ANSWER CALL

Anisa aznur

PBI 6D

1. Because teaching did not can independent if nothing computer or acces internet . and
this is very important for teacher and students, for example if the teacher teach to the
students do not make a internet is very difficult to appreciate. And now all of the
assessment and all of material there is in internet all of is not an exception.
2. The teacher can use the course book and resource books if the teacher use the
technology from the published if the teacher take the materials from internet and
teacher can show to the all of the students. For example show by media.
3. Children considered as digital native? Because today they can do all acces in internet
and the child wanna study can from internet only.
4. Yes it is right if computer can be use to improve language skill, because in now all of
internet can we use and if we want to improve language , just we looks a sing a song
in youtube and we see the lyrics and the spalling and from that the hearer can to
listening of the language from this easy to improve language.
Example : some people every time or every days do listen the sing a song english
language , and the some time watch a movie and look the lyrics and the
pronounciations.
5. Because ther is the wrong from the computer.

ASSIGNMENT 1:
 Grammar instruction has moved beyond the memorization of rules or dialogues and is
more firmly situated in helping learners develop their communicative competence,
necessitating tasks that allow for noticing grammatical forms, their meaning, and their use.
Teaching grammar with technology offers many opportunities that meet these needs.
Teachers can guide students to analyze grammar in the context of larger discourse as well as
engage in the negotiation of meaning.

These technologies can include a range of options from low‐tech (for example, tape
recorders) through the interactive often‐termed Web 2.0 technologies (for example, wikis,
blogs) to high‐tech options now available (for example, speech recognition, virtual reality
devices or spaces) and into the increasingly intelligent options of the future (for example,
gesture‐based devices, digital gaming). A growing number of options means increased
choices for teachers. These choices and example grammar tasks are discussed as they fall into
three main categories: language‐based, technology‐based, and learning context‐based.

ASSIGNMENT 2:

E-mail and Writing Skills

Most of the email messages are simple text documents which can be sent over the
Net. But it is difficult to remember the Email addresses and it is suggested that whenever you
receive an email save the address by clicking the ‘address’ option/ button in the screen. It is
also suggested to ignore the conventional norms of written language while sending email
messages. Barbhuiya (2008) conducted a survey among the technical students (Polytechnic)
and found that 93% students think that Email helps people to learn from each other and an
equal number of students expressed positive attitude that communication by Email is a good
way to improve their English.

Can frequently communicate with other distant learners and with your facilitator by
making dialogues what it calls ‘dialoguing’ through email. There are different kinds of
dialoguing , for example, student to teacher, teacher to student and student to students. In
distance education, there is no face-to-face interaction with the tutor/facilitator. But any
distant learner can communicate with the facilitator or with other distant learners through
email from any where any time independently. This will give you the opportunity of using
language of your choice which can help you in exposing your writing skills. You can
communicate with a native speaker, can send instant messages and in exchanging the
dialogues, you can improve your language skills. Besides, you can your assignments, can get
the feedback through email, that too within a short time.

Mark Warschauersummarizes the main reasons for using e-mail:

“First, e-mail provides students with an excellent opportunity for real, natural
communication…Second, e-mail empowers students for independent learning…Finally, the
use of e-mail enriches our experiences as teachers…[and allows us to share ] new ideas,
resources, and materials”,(1995:2).

Regular and avid users usually enjoy writing in email. Even some users prefer writing and
sending email as a way to express themselves. They take delight in words, sentence structure,
message formatting, and the opportunity to craft exactly how they wish to express their
thoughts and moods.

ASSIGNMENT 3:

The listening skill is one of the four most important and difficult skills to be taught in
EFL. Students are facing a difficulty either in understanding native speakers or in producing
native-like English (accent/pronunciation). They are also unprepared to function in the new
world. And as a third point, in most classes students are unmotivated and act as passive
listeners. This study aims to demonstrate that the use of CALL (Computer-Assisted Language
Learning) is an effective method to enhance students’ motivation hence their performance in
listening. A pre-test/post-test methodology design was used.Thirty students from first year
level at Mohamed Kheider University were subjects of the experiment during a period of one
semester. The experiment consisted of exposing two groups fifteen each, randomly sampled,
to a set of activities but using different methods,one of them CALL.

Results have been driven through statistical analysis. Using Statistica Softaware, the
mean in performance was clearly different between the control group and the experimental
one. The data gathered and analyzed have driven us to good scores reflecting active listeners
(fully involved in the process) in motivated classes beacuse they were not just exposed to an
aural environment but also a visual one. By the end, we can say that CALL is a motivating
method and computers are worthwhile tools to be used in second/foreign language classes to
develop students’ listening skill.