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UNIT 1 Introduction to Computer-Assisted Language Learning.

CALL will be used in a broad sense to refer to any effort that involves a computer in some significant ways in language teaching and learning. An activity that involves learning language word processors, email programs, web or search engines like Google will represent the use of tools, where the computer does not have a teaching function is open it is becoming increasingly important to prepare language teachers to integrate technology into their classrooms in ways that smooth and technically sound pedagogical, and to train specialists of various kinds to support them either directly (on site) and indirectly (through CALL research and development). Given the nature of the complex, dynamic CALL, there is a need for a framework to assist teacher educators in the task of determining the content and setting curricular objectives. Following review of existing trends in CALL education, this chapter offers such a framework, based on focused on the role individuals can take and hope accompanying the skills and knowledge in connection with the use of computers in language teaching. The role identified two broad categories: institutional (pre-service teachers, in-service teachers, CALL specialists and CALL professionals) and functional (practitioners, developers, researchers, and trainers). This framework provides a means to address both technical knowledge and pedagogical skills and regions around the combination of these roles.

UNIT 2 Courseware Evaluation, Development, and Implementation

This unit discusses and introduces the courseware, which refers to software that is used to support the learning of formal languages. In practice, the courseware has been used to refer to everything from complete software package that can be used without a teacher for the software that is only part of language learning courses. The purpose of this unit is to provide a peek at the three-dimensional Call tutorials - develop courseware, courseware evaluate, and implement courseware in the classroom.
Development, evaluation, and implementation thus simultaneously part of the logical development of a courseware project and interact manifestation of its reality. This is true whether the project is to CALL or for some other educational purposes. However, domain specific language teaching and learning imposes on three sets of considerations that are not exactly the same as we would find in the courseware, say, history or chemistry or mathematics.

UNIT 3 Computer Mediated Communication(CMC),
In one category of use of tools, computer-mediated communication, or CMC, the computer is a means through which teachers communicate with learners, learners communicate with each other and students can even communicate with native speakers. That communication occurs through a variation of the following elements: time (synchronous or asynchronous), the amount and pattern of participants (1-1, one to many, or many to many), and medium (text, voice or video).Increasing distance education in general education and language learning is no exception. While the tutorial CALL materials can be presented online for self-learning without a teacher, there are also classes that are offered to groups of online students with the guidance of a teacher of life. These classes can be either synchronous or asynchronous, and the CMC usually plays an important role.It is important to realize that synchronous CMC is by definition real time communication. Learners will be put in place to produce language rapidly and one should expect an accuracy of less (including typos if in text mode), but they arguably be practicing something that overlap a lot with face to face communication. Asynchronous CMC allows for more thought and planning, and thus may be more reasonable to expect closer attention to the forms of organization and language.One big advantage of CMC over the tutorial CALL is that both teachers and students are usually familiar with the media (at least email, discussion forums and many are quite intuitive).

Unit4 CALL on the Web
We have seen a CALL software and activities that involve it regardless of whether it is accessed through a disk, the Internet in general (such as email) or the World Wide Web. Web has been featured in numerous articles and conference presentations CALL since the mid-1990s, in particular oriented practice. This is because it is always evolving, and, unlike disktutorial based software, often free and very accessible to the students and teachers. The disadvantages of the web itself is
Text-based material on the Web is sometimes not easy to read as an ingredient in paper format because the font color and background options.
-Voice and video sometimes take real time to transfer, even on fast connections.
-New forms of streaming has improved dramatically, but the Web is still not responsive as a CD-ROM, DVD or hard drive on a TiVo or other digital video
-Recorder. Sound and video is usually compressed to speed up the transfer: depending on the degree
Compression and other factors they can feel the quality is lower than the Original
Profit
-Language reference and other materials to support learning can be found.
Students and teachers have the opportunity publications.
-A window is opened through a culture of authentic materials available. This means that technologies, such as transcripts, dictionaries, and translators, exist to help understanding the material.
-Increasing the number of audio and video allow building outside of reading comprehension skills.
Previous disk-based activities (such as tutorial exercises) and internet-based activities (such as email) can often be handled through the Web.

 Unit 5 CALL and Language Skills
Skills-oriented language teaching remains a common approach to the class as well as for independent learning, and computer-assisted language learning is no exception, namely:
LISTEN
Listening is one of the most promising potential for the development of CALL. This is because multimedia computing has all the standard audio and video have been with the addition of various meanings of technology such as support for text, glossary hyperlinks, and even translation. Activities typically involve listening to a presentation followed by comprehension questions - some also include a full or partial description. There are a number of sites that are useful in ESLdan dedicated in listening: the www.esl-lab.com, www.elllo.org, and www.lingual.net.

SPEAKING
In terms of direct practice talk, recent developments on the web has made it possible to voice chat site that allows for students and teachers to interact over the Internet in distance education programs. Practicing speaking asynchronous possibly through www.wimba.com, voice mail using the Internet, or simply attach a sound file to an email. www.auralog.com is an example of a simulation program that allows some limited conversation that gives something of the experience through the use of voice recognition software. Most programs simply rely on sound recordings, with students simply record the lines of dialogue and then compare it with the original sample.

READING
Most CALLS read the instructions on the disk first and then on the web, has involved the use of technological significance. This includes specialized applications, such as hypertext glossary, translation, and notes (on grammar, cultural use,), united by the developer for specific text and generic applications such as electronic dictionaries, encyclopedias, such as http://translate Google's translation system. google.com / #. As for some of the ways that can be used to support the reading as
- Teacher only using the web in which teachers give assignments to students who need to find, understand and sometimes consolidate the information on the web,
- The site with the support of ESL education or adult literacy: View Website Adult Education Learning Resources Reading, http://literacyworks.org/learningresources/
- Text reconstruction activities, such as Storyboard, cloze exercise (http://eslus.com/LESSONS/READING/READ.HTM), and readings jigsaw

WRITE
Writing is revolutionizing for everyone with a word processor, and the addition of spell checkers have been quite helpful. Grammar and style checkers is much less useful for the present, and use a thesaurus can be counterproductive if students are not trained in their limitations. One way to improve the writing skills. Online writing resources like http://owl.english.purdue.edu/handouts/esl/index.html and tutorials, as www.monash.edu.au / lls / llonline / write / index.xml blank screen.

GRAMMAR
Practice grammar was probably the beginning of the use of CALL. Weekdays grammar largely focused on the following:
• Workbook-style exercises (on disk and online): online examples can be seen at www.grammar-quizzes.com/.
• Online courses and references (eg, Anthony Hughes' Online Home Grammar, http://www.edunet.com/english/grammar/index.cfm or www.scribd.com/doc/2586846/Anthony-Hughes-the-online -bahasa-grammar)
• Grammar portals Such as www.esltower.com/

Pronunciation
Pronunciation work is generally of three types.
- Listen, repeat / record, and compare. This option comes in many multimedia programs and analog tape-based techniques in the language lab audio-lingual method.
- The waveform, pitch contour, spectrogram. The first and last of questionable value. Waveform that is easy for computers to produce, but they are only clearly shows the band intensity at all times. It is most helpful in teaching rhythm.
- ASR (automatic speech recognition) scored. Here, the computer using voice recognition software for the accuracy class. This can be useful, but there are many technical problems - the quality of the microphone, sound card quality, and background noise all the variables that could negatively affect the score, leading even to native speakers scored as non-natives.

Vocabulary
Vocabulary activities have been around since the early days of CALL in the form of electronic flashcards (linking words for the translation of L1 or L2 L2 L2 word for the definition). CALLS for the implementation of other common vocabulary include the following.
• Hypertext dictionaries / glossaries. Babylon (www.babylon.com) is a memory-resident commercial dictionary That system runs in the background on your computer; www.voycabulary.com That is a web application automatically links items in a web page to a variety of dictionaries.

Unit 6  CALL Research

So far, we have been going through this course with the implicit assumption that CALL works, that teaching language using computers in some way makes learning "better." But what exactly is "better?" Here are some possible interpretations:

-          learners pick up language knowledge or skills faster or with less effort (learning efficiency)

-          learners pick up what is targeted, retain language knowledge or skills longer, and/or learn more of what they need (effectiveness)

-          learners can get materials or experience interactions that would otherwise be difficult or impossible (access) .

Research has continued in all areas of CALL but recently has focused on seral identifiable areas, such as:

-          Computer mediated communication; especially, interaction in synchronous chat settings and email in tandem settings

-          Visual, text and sound annotation to promote comprehension and vocabulary acquisition

-          Effectiveness of online collaborative and constructivist activities, including development of communities .

There are many areas of CALL that have been looked at, and we only cover a few of them here. Check the references at the end for resources to continue your CALL research review like:

-          SURVEY OF UNANSWERED QUESTIONS IN CALL RESEARCH

One of the major concerns that scholars seem to have upon entering this field, particularly if they are trying to develop a project for a master's or doctoral thesis, is what sorts of research questions to study.

-          SUBJECT CHARACTERISTICS IN CALL RESEARCH

In 2004 I carried out a study of research articles found in four CALL journals over a 2-3 year period, focusing on subject characteristics. The overall conclusion was that "CALL research as a whole is unbalanced in the direction of the study of novices working on novel tasks or using novel applications" (Hubbard 2005: 363). Among other recommendations

-          DOING RESEARCH

There are several avenues available to teachers in the role of researchers of their own classroom or students is Observation, tracking, student survey, pre and post-testing, student journalist.

-          LOCATING RESEARCH STUDIES

A search through Google Scholar (http://scholar.google.com) using appropriate keywords is one way to find research materials on a CALL topic. However, a problem is that many of the sources discovered in this manner will not be freely available. Two useful sites to search are CALICO (www.calico.org), which has CALICO Journal articles over three years old freely available, and Language Learning & Technology (http://llt.msu.edu), where all the journal articles are freely available. Both sites have internal search features.

 Unit 7 CALL Learner Training

Training can be divided at least into two areas: technical and pedagogical (you may recall that this was the same division as for teachers in Unit 1). Technical training naturally includes general computer literacy (which can be a major issue or not depending on your setting and students), but of greater interest here is learning technical skills and knowledge of particular value to language learning. There are five principles for learning training  summary below

-          Experience CALL yourself. Try a piece of CALL software (like Rosetta Stone) for a language you don't know, or visit a chatroom for a language you are not fluent in.

-          Use a cyclical approach. Teach a bit at a time. Don't just have a training session at the beginning and think your job is done. If anything, let learners "play" awhile with the application so that they have some familiarity with it before formal training begins.

-          Give learners teacher training. Let them know some of what you know if they are to become more independent. Help them develop a "language learning approach" that is consistent with what you consider a valid language teaching approach.

-          Teach general exploitation strategies. Show learners ways to use software to make it easier if it's too hard and harder if it's too easy, as well as how to mine the material for uses different from those intended by the developer. For example, many CALL tutorial exercises involve multiple choice.

-          Use collaborative debriefings. Get learners to discuss their experiences, successes and failures with the CALL tasks and software in pairs or small groups. Don't just make the instruction one-way from you.