TOPIC 3: Defining a model of CALL

 

The Design of a CALL Program

Designing an effective Computer-Assisted Language Learning (CALL) program involves careful planning, consideration of pedagogical principles, and the integration of technology to create a meaningful and engaging learning experience. These include theories of instruction, theories of learning, curriculum imperatives, experiments with a new technology, exercise types, learning problems, language skills and the delivery of materials to a large number of students (Levy, 1997).

Elements in the CALL design process

The design process of a Computer-Assisted Language Learning (CALL) program involves several key elements that collectively contribute to creating an effective and engaging learning experience. Here are the essential elements in the CALL design process:

* Hardware

* Software

* The Internet and Email

*Authoring Packages

Teacher and pupil classroom behaviour: activities used in CALL

The range of tasks and exercises available in CALL can be organized into various taxonomies based on the stated focus of the software (e.g. grammar, vocabulary, fluency), targeted language skills (e.g. reading, writing, speaking and/or listening) or Bloom’s (1956) levels of questions and learner characteristics based on age, gender and level(e.g. beginner, intermediate, advanced). 

By incorporating these activities into the CALL classroom, both teachers and students can create a dynamic and interactive learning environment, enhancing language learning outcomes through technology.

Activities used in CALL

Computer-Assisted Language Learning (CALL) incorporates a variety of activities to enhance language acquisition. These activities leverage technology to engage learners and provide interactive language learning experiences. Here are some common activities used in CALL:

 1. Interactive Exercises:

   -  Interactive exercises targeting specific grammar rules, allowing learners to practice and reinforce their understanding.

   - Quizzes or flashcards to help learners memorize and recall vocabulary words.

   - Audio clips followed by comprehension questions to improve listening skills.

   -Online texts with comprehension questions to enhance reading skills.

2. Language Games:

   - Crossword puzzles, word searches, or word matching games to reinforce vocabulary.

   -  Logic puzzles and language-based puzzles that require language skills to solve.

   - Simulated scenarios where learners engage in conversations, improving speaking and conversational skills.

   - Interactive quizzes with time constraints, encouraging quick thinking and language recall.

3. Multimedia Activities:

   -  Videos with interactive elements, allowing learners to click on objects or words for additional information or translations.

   - Listening activities based on podcasts, followed by discussions or comprehension questions.

   - Virtual scenarios where learners interact with characters, objects, or situations, practicing language in context.

Observable changes in pupil behaviour

Integrating Computer-Assisted Language Learning (CALL) into classrooms leads to noticeable changes in pupil behavior. Pupils become more engaged, motivated, and focused during interactive CALL activities. They exhibit enhanced independence in learning, collaborate effectively with peers, and participate actively in lessons. CALL fosters improved language production, problem-solving skills, and positive attitudes toward learning. Pupils also develop better time management abilities and increased comfort with technology, making the integration of CALL a valuable and impactful approach in language education.

BIBLIOGRAPHY

Warschauer, M., & Healey, D. (1998). Computers and Language Learning: An Overview. Language Teaching, 31(02), 57-71.

Godwin-Jones, R. (2018). Emerging Technologies for Language Learning. Language Learning & Technology, 22(1), 4-9.