TECHNOLOGY-

ENHANCED LANGUAGE
LEARNING MATERIALS
(FOR ENG 512: TEACHING ENGLISH AS A SECOND LANGUAGE)

Prepared by

ASKIN D. VILLARIAS
SLIDESMANIA

Master of Arts in Education-English

 The Use of Technology in Language
Teaching and Learning

Technology’s permeation in the language education praxis does not only stop in
providing endless access to sources of information and in facilitating the
creation of traditional language learning materials, but it also significantly
delves in extending a wide array of tools and strategies which promise
pedagogical possibilities in teaching English as a second language.
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 TOPICS TO DISCUSS

■ Computer-Assisted Language Learning (CALL)

■ The Pedagogical Evolution of CALL

■ Technology and Materials Creation

■ Teachers As Authors of Materials: Course Wares,

Learning Management Systems, Internet Tools

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 COMPUTER-ASSISTED
LANGUAGE LEARNING
(CALL)
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 Introduction to CALL

Computer-assisted language learning or

CALL is the general term for the range of
processes and activities that employ computers
in the teaching and learning of a new
language.
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 Introduction to CALL

● CALL has come to encompass issues

of materials
design, technologies, pedagogical
theories and modes of instruction.
● Computer technology has to be treated as
an aid, but not a panacea.
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 Types of CALL Programs

1) CALL-Specific Software- 2) Generic Software- applications

applications designed to develop designed for general purposes, such as
and facilitate language learning, word-processors (Word),  presentation
such as CD-ROMs, web-based software (PowerPoint), and
interactive language learning spreadsheet (Excel), that can be used
exercises/quizzes  to support language learning
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 Types of CALL Programs

3) Web-based Learning Programs- 4) Computer-Mediated

online dictionaries, online
encyclopedias, online concordancers,
news/magazine sites, e-texts, web-
quests, web publishing, blog, wiki,
etc.
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Communication Programs-
synchronous - online chat;
asynchronous - email, discussion
forum, message board
 The Abilities and Disabilities of
Computer in Language Teaching and
Learning

Computers CAN… Computers CAN’T

Judge predetermined right or wrong answers Judge unexpected input
(e.g., multiple choice and fill-in-the-blanks
tests)
Provide immediate yet fixed feedback, Provide individualized feedback beyond a
suggestions and encouragements predetermined list of messages
Provide authentic information through Engage learner in rich negotiation of meaning
multimedia – texts, images, sounds, videos, and characteristic of face-to-face interaction
animations
Motivate task persistence. Motivate depth and quality of engagement
characteristic of human interaction
Record learner’s writing, speech, and learning
progress.
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 THE PEDAGOGICAL
EVOLUTION OF
COMPUTER-ASSISTED
LANGUAGE LEARNING
(CALL)
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 THE HISTORICAL PLIGHT OF CALL

The field of language learning has

suffered strong pendulum swings of
fashion over the years, due mainly to
the lack of a commonly accepted theory
of how foreign or second languages are
acquired. (Long, 1997)
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 Warschauer’s Analysis on the
Phases of CALL
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 Mark Warschauer

He is a professor in the Department of

Education and the Department of
Informatics at the University of
California, Irvine, director of UCI's
Ph.D. in Education program and
founding director of UCI's Digital
Learning Lab.
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 1) Behaviouristic/Structural CALL

● In this phase, the implementation of technology for language learning was reduced to
grammatical drills, lexical games, transformation exercises, and language-learning
software designed mainly for autonomous student–computer interaction.
● This CALL phase favored structural and lexical syllabi and the teaching of explicit
grammar rules, repetition of models, transformation exercises, and the memorization of
short dialogues and phrases.
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 Characteristics of
Behaviouristic/Structural CALL

● Repeated exposure to the same material is believed to be beneficial or even essential to

learning.
● A computer is ideal for carrying out repeated drills, since the machine i) does not get
bored with presenting the same material and ii) it can provide immediate non-judgmental
feedback.
● A computer is used as a tutor, presenting material and feedback on an individualized basis,
allowing students to proceed at their own pace and freeing up class time for other
activities.
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 2) Communicative/Cognitive CALL
(1980s-1990s)

● In this phase, language-learning methodology moved to a communicative approach, where

the main focus was on meaning and the student, rather than on the language itself.
● Computers evolved from containers of individualized input to tools for engagement in
authentic discourse with other users of the language.
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 Characteristics of
Communicative/Cognitive CALL

● Grammar is taught implicitly rather than explicitly.

● Computers are used to stimulate discussion, writing or critical thinking. Students are
encouraged to generate original utterances rather than just manipulate prefabricated
language.
● The programs avoid telling students that they are wrong and are flexible to a variety of
student responses.
● Computers are used as a tool (e.g., word processors, spelling and grammar checkers, and
concordancers) and the target language is used exclusively.
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 3) Integrative/Sociocognitive CALL
(1990s-present)

● In this phase, technology offers numerous possibilities for enhancing accuracy in the
different skills and, at the same time, presenting meaningful, interesting, and
communicative activities.
● Blogs and Wikies are examples of new Internet tools that can be employed to foster
language accuracy and focus on form while engaging learners in collaborative, creative,
and constructive writing activities.
● It has two types: multimedia CALL and web-based CALL
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 Characteristics of Multimedia CALL

● They create a more authentic learning environment using different media.

● Language skills are easily integrated through multimedia.
● Students have a high degree of control over their learning through hypermedia.
● It facilitates a principle focus on the content without sacrificing a secondary focus on
language form.
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 Characteristics of Web-Based CALL

A. Computer-Mediated B. The Web

Communication
• Students can search through
• Language learners can millions of files around the world
communicate directly, within minutes to locate and access
inexpensively, and conveniently authentic materials exactly tailored
with other learners or native to their own personal interests.
speakers of the target language at
any time and in any place.
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 Synthesis on Warschauer’s Phases of CALL
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 Bax’s Analysis on the Phases of
CALL
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 Stephen Bax

He is a professor in Applied Linguistics at

CRELLA, the Centre for Research in Language,
Learning and Assessment, at the University of
Bedfordshire, UK. His research encompasses
reading, discourse analysis, the use of eye-
tracking to research reading processes, and the
use of computer technologies in language
education.
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 Bax’s Three Phases of CALL
1) Restricted CALL
• It is when the function of
software in language
teaching and learning is
relatively “restricted.
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2) Open CALL
• It is more open in terms of
feedback given to students,
software types and the role
of the teacher. It includes
simulations and games. 
3) Integrated CALL
• It is the type of educational
software use not yet
achieved by mankind.
 Synthesis on Bax’s Phases of CALL

Content Restricted CALL Open CALL Integrated CALL

Type of Task • Closed Drills • Simulations • Computer-Mediated

• Quizzes • Games Communication
• Computer-Mediated • Word Processor
Communication • E-Mail

Type of Student Activity • Text reconstruction • Interacting with the computer • Frequent interaction with other
• Answering closed questions • Occasional interaction with other students
• Minimal interaction with other students • Some interaction with computer
students through the lesson

Type of Feedback • Correct/incorrect • Focus of linguistic skills • Interpreting, evaluating,

development commenting, stimulating
• Open, flexible thought
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 Synthesis on Bax’s Phases of CALL

Content Restricted CALL Open CALL Integrated CALL

Teacher Roles • Monitor • Monitor/Facilitator • Facilitator Manager

Teacher Attitudes • Exaggerated Fear and/or in • Exaggerated Fear and/or in Awe • Normal Part of Teaching –
Awe Normalized

Position in Curriculum • Not integrated into syllabus –
optional extra
• Technology precedes syllabus
and learners’ needs
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• Not integrated into syllabus – • Normalized integrated into
optional extra syllabus, adapted to learners’
• Technology precedes syllabus needs
and learners’ needs • Analysis of needs and context

precedes decisions about

technology
 Synthesis on Bax’s Phases of CALL

Content Restricted CALL Open CALL Integrated CALL

Position in Lesson • Whole CALL Lesson • Whole CALL Lesson • Smaller Part of Every Lesson

Physical Position of • Separate computer labs • Separate labs solely devoted to • In every classroom, in every
Computer language desk, in every bag
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 “If you start with teachers who have a very good approach to
project-based curriculum, they will be able to very easily integrate
computers into that. But if you start with computers without a good
curriculum or a good pedagogy, the computer itself
won’t help very much.”

-Mark Warschauer
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 PERSPECTIVES ON
TECHNOLOGY AND
MATERIALS CREATION
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 “The role played by the individual teacher in the creation of
materials is one of
fundamental importance and stances on this issue have changed
considerably
over the years.”

-Mark Warschauer
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 According to the creators of Hot
Potatoes…

“Few working teachers have the

time to do formal programming
courses, and most would think
that any kind of programming is
therefore beyond them.”
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 According to Laurilliard (2003)…

“Technological innovation is driven by

many factors, but not one of them
concerns a pedagogical imperative.
There is no dialogue between teachers
and technologists about what kind of
technological innovation learners
need: neither side knows how to begin
the dialogue.”
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 According to Doughty and Long
(2003)…

“The adaptation of existing technology to

the field of second language learning
is a process that is far from complete,
and ‘the dizzying array of
technologically feasible options in
distance learning’ remains vastly
underexploited.”
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 According to Bangs (2008)…

“…many more teachers have been able to

create the routines they require with
minimal training; but on the other,
very many items of courseware do not
seem to offer a structured approach to
the learning process, mainly through
the inability to use the tools in a
sophisticated way without
considerable programming expertise
being acquired.”
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 According to Doughty and Long
(2003)…

“This dilemma is unlikely to disappear in

the foreseeable future, as all computer
languages require strict adherence to
the use of set terms and syntax and
are unanimous in their failure to
proffer forgiveness if these criteria are
not met.”
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 TEACHERS AS AUTHORS OF
MATERIALS: COURSEWARES,
LEARNING MANAGEMENT
SYSTEMS, INTERNET TOOLS,
ETC.
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 According to Doughty and Long (2003)…

“With an unlimited budget and a team of expert graphic designers,

programmers,
and technicians, teachers could make their “teaching with
technology” dreams
come true.”
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 LARGE PROJECTS/COMMERCIAL
ENTERPRISES

Vcom3D and Defense Language Institute

● They have created several web-based
prototypes for the teaching of language
and “cultural familiarization” to military
personnel.
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 LARGE PROJECTS/COMMERCIAL
ENTERPRISES

Yahoo Messenger, AOL, MSN

• Though they were not originally developed
for language teaching and learning, they
have been also central to CALL in the early
2000s.
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 LARGE PROJECTS/COMMERCIAL
ENTERPRISES

Hot Potatoes
• It is a suite of quiz/drill-authoring software
developed for educational purposes in
general, not for language learning.
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 COLLABORATIVE PROJECTS

Viaje Al Pasado: Los Aztecas

● As a collaborative product of University of
Montreal and Desnoyers, it is a software
program designed for the practicing
Spanish as a second language which
includes activities, exercises, and two
adventures wherein the students try to
accomplish a specific goal.
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 INDIVIDUAL-TEACHER PROJECTS

En Busca de Esmeraldas
● It is a virtual reality simulation for the
teaching of directions in L2 Spanish, based
on Long’s Methodological Principles of
TBLT to promote collaborative work
among students.
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 Review of Resources:
Coursewares/Authoring Tools
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 Is an eLearning course ware different from
an authoring tool?

E-learning software/courseware is a broad term that could be used to

refer to many elements within a learning technology stack. Within the e-
Learning software category you’ll find tools that focus on different
aspects of the e-Learning.
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 1) Elucidat

It is an eLearning authoring tool that

features a custom theme builder, pre-
made templates, collaboration tools, and
a user-friendly design interface.
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 2) Adobe Captivate

It is an authoring tool that is used for

creating eLearning content such as
software demonstrations, software
simulations, branched scenarios, and
randomized quizzes in Shockwave Flash
and HTML5 format
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 3) Articulate 360

It empowers you to create any

interactive e-learning course you
can imagine for any device imaginable,
from desktop and laptop computers to
tablets and smartphones
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 4) Gomo Learning

It is a cloud-based eLearning software

encourages collaborative working, while
allowing content to be quickly updated
and instantly distributed.
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 5) Lectora

It is an eLearning authoring software,

developed by Trivantis Corporation.
Lectora is used to create online training
courses, assessments, and presentations.
It is also used for the conversion of
Microsoft PowerPoint presentations into
elearning content.
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 6) Adapt

It is a free and easy to use e-learning

authoring tool that creates fully
responsive, multi-device, HTML5 e-
learning content using the award-winning
Adapt developer framework.  
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 7) DominKnow

It is a powerful cloud-based authoring

system with integrated authoring tools
and built-in simulation, working together
as one. This lets you easily create, share,
reuse, and collaborate on more kinds of
content faster, by managing assets
centrally
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 8) EasyGenerator

It is an online e-Learning authoring tool

for people without an e-Learning
background. Create courses and quizzes
and host them in our cloud and see
learner’s results at no extra charge.
Uploading to your website or LMS is also
possible.
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 9) iSpring Suite

It enables users to build engaging

eLearning content like quizzes,
interactive assessments, dialogue
simulations, books with a page-flipping
effect, video lectures and tutorials,
screencasts, and more, effortlessly with a
familiar PowerPoint-like interface.
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 10) Evolve

It is an intuitive tool which builds cool

HTML5 eLearning content. Its rich
feature set gives you full control of your
course creation and presentation. It
integrates easily with SCORM, TinCan,
the Adapt Framework and a range of
LMS platforms.
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 Review of Resources: Learning
Management Systems (LMS)
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 What is a Learning Management System
(LMS)?

It is a software application for the

administration, documentation, tracking,
reporting, automation and delivery of
educational courses, training programs, or
learning and development programs.
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 1) Google Classroom

It is a free web service developed

by Google for schools that aims to
simplify creating, distributing, and
grading assignments. The primary
purpose of Google Classroom is to
streamline the process of sharing files
between teachers and students.
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 2) Schoology

Schoology is a virtual learning

environment and social networking
service for K-12 schools and higher
education institutions that allows users to
create, manage, and share academic
content.
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 3) Moodle

Standing for Module Object-Oriented

Dynamic Learning Environment, it is
used for blended learning, distance
education, flipped classroom and other e-
learning projects in schools, universities,
workplaces and other sectors
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 4) Edmodo

It is an educational technology company

that enables teachers to share content,
distribute quizzes, assignments, and
manage communication with students,
colleagues, and parents.
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 5) Canvas

It enables teachers to share content,

distribute quizzes, assignments, and
manage communication with students,
colleagues, and parents.
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 6) Blackboard

It is a virtual learning environment and

learning management system which
features course management,
customizable open architecture, and
scalable design that allows integration
with student information systems and
authentication protocols.
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 “The value of technology in the classroom resides not only in the
content
provided by or through the technology, but also in the use of the
technology
itself, as a vital life skill and as a connector of speakers of a
language all over
the world.”
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 References

Bax, S. (2002). CALL – past, present and future. Department of Language Studies –
Canterbury Christ Church University College., 13, 13-28.

Doughty, C. and Long, M. (2009). The Handbook of Language Teaching. Blackwell

Publishing Ltd.

Fenton, W. (2018) The Best (LMS) Learning Management Systems. https://

www.pcmag.com/picks/the-best-lms-learning-management-systems?fbclid=IwAR2M7jKL
d8qs3y7d3rEqRGI8-pn_gcg75h_IOZLZpS9gEIZ1DCX2roBVfgY
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 References

Information and Communications Technology for Language Teachers (n. d.). Introduction
to Computer-Assisted Language Learning.
http://www.ict4lt.org/en/en_mod1-4.htm?fbclid=IwAR1-g1MN3LNIM6ayg6i1rlbhbNVN1
CS8vPvuuml-uC_3xPmF89u30h2Rx8Q

Penfold, S. (2021). The Best E-Learning Authoring Tools and Softwares (2021 Update).
https://www.elucidat.com/blog/elearning-authoring-tools/?
fbclid=IwAR2M7jKLd8qs3y7d3rEqRGI8-pn_gcg75h_IOZLZpS9gEIZ1DCX2roBVfgY
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