Computer Assisted Learning Language CALL - Annotated Bibliography Example

Computer Assisted Learning Language CALL Name Name of the institution 30 September 2015 Learning activity 3.8 Teaching Communication with CALL As a result of computer development, many universities and colleges have recognized computer literacy as one the requirements among students. Over the years, the use of computers in learning has increased in every level of education. Currently, many students are using computers assistance to solve educational problems and achieving the task faced at school or even in the workplace (Pages.uoregon.edu, 2015). As computers have become enthusiastically available, student expectation on learning subjects such as communication has risen in all level of learning. As such, it has become the goal of technology to assist the teaching of communication through the use of computers. Therefore, learning communication with the help of a computer is essential to students. As such, throughout the student task of studying communication with the assistance computer a student can gain effective communication skills (Pages.uoregon.edu, 2015). The skills will be useful during the threaded conversation, writing assignments, and during the time of giving oral presentations. Moreover, it is through learning communication with the help of a computer that will enhance a student gain clarity in the case of writing and presenting his/her work. On the other hand, teaching communication with the help of a computer can be applied to the students with special needs or the vulnerable learners (Pages.uoregon.edu, 2015). In recent time, CALL has been an essential component of vulnerable students. Through CALL students with special needs has been to communicate with other people effectively and as well as with a computer. In summary, teaching communication with the help of CALL enhances the student to become completeness during discussions. Basically, CALL offers a complete idea and all relevant information that a student intends to gain. (Pages.uoregon.edu, 2015) The application of CALL in teaching students with disabilities have been boosted by the availability of computers related to studying of students with the special need. Reference Pages.uoregon.edu, (2015), Computer-Related Technology in Education, Retrieved 29 September 2015, from http://pages.uoregon.edu/moursund/Books/Grant writing/chapter_2.htm Learning activity 3.9 Integrating technology. Referring to the template, for successful education of technology, computer learning should be integrated into the learning system. For such to happen, teachers are required to enhance CALL and as well as implement CALL in the learning system. It is the implementation of technology in education that will see many people either adult or teenagers learn the practice of English. This will be supported by the accessibility of electronic devices such as laptops, computers, and smartphones. However, in reflecting deep on the template Integrating Technology, one can understand some relevant ways that can be used by teachers to integrate education and technology. To start with, in the template, it is indicated that for teachers to corporate learning with education, they have to adopt the system of virtual education (Stanley, 2013). Virtual learning is one of the better ways that can be used to link education and technology. In this context, this kind of learning environment makes it simple for trainers to rate the involvement of students in accessing the internet. On the other hand, virtual learning might not work for all the students and teachers, and for this reason, through the use of technology there is an alternative way of learning through the use technology (Stanley, 2013). This technique has been outlined in the template as the individual learning environment. However, as the idea of integrating education with technology seem so positive, the practice is exposed to a number of obstacles. One of the major hindrances that face this approach is highlighted as the fear of the educators in the case of breakage of the system. The application of technology to learning may not always work for the teachers and the students. For the students and the teachers to avoid such, the template clearly indicates that teachers are always required to have a backup approach. Reference Stanley, G. (2013). Language learning with technology: Ideas for integrating Technology in the classroom. Cambridge: Cambridge University Press. “1 Integrating Technology” (pp. 9–23). Learning activity 3.10 Integrating CALL in classroom Williams, & Williams, (2010) argues that reading abilities have massive importance in the learners’ success at school. Thus, CALL has increasingly improved reading in the classroom. Through integrating computers and learning, the learning skills of the students has been improved and developed. CALL has been introduced to learning system so as to enhance a better level of education. As a result of implementing computer assistance to the education system, the learning skill of a learner will at the literal level. Integrating of computers to education will lead to students gaining individualized training. The individualized learning can be viewed as the manner of matching the students’ interest in the level of his/her education. Moreover, through application CALL in the class students will be able to understand and cope up with the pace of learning. Scholars, claims that CALL has enhanced language teaching in the classroom and has also made teaching become progressive. Therefore, the application of call in the learning process can be viewed as an approach that can ensure the success of the learners. Additionally, through the application of CALL in the classroom, students become more interactive. More so, through CALL, students feel that the literature that is in the computer demonstrate a different form of study that is interesting with new ideas. To a better understanding, application of computers in the classroom will make the students take the learning in a different way (Williams, & Williams, 2010). As such, to students’ computer language learning make the students get involved in various interactive and motivating activities that are set to improve the learning skills of students. Lastly, in integrating computers in the classroom, it will act as an approach to creating a learning system that is not considered boring by the learners. Reference Williams, H. S., & Williams, P. N. (2010). Integrating Reading and Computers: An Approach to Improve ESL Students Reading Skills. Reading skills. Reading Improvement, 37(3), 98-100 Learning activity 3.11 General criteria for evaluating language learning websites. In creating any potential website, the ideas of the website should be clear and consist quality factors. How a web site is evaluated, determine the quality of the website as well provide the guidance to the students regarding useful materials that are applicable to their studies. Also, the web site provides an interactive approach to the students’ and provide an educative environment (Son, 2005). In implementing a web site evaluation, there are a number of criteria that are used. As such, reflecting on the checklist provided there is a total of fifteen measures that are used in evaluating a web site. In addition, evaluation of websites determines the effectiveness of the website. From the checklist, one of the key criteria that one can use to evaluate a learning website is the measure of integration. Integration of computers and learning create interaction among the students. (Son, 2005) Therefore, in most cases the website that are developed are set to promote education. For such to happen, the web developers should ensure that the website developed are accessible by the learners. Importantly, the website should be in a position to provide learning information to the learners. On the other hand, the content of a website can positively or negatively affect the quality of a website. Through the content of a website, there is the accuracy of learning information. More so, for a website to serve its purpose, its content should be positioned in a way that the targeted people are able to identify the objective of the website. Also, the content should provide a connection between the students and the learning objectives. In summary, a website with a clear content will serve its purpose to provide the solution for learning problems. Additionally, with a clear content the web will offer a variety of knowledge to targeted students. Reference Son, J.-B. (2005). Exploring and evaluating language learning web sites. In J.-B. Son, &S. O'Neill (Eds.), Enhancing learning and teaching: Pedagogy, technology and language (pp. 215–227). Retrieved 29 September 2015 from, http://www.apacall.org/member/sonjb/papers/enhancing2005.html Learning activity 3.12 Evaluation of language learning websites With the expansion of the use of the internet, the number of websites has increased in recent time. Due to a large number of language learning sites, the size of the information on the internet has risen. For language teachers, it has become hard in choosing the website that is equal to on need and awareness. As a result, there has been the development of web evaluation approaches (www.gas.hoasen.edu, 2015). Moreover, as the demand for learning has increased, there has been the introduction of lists that contain the useful websites so as to guide instructors in finding the teaching resources effectively and as well as evaluate the sites efficiently. In this case, the web developers have created a checklist that is used to evaluate the designated learning websites. (www.gas.hoasen.edu, 2015) in the checklist, the websites are evaluated and interpreted, and the result are recorded and rated. Therefore, the evaluation of websites is normally conducted in order to determine the effectiveness of a website in providing learning information. The whole process of analyzing an educative site and giving the response is essential to the analyzer because, the analyzer will gain the reaction of the user. With the reaction of the person using the website, the web evaluator can develop decision that will assist in making the web more effective regarding education and teaching. Finally, as the result of the evaluating the website will be achieved, the analyzer can be able to implement the necessary changes affecting the website (www.gas.hoasen.edu, 2015). Therefore, evaluation of learning website is a fundamental task as it will enhance addressing the need for the targeted group. Also, assessment of the website allows the web developer to categorize the system that are related to the learning and teaching of languages. Reference www.gas.hoasen.edu, (2015). How to Evaluate an Educational Website, Retrieved 29 September 2015, from http://www.gas.hoasen.edu.vn/gas-page/how-evaluate-educational-website-introduction Learning activity 3.13 Intercultural language learning Son and park (2012). Intercultural usability of language learning websites When developing a developing a website, it is wise to consider its usage to evaluate its effectiveness. In this perspective, it is wise to consider the overall usability of the website as well as the technical, pedagogical, and intercultural usability (Son & park, 2012). On considering all these functionalities of a website, it becomes easy to understand the usability of the language learning website that calls for a discipline-specific approach. In computer-assisted language learning, usability issues are addressed in terms of evaluation criteria. As such, it is essential to develop a language learning website that presents guidelines for designing an intercultural language learning website. When creating an intercultural website, it is essential to understand the specific goals of the website. As such, these websites should possess educational goals where users can identify online materials for both teachers and the students (Son & park, 2012). Additionally, these websites should make it easy for users to collaborate with each other at ease. Also, teachers, students, and researchers should all be able to have a discussion on a certain language as well as the culture. To successfully achieve this, it is critical that the intercultural language learning websites to avail a wide range of interactive tasks. These tasks are supposed to assist the second language learners together with the culture learners. Besides, these websites should make efficient use of texts, audios, videos, and graphics that will easily respond to the needs of a diversified population. Lastly, these websites should create an enabling environment that will allow the users to authenticate materials discussing the target culture as well as their culture. This will be achieved by presenting intercultural activities while offering opportunities to take part in the online community practices while instilling a community-driven learning. Reference: Son, Jeong-Bae & Park, Ji Yong (2012) Intercultural usability of language learning websites. International Journal of Pedagogies and Learning 7 (2), pp. 135-141. Learning activity 3.14 LinC (Language Interactive Culture) English- Beginners According to calico.org (2015), LinC software is based on ten videos that are deemed in the interest of the target learners that are aged 16 years and above. The videos ran through the domestic activities of the UK while extending to the international concern (Calico.org, 2015). These videos are based on BBC while most of them have a length of a minute or more. These videos discusses topics that are categorized into three levels. The first level presents the target vocabulary while exposing learners with the pronunciation of entries together with explanations in English. Similarly, equivalent pronunciations of both Spanish, French, and Dutch are provided (Calico.org). To ensure that the presented topics are well understood, various exercises are provided. Level two comprises of the listening and digging out of the news that are read out slowly. Also, activities that deals with grammar, pronunciation, vocabulary, and linking words. Lastly, level three deals with the advanced videos. In this level, learners are given a chance to interact with other trainees through sites. LinC software is important as it does not require any installation. It is an auto-run program that directs users to the readme page instantly. At this page, the user is able to obtain useful information concerning the system requirements together with the necessary set-ups that are required for the product to run (Calico.org). Taking one or two activities makes the other procedure routine that makes it easy for the user to progress with ease. However, this software should provide various ways of troubleshooting the software in case of any failure in future. This should be included in the readme page that will inform the user of the complications that can be associated with the software. Also, the user may be used to the guiding routines in the learning till they become bored. As such, the software should provide new and different routines that will continuously challenge the user. Reference: Calico.org, (2015). LinC (Language Interactive Culture) English-Beginners (9/2005) - CALICO. Retrieved 30 September 2015, from https://www.calico.org/p275LinC%20%28Language%20Interactive%20Culture%29%20Englis-Beginners%20%2892005%29.html Learning activity 3.15 Read selected reading 3.10: MacDonald (2011). THE ‘VIRTUAL LANGUAGE LAB’ VIRTUALLY PAINLESS, SIMPLY REAL Language lab is a crucial component that is meant to guide students who have a great desire of learning a foreign language (Iallt.org, 2015). As such, it is a vital instrument for the teachers who are teaching students willing to learn foreign languages. The teachers taking these studies are embedded in this tool where they are supposed to show students how to use the device as a way of improving their pronunciation and learning a foreign language. As a result, language labs are an important teaching tool for the students wishing to learn the foreign languages. Through language lab, students are motivated to the have separate laboratory hours rather than using classes as their multimedia surrounding (Iallt.org). With the technological advancement, language lab will be incorporated into the tabs and Kinect tools, and they will be used as learning materials. This will make the entire teaching process easy due to the increased mobility. Once an institution teaching intercultural languages incorporates the language lab, various noticeable changes will take place. Amongst these impacts is the enhancing of the information literacy within the institution. This encompasses the ease of acquiring knowledge that is associated with the associated with the ease of learning the foreign language (Iallt.org). Also, the usage of language lab ensures that students are equipped with self-direction as they can easily handle any foreign language thus they can easily adapt to a new environment and learn a new language at ease. Importantly, the usage of this technology establishes a rigid connection between the culturally different students and teachers within the institution thus making it easy for the association of these members without any language barrier. Reference: Iallt.org, (2015). The 'Virtual Language Lab' Virtually Painless, Simply Real | IALLT. Retrieved 30 September 2015, from http://www.iallt.org/iallt_journal/the_virtual_language_lab_virtually_painless_simply_real Learning activity 3.16 Son (2011). Online Tools for Language Teaching There is increased demand for the language teaching; there is a need for developing these systems that teach foreign languages online. This has necessitated the development of the computer-assisted language learning (CALL). The development and implementation of these systems. The implementation of these systems relies on the usage of the internet-based language instruction (IBLI). The available Online Tools for Language Teaching (OTLT) available depends on the content that every individual seeks for. As such, for the effective teaching of the intercultural language, it is essential that the chosen tool to be relevant. In this perspective, it is good to consider the available tools so that one can choose the most appropriate ones (Tesl-ej.org, 2015). The available online tools are classified into twelve groups. They are the content/ learning management systems, virtual world, blogs and wikis, web creation, web exercise creation search engines, dictionaries, and social media and bookmarking. Web exercise creation is one of the best online tools for teaching the intercultural languages. The tool encompasses tools such as Content Generator, ESL video, JClic, Listen, Hot Potatoes, and Wirte (Tesl-ej.org, 2015). Through these tools, a tutor can create the language exercises himself. Resource sharing tools are also the common tools used tools for teaching the intercultural language. The important tools that are within this tools include the SlideShare, Dipity, YouTube, TeacherTube, School tube, and video press. Amongst these tools, it is essential for a teacher to choose a good combination of tools that will ensure that the intercultural language. A sharing tool, as well as a web exercise creation tools, is working combination that will allow a teacher to take the course to the end. As such, listen and write as well as the teacher tube and youtube are a good combination. Listen and Write tools will ensure that the teacher takes students through the course while explaining every aspect. On the other hand, the teacher will be able to share additional materials through his Teacher Tube account while providing links for more materials present in the YouTube. Reference: Tesl-ej.org, (2015). Online Tools for Language Teaching. Retrieved 30 September 2015, from http://www.tesl-ej.org/wordpress/issues/volume15/ej57/ej57int/ Learning activity 3.17 Explore various CALL resources for teachers. The use of CALL is an effective way of teaching the multicultural language. It is an essential teaching technological tool as it provides various vivid texts, videos, games, images, graphics, and sound that are integrated into one device. Once all these aspects are combined, it becomes easy to enhance the language skills of both speaking, writing, listening, and reading to students who are learning a foreign language. As such, evaluating a language website that is meant for the educational purposes is very crucial. This, therefore, makes the use of CALL for these students a basic necessity as their performance relies on the internet learning. Additionally, the making of the decision by students and teachers relies on this information and; therefore, it is essential to ensure that the CALL functions properly. As a teacher using CALL, it is essential to have various resources that can be adequately used to deliver. As such, most of the teachers usually develops an annotated bibliography for the CALL websites that can later be issued to students. The list below provides an annotated bibliography that are essential for a teacher. i. Schafly, Theresa. "Resources for Developing Blog and Twitter Assignments."  Georgetown University Center for New Designs in Learning and Scholarship. https://blogs.commons.georgetown.edu/blog/archives/771 The website provides various thoughts that social media incorporates together with the other related online tools that are essential for students using CALL in their studies. ii. Waldrop, M. Mitchell. "Education online: The virtual lab," Nature 499 (18 July 2013).  www.nature.com/news/education-online-the-virtual-lab-1.13383 This is a small editorial that discuss the activities that take place at the virtual lab. Additionally, the article provides various instances under which the online courses can be taken. iii. Gilman, Todd. "Designing Effective Online Assignments," The Chronicle of Higher Education (22 March 2010). https://chronicle.com/article/Designing-Effective-Online/64772/ The website presents a brief article that provides the tips that teachers can use in creating online assignments. It is important as teachers are informed of the ways that they can use to make sure that all student has attended to these assignments appropriately. Reference: Brown.edu, (2015). Annotated List of Resources for Designing Online Assignments and Activities | The Sheridan Center for Teaching and Learning. Retrieved 30 September 2015, from http://www.brown.edu/about/administration/sheridan-center/teachinglearning/coursedesign/learning-technology/resources-online-assignments References Brown.edu, (2015). Annotated List of Resources for Designing Online Assignments and Activities | The Sheridan Center for Teaching and Learning. Retrieved 30 September 2015, from http://www.brown.edu/about/administration/sheridan-center/teaching-learning/course-design/learning-technology/resources-online-assignments Calico.org, (2015). LinC (Language Interactive Culture) English-Beginners (9/2005) - CALICO. Retrieved 30 September 2015, from https://www.calico.org/p-275-LinC%20%28Language%20Interactive%20Culture%29%20EnglishBeginners%20%2892005%29.html Iallt.org, (2015). The 'Virtual Language Lab' Virtually Painless, Simply Real | IALLT. Retrieved 30 September 2015, from http://www.iallt.org/iallt_journal/the_virtual_language_lab_virtually_painless_simply_real Pages.uoregon.edu, (2015), Computer-Related Technology in Education, Retrieved 29 September 2015, from http://pages.uoregon.edu/moursund/Books/Grant writing/chapter_2.html Son, J.-B. (2005). Exploring and evaluating language learning web sites. In J.-B. Son, &S. O'Neill (Eds.), Enhancing learning and teaching: Pedagogy, technology and language (pp. 215–227). Retrieved 29 September 2015 from, http://www.apacall.org/member/sonjb/papers/enhancing2005.html Stanley, G. (2013). Language learning with technology: Ideas for integrating Technology in the classroom. Cambridge: Cambridge University Press. “1 Integrating Technology” (pp. 9–23). Tesl-ej.org, (2015). Online Tools for Language Teaching. Retrieved 30 September 2015, from http://www.tesl-ej.org/wordpress/issues/volume15/ej57/ej57int/ Williams, H. S., & Williams, P. N. (2010). Integrating Reading and Computers: An Approach to Improve ESL Students Reading Skills. Reading skills. Reading Improvement, 37(3), 98-100 www.gas.hoasen.edu, (2015). How to Evaluate an Educational Website, Retrieved 29 September 2015, from http://www.gas.hoasen.edu.vn/gas-page/how-evaluate-educational-website-introduction Read More