient in delivering material.
In a particular case, the computer may act as a teacher or tutor, providing material, guiding a student how tolearn it, and giving more information and explanations. Another significant benefit obtained from the computer is that can be a very effective and effecient reference book. It can also be utilised to communicate visuallywith students (Hartoyo, 2006).
In addition to above statement, Kenny, et al, (1984) said
Acting as a tutor, however, is only on of the computer’s possible roles. The computer can be a partner for the learner to play educational games with, or, less glamorously, it can be a very efficient reference book.Or it can be used to generate example, to illustrate cwertain operations, or to stimulate conversation.
1. Learning by playing
In recent years, many software companies have developed a great new way to learn – computer games. These programs are amazing for learning many different languages, including English, since the games are a fun and interactive way to learn all factors of the language. With these new advances, reading language books and listening to boring cassette is no longer the only way to learn English.
The best thing to do when searching for one of these programs is to look for a complete software suite. Most of these games will start out with basic sounds and will use fun flash animated games to help you learn English. You can begin on the elementary level or start with a more advanced level if you already have some experience with English. Choose a system that includes vocabulary, grammar, writing, games, and projects, so that you’ll be able to cover every aspect of the learning process. Start with a simple vocabulary learning game, then advance to grammar lessons, and finally practice putting together the words you have learned.
One of the biggest advantages of computer-based English programs is that there are many different types of games, from traditional “Hang Man” to advanced memorization games. And although they may sound like fun, users are often amazed at how much they can learn just by seeing the words over and over. In fact, games that offer repetition in viewing words usually work better in developing a core set of English words to build on.
When it comes to games, you may not even realize that you’re learning! The games in many “learn English” software programs go to a very advanced level – including character and role playing games. Many people become so involved in the games that they no longer realize the point is to find words or build them – it becomes just like any other game. However, while you’re busy playing, your brain is storing away all the words, sounds, and grammar rules you’re seeing.
Games are also an excellent way for children to learn English. If you start them at a young age, many kids won’t even realize they’re playing educational games. There are games geared for any interest children may have – you may be able to find fun games that allow your children to “feed” words to colorful dinosaurs, or others where your children practice clothing terms by dressing their computer characters.
2. Advatages and disadvanteges of using Computer
2. 1. The Advantages
Together with significant technological improving, computer network technology is now expanding its influence on various aspects of life including government, business, economics, and undoubtedly, education as well. Under such a circumstance, there has been a great increase of interest in using computers and its applications not only in Information Technology classrooms but also in the field of language teaching and learning. The role of computers in language instruction has become an important matter involving language teachers around the world. In order to have a more perspective on this issue, let us discuss some of the advantages and disadvantages of using computer network technology in language teaching.
In terms of advantages, first of all, computer network technology tools such as the Internet, e-mail, chat rooms, and the Word Wide Web can be used to provide students with a strong motivation for learning the language. Since motivation is considered as playing a key role in the success of language learners (Gardner and Lambert, 1972), one of the language teachers’ responsibilities is to provide activities which the learners will find intrinsically motivating. Supporting the students to use the Internet in their learning process, meanwhile, is a motivational push to students who get bored with the traditional classroom teaching method in which they have information spoon-fed to them. The Internet can help language teachers povide motivation for the students as stated by Chun & Brandl, 1992, “the interactive and multimedia capabilities of the Internet make it a motivating learning tool”. E-mail and Internet chat rooms are interactive and allow students to communicate quickly and easily with their classmates, their teacher, and even with native speakers of the target language through “keypal projects” (Robb, 1996), or collaborative projects. Besides, with an abundance of interactive activities on the Internet and the World Wide Web, our students can now play games and learn the language at the same time. This kind of learning experience was impossible before the development of the computer network technology.
Next, computer network technology provides students with opportunities to have access to authentic materials and information about the target language culture, which may be missing from many course books. As an understanding of culture is vital in language learning and may help enhance understanding of the target language, current pedagogical theories stress the importance of integrating culture into the language classroom (Canale & Swain, 1981). In this circumstance, computer network technology offers great advantage as it allows easier access to the target language and culture. It has the potential to bring people and places to the classroom, thus adding realism, authentic sociocultural and sociolinguistic information and help students have a real sense of immersion. It also provides students with a multimedia mirror on the target culture in that “it can bring the sounds, words, and images of the foreign language, embedded in their culture, into the classroom” (Atkinson, 1992, cited in Hackett, 1996, p. 17), and thus, can help expose students to international communication and new cultures as well as break down stereotypes. Computer Mediated Communication (CMC), and particularly e-mail and tele-conferencing in the language classroom can “provide authentic communication, which helps develop students’ communicative, literacy, and critical thinking skills” (Kelm, 1992; Kern, 1995, in Singhal, 1998).
Besides, the emergence of computer network technology has also made a significant contribution to language teaching and learning. CALL (Computer Assisted Language Learning) software and programs have the potential to improve learner autonomy in that they provide students with the power to control the speed, rate, timing, and order of tasks in a language program, and allows students to work at their own level. Furthermore, Little (1996) states that information technology can play an important role in the development of learner autonomy as it facilitates the students’ learning and provides students with the opportunity to use what they have learned. CALL software programs have been designed for the purpose of language teaching while other tools such as the Internet, e-mail, etc. also promote student-centered language learning (Gonglewski, Meloni, & Brandt, 2003) and help students develop their communicative skills as well. What is more, CALL programs also provide learners with a variety of choice in terms of which aspects of the target language such as grammar, vocabulary, pronunciation, etc. they want to practise or what skills (listening, speaking, reading, writing) they want to develop, and which topics they are interested in. Thanks to this kind of new technology, learners can manage their own learning at their own speed and based on their own choice. This helps learners to take more responsibility for their own learning, which leads to greater autonomy and a more learner-centred language classroom.
Another advantage is that computer network technology also provides both teachers and students with easier access to information all over the world through the use of the Internet and the World Wide Web. The World Wide Web can be considered the library at one’s fingertip as stated by Mills (1995), “there are tremendous search capabilities of the Web which allow instant access to up-to-date information on just about any topic imaginable”. The Internet and the World Wide Web also provide supplemental language activities which can help students with additional practice in specific areas of language learning. These include reading tests and comprehension questions, grammar exercises, pronunciation exercises possible thanks to multimedia capabilities of the Internet, vocabulary tests, cloze tests, and so forth. Students can search the Web for such web sites, or teachers can recommend good ones for them. In addition, language teachers can also post lecture notes and handouts on the Web so that students can easily have access to them either at the university or at home if they have computers and internet connections. This allows students to keep up with materials on the Web while they are unable to attend classes. What is more, the World Wide Web allows teachers with web design skills to put up a website containing information and content of their choice for the purpose of language teaching. For example, teachers can design web sites with texts for the students to read through and with tasks they are encouraged to perform so as to enhance their language skills if they have the appropriate training or inclination.
In the field of language teaching, the computer network technology also offers language teacher a significant advantage in that it gives teachers a better chance for professional development. Beside the tremendous search capability, the computer network technology helps language teachers develop their knowledge and keep up with trends in language teaching. Teachers can read online newsletters, journals, papers and publications related to the field of language teaching, join discussion groups, mailing lists, audio and video conferencing so that they can share ideas, discuss concerns and exchange resources with other colleagues all over the world. So as to keep up with new trends of professions, language teachers can also join professional organizations, read the publications, and attend their conferences. Therefore, the computer network technology in general, and the Internet and the World Wide Web in particular, is a very useful tool for language teachers to improve their language teaching skills.
Up to this point, the above discussion has described some of the potential benefits and advantages brought about by the computer network technology and how it can be used in language teaching and learning.
2.2. The Disadvantages
However, such discussion will not be enough if we do not tell the disadvantages and problems related to the use of the computer network technology in the language classroom as the use of the computer network for education is not without problems. The following are some of the possible problems language teachers and students may encounter when trying to use computer network technology and its tools for the purpose of language teaching and learning.
First of all, given the nature of the Web, the reality that anyone with access to it can upload information on it, it is inevitable that there is room for incorrect information which we may somehow and sometimes come across. This means that users should always question the reliability of the available information on the Web. If students do not realize this problem, they may learn wrong facts or data. Besides, as the Internet provides access to all types of issues and topics, there are also inappropriate sites that students may visit accidentally or deliberately, particularly the pornographic sites. This is very dangerous as it may result in various problems especially among kids and adolescents. It is therefore the teacher’s responsibility to teach students to be critical in their judgment of the material available on the Web so as to make it a useful tool for their research and study.
Another thing is the problem of information overload. Finding the information we want is not an easy task at all. Searching for material online can sometimes be quite time-consuming and frustrating. As previously stated, the World Wide Web is one great big, wonderful library. However, once we enter it, we can easily get lost and do not know which way to go. This is due to the fact that there is no cataloguing system for the Web. Search engines can be of great help, but if we search for a common word or term, we can end up with more references than we can manage. Consequently, teachers should provide students with addresses of good and useful web sites so that they can know what to look for and save their time.
Another issue to consider is that teacher’s knowledge of information technology is also crucial in determining the success of implementing computer network technology in language teaching. A certain level of technical expertise is required from teachers in order to use this technology in teaching. However, language teachers, especially those in my country including myself, usually feel an anxiety for the computer due to little experience with computers and insufficient computer skills. As a result, we usually do not feel confident enough to use the Internet and the web-based teaching and learning programs in our teaching. This is worth taken into consideration and also requires school administrators to support and set budget for training in this area so as to successfully apply computer network technology into the field of language teaching and learning.
Also, we should take into account the problem of face-to-face interaction. Teaching and learning, especially language teaching and learning, involves a lot of human interactions. Although the computer network technology and the Internet can provide students with interactive activities as stated above, it is very difficult for learners to learn a language successfully by interacting with machines like computers only. Human interactions not only rely on speech, but also on other factors such as facial expressions, gestures, eye contacts, body language, context and situation, etc. The inanimate computers certainly cannot provide students with this kind of human interaction whereas a teacher can do so with ease. If the teacher stands in front of a class, he or she can easily recognize students who do not understand certain parts of the lecture or the lesson by their facial expressions and thus, can go back and re-explain those points to the student whereas a computer cannot do so.
In addition, technology is not always as reliable as it should be. As we all know, technical considerations for Internet based instruction include computer types, network connections, data transfer rates, etc. The nature of the network systems and computers themselves can sometimes be a disadvantage. Accessing the Web is sometimes very slow as in the case of my own teaching context in Vietnam. Sound, video, or animations may take an eternity to download. There may be a time when even though the teacher has an optimal server and connection, he/ she may still be limited in the sort of graphics and files that can be presented due to the learner’s setup and access. As the students may have slow connection to the Internet, the teacher has to limit the designs to keep it useable by the lowest common access method. What is more, in some countries or some remote areas, computer network technology is a luxury that is not easily affordable. Costs related to training, as well as on-line costs of using a provider are issues that can affect the implementing such a technology in schools, especially when there is little funding (Singhal, 1997).
Last but not least, we should also consider the fact that computer network faults, especially when attacked by viruses such as the recent virus Sasser, can cause loss of data, and even leads to loss of resources. This will be a problem to teachers and students if our teaching depends too much upon the network.
Those are some of the disadvantages that I think should be taken into account if computer network technology is to be successfully implemented into the language classrooms.
Despite its own limitations and disadvantages, it should be realized that the educational potential of the computer network technology is immense with the benefits as previously mentioned. However, it is the responsibility of language teachers to fully understand its assets as well as liabilities so as to make the most of the computer technology and its tools in enhancing the language teaching and learning process.
Filed under: ICT Assignment, Mid test
Retrieved on December 16, 2010 from http://vinaagustinasyah.wordpress.com/2010/02/23/using-call-as-media-in-teaching-and-learning-language/
A professional teacher must be able to find out what is the suitable teaching method for his students. Various kinds activities have to be conducted by a techer in order to create exciting and attractive English class.
Utilizing computer is one of the best choice in teaching and learning English. Since, computer has many programs to be implemented to assist teachers and students to learn English.
In many school in many countries, computer has been utilized to help students to understand the material they learn. For example, when a teacher wants to teach about color and if he teaches for pre – school students, using computer are very demanded. As it is known, children in early age cannot sit in proper for such hours, so it is important for teachers to utilize the computer in teaching and learning process. Since, The computer has various interactive and interesting programs which can make children feel excited and fun.
The unique property of the computer as a medium for education is its ability to interact with the student.Books and recordings can tell a student what rules are and what the right solutions are, but they can notanalyze the specific mistakes the student has made and react in a manner which leads him not only correctsolution (Nelson, et al, 1976).
In a certain condition, the computer can subtitute a teacher to provide material, assist a student how to comprehend the material, and give more information. Another good things of the computer are effective and effecient in delivering material.
In a particular case, the computer may act as a teacher or tutor, providing material, guiding a student how tolearn it, and giving more information and explanations. Another significant benefit obtained from the computer is that can be a very effective and effecient reference book. It can also be utilised to communicate visuallywith students (Hartoyo, 2006).
In addition to above statement, Kenny, et al, (1984) said
Acting as a tutor, however, is only on of the computer’s possible roles. The computer can be a partner for the learner to play educational games with, or, less glamorously, it can be a very efficient reference book.Or it can be used to generate example, to illustrate cwertain operations, or to stimulate conversation.
1. Learning by playing
In recent years, many software companies have developed a great new way to learn – computer games. These programs are amazing for learning many different languages, including English, since the games are a fun and interactive way to learn all factors of the language. With these new advances, reading language books and listening to boring cassette is no longer the only way to learn English.
The best thing to do when searching for one of these programs is to look for a complete software suite. Most of these games will start out with basic sounds and will use fun flash animated games to help you learn English. You can begin on the elementary level or start with a more advanced level if you already have some experience with English. Choose a system that includes vocabulary, grammar, writing, games, and projects, so that you’ll be able to cover every aspect of the learning process. Start with a simple vocabulary learning game, then advance to grammar lessons, and finally practice putting together the words you have learned.
One of the biggest advantages of computer-based English programs is that there are many different types of games, from traditional “Hang Man” to advanced memorization games. And although they may sound like fun, users are often amazed at how much they can learn just by seeing the words over and over. In fact, games that offer repetition in viewing words usually work better in developing a core set of English words to build on.
When it comes to games, you may not even realize that you’re learning! The games in many “learn English” software programs go to a very advanced level – including character and role playing games. Many people become so involved in the games that they no longer realize the point is to find words or build them – it becomes just like any other game. However, while you’re busy playing, your brain is storing away all the words, sounds, and grammar rules you’re seeing.
Games are also an excellent way for children to learn English. If you start them at a young age, many kids won’t even realize they’re playing educational games. There are games geared for any interest children may have – you may be able to find fun games that allow your children to “feed” words to colorful dinosaurs, or others where your children practice clothing terms by dressing their computer characters.
2. Advatages and disadvanteges of using Computer
2. 1. The Advantages
Together with significant technological improving, computer network technology is now expanding its influence on various aspects of life including government, business, economics, and undoubtedly, education as well. Under such a circumstance, there has been a great increase of interest in using computers and its applications not only in Information Technology classrooms but also in the field of language teaching and learning. The role of computers in language instruction has become an important matter involving language teachers around the world. In order to have a more perspective on this issue, let us discuss some of the advantages and disadvantages of using computer network technology in language teaching.
In terms of advantages, first of all, computer network technology tools such as the Internet, e-mail, chat rooms, and the Word Wide Web can be used to provide students with a strong motivation for learning the language. Since motivation is considered as playing a key role in the success of language learners (Gardner and Lambert, 1972), one of the language teachers’ responsibilities is to provide activities which the learners will find intrinsically motivating. Supporting the students to use the Internet in their learning process, meanwhile, is a motivational push to students who get bored with the traditional classroom teaching method in which they have information spoon-fed to them. The Internet can help language teachers povide motivation for the students as stated by Chun & Brandl, 1992, “the interactive and multimedia capabilities of the Internet make it a motivating learning tool”. E-mail and Internet chat rooms are interactive and allow students to communicate quickly and easily with their classmates, their teacher, and even with native speakers of the target language through “keypal projects” (Robb, 1996), or collaborative projects. Besides, with an abundance of interactive activities on the Internet and the World Wide Web, our students can now play games and learn the language at the same time. This kind of learning experience was impossible before the development of the computer network technology.
Next, computer network technology provides students with opportunities to have access to authentic materials and information about the target language culture, which may be missing from many course books. As an understanding of culture is vital in language learning and may help enhance understanding of the target language, current pedagogical theories stress the importance of integrating culture into the language classroom (Canale & Swain, 1981). In this circumstance, computer network technology offers great advantage as it allows easier access to the target language and culture. It has the potential to bring people and places to the classroom, thus adding realism, authentic sociocultural and sociolinguistic information and help students have a real sense of immersion. It also provides students with a multimedia mirror on the target culture in that “it can bring the sounds, words, and images of the foreign language, embedded in their culture, into the classroom” (Atkinson, 1992, cited in Hackett, 1996, p. 17), and thus, can help expose students to international communication and new cultures as well as break down stereotypes. Computer Mediated Communication (CMC), and particularly e-mail and tele-conferencing in the language classroom can “provide authentic communication, which helps develop students’ communicative, literacy, and critical thinking skills” (Kelm, 1992; Kern, 1995, in Singhal, 1998).
Besides, the emergence of computer network technology has also made a significant contribution to language teaching and learning. CALL (Computer Assisted Language Learning) software and programs have the potential to improve learner autonomy in that they provide students with the power to control the speed, rate, timing, and order of tasks in a language program, and allows students to work at their own level. Furthermore, Little (1996) states that information technology can play an important role in the development of learner autonomy as it facilitates the students’ learning and provides students with the opportunity to use what they have learned. CALL software programs have been designed for the purpose of language teaching while other tools such as the Internet, e-mail, etc. also promote student-centered language learning (Gonglewski, Meloni, & Brandt, 2003) and help students develop their communicative skills as well. What is more, CALL programs also provide learners with a variety of choice in terms of which aspects of the target language such as grammar, vocabulary, pronunciation, etc. they want to practise or what skills (listening, speaking, reading, writing) they want to develop, and which topics they are interested in. Thanks to this kind of new technology, learners can manage their own learning at their own speed and based on their own choice. This helps learners to take more responsibility for their own learning, which leads to greater autonomy and a more learner-centred language classroom.
Another advantage is that computer network technology also provides both teachers and students with easier access to information all over the world through the use of the Internet and the World Wide Web. The World Wide Web can be considered the library at one’s fingertip as stated by Mills (1995), “there are tremendous search capabilities of the Web which allow instant access to up-to-date information on just about any topic imaginable”. The Internet and the World Wide Web also provide supplemental language activities which can help students with additional practice in specific areas of language learning. These include reading tests and comprehension questions, grammar exercises, pronunciation exercises possible thanks to multimedia capabilities of the Internet, vocabulary tests, cloze tests, and so forth. Students can search the Web for such web sites, or teachers can recommend good ones for them. In addition, language teachers can also post lecture notes and handouts on the Web so that students can easily have access to them either at the university or at home if they have computers and internet connections. This allows students to keep up with materials on the Web while they are unable to attend classes. What is more, the World Wide Web allows teachers with web design skills to put up a website containing information and content of their choice for the purpose of language teaching. For example, teachers can design web sites with texts for the students to read through and with tasks they are encouraged to perform so as to enhance their language skills if they have the appropriate training or inclination.
In the field of language teaching, the computer network technology also offers language teacher a significant advantage in that it gives teachers a better chance for professional development. Beside the tremendous search capability, the computer network technology helps language teachers develop their knowledge and keep up with trends in language teaching. Teachers can read online newsletters, journals, papers and publications related to the field of language teaching, join discussion groups, mailing lists, audio and video conferencing so that they can share ideas, discuss concerns and exchange resources with other colleagues all over the world. So as to keep up with new trends of professions, language teachers can also join professional organizations, read the publications, and attend their conferences. Therefore, the computer network technology in general, and the Internet and the World Wide Web in particular, is a very useful tool for language teachers to improve their language teaching skills.
Up to this point, the above discussion has described some of the potential benefits and advantages brought about by the computer network technology and how it can be used in language teaching and learning.
2.2. The Disadvantages
However, such discussion will not be enough if we do not tell the disadvantages and problems related to the use of the computer network technology in the language classroom as the use of the computer network for education is not without problems. The following are some of the possible problems language teachers and students may encounter when trying to use computer network technology and its tools for the purpose of language teaching and learning.
First of all, given the nature of the Web, the reality that anyone with access to it can upload information on it, it is inevitable that there is room for incorrect information which we may somehow and sometimes come across. This means that users should always question the reliability of the available information on the Web. If students do not realize this problem, they may learn wrong facts or data. Besides, as the Internet provides access to all types of issues and topics, there are also inappropriate sites that students may visit accidentally or deliberately, particularly the pornographic sites. This is very dangerous as it may result in various problems especially among kids and adolescents. It is therefore the teacher’s responsibility to teach students to be critical in their judgment of the material available on the Web so as to make it a useful tool for their research and study.
Another thing is the problem of information overload. Finding the information we want is not an easy task at all. Searching for material online can sometimes be quite time-consuming and frustrating. As previously stated, the World Wide Web is one great big, wonderful library. However, once we enter it, we can easily get lost and do not know which way to go. This is due to the fact that there is no cataloguing system for the Web. Search engines can be of great help, but if we search for a common word or term, we can end up with more references than we can manage. Consequently, teachers should provide students with addresses of good and useful web sites so that they can know what to look for and save their time.
Another issue to consider is that teacher’s knowledge of information technology is also crucial in determining the success of implementing computer network technology in language teaching. A certain level of technical expertise is required from teachers in order to use this technology in teaching. However, language teachers, especially those in my country including myself, usually feel an anxiety for the computer due to little experience with computers and insufficient computer skills. As a result, we usually do not feel confident enough to use the Internet and the web-based teaching and learning programs in our teaching. This is worth taken into consideration and also requires school administrators to support and set budget for training in this area so as to successfully apply computer network technology into the field of language teaching and learning.
Also, we should take into account the problem of face-to-face interaction. Teaching and learning, especially language teaching and learning, involves a lot of human interactions. Although the computer network technology and the Internet can provide students with interactive activities as stated above, it is very difficult for learners to learn a language successfully by interacting with machines like computers only. Human interactions not only rely on speech, but also on other factors such as facial expressions, gestures, eye contacts, body language, context and situation, etc. The inanimate computers certainly cannot provide students with this kind of human interaction whereas a teacher can do so with ease. If the teacher stands in front of a class, he or she can easily recognize students who do not understand certain parts of the lecture or the lesson by their facial expressions and thus, can go back and re-explain those points to the student whereas a computer cannot do so.
In addition, technology is not always as reliable as it should be. As we all know, technical considerations for Internet based instruction include computer types, network connections, data transfer rates, etc. The nature of the network systems and computers themselves can sometimes be a disadvantage. Accessing the Web is sometimes very slow as in the case of my own teaching context in Vietnam. Sound, video, or animations may take an eternity to download. There may be a time when even though the teacher has an optimal server and connection, he/ she may still be limited in the sort of graphics and files that can be presented due to the learner’s setup and access. As the students may have slow connection to the Internet, the teacher has to limit the designs to keep it useable by the lowest common access method. What is more, in some countries or some remote areas, computer network technology is a luxury that is not easily affordable. Costs related to training, as well as on-line costs of using a provider are issues that can affect the implementing such a technology in schools, especially when there is little funding (Singhal, 1997).
Last but not least, we should also consider the fact that computer network faults, especially when attacked by viruses such as the recent virus Sasser, can cause loss of data, and even leads to loss of resources. This will be a problem to teachers and students if our teaching depends too much upon the network.
Those are some of the disadvantages that I think should be taken into account if computer network technology is to be successfully implemented into the language classrooms.
Despite its own limitations and disadvantages, it should be realized that the educational potential of the computer network technology is immense with the benefits as previously mentioned. However, it is the responsibility of language teachers to fully understand its assets as well as liabilities so as to make the most of the computer technology and its tools in enhancing the language teaching and learning process.
Filed under: ICT Assignment, Mid test
Retrieved on December 16, 2010 from http://vinaagustinasyah.wordpress.com/2010/02/23/using-call-as-media-in-teaching-and-learning-language/
CALL Use in the ESL/EFL Classroom By Kenneth Beare, About.com Guide
There has been much debate over the use of computer assisted language learning (CALL) in the ESL/EFL classroom over the past decade. As you are reading this feature via the Internet (and I am writing this using a computer), I will assume that you feel that CALL is useful to your teaching and/or learning experience.
There are many uses of the computer in the classroom. In today's feature I would like to provide some examples of how I like to use CALL in my teaching. I find that CALL can be successfully employed not only for grammar practice and correction, but also for communicative activities. As most of you are familiar with the programs that offer help with grammar, I would like to focus on the use of CALL for communicative activities.
Successful communication learning is dependent on the student's desire to participate. I'm sure most teachers are familiar with students who complain about poor speaking and communication skills, who however, when asked to communicate, are often reluctant to do so. In my opinion, this lack of participation is often caused by the artificial nature of the classroom. When asked to communicate about various situations, students should also be involved in the actual situation. Decision making, asking for advice, agreeing and disagreeing, and compromising with fellow students are all tasks that cry out for "authentic" settings. It is in these settings that I feel CALL can be used to great advantage. By using the computer as a tool to create student projects, research information and provide context, teachers can employ the computer to help students become more involved in the task at hand, thereby facilitating the necessity of effective communication within a group setting.
Exercise 1 Focus on Passive Voice
Generally, students coming from around the world are more than happy to speak about their native country. Obviously, when speaking about a country (city, state etc.) the passive voice is required. I have found the following activity using the computer to be of great assistance in helping students focus on the correct use of the passive voice for communication and reading and writing skills.
* Inductively review the passive structures in class (or introduce the passive structures)
* Provide a text example, focusing on a specific location, that includes many passive voice structures
* Have students read through the text
* As a follow up, have students separate passive voice and active voice examples
* Using a program such as Microsoft Encarta or any other multimedia encyclopaedia, (or the Internet) have students working in small groups find information about their own nation (or any city, state etc.)
* Based on the information they have found, students then write a short report together at the computer (using a spell check, communicating about formatting etc.)
* Students then report back to the class presenting their report created at the computer
This exercise is a perfect example of involving students in an "authentic" activity that focuses on communication skills while at the same time including a grammar focus, and uses the computer as a tool. Students have fun together, communicate in English and are proud of the results they achieve - all ingredients for successful inductive learning of the passive voice in a communicative manner.
Exercise 2 Strategy Games
For younger learners of English, strategy games can be one of the most effective ways to get students to communicate, agree and disagree, ask for opinions and generally use their English in an authentic setting. Students are asked to focus on the successful completion of a task such as solving riddles (Myst, Riven) and developing strategies (SIM City).
* Choose a strategy game such as a SIM or mystery
* Have students divide into teams
* Create a specific task in the game itself, such as the completion of a certain level, the creation of a certain type of environment, the solving of a specific riddle. This is important for providing a framework and specific language needs/goals for a common ground in the classroom.
* Have students complete the task.
* Have students come together in the classroom and compare strategies.
Once again, students who find it difficult to participate in a classroom setting (Describe your favourite holiday? Where did you go? What did you do? etc.) generally become involved. The focus is not on their completing a task which can be judged as correct or incorrect, but rather on the enjoyable atmosphere of team work which a computer strategy game provides.
These are just a two examples of the various ways in which a computer can be used as a tool with which students are encouraged to participate in satisfying communicative experiences. Below are further links providing information on the use of the computer in the classroom
Q & A Using Software in the Adult ESL Classroom
Written by Susan Gaer Santa Ana College, School of Continuing Education, this article "addresses basic CALL questions". Provided by the ERIC Digest at the National Clearinghouse for ESL Literacy Education (NCLE).
C.A.L.L. Links
Links to CALL journals and information on line from your About.com Guide.
FAQ about CALL
An introductory discussion concerning some of the most commonly asked questions and opinions about Computer Assisted Language Learning by your About.com Guide.
Teaching Resources
* Teaching English as a Second Language Teaching Theories and Techniques
* Teaching English - ESL Teaching Theory, Resources, Employment and Techniques
* Top English Teaching Materials - Teacher Resource Books for K - 12 ESL Learners
Alternate Teaching Methods
* Multiple Intelligences in the ESL Classroom
* Whole brain learning, suggestopedia and NLP - Overview of various brain funct...
* Using Music in the ESL Classroom
Related Articles
* Computer Use in the ESL Classroom
* How To Use a Computer in Class
* Learning Disabilities - Teaching Strategies for Learning Disabled Students
* Use a Computer in Class
* Gifted Children and Computers - Helping Gifted Children Work Smart
Kenneth Beare
Guide since 1997
Kenneth Beare
ESL Guide
Retrieved on December 16, 2010 from http://esl.about.com/od/esleflteachingtechnique/a/t_usecall.htm
There are many uses of the computer in the classroom. In today's feature I would like to provide some examples of how I like to use CALL in my teaching. I find that CALL can be successfully employed not only for grammar practice and correction, but also for communicative activities. As most of you are familiar with the programs that offer help with grammar, I would like to focus on the use of CALL for communicative activities.
Successful communication learning is dependent on the student's desire to participate. I'm sure most teachers are familiar with students who complain about poor speaking and communication skills, who however, when asked to communicate, are often reluctant to do so. In my opinion, this lack of participation is often caused by the artificial nature of the classroom. When asked to communicate about various situations, students should also be involved in the actual situation. Decision making, asking for advice, agreeing and disagreeing, and compromising with fellow students are all tasks that cry out for "authentic" settings. It is in these settings that I feel CALL can be used to great advantage. By using the computer as a tool to create student projects, research information and provide context, teachers can employ the computer to help students become more involved in the task at hand, thereby facilitating the necessity of effective communication within a group setting.
Exercise 1 Focus on Passive Voice
Generally, students coming from around the world are more than happy to speak about their native country. Obviously, when speaking about a country (city, state etc.) the passive voice is required. I have found the following activity using the computer to be of great assistance in helping students focus on the correct use of the passive voice for communication and reading and writing skills.
* Inductively review the passive structures in class (or introduce the passive structures)
* Provide a text example, focusing on a specific location, that includes many passive voice structures
* Have students read through the text
* As a follow up, have students separate passive voice and active voice examples
* Using a program such as Microsoft Encarta or any other multimedia encyclopaedia, (or the Internet) have students working in small groups find information about their own nation (or any city, state etc.)
* Based on the information they have found, students then write a short report together at the computer (using a spell check, communicating about formatting etc.)
* Students then report back to the class presenting their report created at the computer
This exercise is a perfect example of involving students in an "authentic" activity that focuses on communication skills while at the same time including a grammar focus, and uses the computer as a tool. Students have fun together, communicate in English and are proud of the results they achieve - all ingredients for successful inductive learning of the passive voice in a communicative manner.
Exercise 2 Strategy Games
For younger learners of English, strategy games can be one of the most effective ways to get students to communicate, agree and disagree, ask for opinions and generally use their English in an authentic setting. Students are asked to focus on the successful completion of a task such as solving riddles (Myst, Riven) and developing strategies (SIM City).
* Choose a strategy game such as a SIM or mystery
* Have students divide into teams
* Create a specific task in the game itself, such as the completion of a certain level, the creation of a certain type of environment, the solving of a specific riddle. This is important for providing a framework and specific language needs/goals for a common ground in the classroom.
* Have students complete the task.
* Have students come together in the classroom and compare strategies.
Once again, students who find it difficult to participate in a classroom setting (Describe your favourite holiday? Where did you go? What did you do? etc.) generally become involved. The focus is not on their completing a task which can be judged as correct or incorrect, but rather on the enjoyable atmosphere of team work which a computer strategy game provides.
These are just a two examples of the various ways in which a computer can be used as a tool with which students are encouraged to participate in satisfying communicative experiences. Below are further links providing information on the use of the computer in the classroom
Q & A Using Software in the Adult ESL Classroom
Written by Susan Gaer Santa Ana College, School of Continuing Education, this article "addresses basic CALL questions". Provided by the ERIC Digest at the National Clearinghouse for ESL Literacy Education (NCLE).
C.A.L.L. Links
Links to CALL journals and information on line from your About.com Guide.
FAQ about CALL
An introductory discussion concerning some of the most commonly asked questions and opinions about Computer Assisted Language Learning by your About.com Guide.
Teaching Resources
* Teaching English as a Second Language Teaching Theories and Techniques
* Teaching English - ESL Teaching Theory, Resources, Employment and Techniques
* Top English Teaching Materials - Teacher Resource Books for K - 12 ESL Learners
Alternate Teaching Methods
* Multiple Intelligences in the ESL Classroom
* Whole brain learning, suggestopedia and NLP - Overview of various brain funct...
* Using Music in the ESL Classroom
Related Articles
* Computer Use in the ESL Classroom
* How To Use a Computer in Class
* Learning Disabilities - Teaching Strategies for Learning Disabled Students
* Use a Computer in Class
* Gifted Children and Computers - Helping Gifted Children Work Smart
Kenneth Beare
Guide since 1997
Kenneth Beare
ESL Guide
Retrieved on December 16, 2010 from http://esl.about.com/od/esleflteachingtechnique/a/t_usecall.htm
Kamis, 19 Agustus 2010
The Inheritance of Loss: Novel
The Inheritance of Loss
By: Kiran Desai
Kiran Desai’s The Inheritance of Loss springs at you with the many-splendored colours of life in the North-Eastern part of India, Kalimpong to be exact. It is tragic, comic and a dark reminder of how insurgency, extremism is threatening to wreck this once-peaceful region of India. In fact, the threat of violence looms large throughout the novel, in the very words of characters that seem to have something lacking in them, just the feeling that their lives aren’t fulfilled.
Picturesque, but crumbling Chuo Oyu is the abode where young Sai is sent to after her parents’ death to live with her grandfather, the retired judge Bomanbhai Patel, who is living out the last phase of a life of a taciturn man who during his training in Civil Service in England didn’t speak to anyone for years and has painful memories of how he mistreated his wife to death, which he is trying to atone. He had sent his wife back home where his daughter was born. This daughter, a scientist, who never met her father lived all her life in hostels married Sai’s father, an orphan, who was also a scientist. The couple then go to work in Russia where Sai was born and both her parents die leaving her grandfather as the only caretaker and relation Sai has in the world.
Sai is being tutored by Gyan, in Chuo Oyu, who being a Ghurkha is sympathetic to the Ghurkha national Liberation Front (GNLF) which is violently demanding a separate homeland in this North-Eastern region. Gyan reports to his friends that the judge has two rifles in his house and one night they come and rob the house and humiliates him and his cook. The judge and the cook have a common bond that runs back to the days when the former was a district collector in a remote area where he went hunting for patridges and would write fake entries in his diary about the number of patridges he killed, whereas the truth was that he was a poor shot and killed none.
The situation in Kalimpong is shown to be getting worse as the militancy gains ground and the sisters Noni and Lola are coerced into harbouring terrorists in their house and they even come and poach on their property, building hutments over it. There are demonstrations where Khukri knives are brandished as the GNLF men demand a separate homeland. The irony of how they masquerade for what is according to them “a noble” cause, using insurgency and murder of innocents is brought out very well by the author.
Perhaps the most potent message that the novel conveys is of how a band of youth recruited by goons can threaten peace in a sleepy and peaceful haven and is only waking up to the new realities of life. These youth are inspired by re-runs of karate movies of Jackie Chan and the violent movies of Rambo. It’s a sad reflection of modern life. The novel’s principal comment, made lucidly clear, according to this writer, is how media can corrupt the youth and sow in them the ideals of violence and mayhem, manipulated by a few misguided individuals.
The cook’s son Biju is away in the US as an illegal immigrant, working in hotels run by shady Indian characters, being paid low, working all days of the month to chase his dream. But he finds that he hasn’t made any friends, and his relations are away in India. The idea of migration is well portrayed in these sections. Biju’s and Sai’s life become the leit motif of the novel with Sai being shielded from the childhood she hasn’t had neither in the convent nor in Chuo Oyu where she is a virtual prisoner and pines away for the love of the elusive Gyan, immersed in his poverty and ideals. There is a poignant section in the book when she goes in search of her absent lover and sees the depravity in which he lives.
Biju’s life is even more of that of a prisoner of his own conscience. Though he lives in New York he hasn’t the time to see the country, lives in poverty where he has to sleep in shifts, or on the floor of the hotel he works, and even has to serve beef which he detests. His friend the philandering Saeed Saeed is a colourful character from Zanzibar who is tormented by friends referred to him from his home country, as is Biju by his father the cook from India, who recommends to him stray wastrels who want to immigrate to the US from India. These “tribes” come to US for the first time and are desperate to make a living and like Biju is willing to undergo any torment to make ends meet. The novel truly depicts their sad lives.
The good father Booty who lives with Uncle Potty is found to be an illegal alien, though he has lived all his life in Kalimpong, trying to make it into the dairy capital of India. But he is thwarted by the ever present Amul brand of the original dairy capital of India – Anand. Father Booty is sent back to Switzerland for overstaying, and Kalimpong descends into mayhem with no food available, not even bread, and is overrun by terrorists and the military.
Much speculation has gone on in the media about the portrayal of Kalimpong, of how the denizen of the town hasn’t taken kindly to its portrayal by the author. But this writer feels that the novel has a valid point to make, of how an author can use artistic licence to make his/her point though it may be somewhat in the extreme. The author is primarily writing a work of fiction and not a factual account. It is a story of imaginary characters, though the settings may be real and the world he/she creates is unreal, and hints at his/her view of the truth.
She encapsulates the essence of Indian thought and thinking in this oeuvre of vivid colours of the literary spectrum. For example when the judge loses his dog and goes around asking if anyone has seen it, and the men whisper behind his back, “Sala, he is bothered about a dog, when people are dying here.” How typical.
A definite must read, even if only for Kiran Desai’s devastating wit, charming style, and the way she keeps the pace going. Desai is an author of the new breed who use multiple question marks “???” and multiple exclamation marks, “!!!” throughout the text. I think it jars and should have been avoided. The need is for subtlety and not overt exaggeration. What I also found jarring was the intimate description of the characters including some of the disconcertingly intimate habits of the judge and that of Gyan. Was the author following a stereotype here? Don’t now. However, given the Booker Award and all the salient points the novel makes, a not to be missed novel by a true artisan of the word.
By: Kiran Desai
Kiran Desai’s The Inheritance of Loss springs at you with the many-splendored colours of life in the North-Eastern part of India, Kalimpong to be exact. It is tragic, comic and a dark reminder of how insurgency, extremism is threatening to wreck this once-peaceful region of India. In fact, the threat of violence looms large throughout the novel, in the very words of characters that seem to have something lacking in them, just the feeling that their lives aren’t fulfilled.
Picturesque, but crumbling Chuo Oyu is the abode where young Sai is sent to after her parents’ death to live with her grandfather, the retired judge Bomanbhai Patel, who is living out the last phase of a life of a taciturn man who during his training in Civil Service in England didn’t speak to anyone for years and has painful memories of how he mistreated his wife to death, which he is trying to atone. He had sent his wife back home where his daughter was born. This daughter, a scientist, who never met her father lived all her life in hostels married Sai’s father, an orphan, who was also a scientist. The couple then go to work in Russia where Sai was born and both her parents die leaving her grandfather as the only caretaker and relation Sai has in the world.
Sai is being tutored by Gyan, in Chuo Oyu, who being a Ghurkha is sympathetic to the Ghurkha national Liberation Front (GNLF) which is violently demanding a separate homeland in this North-Eastern region. Gyan reports to his friends that the judge has two rifles in his house and one night they come and rob the house and humiliates him and his cook. The judge and the cook have a common bond that runs back to the days when the former was a district collector in a remote area where he went hunting for patridges and would write fake entries in his diary about the number of patridges he killed, whereas the truth was that he was a poor shot and killed none.
The situation in Kalimpong is shown to be getting worse as the militancy gains ground and the sisters Noni and Lola are coerced into harbouring terrorists in their house and they even come and poach on their property, building hutments over it. There are demonstrations where Khukri knives are brandished as the GNLF men demand a separate homeland. The irony of how they masquerade for what is according to them “a noble” cause, using insurgency and murder of innocents is brought out very well by the author.
Perhaps the most potent message that the novel conveys is of how a band of youth recruited by goons can threaten peace in a sleepy and peaceful haven and is only waking up to the new realities of life. These youth are inspired by re-runs of karate movies of Jackie Chan and the violent movies of Rambo. It’s a sad reflection of modern life. The novel’s principal comment, made lucidly clear, according to this writer, is how media can corrupt the youth and sow in them the ideals of violence and mayhem, manipulated by a few misguided individuals.
The cook’s son Biju is away in the US as an illegal immigrant, working in hotels run by shady Indian characters, being paid low, working all days of the month to chase his dream. But he finds that he hasn’t made any friends, and his relations are away in India. The idea of migration is well portrayed in these sections. Biju’s and Sai’s life become the leit motif of the novel with Sai being shielded from the childhood she hasn’t had neither in the convent nor in Chuo Oyu where she is a virtual prisoner and pines away for the love of the elusive Gyan, immersed in his poverty and ideals. There is a poignant section in the book when she goes in search of her absent lover and sees the depravity in which he lives.
Biju’s life is even more of that of a prisoner of his own conscience. Though he lives in New York he hasn’t the time to see the country, lives in poverty where he has to sleep in shifts, or on the floor of the hotel he works, and even has to serve beef which he detests. His friend the philandering Saeed Saeed is a colourful character from Zanzibar who is tormented by friends referred to him from his home country, as is Biju by his father the cook from India, who recommends to him stray wastrels who want to immigrate to the US from India. These “tribes” come to US for the first time and are desperate to make a living and like Biju is willing to undergo any torment to make ends meet. The novel truly depicts their sad lives.
The good father Booty who lives with Uncle Potty is found to be an illegal alien, though he has lived all his life in Kalimpong, trying to make it into the dairy capital of India. But he is thwarted by the ever present Amul brand of the original dairy capital of India – Anand. Father Booty is sent back to Switzerland for overstaying, and Kalimpong descends into mayhem with no food available, not even bread, and is overrun by terrorists and the military.
Much speculation has gone on in the media about the portrayal of Kalimpong, of how the denizen of the town hasn’t taken kindly to its portrayal by the author. But this writer feels that the novel has a valid point to make, of how an author can use artistic licence to make his/her point though it may be somewhat in the extreme. The author is primarily writing a work of fiction and not a factual account. It is a story of imaginary characters, though the settings may be real and the world he/she creates is unreal, and hints at his/her view of the truth.
She encapsulates the essence of Indian thought and thinking in this oeuvre of vivid colours of the literary spectrum. For example when the judge loses his dog and goes around asking if anyone has seen it, and the men whisper behind his back, “Sala, he is bothered about a dog, when people are dying here.” How typical.
A definite must read, even if only for Kiran Desai’s devastating wit, charming style, and the way she keeps the pace going. Desai is an author of the new breed who use multiple question marks “???” and multiple exclamation marks, “!!!” throughout the text. I think it jars and should have been avoided. The need is for subtlety and not overt exaggeration. What I also found jarring was the intimate description of the characters including some of the disconcertingly intimate habits of the judge and that of Gyan. Was the author following a stereotype here? Don’t now. However, given the Booker Award and all the salient points the novel makes, a not to be missed novel by a true artisan of the word.
I can’t...
Ketika ku mulai bisa menerima keadaan bahwa aku harus hadapi semuanya sendiri,
Bayanganmu kembali menyulam semua asa yang pernah kita rajut bersama...
Tak sanggup ku diamkan teriakan hati yang meronta-ronta menginginkanmu...
Tak bisa ku redam perihnya jiwa yang rindu akan sosokmu..
Kau berubah...
Jauh lebih baik dari eloknya purnama malam ini...
Kunang-kunangpun kagum akan binar senyummu...
Bintangpun iri akan kerlip pesona di wajahmu...
Apa karena tiadanya ku, sehingga kau begitu elok, sang pujangga???
Kalau iya, aku bersyukur...
Akupun mulai menata hidupku lagi...
Bukan karena kebebasan yang kau berikan,
Tapi karena ingin tampilkan yang terbaik dari sisiku...
Dengan tiadanya kamu...
Aku pngen tunjukkan k dunia bahwa I’m fine...
I can face the world without you...
But then, again,
I can’t...
Because of you, I’m running out of reasons to cry...
I’m out of my mind...
I’m jealous of those surrounding you...
Apapun yang kan terjadi,
Kau tetap segalaku....
Because I love you...
Now, today, and forever...
Bayanganmu kembali menyulam semua asa yang pernah kita rajut bersama...
Tak sanggup ku diamkan teriakan hati yang meronta-ronta menginginkanmu...
Tak bisa ku redam perihnya jiwa yang rindu akan sosokmu..
Kau berubah...
Jauh lebih baik dari eloknya purnama malam ini...
Kunang-kunangpun kagum akan binar senyummu...
Bintangpun iri akan kerlip pesona di wajahmu...
Apa karena tiadanya ku, sehingga kau begitu elok, sang pujangga???
Kalau iya, aku bersyukur...
Akupun mulai menata hidupku lagi...
Bukan karena kebebasan yang kau berikan,
Tapi karena ingin tampilkan yang terbaik dari sisiku...
Dengan tiadanya kamu...
Aku pngen tunjukkan k dunia bahwa I’m fine...
I can face the world without you...
But then, again,
I can’t...
Because of you, I’m running out of reasons to cry...
I’m out of my mind...
I’m jealous of those surrounding you...
Apapun yang kan terjadi,
Kau tetap segalaku....
Because I love you...
Now, today, and forever...
teruntukmu, cinta...
Teringat ketika pertama ku melihat wajahmu.
Teringat ketika pertama kau tersenyum padaku
Kau melangkah ke arahku, dan ku pun tersipu malu…
Ingat ketika kita pertama bersama
Kita punya semua…..
Saat2 kita bicara, dan kita punya malam yg indah
Sangat indah rasanya ketika bersamamu.. dan akupun memutuskan bahwa kaulah yg ku tunggu selama ini…
Aku tahu kau mencintaiku karna kau mengatakannya padaku
Aku tahu kau mencintaiku karna perasaanmu mengatakan..
Dan ketika kau melihatku, mata mu mengucapkan segalanya…
Ingat ketika mengurai mimpi2 bersama..
Ingat ketika kau jatuh cinta padaku…
Sangat indah rasanya ketika kau ucap kata cinta,
Karna ku pun merasa begitu…
Teringat ketika pertama kau tersenyum padaku
Kau melangkah ke arahku, dan ku pun tersipu malu…
Ingat ketika kita pertama bersama
Kita punya semua…..
Saat2 kita bicara, dan kita punya malam yg indah
Sangat indah rasanya ketika bersamamu.. dan akupun memutuskan bahwa kaulah yg ku tunggu selama ini…
Aku tahu kau mencintaiku karna kau mengatakannya padaku
Aku tahu kau mencintaiku karna perasaanmu mengatakan..
Dan ketika kau melihatku, mata mu mengucapkan segalanya…
Ingat ketika mengurai mimpi2 bersama..
Ingat ketika kau jatuh cinta padaku…
Sangat indah rasanya ketika kau ucap kata cinta,
Karna ku pun merasa begitu…
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