CALL Research Journal Entry #5

In Chapter 2 from page 19-22, the authors analyze the design of CALL materials from three aspects – language-learning task, course and syllabus and language learning areas and skills. These different points of departure would drive the design toward different directions. If the design is task-based, teachers, as designers of language teaching tasks, should bear in mind when designing a task, that design is no longer a static concept, but a dynamic process to be continually refined with a greater involvement of the learners. For the course and syllabus-based design, the authors gave an example of combining two components of the course, webCT and CD, to compensate the defect of each tool. With this hybrid solution, the learners can enjoy the rich media content without compromising the interactive environment. As the focus shifts to language-learning areas and skills, the designers would set out by employing the theories and methodologies specific to a language skill or area. It is, however, controversial that whether treating language learning in this discrete manner could really contribute to SLA.
I am gradually convinced by the authors’ perspective about CALL, that technology would hardly be advantageous to the language teaching and learning unless its limitations can be fully recognized. Though process of reading is excruciating ><, I consider it as a good way for me to learn the approach to build a sound ground while writing an academic article.

CALL Research Journal Entry #3

“Randall’s EFL Cyber Listening Web”
When I surfed on the internet looking for some EFL-related websites few days ago, I came across a fascinating website called “Randall’s EFL Cyber Listening Web”, which is specifically designed to enhance English listening comprehension. Before long I found that this website is also listed in our e-learning board! Moreover, Professor Johanson happened to use it as sample to demonstrate the e-tool presentation in class. The clean and organized layout of this website is one thing that drew my attention in the first place. I think Mr. Randall put a lot of efforts in setting up this EFL website. Though it doesn’t have much colorful or dynamic design, it is very practical in many ways. For example, it has numerous tips for EFL teachers and students, which shows that Mr. Randall truely thinks in their shoes so that he could collect and create these useful materials. Besides, it amazed me that the download speed of the audio files from the website is relatively fast. When I listened to the downloaded file, there was no sign of lag or interruption. After I completed the quiz, I could simply click the “Final Score” button to see the correct answers and evaluate my performance. There are also the full texts of the audio files available on the website to clarify the content that I missed. To me, this website is just like a free English tutor at home!

CALL Research Journal Entry #2

Today, we learned a general idea of the history of CALL. The biggest issue presented in CALL now is the gap between pedagogy and technology. Program designers, who are dexterous in designing programs, usually know very little or nothing about education. On the other hand, few educators would devote to studying the computer technology. I think it is very important to break the psychological barrier of the educators. Their unwillingness or resistance to embrace the technology blocks the path that leads to a more sophisticated CALL model. After all, how greatly the computer technology could contribute to the language teaching relies upon the successful and innovative integration of them. No doubt educators play a crucial role to serve as an interface in this task. Computer technology is a very powerful tool. Anything powerful is mostly a double-sided blade. If well applied, computer technology could be a good partner in language teaching. However, if we ignore the influence of the computer technology and cause the gap to grow deeper, it could be like a runaway horse that damages both teachers and students in language teaching and learning.

CALL Research Journal Entry #1

In the time of booming information, we can access all kinds of knowledge from internet. The World Wide Web is like a giant database that store rich information waited to be explored anytime. Everything around us is computerized or digitalized to catch up with the lightning speed of the IT revolution, and language teaching is no exception for sure. It is amazing how the style of language teaching has evolved over these 20 years. That’s the reason why I chose to take this course. Though I am not a teacher, I am curious about how the computer technology can improve language learning. I also wonder if there is a line between properly and over using computers as assistance in teaching. How does a teacher determine the proportion of computer technology to be applied in his/her class? Is there any standard method to evaluate the effectiveness of adopting computer technology in teaching language learners? By taking this course, I expect to broaden my vision to this emerging field. Besides, I anticipate that Professor Johanson could introduce various interesting websites about English learning, which I believe would help us find the useful, authentic information we need. I am chomping at the bit to get started!