Computer Assisted Language Learning

First Term

Computer Assisted
Language Learning

First Term
 Computer Assisted Language Learning
First Term

Introduction
Computer Assisted Language Learning CALL is an important innovation for both educators and student
learners. "The number of computer applications, communications technologies, and sheer volume of
offerings on the Internet has grown at an amazing rate over the past 15 years, and many foreign language
educators, heeding instinct, common sense, and anecdotal information, have embraced new technologies as
useful instructional tools. Many foreign language teachers have found ways to integrate technology into their
lesson planning and instruction, and student learners have access to a range of information and language
learning resources, both online and in other digital format.

While the foreign language offerings on the Internet are staggering, students can also create their own web-
based language learning activities, as well as individualized websites, for their own courses, or for the
school-wide, or district-wide foreign language programs. There are three advantages to creating original web-
based learning activities: accessibility, renewability, and adaptability. Web-based activities are accessible
independently, 24 hours a day. Once created by the educator, they can be updated easily and often, and they
can be adapted to support students at different proficiency levels or special needs. More information about
important aspects about CALL, visit the following link https://www.youtube.com/watch?v=nBvtEnfNNr0

Teaching assistance
During the first term, students need to read from Unit 1 until 6 for understanding that Computer-assisted
language learning (CALL) is a form of computer-based learning which carries two important features:
individualized learning and bidirectional learning. It is not a method. CALL are materials for learning. The
focus of CALL is learning, and not teaching. CALL materials are used in teaching to facilitate the language
learning process (speaking, reading, writing and reading). It is a form of student-centered learning materials,
which promote self-paced accelerated learning. Also the student for developing the guides need to know the
basic concepts, history, barriers and applications of CALL, distinction between hypertext, hypermedia,
multimedia, To familiarize with search engine the user enters search terms in a form which seeks results
from computer-generated indexes, whereas in a directory generally the user follows a human-compiled
hierarchies. In practice, things are slightly more complicated as many search engine services are trying to
become portals and have selective directories of recommended sites, and subject directories often have search
facilities; integrate the technology for that students get involved in a number of different roles:
• As researchers: into second language acquisition, human-computer interaction, what works for
CALL
• As consumers of CALL software for class use or building web activities into course work
• As directors, helping students find and use supplementary CALL materials or web resources
• As managers of computer-mediated communication among learners in and out of class

Finally the students must develop the learning activities using different technological tools, such as recorder
video, mind map, online presentations, podcast and others tools, according to specific tasks.

Learning activities
Learning activity 1.1
Learning
Recognize the importance of computer assisted language in research.
outcomes

Content Unit 1: the emergence of call

Create a video about benefits and barriers of CALL (Max 5 minutes). For creating this video
Task you need to visit the following online tool https://www.powtoon.com and the end to send
mail lnatiaja@espe.edu.ec or copy the URL.
 Computer Assisted Language Learning
First Term

Read the chapter one, and for creating the video (and firstly you need to identify yourself
Didactic
(full names) and after talk about the topic), you can review the following link
orientations
https://www.youtube.com/watch?v=wGj_jbt-8t4

Evaluation criteria Understanding, content, organization of ideas and creativity.

Learning activity 1.2

Learning Recognize how technology has been changed through of time and to know the advances of
outcomes CALL during the last years.
Chapter 2: A brief history of call
2.1 Call in the 1950s and 1960s
2.2 Simulations
Content
2.3 CALL in the 1970 and 1980s
2.4 CALL in the 1990s
2.5 CALL in the twenty-first century.
Read the second chapter of your text; take notes and make a timeline about THE HISTORY
OF CALL. To create the timeline you must use the timeglider application.
Task
https://timeglider.com
In this task you must share and public the file, after copy and paste the URL in this activity.
Didactic To construct the timeline you need to read the chapter two and using an online application
orientations called timeglider.

Evaluation criteria Understanding, content, organization of ideas and creativity.

Learning activity 1.3

Learning Identify the concepts of hypertext, hypermedia and multimedia and distinguish the main
outcomes differences between these concepts.
Chapter 3: Hypertext and hypermedia and multimedia
3.1 Hypertext
3.2 Hypermedia
3.3 Multimedia
Content 3.4 Antecedents of multimedia.
3.5 Science fiction and CALL
3.6 The printed book and CALL
3.7 Applications to general learning
3.8 Applications of multimedia to language learning
Create a small document in Microsoft Word or PowerPoint about how can use a Hypertext,
Hypermedia and Multimedia for improving the language skills, and write one example of
Task each these resources. After this document must be shared in a digital library, to do it, you
need to log in https://es.scribd.com/ upload the file and copy the URL generated by scribd
application and paste in this activity.
Read the chapter three in order to answer this question, so you can search on Internet some
Didactic
websites related to this topic and to know about the library digital visit the following link
orientations
https://www.youtube.com/watch?v=vakg5uVRVJg

Evaluation criteria Understanding, content, analysis and ideas.

Learning activity 1.4

Learning Identify and distinguish CALL applications and provision of examples of real world of these
outcomes applications.
Chapter 4: Eight CALL applications
Content 4.1 Word processing
4.2 Games
 Computer Assisted Language Learning
First Term

4.3 Literature
4.4 Corpus linguistics
4.5 Computer – mediated communication
4.6 WWW resources
4.7 Adapting other materials of CALL
4.8 Personal Digital Assistants (PDAs) and mobile telephones.
Create a presentation with Prezi presentation software about the of CALL applications,
this presentation must be summarized as an attempt to define the meanings of and relevance
Task
of CALL applications and examples. In this activity, when finish your prezi presentations,
you must save and, at end copy the URL and paste in this activity.
Google is the search engine that We used most often (like most of you). Spend 10-15
Didactic
minutes reading the following link http://webtrends.about.com/od/web20/a/what-is-
orientations
web20.htm

Evaluation criteria Understanding, interpretation and analysis.

Learning activity 1.5

Learning A description to identify the second language acquisition, identify the models of instruction,
outcomes and determine the difference of each one.
Chapter 5: Second-Language acquisition and models instruction
5.1 Concepts in SLA, behaviourism and constructivism
Content 5.2 Comprehensible input and output
5.3 Behaviourist models of instruction
5.4 Constructivism
Read the chapter five, summarized and create a podcast about the second language
acquisition and models of instruction (max time 4). To record you need to visit the following
Task
URL http://voxopop.com/ and after share or add to lnatiaja@espe.edu.ec
This task must be sent to my e-mail or copy and paste the URL in this section.
Didactic Read the Unit 5, in order to develop this activity. To create an account you can visit the
orientations following link https://www.youtube.com/watch?v=DGGeEFxwA54

Evaluation criteria Understanding, interpretation and analysis.

Format Microsoft Word File (.docx), in rft format.

Send the didactic guide through the ESPE platform by using the “send guide” option of
the Contents section in a file labelled like this:
Send to
Format: G#.Last name. Last name.Name.Subject
Send your questions and doubts through the Virtual platform by using the “contacts”
Questions
section and tick on your tutor´s name.

Evaluation
Learning activities
First month
Scores
Learning activity 1 4
Learning activity 2 4
Learning activity 3 4
Learning activity 4 4
Learning activity 5 4
Total 20
 Computer Assisted Language Learning
First Term

It will be closed book examination; you cannot use any kind of resource as help. So I
advise you to study all the subject matter carefully.

The Tutor