From page 22-26 of Chapter2, the authors explain how the CALL tutors are different from the CALL tools. A CALL tutor would analyze, evaluate the learner’s response and give feedback based on its analysis result. ILTS (Intelligent language tutoring systems) can be seen as a breakthrough of this technology. This kind of system is capable of analyzing the grammar errors made by the learners and generating individualized feedback. Tutor Assistant is an authoring system that could aid the designers in creating ILTS materials. However, unlike other simple authoring tools (Hot Potatoes), which can be used to produce exercises very quickly, designing CALL materials with ILTS is a time consuming task. According to the study done by Toole and Heift, it shows that time-efficient authoring of ILTS can be achieved if the design is well planed ahead. On the other hand, a CALL tool is a device that facilitates the use of computer technology. The authors particularly bring up an electronic tandem resources (ETR) Web site, a CMC-based CALL, designed by Appel and Mullen. Through this tool, the authors present the importance of how the language-learning effects of a CALL tool can be enhanced by properly modifying it both pedagogically and technically.
From page 27-35, the authors reveal the improvements of the design of CALL materials over the last few years. Designers become more aware of the multifaceted nature of CALL and therefore accommodate different theories, pedagogies, and best practices in their design. Two important integrations – Horizontal and Vertical integration, are then discussed in three different perspectives. First in the perspective of the Language Teacher, the integration of CALL and curriculum is the first concern. The authors suggest that the language teachers see a curriculum as a guide or template rather than a prescription. In this way, the curriculum could provide the teachers with flexible room to adjust the activities introduced in the classroom while not deviating from the main learning goal. As for the Language Learner’s perspective, teachers, also as designers, shall keep an eye on the learners’ individual differences so that the appropriate technologies and supplementary training can be leveraged. Employing CALL materials with concerns for the learner’s individual differences in the technical background and expectations of using technologies can be referred to as horizontal integration. Yet, to view from the Institution’s perspective, the integration expands in a vertical direction. It means that designers should examine the compatibility between the technology used in the local side and the wider environment. The congruence between both contexts could greatly lengthen the life span of the CALL materials. At last, the authors call our attention to the trend toward a narrow consistency in hardware and software applications. It brings about the problem that the resources available for CALL designers are more and more limited. What’s more important for designers is to fully understand the drawbacks of the application or system in use and then to design effectively within the limitations.
From page 27-35, the authors reveal the improvements of the design of CALL materials over the last few years. Designers become more aware of the multifaceted nature of CALL and therefore accommodate different theories, pedagogies, and best practices in their design. Two important integrations – Horizontal and Vertical integration, are then discussed in three different perspectives. First in the perspective of the Language Teacher, the integration of CALL and curriculum is the first concern. The authors suggest that the language teachers see a curriculum as a guide or template rather than a prescription. In this way, the curriculum could provide the teachers with flexible room to adjust the activities introduced in the classroom while not deviating from the main learning goal. As for the Language Learner’s perspective, teachers, also as designers, shall keep an eye on the learners’ individual differences so that the appropriate technologies and supplementary training can be leveraged. Employing CALL materials with concerns for the learner’s individual differences in the technical background and expectations of using technologies can be referred to as horizontal integration. Yet, to view from the Institution’s perspective, the integration expands in a vertical direction. It means that designers should examine the compatibility between the technology used in the local side and the wider environment. The congruence between both contexts could greatly lengthen the life span of the CALL materials. At last, the authors call our attention to the trend toward a narrow consistency in hardware and software applications. It brings about the problem that the resources available for CALL designers are more and more limited. What’s more important for designers is to fully understand the drawbacks of the application or system in use and then to design effectively within the limitations.
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