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CALL: A resource book for teachers

1. Pronunciation Pronunciation Skills T Grammar Grammar exercises T Vocabulary Vocabulary exercises T 58 Others Please specify Specify other types of language focuses found in the program T 5 Language Approach syllabus TASEAP What language approach does the software use Structural The language content is sequential around grammatical structures e g simple present tense past tense etc T Communicative Functional The language content is organized around notions and functions e g greetings identifying reporting etc T Other Please Specify 6 Activity Type Specify any other language approaches used in this software What kind of activities does the software use Drag amp Drop Drag the items to the most appropriate place T Gap Filling Type the correct answer into the blanks T Multiple Choice Choose the best answer T Matching Match items with another T Reordering Items Reorder words phrase sentences into correct order T True False Choose whether the statement is true or false T Spelling Dictation Spelling or Dictation exercises T Text Reconstruction Reconstruct the texts based on cues given T Short Answer Writing Write short answer or statement on a specified topic or questions T Voice Recording Record Voice T Game
2. URL http www ling lancs ac uk staff visitors kenji teacher htm cai Language Learning amp Technology Online journal for second amp foreign language educators URL http polyglot cal msu edu IIt Language Learning and Technology Sites for more theoretical than practical but is often interesting for ELT teachers URL http polyglot cal msu edu IIt National Clearinghouse for ESL Literacy Education NCLE Includes ERIC Digests Frequently Asked and Questions Books and Major Publications NIFL ESL Listserv Newsletter NCLE Notes URL http www cal org NCLE SL Lists International EFL ESL Email Student Discussion Lists List of EFL ESL e mail student discussion lists Includes several topics to discuss such as business event movie music science sport etc URL http Awww kyoto su ac jp trobb slinfo html TESOL Online Publications Include Catalog of Publications Serial Publications Articles online Archive on TESOL and CALL URL http www tesol edu pubs index html The Internet TESL Journal Online Journal for Teachers of English as a Second Language Includes articles research papers lesson plans classroom handouts teaching ideas and links URL http www aitech ac jp iteslj 131 CALL a guide for English language teachers The Internet TESL Journal TESL CALL Links collection from the Internet TESL Journal URL http www aitech ac jp itesli links TESL CALL The Language Teacher TLT
3. Download free from http hotfiles lycos com cqi bin texis swlib lycos info html fcode 000EU2 95 CALL a guide for English language teachers requirements 6 Digital Homework Robert S Smith 1 10 Rating gorre System Windows 95 Descriptions e t helps students learn through a variety of computer based examinations e It allows educators to create a host of tests using multiple choice matching true false fill in the blank or essay question formats e You can use Digital Homework for simple homework assignments or to create a series of full blown computer based training CBT projects e Each test can be linked to Web pages multimedia files or other references e Asimple click on the More Information button takes the student to the Web they specify for example where the answer to the question is explained or additional information is provided e A Show Picture button lets the student see additional graphical data about the questions Price Shareware Free to try 10 if you decide to keep it Download free from http hotfiles lycos com cqi bin texis swlib lycos info html fcode 00007F requirements 7 Test Maestro R amp R EdWare 1 01 Rating as System Windows 95 Descriptions It s designed to meet the requirements of professional educators It offers a wealth of features to allow you to create multiple test versions printed answer keys answer sheets tes
4. Multimedia Language Teaching Tokyo Logos Internationsl 3 20 Warschauer M 1998 Computers and language learning An overview In Language Teaching Vol 31 57 71 Wilhelm J amp Friedemann P 1998 Hyperlearning Where Projects Inquiry and Technology Meet York Maine Stenhouse Publishers Wyatt D 1984 Computers and ESL Orlando Harcourt Brace Jovanovich Wyatt D 1988 The Logo Syndrome In CALICO Journal Vol 5 76 82 130 TASEAP Online resources Articles Gaer S 1999 Using software in the adult ESL classroom National Clearinghouse for ESL Literacy Education NCLE URL http www cal org ncle digests SwareQA htm Oxford R L Rivera Castillo Y Feyten C amp Nutta J 1998 Computers and More Creative uses of technology for learning a second or foreign language URL http www insa lyon fr Departments CDR computers html White S 1999 A brief history of computing URL http www compsoc net swhite timeline html Web Sites EFL Web Online Journal for Teaching and Learning English URL http Awww u net com eflweb English Language Institute of Technology Oregon State University s ELT Online Resources URL http osu orst edu dept eli techtip html EUROCAL Includes online issues of RECALL Journal URL http www hull ac uk cti eurocall htm Kenji Kitao and S Kathleen Kitao CALL Resource List A collection of links to several sites of ESL EFL
5. The effect is not necessarily physiological It s Seq words Sep Sen s Seq Baris mstrastionm kink Preview kink ikaskibink Previews kink opus Step 32 Type in the instruction for the Sequencing activity in the empty window on the left Do not hit return while your are working in this window Step 33 In the window on the right delete all but the sentence s phrase s you want to use or type in new sentences phrases Step 34 Click Seq Words if you want every word in a sentence to be sequenced or click Seq Sent s if you want every sentence in a selection to be sequenced or click Seq Para s if you want every paragraph in a selection to be sequenced Click SAVE Step 35 Click Task Link You will see a similar screen to the one in Step 27 Note Steps 28 30 can be repeated for tasklinking the sequencing activities Writing activities for gap filling Step 36 Click the Gap Filling button You should see the following screen 116 Step 37 Step 38 Step 39 Step 40 Step 41 Step 42 Step 43 Note TASEAP E Educator TASEAP English 1 Engineering Noise Pollution File Options Test Customize wit st ATORI Exercise sets True Multiple Browser Matching Sequencing Filling or False Choice xz TE Q rr Waa od he E se wow Cox i Key WS By Aye es B xP Gep Filing YW xk VOGO OGE liniporehext iiniprorerext breeavords When people hear the word pollution they al usually think of air
6. Dragon Naturally Speaking A voice recognition program See It Hear It Say It Courseware Publishing International Accent Improvement SpeakWare Real English Wiser Software e Integrated Skills Courseware Ellis CALI Dynamic English DynEd English Discoveries Berlitz English Language Development Jostens Rosetta Stone Fairfield Language Technologies Planet English Unisearch Ltd and the University of New South Wales ssues in English Protea Software Active English Courseware Publishing International Computer used for simulation problem solving Simulations and problem solving is used to foster analysis critical thinking discussion and writing activities The computer is not used much for tutorial purposes The program is designed to create language interaction through problematic situations conditions or problems challenging for the learner to solve Many simulation programs are problem solving games which are entertaining and educational edutainment Oregon Trail 1995 1998 CD ROM lt http www cd romlink com gt is one of the earliest educational simulation problem solving games The learners are challenged to make a series of decisions to guide their party from Missouri to Oregon by covered wagon These decisions begin with choosing a departure date through the daily decisions relating to pace restocking and direction The learners face a series of obstacles fires floods injuries no water b
7. Finding web pages using subject directories subject searching A subject directory is a listing of internet resources arranged by subject categories Most subject directories have key word searching available Selected list of good subject directories Yahoo Magellan EINET Galaxy Subject http www yahoo co http www clearinghouse Catalog m net http www einet net 6 YAHOO i mar COA a ee Finding web pages using search engines Key word searching A search engine is a program that searches documents on the Web A user types specified keywords into the search blank the search engine then returns a list of the documents Normally the term search engine refers to the search engines themselves such as Alta Vista and Excite Selected list of search engines Alta Vista Infoseek Dogpile http www altavista com http infoseek go com http www dogpile com fa More search engines can be found from the following site http owl english purdue edu files 128 htm More information on how to use Netscape Navigator http nome netscape com eng mozilla 1 2 handbook docs learn html CO0 35 CALL a guide for English language teachers E mail E mail or electronic mail is one function of the internet network It has many applications such as composing sending and receiving messages People on networks use e mail to exchange information
8. Smartlinking isse E R R R 112 Writing activities for matching e ssessssssssrrrrresrerrrnrrnrnesserrrerrnneesnt 115 Writing activities for Sequencing ssssseseereeeesserrerrrnrrrssrrrrrrnneeset 116 Writing activities for gap filling nnsseeeseesenneeneeesseernnrrnnresserrrnrrnneeeee 116 Writing activities for True or False eeeeecsseceeeeeeeeeeeeeeeeeeeeeeeeeeeees 118 Writing activities for multiple ChOICE ceeeeeeeeeeee tees eeetteeeeeeeeeeeeees 118 GONGCIUSIOM EAE E E E E E E 119 GIOSSANY inte eer eee ee eee 121 Referentes a ee 127 Section one computer assisted language learning an overview 127 PrintedimaterialS cs cies ta ce tun deans ten cade cunddaabetaie sade cen EAE E RR E ERRER 127 Online resources a2e0 aes ota et Ais estan che att lene ead ates 131 Section two CALL management in the self access centre user policy development aces teres eodeacnet esas E AE Gres E E aed eames 132 Printed mat rialS 2 wae cnice aire ce cc aa eds ez acina ap cade bilee aa 132 ONIING FESOUPCES iare eea a eaae eel E REE EEEE 133 Section four an evaluation matrix for reviewing elt mutimedia software 134 Printed materials ac ecca ch ss casveanacentcncncacaeantaccdcanscdaaeansequncadeccaatarteanaesteaass 134 Oane e E E E E em Nat 134 Section five a guide to authoring customized software seessssssssereee 135 Printed mat rial Sonin ne cesta ect Mamie cena ees 135 O
9. The users can build their own new rooms and write the description to determine who could come in and out The user can even create their own virtual home Recently a lot of special MOOs have been set up for ESL learners to participate such as CU SEEMe lt http www cuseeme com gt In using MOOs special client software programs such as TinyFugue for Unix MUDDweller for Mac or MUDwin for Windows are needed MOOs provide a strongly motivated means for meaningful authentic communication with a real audience Those who are interested in this desk top teleconferencing can join MOOs on many websites such as the CU SeeMe website lt http www cu seeme com gt and at Rachel s Super MOO List lt http cinemaspace berkeley edu rachel moolist gt CALL a guide for English language teachers ADVANTAGES AND LIMITATIONS OF CALL While Section 3 above shows some of the benefits of how CALL can be used for language teaching and learning CALL also has some limitations This section reviews advantages and limitations of CALL Advantages of CALL Learner factors e CALL can adapt to the learners abilities and preferences e CALL can adapt to the learners cognitive and learning styles e CALL can adapt to the learner s self paced learning CALL can be used for remedial work for slow learners and to accelerate learning for fast learners e CALL offers individualized and private learning e CALL with branching capabilit
10. Vocabulary Target Use Publisher Expert Software http www expertsoftware c om Ultimate Word Attack 10up Vocabulary Davidson and Association http www davd com Word Munchers Deluxe 8up Vocabulary MECC http www mecc com Scrabble Vocabulary Hasbro http www hasbro com For further details on software visit the following software publishers web sites The learning Company www learningco com Children s Educational Software www smartkids com Broderbund www broderbund com 74 TASEAP BLANK EVALUATION MATRIX Directions Tick v for items that is available on the software The rating scale poor xx fair xxx good Write N A for not applicable features Note The rating scale may be changed to a more detailed scale if required 1 7 The greyed out areas of the matrix do not need to be filled in Part I Tick Rating Tick Rating Tick Rating Tick Rating 1 User Level Beginner Pre Intermediate Intermediate upper intermediate Advanced Age Group Pre school Children Teenagers Adults Purpose GE ESP EAP Learning Mode Self study Course based CALL type Tutorial Drill Practice Simulation Problem solving Games Objectives Explicit Learning Objectives Match of activities to Objectives 75 CALL a guide for
11. communicate ideas discuss issues share files and edit and review manuscripts It is the most popular and heavily used function of the internet When you use e mail you will have to know two things one is your e mail address which is like your mailing address You give it to others so that they can send e mail to you Another is your password which only you know so no one else can read your mail An e mail address looks like this this is mine puangpen ccs sut ac th Every email address has three parts e auser name everything on the left of the sign e an at sign e the address of the user s mail server or hostname Everything on the right of the sign Your host name should be your institution or an organization s computer network Discussion groups and mailing lists A discussion group or listserv is an automated mailing list comprised of people who share the same interest They use an internet service called listserv to distribute messages to the group You have to subscribe to become a member of any of these discussion groups Chat People around the world can talk to each other by going into virtual chat rooms In these chat rooms you can talk and listen to people by typing on your keyboard and reading messages on your screen in real time You should follow rules of netiquette conventions for communicating online when using these rooms Basic chat room language and guidelines can be found h
12. http hotfiles lycos com cqi bin texis swlib lycos info html fcode 00001P Other available authoring tools 1 Easy Test 1 1 Rating prer System Windows 95 98 or NT requirements Descriptions e t creates multimedia computer based tests multimedia questions e It allows a question bank of up to 5000 questions It then presents questions from this bank either randomly or sequentially e Each question can contain additional information in the form of text graphics audio or video either before or after a question is answered e HyperText links can be included e The student s correct and incorrect answers are recorded and test results can be saved to disk or printed Results can even be encrypted allowing it to be used for distance education assessment Price Shareware Free to try 25 if you decide to keep it Download free from http hotfiles lycos com cqi bin texis swlib lycos info html fcode 00Y16 93 CALL a guide for English language teachers requirements 2 PC CAI TexaSoft 2 11 Rating Berane System DOS 3 3 Descriptions e It s a DOS only program for developing interactive tutorials tests and demonstrations e It lets you create an interactive script in PC CAI by using either the computer assisted instruction CAI language or the CAI Create program which provides templates for creating question and answer lessons e You can
13. http humanities byu edu classes ling577na index html x Linguistics 577 Lesson Plans Internet Treasure Hunts http elicos qut edu au treasure html lasson Ver abeebery The words cone dered the trout rented for the eee Things ve Think Aleut Proverb s poer 17 irer Engish fom a wicke warkty of tnar and rei Karin s ESL Partyland http www eslpartyland com teach3 htm ES Party Abele Teaching English Site Tow Question of the Month Ps gt What s the best Hot Link of i i dha ifani LLI i Ta Lesson plans from Teacher s desk Teachers can see samples of lesson plans prepared by graduate students taking language methodology class either Dr Anderson s or Dr Henrichson s Most lessons aim at teaching integrated language skills using task based activities Lesson plans Teachers can find useful information on how to plan their language lessons and pick up teaching tips There are also ready made lessons which again can be adapted for use in ESL classrooms Lesson plans There are lots of lesson plans which teachers can print out or adapt to be used in class The site also offers pages on teaching with film teaching with music and teaching with the Internet Lesson plans http www knownet net users Ackley lessons html ESLflow This site offers useful ideas for assignments projects and activities Even though it does not really aim at
14. ooo Directory Name Set a acroread dmi educator i hp_info jdk11 1 6 Drives amp c abd8e53abk Cancel Step 5 Click in the rectangle box underneath Volume Title and type in a name for the volume that you are going to create It is a good idea to note down the volume title in case you forget Step 6 Click in the box under Short Description and type in the description of the volume Then click OK You will see the following screen EE EL ie Ez Opti st Customize ERED Ey Exercise Browser Multiple Matching Sequencing br Falso Choice oe ame I Exercise Wire w FE Description Description Description A volume is now created and you are ready to go on to the next procedure Step 7 If you want to open or edit a volume that you have created earlier select the volume you want and then click Open Selected Volume You will see the same screen as in Step 6 Exercise structure As mentioned in 2 2 WISER EDUCATOR organises the learning materials into a three tier hierarchy modules units and exercises Within each exercise there are five learning activities or tasks matching sequencing true false gap filling 108 TASEAP and multiple choice Erasing a module means erasing all of the units exercises and tasks in that module Thus when creating learning materials you have to start with the module and proceed down to the exercises Step 8 Step 9 Step 10 Step 11
15. sentences or paragraphs in the order in which he hears them Shareware A program that is distributed on the basis of an honor system Most Shareware is delivered free of charge but the author usually requests that you pay a small fee if you like the program and use it regularly Shareware is inexpensive because it is usually produced by a single programmer and is offered directly to customers Shareware is copyrighted Smartlink A word coined by WISER EDUCATOR to mean a feature in the program that matches links between the sound and picture in a video file and the transcript in a text file in units of sentences Software Computer instructions or data stored electronically Software is divided into two categories 1 Systems software the operating system and utilities that enable the computer to function 2 Applications software programs that do real work for users such as word processors spreadsheets and database management Subject directory A listing of Internet resources arranged by subject categories such as Yahoo and AltaVista 124 TASEAP True or false A learning activity in which the learner decides whether a statement is true or false according to what he hears Upload To transfer a file or data or programs over a digital communications linked from your local computer to a remote computer URL URL stands for Uniform Resource Locator It is a unique address of a web page User policy A policy which limits the wa
16. will be an acquisition of language content through purposeful and reflective participation 3 The curriculum is dynamic The role of the teacher is a facilitator an inseminator of ideas who draws student s motivation The learner is responsible reflective and creative Textbook is a resource along with electronic resources Classroom becomes a reconfigurable space with electronic facilities Debski 1997 47 48 Integrative CALL Internet Applications eg E mail communication FTP World Wide Web Chat Gopher sites MOO servers CU SeeMe Desktop Video Conferencing Aim at integrating computer mediated communication applications for communicative language teaching as follows E mail Allow learners to have direct communication around the globe FTP Allow learners and teachers to download documents graphics sounds videos and animation WWW Learners search and share different kinds of files on the internet documents graphics sounds video animation Chat Allow learners to have real time communication Main Characteristics e Allow computer to incorporate a variety of media from the internet such as text graphics sound animation and video Internet resources are linked together by Hypermedia Based on communicative Language teaching approach Built on student s intrinsic motivation for authentic communication e
17. 95 98 Windows 2000 Windows NT Macintosh 78 TASEAP Tick Rating Tick Rating Tick Rating Tick Rating 18 Technical Consideration Ease of Installation Program Sturdiness Text Quality Graphic quality Sound quality Loading Speed Microphone Technical Support Manual Online Help Phone Contact Part Il Software Information Version Publisher Year of Release Cost Hardware Requirement Memory Ram Hard Disk Space CD Rom DVD Rom speed 79 5 A guide to authoring customized software Snea Thinsan INTRODUCTION This chapter deals with concepts and practically useful information about authoring customized software The aims are to provide university language teachers in Thailand particularly those with little background knowledge and limited skill in using computers and the Internet with crucial information on authoring customized software as well as to encourage and enable them to start instructional contact with their students via computers Why authoring The following are some of the very important reasons why teachers in Thailand should author or create their own software or instructional materials for their classroom use e Commercial software is often produced overseas may be both expensive and inappropriate for use in the Thai context e Teacher tailored instructional materials can be
18. Consideration Ease of Installation Program Sturdiness Text Quality Graphic quality Sound quality Loading Speed Microphone 67 CALL a guide for English language teachers Issues in English Rosetta Stone Real English Oregon Trail Il Tick Rating Technical Support Tick Manual Online Help Phone Contact Part Il Software Information Issues in English Version N A Rosetta Stone 2 3 2 Real English N A Oregon Trail Il 1 3 Publisher Protea Textware Fairfield Language Technologies Wiser Software Learning Company Year of Release 1996 1998 1998 1996 Cost 104 Level 1 330 Level 2 390 99 95 14 95 Hardware Requirement 486 66 486DX 486 486 8MB Memory Ram 8MB 8MB 8MB Hard Disk Space 18MB 11MB 20MB 12MB 2x CD Rom CD Rom DVD Rom speed 68 2x CD Rom 2xCD Rom 2x CD Rom REVIEWS OF SOME COMMERCIAL ELT SOFTWARE This section presents brief summary reviews of the four pieces of commercial ELT software which were evaluated in the previous section namely ssues in English Rosetta Stone Real English and Oregon Trail Il The review addresses the following four aspects e Descriptions e Advantages e Limitations e Recommendations Issues in English Description Issues in English is an example of traditio
19. ESL students ESL teachers can still find the ideas very valuable Lesson plans http Awww homestead com ESLflow Index html 49 CALL a guide for English language teachers b he imei Mare ere About Com http about com NY Learning Network http www nytimes com learning earningNetwok PROM THEEPATY OAM Seco P Cysene Ravage 4 Simte Sel Moestiy Cut OF pe After Teas S3 The Science Daily Magazine http www sciencedaily com Science http www sciencemaqg org Sasoien Sgh Hep FAQ Feedback Test L Te Grd ertiotes Or visit Hews testurce btwn we n e irowme Femme ves Sere oo ELDEST PEFR ones crete a Science Now http sciencenow sciencemag org 50 This site has great resources for ESL teachers The sources are classified according to English proficiency levels ESL teachers can also find valuable links to other sites which contain subject area content ESP resources Teachers can find a great many resources for material development here It includes expert guidance from hundreds of guides and useful tools to build vocabulary ESP ESP resources English language teachers can use a variety of articles for their material development as well as asking the students to do activities such as News Summaries Daily News Quiz Science Q amp A Crossword Puzzles and Ask a Reporter EST resources Teachers of ESP
20. Ease of navigation Category number 13 5 Make overall evaluation and recommendation Pinpoint mandatory items This will vary What is mandatory and more important for one person may simply be optional to another Mandatory items or quintessential requirements should be given a weighting when making your selection Prioritizes the items and give a weighting to those which are more relevant to your educational goals Items which are unchecked or unticked in the evaluation matrix may be absent because the program is not designed for that purpose e g the microphone in category number 18 may be un ticked if the software focuses on listening rather than speaking The absence of such features cannot be viewed as a negative feature Find out the special features that make the software different from a textbook or from classroom teaching Recommend that software most appropriate for your educational technical and strategic needs COMPARATIVE EVALUATION MATRIX This sections presents a comparative evaluation matrix exemplifying four commercial software products The software has been selected on the basis of the categories of CALL mentioned earlier as well as on convenience and on availability These products are only samples of software available and by no means represent the best software in the market The four pieces of software reviewed are 63 CALL a guide for English language teachers e Issues in English Tutorial type e
21. Encourage interactivity between the learner and internet users around the world More authentic language learning environments are created e The four language skills are integrated listening speaking reading and writing Focus on a variety of content and multi cultures TASEAP USES OF CALL IN ENGLISH LANGUAGE TEACHING This section gives a brief overview of how CALL has been used or can be used for the purpose of language learning and teaching The use of CALL can be divided as follows 1 Drill and practice 2 Computer as tutor 3 Computer used for simulation problem solving 4 Games on computers 5 Computer as a tool for ELT teachers and learners and 6 Internet applications Drill and practice In this use of CALL computers are viewed as a tool for saving time with the immediate feedback The learning principles behind Drill and Practice is the Behaviorism Learning Theory and the Audiolingual approach language to teaching The main aim of Drill and Practice is to review the content background knowledge and to assist the learners to master separate language skills such as reading listening etc Drill and practice consists of three steps Providing stimulus Receiving active response from the learner and Giving immediate feedback There are several types of drill and practice activities exercises such as Paired Associate Matching Sentence Completion Multiple Choice Part Identificat
22. English language teachers 4 Language skills and components Tick Rating Tick Rating Tick Rating Tick Rating Listening Speaking Reading Writing Pronunciation Grammar Vocabulary Others Please specify 5 Language Approach Structural Communicative Functional Other Please Specify Activity Type Drag amp Drop Gap Filling Multiple Choice Matching Reordering Items True False Spelling Dictation Text Reconstruction Short Answer Writing Voice Recording Game ths Content Authenticity Appeal Accuracy Order of Content organization Cultural Appropriateness Appropriate Level of Difficulty Exercise Features Appropriate number of Exercises Helpfulness of Exercises Type of English Language Use British English American English Australian English Canadian English 76 8 Degree of Edutainment Interface TASEAP Tick Rating Tick Rating Tick Rating Tick Rating 10 Help features Accessibility Comprehensibility Usefulness Adequacy Program Design amp Performance 11 re O A I A A O Attractiveness Layout Pop up Menus Use of Icons Ease of use Clarity of Interaction Instructions prompts Self explanatory
23. Limitations No indication on how far learners must continue to finish the exercise or test This can be frustrating to learners Limited type of exercises only picture matching dictation and voice recording are available Only still pictures are used in the program A rather confusing way of grouping the Run menu mode No hints for correct answer are given In the middle of the units it is not possible to change control options Some icons are not readily comprehensible e g menu To move on to the next question learners must first get the correct answer 4 tries Recommendations Rosetta Stone lets students effectively capture the grammatical and functional concepts of language through pictures It is most suitable to be used in association with a language course classroom use or a class assignment particularly as reinforcement of grammatical points and language functions The student management system enhances teacher s control over the language content and keeps records of students 70 TASEAP Real English Real English Description Real English is a practice drill type of multimedia software focusing mainly on listening skills The program features authentic English in real life situations in the form of interviews conversations and news The program consists of 4 CD volumes namely travel sports entertainment and business To start students need to choose a module followed by a unit and an exercise top
24. Online The Japan Association for Language Teaching Includes articles conference reports features ideas for ESL teachers URL http anque hyper chubu ac jp jalt pub tit SECTION TWO CALL MANAGEMENT IN THE SELF ACCESS CENTRE USER POLICY DEVELOPMENT Printed materials Coleman G 1996 Integrating CALL into the language syllabus In ON CALL The University of Queensland Australia 10 1 21 29 Dickinson L 1987 Self instruction in language learning Cambridge CUP Evans L 1998 CALL What is the future for the EFL teacher In EA Journal 16 2 55 60 Hackett L 1996 The Internet and e mail useful tools for foreign language teaching and learning In ON CALL The University of Queensland Australia 10 1 15 20 Harasim L Hiltz S R Teles L amp Turoff M 1995 Learning Networks A Field Guide to Teaching and Learning Online Cambridge MIT Heide A amp Henderson D 1994 The Technological Classroom A Blueprint for Success Canada Trifolium Books Higgins J 1995 Computers and English Language Learning Oxford Intellect Laurillard D 1993 Rethinking University Teaching A Framework for the Effective Use of Educational Technology London Routledge Liddell P ed 1995 CALL Theory and Application Victoria BC University of Victoria Susan S 1989 Self access Oxford OUP Sussex R 1996 Empowering language students through technolog
25. Rosetta Stone Practice Drill type e Real English Practice Drill type e Oregon Trail II Problem Solving type SOFTWARE EVALUATION MATRIX Directions Tick V for items that is available on the software The rating scale poor xx fair Xxx good Write N A for not applicable features in the software Note the rating scale may be changed to a more detailed scale if required 1 7 The greyed out areas of the matrix do not need to be filled in Part I Issues in Rosetta Stone Real English Oregon Trail Il English Tick Rating Tick Rating Tick Rating Tick Rating 1 User Level Beginner Pre Intermediate Intermediate upper intermediate Advanced Age Group Pre school Children Teenagers Adults Purpose GE ESP EAP Learning Mode Self study Course based CALL type Tutorial Drill Practice Simulation Problem solving Games Objectives Explicit Learning Objectives Match of activities to Objectives 64 TASEAP Issues in Rosetta Stone Real English Oregon Trail Il English Tick Rating Tick Rating Tick Rating Tick Rating 4 Language skills and components Listening Speaking Reading Writing Pronunciation Grammar Vocabulary Others Please specify 5 Language Approach Structural Communicative Functional Other Please Specify Activity Type Drag amp Drop Gap Filling M
26. Step 12 Step 13 Note Click in the blue area between Module and Description A box will appear Then click ADD The word Untitled 1 will appear twice under the word 1 Module Type in the name of the module Then click SAVE Untitled 1 will change to the name you have typed in Click in the box under Description which is underneath 1 Module and type in the description of the module Click SAVE If you want to add more modules click ADD and Untitled 2 will appear Repeat Steps 9 10 If you want to delete a module select the module you want to delete then click DELETE Click SAVE To add units to a module select the module you want to add units to then click under 2 Unit The word Untitled 1 will appear twice under 2 Unit Educator Secondary Untitled1 File Options Test Customize Ae RAER IYI tet Secondary Description Steps 9 13 can be adopted for naming and giving descriptions to 2 Unit as well as adding and deleting units 109 CALL a guide for English language teachers Step 14 Note Step 15 To add exercises to a unit select the unit you want to add exercises to then click under 3 Exercise The word Untitled 1 will appear twice under 3 Exercise at 1 SExercise 1 Sequencing Sahg Exercise 1 Description Description Steps 9 13 can be adopted for naming and giving descriptions to 3 Exercise as well as adding and deleting exercises When you have added a
27. Web pages appear differently on different computer platforms e g Windows Mac It sometimes makes students confused Software There are many poor CALL software programs due to the lack of programmers with linguistic knowledge and language teaching experience A lot of CALL software e g Drill and Practice type focus on teaching separate discrete language skills and component ignoring discourse contexts and cultures Some CALL e g the internet does not support face to face communication e g E mail chat well though some present technologies can provide sounds and pictures during communication there are some limitations with speed sound and picture quality A lot of CALL activities e g behavouristic approaches to CALL are limited to certain types of exercises such as multiple choices true false matching ignoring question answer interactions TASEAP There are a lot of web pages of poor quality There is a lot of junk on the internet Teachers need to evaluate internet web pages with great care before downloading or assigning the students to access them At present CALL software still lacks ability of abstract reasoning and problem solving processes Accessing CALL on the internet CALL on the internet is not yet fast enough in many places Accessing audio video and graphics files may be slow and unreliable on modem connections Searching CALL on the internet is time consuming and distracting since it is n
28. deleted once they are no longer needed Teachers can do all this over the Web Immediate quiz correction After the student has submitted his her answers CorrectQuiz checks the answers against the answer key determines which answers are correct and tallies the total score Then within seconds it produces a page that shows the results and displays the correct answers if the teacher chooses Great for practice tests Test taking hi tech and easy QuizMail takes the answers submitted from inside the quiz deciphers or decodes sorts marks and then mails it directly to the teacher s email address It saves time and saves paper Ideal for open book or take home exams Grading simplified CorrectMail performs on the fly quiz correction and then mails the results to the teacher instead of displaying them for the student It reduces the time required for grading by eliminating the need to check each question against an external answer key How to apply Step One Type the URL address http www motted hawaii edu Step Two Click on QuizCenter Online Service Step Three Click on Who may apply Then click on Apply now Step Four Fill out the form and click on Submit information Wait for reply from the center If they decide to give you permission to create the quizzes to put on their server they will give you the URL addresses for your students to take the tests and for you to edit your tests Resources and Conta
29. drills and practice The computer serves as a means for delivering instructional materials CALL a guide for English language teachers The program consists of the following stages Introduction stage stating aims background knowledge Presentation of the content exercises and or testing and Giving the feedback Examples of CALL tutorial programs are e Grammar Longman Grammar Software Grammar Expert Plus Tense Buster Clarity Software Grammar Mastery ALA Grammar Rom Addison Wesley Longman Grammar 3D Contextualized Practice for Learners of English Heinle amp Heinle e Reading Read It Study Skills Clarity Language Consultants EAP reading RocketReader 1998 a speed reading program ReadFlex Speed Reading Reading for English Athelstan Reading Comprehension SEEN Tutorials for Critical Reading KenCD Software tutorials designed to develop analytical thinking and critical reading skills Accelerated Reader Advantage Learning Systems e Writing Paragraph Punch a writing tutor for effective paragraph WriteExpress Easy Letters effective business letters Power Editing an interactive tutorial on how to edit and revise sentences Report Writer for Science and Engineering Reports Clarity Language Consultants EFL ESL report science and engineer writing e Speaking Pronunciation amp Listening Learn to Speak The Learning Company English Pronunciation 1997 98 Okanagan University College
30. explicit language Never damage or disable computers computer systems or computer networks Never violate copyright or use another person s intellectual property without his or her prior approval or proper citation Never install software onto a computer or delete software TASEAP In addition there are some additional regulations for the effective use of CALL which the SAC managers should bear in mind They are as follows e Food drink or tobacco products are not permitted in the CALL section e Playing computer games and recreational activities of any type are not allowed in the CALL section e Without permission printing on special paper is forbidden in the CALL section e There shall be no installation of software on these machines Below are some web sites that provide some examples of regulations being used at educational computing facilities e http www nsac ns ca ac policy1 htm e http www mccsc edu policy htm e http www eiu edu ssblab index shtm e http www rowan edu its policies e http www uaf edu DCC main lab_policy htm e http www shs springfield k12 il us lab policies rules htm TECHNICAL SUPPORT In using the CALL section in a SAC adequate technical support is essential There are three main aspects of technical support 1 troubleshooting 2 operating a help desk and 3 updating software Troubleshooting Troubleshooting in the CALL section will suggest about how to s
31. highly responsive to students needs interests background knowledge skills and learning styles because teachers know their students the best e Customized authoring tools are becoming incredibly easy to use even those without any knowledge about programming can author with ease e Essentially there are gaps between the content authority and the technicians These gaps could unnecessarily result in a waste of time and poor quality of product unless time and communication are well managed e The more teachers get involved in technical work the more they become creative and enthusiastic in manipulating the available technological tools and the more students can benefit from it Definitions In this chapter will be using the following terms authoring authoring tools software customized software Intranet Hybrid and some others which are not defined within this chapter Please consult the glossary if any are unfamiliar to you 81 CALL a guide for English language teachers Key approaches to delivery of customized software When customized software is to be produced the author should also consider how the product will be delivered so that the appropriate authoring tool can be selected Customized software can be delivered in four ways e CD ROM based delivery The delivery of customized software via CD ROMs CD ROMs are inserted in a stand alone PC and the content retrieved e Web based delivery The delivery of c
32. interests and fields of study The teacher and learner can search for the following materials on the WWW a Texts Texts can be downloaded saved as html or text files and printed and kept as worksheets Teacher can download suitable texts and put them on the school s website for further reading assignments or doing English exercises such as grammar vocabulary etc There is a wealth of texts on a variety of topics on the WWW that the teacher and the learner can choose to serve their own interest You can find texts in almost any field on the WWW However there are some limitations on using text files on the WWW Many web sites consist of poor written texts with grammar and spelling mistakes or poor writing style The teacher must be selective in choosing text files for ELT learners A good website is CNN News Room lt http Ic byuh edu cnn_n cnn n_page html gt The student will learn both news and do some language exercises such as vocabulary grammar reading etc b Pictures Pictures can be very useful in language teaching and learning Pictures can convey meaning and stimulate language By using a web browser teachers can download save and print pictures and keep them as a resource for language teaching There is a variety of pictures on the web Many pictures are copyright free for educational use AltaVista lt http www altavista com gt is a good search engine for searching pictures on the internet c Audio files A lot
33. language teaching CALL regulations should be enhanced to accommodate teaching requirements 22 TASEAP Generally there are four main parts which should be taken into consideration when drafting the regulations e Checking out computer based materials e Computer reservations for the use of CALL e Use of networks e Appropriate conduct Checking out computer based materials Computer based materials are one of the most important parts of CALL The crucial question is Should users be able to check out the computer based materials i e CALL programs or CD ROMs The answer depends on the user policy of the SAC It is also dependent upon whether the SAC provides only stand alone computers or LAN Intranet and Internet networking in the CALL section If it provides only stand alone computers in the CALL there should be multiple copies of computer based materials On the other hand if it is networked there might not be any CD ROMs provided in the CALL section because all the programs can be installed onto the server Therefore if the computer based materials can be checked out the following questions should be considered by the SAC manager e What kind of computer based materials are available to be checked out e How many copies of the computer based materials are provided in the SAC e Who can check out the CALL materials students or language teachers e What are the purposes of using the computer based materials e g fo
34. make additional allowances and contingencies when calculating the cost of software for much of the expense may be tied up in hidden costs which may not be apparent at the time of purchase For example there are the associated costs of e upgrading hardware network infrastructure and system software to meet the demands of the CALL software upon installation e training teachers students and technical staff to support and effectively use the software e maintaining and upgrading software to avoid obsolescence Naturally the scope of such considerations is dependent on the organisation at hand Nevertheless it is worth stressing again that the most suitable software may not be the most fancy nor the most expensive but that software which serves its purpose and compliments the activities of its educational environment Be sure to know your needs before investing your time and money in new software STEP 2 Shortlist Software for Evaluation Prior to evaluation it is necessary to shortlist software from the range of alternatives available You should attempt to quickly exclude those programs which do not meet your fundamental requirements from Step One above Next you will need to determine which products are worth looking at in more detail Here are a few successful ways of achieving this 56 TASEAP e Search for recommendations from other teachers university personnel and from information sources such as the internet e g
35. of CALL Houston TX Athelstan Pennington M C 1991 The road ahead A forward looking view of computers in applied linguistics In Computer Assisted Language Learning 4 1 3 19 Pennington M C amp Stevens V eds 1992 Computers in Applied Linguistics Clevedon UK Multilingual Matters Phillips M 1987 Communicative Language Teaching and the Microcomputer London The British Council Plass J 1998 Design and evaluation of the user interface of foreign language multimedia software A cognitive approach In Language Learning and Technology Journal Vol 2 25 45 Seedhouse P 1996 Communicative CALL focus on the interaction produced by CALL software In ON CALL The University of Queensland Australia 10 3 11 17 Sinclair J McH 1991 Corpus Concordance Collocation Oxford OUP Stevens V 1989 A direction for CALL From behavioristic to humanistic courseware In Pennington M C ed Teaching Languages with Computers The state of the art La Jolla CA Athelstan 31 43 Underwood J 1984 Linguistics computers and the language teacher Rowley MA Newbury House Underwood J 1989 HyperCard and interactive video In CALICO Journal 6 3 720 Van Der Linden E 1993 Does feedback enhance computer assisted language learning In Computers and Education Vol 21 61 65 Warschauer M 1996 Computer assisted language learning An introduction In Fotos S ed
36. of web sites provide audio clips that the user can download and store for use in language teaching and learning With advanced technologies such as the RealAudio program lt http www real com gt the teacher can download live audio files such as news short stories songs for use in class and self access center or for individual listening at home Web sites that provide audio files are such as CNN News lt http www cnn com gt BBC English lt http www bbc co uk worldservice gt etc d Video files The WWW is also a rich resource for Video files video films video clips digital movies To view video files there is a need for video and movie viewing programs such as RealVideo lt http www real com gt QuickTime TASEAP Movieshttp www apple com quicktime gt which can be downloaded from the internet Useful videos and movies that can be downloaded and saved are previews of video films movies conversations or dialogues among people news speeches and documentary films Teachers can use videos and movies with other media such as textbooks pictures handouts or audio materials However there are some technical limitations with downloading video materials Video clips which are usually short are easy to download and manipulate However long videos and movies which need a lot of computer RAM and disk spaces always cause problems The computer must be powerful and must have a fast internet connection e Chat amp
37. projects In CAELL Journal 4 2 2 5 Ganly Tony 1989 Computers and ESL in Australia In C A L L Digest 5 1 9 10 Hardisty D amp Windeatt S 1989 CALL Oxford Oxford University Press Higgins J 1983 Can computers teach In CALICO Journal 1 2 4 6 128 TASEAP Higgins J 1988 Language Learners and Computers London Longman Higgins J 1991 Fuel for learning The neglected element of textbooks and CALL In CAELL Journal 2 2 3 7 Higgins J 1991 Which concordances A comparative review of MSDOS software In System 19 1 2 91 100 Higgins J 1995 Computers and English Language Learning Oxford Intellect Higgins J amp Johns T 1984 Computers in Language Learning Reading MA Addison Wesley Hoven D 1999 A model for listening and viewing comprehension in multimedia environments In Language Learning amp Technology 3 1 88 103 Hubbard P 1988 An integrated framework for CALL courseware evaluation In CALICO Journal 6 2 51 72 Isaak Troy amp Joseph John 1989 Authoring software and teaching In Reading Reading Teacher 43 3 25 45 Jamieson J amp Chapelle C 1987 Working styles on computers as evidence of second language learning strategies In Language Learning Vol 37 523 544 Jones C amp S Fortescue 1987 Using Computers in the language classroom London Longman Kleinmann H 1987 The effect o
38. psychological training they should be trained to change their attitude towards CALL whereas in methodological training they will be taught how to use computers to serve their own purposes either self access learning or classroom based teaching Staff 27 CALL a guide for English language teachers and students may require release from their regular duties to undertake training There are some suggested activities that should be included in the training Training Staff Teaching Technical Students Psychological Brainstorm and share experience on the roles of CALL in language learning and teaching Point out the importance and advantages of CALL that enhance learning and teaching Brainstorm and share experience on the roles of CALL in language learning and teaching Point out the importance and advantages of CALL that enhance learning in class Brainstorm and share experience on the roles of CALL in language learning and teaching Point out the importance and advantages of CALL that enhance learning in class Methodological Attend forums seminars and workshops on CALL applications by in house trainers and invited experts Provide commercial videocassettes or CD ROMs for training in the use of common software Visit nearby institutions using key software Be trained to develop work groups to produce computer based materials for language learning Attend demonstration
39. some of the work of the teacher and provide great assistance to the learner even without the presence of the teacher Pennington and Steven 1992 New technologies have seen computers become smaller faster and easier for the teacher to use Evy 1997 At present well designed CALL software is readily available to the teacher Technologies allow computers to do multimedia applications incorporating video sound and text and this capacity allows the learner to interact with both the program and other learners Felix 1998 The computer offers great flexibility for class scheduling and pacing of individual learning choosing activities and content to suit individual learning styles Oxford and others 1998 The computer can provide a meaning focused communicative learning environment which serves the purposes of communicative language teaching HISTORY OF CALL DEVELOPMENT This section gives a brief history of CALL development The review aims at showing chronologically the development of CALL over the last 30 years by linking to important technological developments theories of learning and language teaching approaches Some key examples of CALL programs and projects developed in this period are also shown Warschauer 1996 divides CALL into phases of development as follows Behavioristic CALL Communicative CALL Integrative CALL Multimedia CD ROM and Integrative CALL internet The beginning of a new phase does not n
40. the learner fills in the missing words after hearing them The author can select words to be gapped or treat an entire selection as a dictation passage e True or False in which the learner decides whether a statement is true or false according to what he hears 105 CALL a guide for English language teachers e Multiple Choice in which the learner chooses the best answer to a question according to what he hears One correct answer and up to three distractors wrong answers are possible for each question Each type of learning activity can have up to 30 items However with a maximum video length of 5 minutes it is unlikely that each activity will have more than 30 items Furthermore with the short duration of the video the content of the activities tend to overlap i e the same content may be dealt with in both Matching and Gap Filling In my opinion repeating the content in different activities helps the learner learn better without feeling bored THE AUTHORING PROCESS The following authoring process has been written with an effort to make the process as simple to follow as possible Accordingly advanced usage will not be dealt with here From my experience once you gain confidence with authoring from following the basic features of the programme you will begin to explore and learn more on your own Please refer to the WISER EDUCATOR Author Manual for details on advanced usage Creating Opening a volume A volume is li
41. the user and the computer i e the screen keyboard and mouse 122 TASEAP Internet The global computer network that allows people and computers to communicate and share resources Intranet A network based on TCP IP protocols which operates within an organisation LAN Local Area Network It is a network that connects computers which are close to each other usually in the same building and linked by a cable Local server A computer server which is internal to an organisation as opposed to a remote server Typically it provides files and print services to network users or Clients Log in software A program which is used to make a computer system or network recognizes the user so that he or she can begin a computer session For larger systems and networks the user usually needs to enter a username and a password before the computer system will allow him or her to execute programs Mailing list A mailing system that allows users to send e mail automatically to a large number of addresses Matching A learning activity in which the learner matches what he hears with what he sees The items to be matched can be individual words phrases or sentences Media file Non text file of sounds wav midi videos avi mov and graphics jpg gif MOO MOO stands for Mud Object Oriented MOO developed by Stephen White is a public domain MOO is an implementation of MUD MUD MUD stands for Multi User Dimension It i
42. tho pasa per ore Seton South China Mareieg Pret r Te Verte ie 4 ist a eras 1 can Reading Materials for EST Reading A number of reading comprehension exercises for students are provided All of the reading passages are adapted from the South China Morning Post Reading http www learner org exhibits garbage intro html How Stuff Works to www howstuffworks com How Stu ww howstutvorks com by Marshall Brain Newton s Apple http ericir syr edu Projects Newton index htm NEWTON S APPLE Interactive Learning Resources This site provides an excellent introduction to the problem of global waste management and some possible solutions Reading Many common appliances machines and technologies are presented such as UPC bar codes bread digital clocks or watches compasses and microwave ovens The excellent diagrams and simple explanations make this a good site for EST teaching Reading These are science lessons on PBS including topics such as bee stings AIDS blood typing jungle survival and dinosaurs Each lesson offers questions to consider discussion activities for children to try and further reading references Reading http www otan dni us cdlp education other html INTERACTIVE LEARNING RESOURCES _ Frizzy University http thecity sfsu edu funweb Welcome to FUN 42 These Web pages focus on utilising current new
43. you to create tests but lets you answer only the first four questions of a test until registered Price Shareware Free but you need to register first to use the test Download http hotfiles lycos com cgi bin texis swlib lycos info htm fcode 00101T free from 9 Creat A Quiz Philip Kapusta 4 32a Rating calla System Windows 3 1 requirements Descriptions It allows multiple choice fill in the blank or combination tests Questions can include WAV and AVI files along with bitmap graphics It allows options of printing it with without the answers or test taking on PC Tests can be configured with a time limit or minimum number of questions before the student can exit Student s performance is saved and a re teach summary shows the student errors and correct answers for each question missed The tests can be password protected and encrypted to prevent tampering Price Shareware Free to try 59 95 if you decide to keep it Download free from http hotfiles lycos com cqi bin texis swlib lycos info html fcode 000ZCJ 97 CALL a guide for English language teachers 10 Markin32 Creative Technology MicroDesign Ltd 1 4 2 Rating qtr System Windows 95 98 or NT requirements Descriptions e Any student text in an electronic format RTF or text files can be loaded notated marked and graded using a customized set of 32 buttons easily configure
44. 2 Form a team content technical support Yes No Yes 3 Prepare content most important Yes Yes 4 Identify multimedia types No Yes No Yes 5 Prepare scripts for multimedia materials No Yes No Yes 6 Produce or select available multimedia files No Yes No Yes 7 Plan and write scripts programming Yes No 8 Produce and publicize Yes Yes 9 Evaluate and edit Yes Yes Seek funding If you decide to use programmable tools it usually means that you are planning a big project You probably need to seek funds to run it On the other hand if you author a simple but pedagogically useful product you do not usually have to worry too much about money You need only to use your head and the services that are freely available Form a team If you plan to produce a complicated programmed piece of software you usually need a team content authors audio and video technicians graphic designers and even a typist But for authoring with templated software you can pair up with a colleague or even do it all by yourself alone However it is always useful to seek a second opinion Prepare content Content is probably the most important element in authoring It involves a lot of work and factors for consideration ranging from analyzing the needs setting the objectives identifying the content selecting the types of media etc Identify the types of media While planning the content for each objective the right type s of media must be selec
45. AL sag 2022 athe he e E eed cee ane Ret Gece 17 CONICS GIN cern cnt erete aeea anni e Eea aE aeae Aee aAA EnA aR EEA ENE 18 2 CALL management in the self access centre user policy development 19 NGIFOCUCTION eniai EEEE A A E AE A aE EE NS 19 General background 226i ccstetciic paceicinach dele bak de heneai ce pay barbie re Ween aoe te 19 The process of CALL management in self access centres 06 19 Changing role of the SAG iss ecstot eed taa nse eah aetna edie le des 21 User policy development ccccccccccceceeeceeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeees 21 Regulations for the use of CALL in SAC cccccceeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeees 22 Checking out computer based materials sssssseseseseeseeeeeseeeeees 23 Computer reservations for the use Of CALL seeseseeeseeeeeeeeeees 23 USE Of networks o E T vase T 24 Appropriate conduct s s sie ce2eieeh dates sc ceneen thas Hiade thread dee sselsntheees deen 24 TEGHMICANSUPDON sec kodne enw ccc teen ee tenis tuecdaicke 25 Troubleshooting sccccceestseceaciezancecerte eeendetespocnitaduecttieeouend eeaeuetonatedatealtts 25 Opoerating a help GeSk ss cccot ci cscctses cent eaaa aa E aaan 26 CALL a guide for English language teachers Updating Software ect oo escvicude ener daceeeda ta ceier ese eanteaevaesdnaenttanstyaatseagans 26 Maintenance and security secu ucaci tet et ee tiase ue chdet eee ddatend augue tear eeteeees 26 Traini
46. ALL software to bring it up to date with current versions New software should be purchased regularly to make it more interesting for users and to serve users needs because the world of CALL software is growing and changing rapidly In addition some utility software should also be purchased or updated For example e Log in software to check students into and out of the CALL section e Security software which makes the CALL section function efficiently and protects the system from rogue users see details the next section MAINTENANCE AND SECURITY Maintenance and security are important aspects of running a CALL lab Without maintenance and security the CALL section will not run smoothly and effectively There are several key features to look for in security software that makes the CALL section function efficiently e Security utilities should not change the look and feel of the operating system e You should be able to administer the security utility on all machines from a single location i e via a LAN e Passwords on the security utility should be easily changeable so that when you have a new group of workers in the CALL section you can quickly assign a new password e The security utility should allow you to designate one folder of your local hard drive as a temporary folder in which all users can create files and from which they can copy them to diskette or other removable media or to a public file server See detai
47. Aspects Descriptions System requirements e Windows 95 98 or NT e A copy of Netscape Navigator or Microsoft Internet Explorer 3 to view the files Instructional Utilities e Tutorials Coursesite Enforcement Evaluation Interesting features e The place for teachers to be endlessly creative How to start and Step One Type the URL http Awww blackboard com make it work for aginst yourself Step Two Click on Create Course Site Step Three Type in the information about your course and click on Continue Step Four More information about the course and click on Continue Step Five More information about the course and click on Continue Step Six View your course information Click on View New Course to view your course Now you get what you can work with Enjoy exploring Resources and http www blackboard com Contacts ee e mail jsimmons blackboard com You can have your own coursesite like the sample below with a lot more of useful elements for your students again just by simply typing in and clicking Just do it Welcome to ENGLI01202 Netscop ENGLOOLW2 Notara mal E Announcements Pested in the Last Two Weeks Pewded 1994 10 25 Lil be bere in Australia win Now 14 Thos leaves me ethno other chose but te contact and delwer my teachne through the web New isn t it Now let s start Durma the nest three weeks of my absence I would tke you to study the tex
48. Does the program allow users to control saving and opening files T What is the teacher s role in using the software Customized Authoring Features Does the program provide customized authoring tools for teachers to author add their own instructional materials Programmable Can the teacher author instructional materials in the way they desire based on a scripting language T Templates Prescripts Can the teacher author instructional materials based on given easy to use templates T On line Network Feedback Does the program allow teachers to give feedback online or in a networking environment Is there any student management system Task Consultation Assessment Does any part of the program e g writing pronunciation require consultation from teachers T What kind of assessment does the program provide Quizzes Tests Does the program provide any quizzes based on the activities T Task Score Does the program give scores for each activity T Record Keeping amp Progress Report Supplementary documeniation Does the program keep records and or show progress score report T Does the program offer any supplementary documents User Manual Does the program provide a user manual T How useful is it R Textbook Is there a textbook accompanying the program T How useful is it R Student s Workbook Is there a student workbook acc
49. L a guide for English language teachers material that can be produced and as a resource bank for the production of additional multimedia materials by English language lecturers A further five lecturers were selected from TASEAP universities as English Language Fellows to focus on producing staff develooment resources for their English language lecturer colleagues They comprise Asst Prof Dr Puangpen Intraprawat Suranaree University of Technology Asst Prof Dr Bamrung Torut Silpakorn University Dr Kitima Indrambarya Kasetsart University Mr Wichai Kritprayoch King Mongkut s University of Technology Thonburi and Mr Snea Thinsan Chiang Mai University Together they have produced this resource book which is intended for English language lecturers at TASEAP universities In this resource book every effort has been made to provide information and insights that are i easy to understand even for lecturers with relatively little experience with computers ii practical and iii relevant to Thailand The authors of this resource book do not position themselves as advocates of computer assisted language learning indeed they recognise both the advantages and the limitations of computers in the language learning process Instead their stance has been exploratory The book aims to encourage English language lecturers to themselves explore the use of computers It aims to encourage and empower Thai English lecturers to use comp
50. NING FESOUICES irirna a E REER E acho ies 136 Section six authoring with Wiser Educator sssssssssssseseeeeeeeeeeeeeeeeeeeeene 137 Printed materials sccccrctentdactsein Seance Ste eN aoe Seo teenies 137 COMMIS ONS wsccxcrennces ccc E ere neets cceueets E T 139 PACKMOWIEC GENIC IS 2 cies osc cee bes cian ctet cc bac hes cteenncechbee ee ndaseteee sa sessebeeeteedeeeee 141 CALL a guide for English language teachers Foreword This book has been produced under the auspices of the Thailand Australia Science amp Engineering Assistance Project TASEAP TASEAP is a development cooperation project between the Royal Thai Government through the Ministry of University Affairs and the Australian Government through the Australian Agency for International Development AusAID The project is managed on behalf of the Australian Government by SAGRIC International Pty Ltd The goal of the project is to assist the Royal Thai Government increase the numbers and improve the quality of science and engineering undergraduates in the public university system As one contribution towards this goal the project includes a focus on the English language skills of science and engineering lecturers and students In its English component TASEAP has concentrated its efforts on an approach which has considerable promise for boosting the motivation and learning effectiveness of adult learners namely computer assisted or computer mediated language lear
51. Possible Answer Program Feedback Feedback Type Indication of correct or Incorrect response Hints to correct response Opportunities to retry Incorrect response Explanation Directions to relevant program for review Others Please specify Feedback Tone Friendliness Encouragement 12 Use of Multimedia in the Activities Supplementary Script Hypertext Graphics Animation Audio Video Match text with sound Appropriate Rate of Speech 77 CALL a guide for English language teachers Tick Rating Tick Rating Tick Rating Tick Rating 13 Learner s Control Printing Accessibility Internet Accessibility Multi windows accessibility Consistent Navigation Ease of Navigation Topic Selection Exercise Selection Option for configuring program Volume Adjustment Audio Control Availability Accessibility to Answer Key File System Control 14 Teacher s Role Customized Authoring Features Programmable Templated On line Network Feedback Task Consultation 15 Assessment Quizzes Tests Task Score Record Keeping amp Progress Report Supplementary documentation Manual Textbook Student s Work book Teacher s Handbook Answer Keys Platform DOS Windows 3 1 Windows
52. T Use of Icons How effective and easy to understand are the icons R Ease of use 10 Help features How easy to use is the program R Is help available Accessibility How easily accessible is the help feature Comprehensibility How easy to understand is the help feature Usefulness How useful is the help feature Adequacy How adequate is the help feature 59 CALL a guide for English language teachers How good is the program design and performance 11 Program Design amp Performance Interaction How well does the software promote meaningful interaction between computers and learners R Clarity of How clear are the given instructions or prompts R Instructions Prompts Self explanatory How self explanatory is the program R Possible Answer Does the program allow more than one possible answer e g British amp American Spelling T Program Feedback Does the program give feedback on activities T Feedback Type What kind of feedback does the program give Indication of Correct Does the program provide any indication of correct and and Incorrect incorrect responses T Response Hints to Correct Does the program provide any hints cues prompts leading to Response correct responses T Opportunity to retry Does the program allow users to retry if they get the wrong answer Incorrect response Does the program provide a
53. TASEAP Table of contents Fable or contene ar nes ols ek he i oe ee oe a a i Detailed table Of contents ccc ceeeceeeceeeceeeceeecececeeeceeeceeeceeceeeceeceeeseeesseeseeeneeenees i FOKG WO cose each ands cet ice aac Re ah a Se a ce eens sak ate a oe ene ae ee V 1 Computer assisted language learning an overview Bamr ng TOr tlt scicesetetanecvahceaes ehetauetpel auch rootanenees E E E E Banas 1 2 CALL management in the self access centre user policy development Wichai KritprayOch ossessione tices ironak 19 3 Using the Internet for English Language Teaching Puangpen Intraprawat ouciictiesedeia cialis oad 33 4 An evaluation matrix for reviewing commercial ELT software Kitima IRGRaIMDANValns 28 aoe aie GAH eee anlar akan wceepegaamae 53 5 A guide to authoring customized software SIMO ee MUMS ANN ere ee tanh bet ramet a aa aa aaae ader EA aaea e raaa eais 81 6 Authoring with Wiser Educator SASL IUMOS ATK ss siei ei aee aa a aE EEE EE EEE RE ENEE 101 KOSS AY rire Sea pe cs arenes ner a n nnen n ae oak ait a ied aah Sete 121 PICbe SNCS Serta cite sneei tates oie pee tea stb ca ean he teeta ae dae ie a ren 127 OMMRIDILORS anan tea ts aa due N ea era a aai 139 Acknowledgements rore a tends wer edb ay Tencd 141 TASEAP Detailed table of contents Table of contents Seiisot elec hee hte steal a tutecth eaeceteutethcucteolctubecsA euboieeuate i Detailed table Of CONTENHS ceeeeeeeeeeeeeeeeeseneeneeee
54. ad water no grass food spoilage etc The learners have to make life or death decisions Though Oregon Trail is not directly designed for ELT classes the teacher can create learning activities in both receptive and productive skills Other educational simulation problem solving games are Carmen Sandiego A Day in the Life 1995 and Carmen Sandiego Word Detective 1999 which TASEAP helps learners to master essential language skills Amazon Trail Il The Learning Company which is a simulation of a trip up the Amazon River Games on computer The main principle behind computer gaming is that Learning is Fun The main aim is to create a pleasurable learning environment and to motivate the language learner However good educational games should have clear educational objectives CALL games and simulation games are similar in that both are designed to motivate students to learn through entertainment However they are different in certain ways Simulation games always use simulations real life situations in the presentation of a game while CALL games focus on providing fun but challenging environment to the learner Though CALL games have clear learning objectives they are different from Tutorials and Drill and Practice The main function of CALL games is not so much to present the language content as tutorials do but to provide entertainment to the learner Examples of CALL vocabulary games are Spelling Games Spelling Bee a
55. ahoo com Block address Subjeet Answers Grammar Review Exercise Unit 7 Education 1999 CC suthinsang yahoo com 1 Chiang Mai University has invested a Lot of money on computer infrastructure and computer training equip all CMU students With conputer skills Answer in order that ae Mail Net ape fie Ceti View Go Commmicatsr Clap gt a ee ee Ae ae Woe acy SH G PLECO MAII La uc 9 Nov 199 snthinsan yahoo com j e From Chuan Wingneetiai lt snthinsan hotmail com gt Block Shssk biat address Subject Answers PreCorrect amp Mail 001202 2 L Why do people go to bea Anower They have some personal business to do Wrong The correct answer ir Beds do not walk to them a 2 How old was John when hie father s wife first legally and offic gp nar became hie mether John wax born on Sunday at about 10 a m wanda taken Answer About one day old ae CORRECT Dei grandmother if your aunt s mother s husband Anewer Fales Wrorc The correct anor L gt True 4 Name two neighbouring countries of Thailand Answer Laos America Wrong The correct answer is Laos Burma Myanmarc Cambodia Chins PB RS ERIC eS EO ae a a re 2 at te Decumant Dons ee E BAmarj h PEE RF MicosotWord ma iyos vou Person RR vanoo mon Ne INT RES ii cn an You can make use of this e mail message in several ways For example you can correct the student s
56. ant to have a SAC which includes a CALL section the first thing you have to do is to ascertain the needs and purposes of administrators teachers and learners are Decision making is often better if the administrators teachers and learners are all involved in the process of setting up the CALL section CALL a guide for English language teachers Diagram 1 The Process of the Management of Computer Assisted Language Learning in a Self Access Centre In the planning and designing stage the following items should be taken into consideration e Staffing students and teaching and technical staff who get involved in the CALL section e Resources media and information which is relevant to students and teachers e Software selection of the educational and computer system applications e Hardware equipment for the CALL section e Budget payment for the CALL section e Management strategies to keep the CALL section operating smoothly e Location and Layout effective arrangement of furniture and facilities in the CALL section e Others tables chairs shelves boards stationery etc TASEAP Secondly after you have analyzed planned and designed what you are going to do putting all the ideas into practice is referred to as the implementation stage The following are some guidelines for implementation e Involve the institution the faculty and the department e Consider your institution s situation e g organization location p
57. at the School of English Institute of Social Technology Suranaree University of Technology Nakhorn Ratchasima Her interest is in the areas of foreign language methodology materials development and CALL email puangpen ccs sut ac th Sasi Jungsatitkul Ph D in Second Language Acquisition and Teacher Education is currently an Assistant Professor in the Department of Foreign Languages Khon Kaen University Knon Kaen Her interests include ESP Business Science and Engineering CALL and distance education email sasi_jun kku ac th Wichai Kritprayoch MA in Linguistics Post Grad Dip in RBL Resource Based Learning and Dip in Applied Linguistics is now a lecturer in the Department of Language School of Liberal Arts King Mongkut s University of Technology Thonburi KMUTT Bangkok He has been teaching English for Science and Technology EST for about ten years and is currently working as the Director of the KMUTT Self Access Learning Centre SALC He had an experience in setting up KMUTT SALC and the CALL section in the SALC His major interests include EST RBL SALC management CALL management and self access materials design and adaptation email iwicyoch cc kmutt ac th William Renner is a lecturer in Information Systems at Monash College Monash University Melbourne His professional interests include software development for the internet with a particular focus on multilingual courseware design He has internati
58. before beginning evaluation in detail To customize the evaluation matrix to serve your needs use the explanations of terms in the following matrix to decide which parts of the actual evaluation matrix are relevant or important to you Cross out delete aspects of the evaluation matrix which are too detailed for your purposes The evaluation matrix is divided into two parts Part 1 lets you tick v next to the item if it is present in the software and or rate if the item can be evaluated on a scale Note some items can not be rated and are therefore merely ticked to show whether they are present or not You can use the scale recommended 1 3 shown as stars poor xx fair xxx good or use a more detailed scale e g 1 5 or 1 7 if required If an item is not applicable write N A 57 CALL a guide for English language teachers Part 2 allows you to fill in general software and hardware information Note that the greyed out areas of the matrix do not need to be filled in The blank evaluation matrix is available in the last section of this chapter Table 1 Explanation of Matrix Terms Part T Tick R Rating 1 User Who is the target audience Level What is the proficiency level of the user Beginner Beginner Level T Pre Intermediate Pre Intermediate Level T Intermediate Lower Intermediate Level T Upper intermediate Upper Intermediate Level T Advanced Advanced Level T Age Group In what age group is t
59. can be a separate program such as Grammatik or built in programs such as the Grammar Check in Microsoft Word However these grammar checkers still have limited abilities and are intended for native speakers So they are not recommended for ESL EFL learners since they may be confusing CALL a guide for English language teachers Concordancers Concordancing is an alphabetical list of words It displays in context all occurrences of words phrases etc from a database of text Teachers and learners can use concordancing software to search large databases to find all the uses of a particular word It might be confusing for ESL EFL beginners The best concordancer for ELT teachers and students is Oxford MicroConcord The software includes a total of about 1 000 000 words from British newspapers Collaborative writing Collaborative writing is software that helps the learner to write collaboratively on computers which are linked in a local area network Daedalus Integrated Writing Environment is the most popular one This software includes real time discussion word processing electronic mail brainstorming and a dictionary Reference software At present many CD versions of encyclopedias dictionaries thesauruses maps and other references are available to the teachers and learners Popular reference CD ROM programs are Microsoft Encarta 99 lt http www iac on encarta com gt Longman Dictionary of American English Oxford Picture D
60. can find various topics to be adopted as English lessons The topics include health and medicine plants and animals matter and energy earth and climate as well as computer and math EST resources This is a global weekly magazine American Association for the Advancement of Science which is another good source for developing materials for ESP classes EST resources TASEAP This is a site that includes a daily news Mie w service American Association for the Science NOW Schrage Advancement of Science CT mn sone oon maros itne loa TODAY S STORIES a New Scientist EST resources http www newscientist com The articles in this well known magazine are readily accessible Teachers will find many of them helpful for their material development in HTML Resources A Beginner s Guide to HTML Creating a web page http www ncsa uiuc edu General Internet WWW HTMLPrimer html This web site has excellent resources Teachers and students can begin to explore the technology which is behind the Internet A Beginners Guide Beg toHTML Annabella s HTML Guide Creating a web page http www geocities com annabella html html ANNABELLA S HTML HELP A very user friendly site Simple step by INTRODUCTION step tutorials on writing basic HTML and Webmonkey for Kid s Creating a web page http www pacificnet net sperling eslcafe html Webmonkey is a fun way to show how to write a web page It is
61. ch 60 13 Learner s Control TASEAP How much control over the program do users have Printing Accessibility Does the program allow users to print information T Internet Accessibility Does the program allow Internet linking T Multi windows Accessibility Does the program allow users to use multi windows functions or have control over the program windows e g minimize maximize T Consistent Navigation How consistent is the program navigation e g Using same icons located in the same part of the screen to represent similar functions R Ease of Navigation How easy is it for learners to enter leave the program go back to an earlier part of the program and access the menu Topic Selection How much control does the user have in choosing topics of interest R Exercise Selection How much control does the user have over choices of given exercises e g can the user do exercises in any order R Option for configuring program Does the program allow users to alter program configuration How useful is it R Volume Adjustment Can students adjust the volume T Audio Control Availability Can students record and play back certain parts of the audio with ease T Accessibility to Answer Key Does the program allow users to access the answer key T How easily accessible is it R File System Control 14 Teacher s Role
62. cises did not yield enough genuine communication Computer based activities Focus on using the language in context Non Drill Practice format Type Text reconstruction Paced reading Cloze exercises Criticism of Communicative CALL Computers were not fully well integrated into the curriculum The greater contribution is on marginal rather than the central educational elements Integrative CALL multimedia CD ROM TASEAP Multimedia CD ROM 1980s 1990s Technological Development by Year Approaches to Language Teaching Approaches to CALL amp Examples e 1982 Audio CDs was introduced 1982 Book on Audio CDs was introduced by Sony and Phillips beginning of the Compact Disk e 1982 MIDI Musical Instrument Digital Interface was introduced e CD ROM invented by Phillips produced by Sony e 1989 CD I released by Phillips and Sony e 1989 Release of Sound Blaster Card by Creative Labs e 1990 Introduction of Windows 3 0 by Bill Gates amp Microsoft 1990 MPC Multimedia PC was introduced e 1991 80486 DX was released A sound card and triple speed CD ROM were added e 1992 Introduction of CD I launched by Phillips e 1993 Pentium was released e 1993 a CD ROM drive capable of 300KB sec double speed was introduced Humanistic Approach e Focus on Communicative Language Teaching e Focus on meaning e Use of aut
63. consist of two icons and below them are six buttons as shown below By holding down the Click on this Click on this button if you Control and Shift keys button if you want want to write exercises for on the keyboard and to write exercises the Sequencing activity click with your mouse for the Matching on this icon you can activity move to the authoring tool Click on this icon if you want to visit the WISER web site site E Educator TASEAP English 1 Exigineering Noise Polution Of x Fle Opon es Cwen ZN FyICATOR WEERWED ED gt Exercise a Matching ai AN Gap True Muttiple ee Sequencing Yo oy __ Browser __ Filling __ or False A Choice Click on this button if you want to write exercises for the Gap Filling activity Click on this button if you want to write exercises for browse Click on this button if you want to the Multiple eee write exercises for the True False Choice activity activity 102 TASEAP The third row consists of six icons which are shown below The first four icons are not used while authoring but they are used in the user interface to access available resources such as video files video with transcripts notes about the exercises and audio instructions The last two icons one being a personal notepad and another a help file can be used by both the user and the author Click this Click this icon to icon to view additional view the notes about the vide
64. ct it is the content of which teachers are specialists that matters the most Just think about bad wine in a brand name bottle Thus remember that teachers are the major ingredients for developing valuable courseware They need you out there Cost effectiveness The buzz word multimedia has become the core part of many people s decision on what to include in their courseware It is wise however always to ask yourself 98 TASEAP which multimedia type best serves your teaching objectives is cheap is technically appropriate and is easy to produce Do what you can A big project involves a terribly painstaking processes which could easily discourage people from considering authoring courseware But remember good courseware does not have to be difficult to author As long as it serves your objectives a simple unit of instructional material is perfect We are not talking about using computers to replace teachers Team building and sharing Staff development Although it is better to start by authoring something simple but pedagogically useful you should also consider expanding your experience When you carry out a bigger project where you have to work with people from other fields of expertise such as technicians and programmers you will learn a lot and others will learn something from you This sharing of experience will boost staff development opportunities in an informal and creative way A final remark Increas
65. ction of 8088 processor 1979 Compact disk was invented e Empiricist theory Behaviorism Audiolingualism Structural Linguistics Principles of Language Learning Focus on stimulus response reinforcement Language learning is a process of habit formation Focus on drill and practice e Learn through imitation and repetition Give immediate feedback Individualized instruction was included to serve the pace of the learner Behavioristic CALL eg PLATO project Aims at providing interactive self paced learning using mainframe computers Main characteristics of behavioristic CALL Based on behaviorist theory of learning Focus on receptive drills Mainly drill and practice type software Computer as tutor Learning activities promote language accuracy rather than fluency Designed to be implemented on mainframe and mini computers Criticism of Behavioristic CALL The Behaviorism and Audiolingualism were rejected theoretically and pedagogically by theorists and practitioners CALL a guide for English language teachers Communicative CALL Personal Computers PC 1980s Technological Development by Year Approaches to Language Teaching Approaches to CALL amp Examples 1980 Development of MS DOS PC DOS began by Microsoft 1981 The first WIMP Windows Icons Menus and Pointing Devic
66. cts http www motted hawaii edu e mail snthinsan yahoo com 87 CALL a guide for English language teachers Quiz Center continued Aspects Descriptions It is easy to Step One Type the URL http Avww motted hawaii edu Then simply click create a test on QuizCenter Login for account holders at Quiz Step Two Fill in User ID and Password which have Center been assigned to you Then click Submit You will enter QuizCenter Main Menu Step Three Click on the radio button next to create a new quiz Then click on Make selection Now you are at QUIZMAKER 2 0 Enter the quiz information page Step Four Choose the options or fill in the blanks with the details of your quiz The screen will walk you through At the end click make quiz file and your quiz will be available right away on the internet y hrp fronted hawol eduf quituserfa uitzed ontinaon U7GronT este imi EE o E 2 Grammar Review Exercise Unit 7 Education Aj Saes Thine Stety the var Loman ofuait Fia pone wettook Than samas thee qeostions below sal click eoret to wend por marmer 1 Chiang Miani University has invested a bot ef meney en computer miasmertire and computer training equip all CMU stademts with romputer rkik Vou muwer O aoao C auoiete emery threats Serer masy Thad teachers are still uzing chalk and talk teaching approach many American teachers have moved na Ene You arat Wh
67. cussion Communication e CALL e g games and puzzles creates information gaps which provide learners a need to communicate or interact with each other or with the program e CALL e g e mail chat moos promotes direct communicative skills for the learners e CALL e g e mail chat moos provides authentic real communication with native speakers of English outside the classroom Access to information and cultures e CALL e g CD ROM and the internet can increase access to information to the learners e CALL CD ROM and the internet allows learners to access cultures around the world Learning environment e CALL is a neutral medium Compared to teachers computers do not lose patience get angry or play favourites as some teachers do This creates a safe learning environment e CALL can provide an active and positive learning environment e Integration of a variety of multimedia such as texts graphics sound animation and video allowing for creating authentic meaningful language learning environments e CALL the internet has no limitations regarding different time zones and places Cost effectiveness e CALL is cost effective Limitations of CALL Cost e Schools may lack funds for CALL implementations Hardware and software may be expensive for schools that have limited funding e The design of good CALL software requires expensive equipment and cooperative teamwork e Not all students can acce
68. d Teaching This is part of the BBC site that contains excellent listening passages with supplementary texts Debates about controversial issues are available Listening http www bbc co uk worldservice learningenglish index shtml ve treats ex CHANGE http deil lang uiuc edu exchange rr J Menar Th 3 Se Meet Ht meeer for theese wher wane te be inedi ed co Webcceee Se seot s na of EXCHANGE Fhe PENPAL dansbane cranteed postert sheesh Chais lid eeseadun or y PEEP Virtual Presentation ee wore lest We aputagion for d The BBC s World Service radio gives some great tips for students to start learning via radio programmes Its introduction gives an overview to the site Speaking This site gives second language students the opportunity to express themselves using the English language in a variety of ways The approach is to show students methods of oral communication Speaking http www ukans edu cwis units coms2 vpa vpa htm 40 oR Ee Se NT ward 1 en News for English Language Learners TASEAP This site does not provide a place for students to practice their speaking But it is the place where students can learn how to prepare themselves for an oral presentation It contains hints and tips Reading http www bangkokpost net education home htm 2 E Learning with Mysteries This is one of the most cited web sites for lessons designed for r
69. d by a list of Some common CALL applications sorted by educational category The last section provides a blank evaluation matrix ready for use What is the scope of CALL software CALL software is defined here as software which is designed to promote language learning with the following characteristics e software which focuses on the practice of language skills language components and or language functions 53 CALL a guide for English language teachers e software which promotes customised learning and allows individuality in selecting learning activities e gives feedback to the learner e promotes interaction between the student and the computer or among students as a group Keeping these criteria in mind computer based language games such as Scrabble Crossword and Boggle on CD ROM which aim to enrich learners English vocabulary are considered CALL software in this chapter On the other hand resource based software such as Microsoft Encarta 98 Compton s Interactive Encyclopedia 1998 and Britanica CD98 are not regarded as CALL software for there are no language learning objectives underpinning the design Similarly word processing software such as Microsoft Word and presentation tools such as Microsoft Powerpoint are tools for language learning but are not specifically considered to be CALL software These latter applications do not give immediate feedback or promote interaction among learners Even though the ter
70. d processing in writing instruction In Review of Educational Research 63 1 69 93 Barlow M 1988 Computers and ESL in Higher Education Athelstan Stanford Belnap R K 1993 Computer assisted language learning and Arabic The Brigham Young University experience Computer Assisted Language Learning 6 1 13 19 Bland S K Noblitt J S Armstrong S amp Gray G 1990 The naive lexical hypothesis Evidence from computer assisted language learning In The Modern Language Journal Vol 74 440 450 Brebner A Johnson K amp Mydlarski D 1984 CAI and second language learning An evaluation of program for drill and practice in written French In Computers and Education Vol 8 471 474 127 CALL a guide for English language teachers Brown H D 1994 Teaching by Principles An Interactive Approach to Language Teaching New Jersey Prentice Hall Regents Burston J 1989 Towards better tutorial CALL A matter of intelligent control In CALICO Journal 6 4 75 89 Bush M amp Terry R eds 1997 Technology enhanced Language Learning Lincolnwood IL National Textbook Company Chan C 1989 Computer use in the classroom An assessment of using the computer as a tool and as tutee In Computers and Education 13 3 271 77 Chapelle C 1994 CALL activities Are they all the same In System 22 1 33 45 Chapelle C amp Mizuno S 1989 Students strategies
71. d to your grading style 28 are used for error correction and four are available for positive annotations e Overall feedback or lengthier comments can be inserted footnote style e It offers a bookmark option and tools for converting or replacing MAC characters stripping email returns counting words and viewing error statistics e Completed papers can be exported to a Web page format completed with hyperlinks to annotations and feedback e The evaluation version will work on only small texts of approximately 164 words until registered Price Shareware Free to try 18 UK Pounds if you decide to keep it Download http hotfiles lycos com cgi bin texis swlib lycos info htm fcode 000XJA free from TIPS FOR PROSPECTIVE TEACHER AUTHORS J ust Do It It is not a matter of whether we should use the computer as part of our teaching we teachers must learn how to exploit it and in the near future manipulate it to its and our full potential So do not hesitate Do something about it Remember that the tasks have been greatly simplified for you to the extent that you don t need any background knowledge in programming to successfully create your own courseware or instructional materials Educational values When it comes to CALL people usually hold that computer literacy multimedia production and programming are the important and daunting tasks and they are scared of getting into them As a matter of fa
72. documentation can be linked from this site Multi resources This is one of the web sites that has been mentioned for their excellent ESL EFL resources from France Teachers can find a lot of resources and activities here Aardvark s EFL Resources hitp www baysights com aardvark LAN618 Resource Page TASEAP Multi resources This is the site that can be used as a guide to resources and contacts for students and teachers of English Multi resources Hitp www fed qut edu au tesol resource1 himl teow SOL RESOURCES t bwe emai Internet Treasure Hunts http elicos qut edu au treasure html acis bo Sed ema i te Coram Txt homes gt Bare freer Hew da Fie is Hes Abraee ibat Ta Queersiand University of Technology Internet Treasure Hunts Learner Independence SIG Home Page http www iatefl org lisig lihome htm DETA e n ETE PATR Dioni fet oe oe C2 sais s Daerden 4 OD 8 Fre vom ene an It is a collection of useful resources at Queenland University of Technology for a course called Technology and Second Language Learning LAN 618 Multi resources Teachers can find useful information on how to use web pages for their teaching Multi resources Teachers can find out more about special interest groups as well as find more information about teaching lesson planning and sites of interests from the its extended collection of li
73. e program provide a phone number to contact for technical assistance T Part Il Software Information Version What is the version of the software Publisher Who is the software publisher Year of Release What is the year of release Cost What is the cost of software Hardware Requirement What hardware requirements are required to run the software Memory Ram What RAM is required Hard Disk Space How much disk space is required on the hard disk 62 CD Rom DVD Rom Speed What is the minimum speed of CD Rom or DVD to run the software STEP TASEAP 4 Evaluate the software by filling out the matrix After having tried out the software use the matrix to evaluate it The Blank evaluation matrix can be found at the end of this chapter STEP Write the names of each piece of the software at the top of the matrix ina separate column Eliminate those parts of the matrix which are not relevant as per suggestion in step 3 above Go through each relevant item in the evaluation matrix and fill it out The content of some items may overlap with that of another category e The help features Category number 10 and online help in technical considerations category Category number18 e English language Type British and Australian English American and Canadian English Category number 7 e Audio and video Category number 12 e Ease of use Category number 9 and
74. e these icons 103 CALL a guide for English language teachers Educator Module 1 File Options Test Customize Help EVU CATORI wmn Gp P N Exercise C J Brow Sequencing Gap Filling acheter ts Seals Str Description Description e r REYOUS Gabo oe Gee See E NEX E save E hohes CoS THE PRE AUTHORING PREPARATION We need to prepare three things before we can start authoring preparing the media files preparing the transcripts and writing the exercises Some may find that it is easier to write the transcripts and the exercises while authoring but I prefer to have everything ready before start authoring Preparing the media files Sources Basically the media files that are used are video clips that have been digitised converted from a video cassette or a video CD onto a CD ROM There are a number of sources where you can find usable video clips The video clips that were used in the sample units of authored ESP material were taken from e commercially made videos such as Roadcrack and Flu Cure e TV programmes such as Chemical Colours e Home made videos such as Noise Pollution e Commercially made CD ROMs such as Rainforest Apart from these sources TASEAP has prepared digitised video clips that can be readily imported into WISER EDUCATOR The clips are of two categories Secondary video clips with transcripts that are already smartlinked and Tertiary video clips without any transcripts Furthermore
75. e to effective use of Guide to Grammar E the English language Many interactive anach Virina quizzes and exercises are included Santanen Tavel 2f Elements of Style Strunk William 1918 Grammar http www bartleby com 141 The classic text on grammar and composition is now on line Students can check out the list of words and expressions commonly By misspelled or misused WILLIAM STRUNK Jr Elements of Style 43 CALL a guide for English language teachers EnglishCLUB net Grammar Grammar http www englishclub net study grammar index htm The Hampstead School of English s Online English Grammar http www edunet com english grammar toc cfm Paap S Table of Gontents gt Hew be ese Ghee Table af Cormenas Table of Contents Index of grammar materials It presents tutorials and quizzes on aspects of grammar such as verb tenses and prepositions Grammar This site not only act as a book of reference to On Line English grammar but also it contains English Language Practice Pages and English Grammar Clinic where students can send their English grammar questions experts Grammar http web2 uvcs uvic ca elc studyzone grammar htm y Euglish Lauguage Centre Study Gone Index of Grammar Materials University of Victoria British Columbia Canada English Grammar on the Web http www gsu edu wwwesl eqw index1 htm English Grammar on the Web Grammar Safa
76. eading enhancement Students can learn new vocabulary practice their reading comprehension learn various translation methods etc from the Bangkok Post a major English Language newspaper of Thailand Reading http www thecase com and http www mysterynet com learn f The Fun and ChallengiNg Mystery Website New Mini Mystery Every Day All Free Instant Lessons http www english to go com etgsite visitors Instant Lessons CNN Interactive Learning Resource hitp literacynet org cnnsf archives himl Mysteries are great for teaching critical thinking reading and writing skills and they utilise a higher order level of thinking There are two sites here for students to practice their thinking skills The stories are good Reading A complete lesson is added each week for teachers to print out and use in the class room Students can do the exercises on their own because answer keys are also included The reading texts are based on Reuter news articles Reading This site offers lessons based on current and past CNN San Francisco bureau news stories The reading selection and various interactive activities are aimed at students with reading levels not high enough to read and understand standard newspaper articles 41 CALL a guide for English language teachers Reading Comprehension http vic polyu edu hk comp ReadComp htm Wie Reading Comprehension Taxta with Questions M
77. ecessary mean the end of programs and methods of the previous phase rather the old is included within the new Warschauer 1996 The historical development of CALL is summarized in the tables which follow Behavioristic CALL TASEAP Main frame and Mini Computers 1950s 1970s Technological Development by Year Approaches to Language Teaching Approaches to CALL amp Examples e 1950 Mathematician and computer pioneer Alan Turing predicted that one day there would be a machine that could duplicate human intelligence in every way e 1951 Whirlwind the first real time computer was built e 1957 FORTRAN language was developed e 1959 COBOL Common Business Orientated Language was developed 1960 Tandy Corporation founded 1964 DEC Mini Computer was built e 1965 BASIC language was developed 1967 Development on PASCAL 1968 LOGO language was developed 1970 Development of UNIX operating system 1971 First Microprocessor 4004 was invented 1972 C language was developed 1972 8008 Processor was released by Intel 1972 The first international connections to ARPANET are established ARPANET became the basis for the internet 1974 Introduction of 8080 An 8 Bit Microprocessor from Intel 1975 Formation of Microsoft by Bill Gates and Paul Allen 1976 Apple Computer Inc founded releasing the Apple II first mass market of PC 1979 Introdu
78. eeeeeseneeeeeeneeeeeeeeesseeeneeeeeees i PONG WOR E oe ses oie ea ed aa ess See alae se ea ea eae ag es ea ee eee v 1 Computer assisted language learning an OvervieW sssssssesseeeeeeeeeeeen nee 1 Introductio Mennene stats E E EREE E Qed A RR 1 Definition ot CALE nsen ana a A E Reeves 1 WY OAE A area ea eee cer e AEE E A omer ers 2 History of CALL development vis cicctccwacceetiesatnetieedatntsaciannnnas 2 Be h avioristio CALL ipsini eine beudandieskiansenteansddahezeuetendanaals 3 GOmmunicative CALL ae a e a a AA a lama aa NASES 4 Integrative CALL multimedia CD ROM sssssesssseserrrnesssersrrrrnrnsserrrnne 5 Integrative CALL internet applications ccceeeeeeeeeeeeeeeeetteeeeeeeeeeeeeee 6 Uses of CALL in English language teaChing cccccceeeeeeeeeeeeeeeeeeeeeeenaeees 7 Drill and practic sens nann ad acest taeda E e a Say aE nines eens 7 Comp ter aS TION ranieri en a ei ea a iTia DN 7 Computer used for simulation problem solving ccceeeeeeeeeeeeeeees 8 Games ON COM DULG iss ice ed as cca tee ee far Adee ree deine aces 9 Computer as a tool for teachers and learner S ssseeeeeeeeeeeeeeseeeee 9 Internet ADDN CAUON Ss fac ctetienket hese lect ha pedemerdei ennui aennpsdedareaeds 10 Advantages and limitations of CALL cccececceeeeeeeeeeeeeeeeeeeeeeeeeeenneeeeeees 14 Advantages of CALL cies aae aaa we 14 Limitations Of GALL a a ES A ESE E aI ES aS 15 Tipsini sing C
79. ere http www esl lab com courses keypal html list WEB SITES FOR ENGLISH LANGUAGE LEARNING English language teachers can make use of the internet in many different ways For example it can be used for reading practice as a source of material development or to supplement classroom activities Web pages can be downloaded and printed Online resources can be best used if the teacher as part of their curriculum as well as in the SAC The web sites listed in this section have been carefully selected as an introduction to the breadth of resources available to both students and teachers Some of them are geared toward specific skills while others can be used as references 36 Multi resource Websites Dave Sperling s ESL Caf http www pacificnet net sperling esicafe html Where ngiish is Pust Pur KAE PE Neeeteeees arni Tourhers frn Armed shee Werte a Selected Links for Students of English as a Second Language Linguistic Fun Land http www linquistic funland com tesl html Kristina Leves This Site Werd Safari Vecalelary Expeditions Teachers I dare you to try this and see how you fare gt Resources for Teachers an Students of English This Month s Polk Search the Puelan 2s ESL Independent Study Lab http www clark edu krauss toppicks to TASEAP Multi resource Websites This is a web site which has excellent resources for teachers and students A wide range of r
80. erence in the rate of speech in the three higher levels of proficiency Navigation graphic icons are not readily comprehensible e g menu exit exercise test icons The answer key is only available through printing The use of video clips is of little educational value because it does not make use of the visual aspects of video Help is not easily accessible and rather inadequate Recommendations Issues in English contains very interesting controversial issues for listening exercises Moreover it can lead to a classroom discussion and writing assignments It is recommended to accompany classroom tasks especially for writing activities as it requires teacher s consultation 69 CALL a guide for English language teachers Rosetta Stone Rosetta Stone Description Rosetta Stone is untraditional in its approach to tutorial multimedia courseware The program uses selected pictures to convey the concept of words and sentences effectively The program is composed of 2 language levels English level 1 Beginners to Pre Intermediate and English level 2 Intermediate to Upper intermediate Level 1 consists of 8 units 92 lessons including reviews Level 2 consists of 11 units 118 lessons including reviews Each unit contains 10 lessons plus a review lesson Each lesson contains 10 screens each of which has 4 pictures The program is available both for stand alone or for a network system The program emphasizes all four langua
81. es by The Xerox Palo Alto Research Lab e 1982 The TCP IP Protocol established and the Internet is formed 1982 80286 processor was released Compaq released their IBM PC compatible e 1983 MS DOS 2 0 was released Hewlett Packard released LaserJet printer AT was released Apple Macintosh was released 1984 MS DOS 3 0 was released 80386 DX was released e 1985 Microsoft Windows was launched e 1985 EGA was released 1985 80386 DX was released VGA was released 1988 MS DOS 4 The development of word processing such as WordMaster WordStar WordPerfect Cognitive Psychology Communicative Language Teaching Transformational Grammar Principles of Language Learning Learning is process of discovery expression and development Focus on functions of the language Emphasise on language use rather than usage Contextualization is important Communicative competence is the desired goal Focus on using language forms rather than forms themselves Teach grammar implicitly Encourage students to produce language rather than manipulate the language Brown 1994 Communicative CALL e g Storyboard Text reconstruction Cloze exercises Serious educational applications appeared A boom of CALL due to the introduction of Personal Computer Main Characteristics View that drill and practice exer
82. es such as grammatical explanations glossaries pronunciation exercises etc CALL a guide for English language teachers Integrative CALL internet applications Computer Mediated Communication 1990s present Technological Development by Year Approaches to Language Teaching Approaches to CALL amp Examples 1969 Computer mediated communication CMC but serious applications appeared in early 1990s 1960s Hypertext was invented by Ted Nelson 1989 World Wide Web the integration of hypertext and the Internet was invented by Tim Berners Lee 1990 Internet applications became popular such as E mail FTP Talk UNIX system 1992 Gopher was released The release of CERN WWW a hypertext based system for finding and accessing internet resources 1993 Mosaic Web browser was released 1994 Netscape 1 0 was released 1995 Windows 95 was launched with Internet Explorer by Bill Gates amp Microsoft 1995 JavaScript was introduced by Netscape 1998 Windows 98 was released 1995 1999 Development of QuickTime Real Audio Real Movie Shockwave Web based E mail Web based Chat Voice Chat Internet Phone Emerge of web authoring software such as Hot Potatoes Authorware and Director Desktop Conferencing Communicative Language Teaching Focus on using the internet applications for communicative language teaching Foreign language learning
83. esources and activities are presented It is recommended as a good starting point for on line CALL resources Multi resource Websites This is a good list of links to other ESL Web sites Hosted by the Internet TESL Journal it is Intended for ESL students Links include Games Grammar Communicating with Others Listening Writing and Reading Multi resource Websites This is another site that is cited quite frequently Teachers and students can find numerous resources and activities Multi resource Websites Engilish as Another Language Wetom P Andreas Lund This is quite a comprehensive site for students Each category contains activities separated into different levels The language skill categories are well maintained Multi resource Websites Once again this is a comprehensive site and worth a look Beside many other language activities students might find two activities in particular most fascinating Mazes and Web projects 37 CALL a guide for English language teachers Useful Resources and Learning Materials for Students Multi resource http www ling lancs ac uk staff visitors kenji student htm Pebelies This is a very useful starting point for learner Useful Resources and Learning materials There are a variety of links that Materials for Students students can use as resources or for language practice Kenji Kitao and S Kathleen Kitao Englishtown Mu
84. eto C pres dineg Write a sentence to show a contrast or diffrence between sumumorhil and Chiang Mai University Tore mrmr 2e 7 The perpose of Summerhill was to make the child fit the school Toren arrows tos Fin 20 you are applying for a scholarship to study abread Write a short paragraph indicating your study plam your career geal and how yo Imagine e able to contribute to the Thai seciety upen your return Toer arar either neuboth you aosan or zot r your zutructoe Above is part of a sample test have created 88 TASEAP The preceeding quiz sample is a simple one without links to text files or any multimedia files but this is also possible simply by clicking and importing or adding links to what you want your students to see or read before after or during the test Use your imagination and creativity to make these easy to use versatile clever tools work best for your students Now what happens after the students have submitted their answers If you choose the student s answers can be mailed to you and to that student s e mail address Here snthinsan yahoo com is used as a student s address Sj vob yal Mail Mecrosott Merset Explore BEE Fle Edt View Go Feitas Holp Le tate a2 Back iowa Stop Refresh Home Add Addresses ia Date Thu 4 Now 1999 15 04 26 1000 HST To suthinsan hotmail com From Snea Thinsan lt sothinsan y
85. every word in a selection is missing the student can select the frequency of missing words from every second word to every fifth word If you do not want them to be able to do so you need to click on the Disable Gap Freq button Click the Task Link button Repeat Steps 28 30 for task linking 117 CALL a guide for English language teachers Writing activities for True or False Step 44 Click the True or False button You should see this screen Educatoe TASEAP Enolieh Engineering Wore Pollution mia Ea ys cao Porcse i g Browser Matching Sequencing m aS Ware ay Leo A a TESST fer kerr Bronce Eine Step 45 In the empty window on the left type the instruction for the True or False activity as well as the statement that the student will have to identify as True or False Do not hit return while you are working in this window Step 46 In the right window click the True button if the statement is true or click the False button if the statement is false Step 47 Click Task Link Note Repeat Steps 28 30 for task linking Writing activities for multiple choice Step 48 Click the Multiple Choice button You should see this screen E Eduostos TASEAP Engiish 1 Enginecring Noise Pollution n r m Gap Matching Sequencing P a a fi WG we PEET am am o A A EMEN CER p Le ee i gt EY a DELETE wry C NENT Oa PAT One 118 TASEAP Step 49 In the empty window on the
86. f computer assisted instruction on ESL reading achievement In The Modern Language Journal 71 3 267 276 Kr ger A amp Hamilton S 1997 RECALL Individual language tutoring through intelligent error diagnosis In ReCALL Journal 9 2 51 58 Levy M 1997 Computer assisted Language Learning Context and Conceptualization Oxford Clarendon Press Levy M 1998 Two conceptions of learning and their implications for CALL at the tertiary level In ReCALL Journal 10 1 86 94 Liddell P ed 1995 CALL Theory and Application Victoria BC University of Victoria Motteram G 1992 Authoring tools and teacher training for CALL In System 20 2 151 60 Myles S 1998 The language learner and the software designer A marriage of true minds or ne er the twain shall meet In ReCALL Journal 10 1 38 45 Nagata N 1993 Intelligent Computer feedback for second language instruction In The Modern Language Journal 77 3 30 339 Pederson K M 1986 An experiment in computer assisted second language reading In Modern Language Journal 70 1 36 41 129 CALL a guide for English language teachers Pennington M amp Vance Stevens eds 1992 Computers in Applied Linguistics An International Perspective Clevedon Multilingual Matters Pennington M ed 1989 Teaching Languages with Computers The State of the Art Houston TX Athelstan Pennington M ed 1996 The Power
87. false multiple choice and multiple answer formats are provided with up to five answers per question e You can add images or hyperlinks if you re willing to learn some HTML tags A single HTML file is generated to display your quiz ready for posting on the Web server e You can appear like a Web pro even if you know nothing about HTML e After users complete the quiz online they can have it automatically graded with answers and explanations offered e WebQuiz Writer HTML features ODBC compliant database support an on the fly spelling checker and printer support Price Shareware Free to try 39 95 if you decide to keep it Download free from http hotfiles lycos com cqi bin texis swlib lycos info html fcode 000NM1 b Class Mate Grading Tools for Windows 4 1 Rating Ly abated System requirements Window 3 1 Descriptions e It s a grading package for teachers at all levels which automates many time consuming tasks involved in recording and maintaining students grades and records and determining class grade averages e Multiple subjects user defined grade categories and various time periods within the class dates are also supported e You can create a variety of detailed reports including missing assignments progress reports attendance records and class grade distribution e It s easy to use Price Shareware Free to try 29 95 if you decide to keep it
88. ferences forums Password A secret sequence of letters and other symbols needed to log in toa computer system as an authorized user When a user enters a password it appears as a line of asterisks so no one can read it Platform The underlying hardware or software for a system For example the platform might be an Intel 80486 processor running DOS Version 6 0 The platform could also be UNIX machines on an Ethernet network Pop up menu A menu that appears temporarily when the user clicks the mouse button on a selection Once the user makes a selection from a pop up menu the menu usually disappears RealAudio A streaming technology developed by RealNetworks for transmitting live audio over the Internet RealVideo A streaming technology developed by RealNetworks for transmitting live video over the Internet SAC Self Access Centre a place where materials are provided for learners so they can learn in a manner which suits them best in their own way in their own time and at their own pace Scroll To move the content part of a window in an application up and down usually by clicking and dragging arrows pointing in the direction of the movement Search engine A program that searches documents on the Web such as Alta Vista Infoseek and Excite Security software A utility program that is used to check a system for security vulnerabilities via the Internet Sequencing The activity in which the learner puts words phrases
89. ff development cseeeeeeeeeeeeeee 99 P AETA gic U s n Mer Rebate netnrre rent eet eUn nae Senin trent artnet ct Neen rie Fats 99 6 Authoring With Wiser ECuCatOl 11cccccccsseeeeseeeeeeeeseeeeeeeseeeeeeeeeeeeneeseeeeees 101 Naiige o U ci ele REAT PARERA TE Meter T Nene TA er San we PONS TS TENT TANS er seer er yt 101 Wiser Educator authoring features eccecceeeeeeeeeeeeeeeeeeeeeeeeeeeeeeenaaeaes 101 Components of Wiser EGUCAtOI cccesceeeeeeeeeeeeeseeeeeeeeeeeeeeeeees 101 The Exercise Writer menu Dal ccccccceeeeeeeeeesceeeeeceeeeeeeeeeaeeeeeeeeeeeeeee 102 The Description boxes and Media and Smartlink icons 103 The pre authoring preparation ccccceececssseecceeceeeeeeeeeeseeaeeeeeeeeeeeeesaeaes 104 Preparing the Ime ia TGS ois creat tec tates ats eesiets uoaie sae cope ee coe coon 104 Writing the transcript cites cesta Sven Go ahes Aa ceierwans adie eivepataeees renerne 105 Writing the Gxe rciSeS 3 2 iscs 2hcceeiassvigdsethcvessacechadvedhvesteescaahvad deceeteenees 105 The authoring PFOCCSS csscscts cecoeeds eenthe thuceedenucende chemeedensienie ntuenenentenedenens 106 Creating Opening a VOIUME ccccceeeeeeeeeeeeceeeeeeeeeeeeenaaeeeeeeeeeeenas 106 Exercise SINUCIUNG oireeton eee ee EE e EE EELE rents 108 Importing media files esnnnneeeeeseeeenertenressertttrrrntresrrrnrrrnnnesse eeeeeuees 110 Writing transcripts ceeston a ae ee ead iee aA 111
90. g Using selected authoring software to produce multimedia courseware which is then pressed stored onto CD ROM Central server A central computer that stores files on a network Chat A real time communication between users via computer networks One user can enter text by typing on the keyboard The text will appear on the other user s screen Computer Mediated Communication CMC Communicating with other people using computers There are two kinds of communicating synchronous real time communication e g chat mud and asynchronous delayed communication e g e mail 121 CALL a guide for English language teachers CU SeeMe A video conferencing program that uses the internet to transmit audio and video data The computer must be equipped with a sound card speakers and a video camera Customized software Fourth or fifth generation authoring software Many customized software provide full programming capabilities although they are characterised by templates or widgets which allow programming without the need to write programming code Desktop conferencing Conducting a meeting or discussion between two or more participants at different sites by using computer networks to transmit audio and video data similar to a video telephone Download To transfer a file data or programs from a server to a local computer Edutainment A coined term education entertainment referring to software especially games that pr
91. g and examine them in terms of programmable authoring and templated authoring The objective is to point out how easy it can be for a teacher to become an author Programmable authoring tools and templated authoring tools Programmable authoring tools Authoring tools which allow authors to customize and manipulate them the way they desire by writing a script for them to work or by programming them A great benefit of using these tools is that it allows teacher authors to manipulate the hardware and software as much as they desire Yet it is usually too difficult and often inconvenient for most teachers to learn and do all by themselves 82 TASEAP Templated authoring tools Authoring tools that prepare the ready made templates widgets or wizards for the authors The authors only have to choose the templates they prefer and key in the information The selected authoring tool does all the rest of the job These authoring tools may allow insertion of multimedia files Among other uses they can mark give instructive feedback and report results to both students and teachers directly immediately or via e mail Despite the fact that the templates may not be responsive to all instructional needs they are obviously handy time saving and highly recommended for all interested teachers How much can you do Tasks Programmable Templated Authoring Tools Authoring Tools 1 Seek funding Yes No Yes
92. ge skills Each of the units is available in 12 run modes featuring listening reading speaking and writing skills plus a reference tool and tutorial functions in which students can get an overview of all the materials and test themselves The program is accompanied by a user guide a student workbook an answer key and a teacher s handbook The program also offers a Student Management System for teacher to keep record of students Advantages e Non traditional way to teach grammatical and functional concepts effectively through pictures and cartoons especially on tense giving directions etc Flexible control by user volume control choice of feedback icons and sound timer setting delay options for viewing pictures and sound saving files on a disk etc Ability to enter leave the program and move on to the next level of the same unit any time Two separate versions of English language are available British English and American English A variety of choices regarding language skill types listening and reading with or without picture given listening with picture given reading with picture given dictation and speech reproduction Voice recording feature allows students to compare their voice with that of the native speaker s Student Management System allows teachers to design and control the content and keep record of student progress Helpful student s workbook and teacher s handbook provided
93. gth The video clip should not be longer than 5 minutes to ease the learners memory load Also when a selection is too long it tends to become boring Digitising the video clips f you are using a video clip from video cassettes you need to convert it into a mov or avi file before you can import it into WISER EDUCATOR There are a number of computer programmes that will do this such as QUICKTIME or ADOBE PREMIERE The computer technician or educational technician at your institution should be able to help you with this task Writing the transcript When you have selected the video clip that you will base your exercises on the next thing is to transcribe it The transcript should be edited by a native speaker of English because you may transcribe a word incorrectly When you are satisfied with the accuracy of the transcript you have two options You can write the transcript and save it as a txt file and import it into WISER EDUCATOR or you can write the transcript while you are authoring Remember that in case of importing files the files must be txt files only Writing the exercises WISER EDUCATOR allows five types of learning activities e Matching in which the learner matches what he hears with what he sees The items to be matched can be individual words phrases or sentences e Sequencing in which the learner puts words phrases sentences or paragraphs in the order in which he hears them e Gap Filling in which
94. h which were distributed earlier Thus it is hoped that the lecturers and the students at these institutions are already familiar with the program Lastly being a template the program is very user friendly in that authoring with it is a simple operation Note WISER EDUCATOR is authoring software for CALL materials Real English and Wiser English are CALL materials that were authored with WISER EDUCATOR WISER EDUCATOR AUTHORING FEATURES Before we start the authoring process let s get to know some important authoring features of the program Components of Wiser Educator WISER EDUCATOR consists of the user interface and the authoring tool The main focus of this booklet is the authoring tool since the booklet is intended to be a guideline for teachers who are interested in authoring their own CALL Computer Assisted Language Learning materials Those who are interested in 101 CALL a guide for English language teachers the user interface are recommended to refer to WISER EDUCATOR User Manual The Exercise Writer menu bar Once WISER EDUCATOR is started for installing and starting information refer to WISER EDUCATOR User Manual Page 2 the first screen is the user interface To move to the authoring tool hold down both the Control and Shift keys and click at the WISER EDUCATOR icon in the top left corner See the picture below There are four rows of icons and buttons across the top part of the screen The first two rows
95. he user Pre school Toddlers aged 3 5 T Children Children aged 6 12 T Teenagers Teenagers aged 13 19 T Adults Adults aged 20 T Purpose What type of English does the program focus on GE General English T ESP English for Specific Purpose T EAP English for an Academic Purpose T Learning Mode What kind of learning mode is the software suitable for Self study Self instruction outside classroom in the topic of interest with appropriate level of difficulty at their own pace T Course based Use as part of the classroom instruction including classroom T assignment CALL type What is the overall category of the software Tutorial Providing sets of language explanations followed by exercises T Drill Practice Practice and drill exercises as a reinforcement T Simulation Problem Developing a Critical thinking process while using English solving language Game Language games T Objectives What are the learning Objectives Explicit Learning How explicit are the learning objectives R Objectives Match of activities to Do the learning activities presented in the software match the Objectives learning objectives stated T Language skills and What language skills and components are included in the components software Listening Listening Skills T Speaking Speaking Skills T Reading Reading Skills T Writing Writing Skills including spelling T
96. hentic meaningful and contextualized materials e Fluency in language is a primary goal e Focus on interactive language learning e Consider learners factors such as age interest learning styles motivation e Tasks relevant to students real life interests and experiences Felix 1998 e Shift away from language usage to language use Felix 1998 e The teacher became a facilitator rather than the person who gives out information Integrative CALL Multimedia CD ROM eg Toolbook Authorware Planet English Real English Wiser Educator Main Characteristics Use advantages of multimedia CD ROM in teaching language for communicative purposes Allow computer to incorporate a variety of media text graphics sound animation and video by Hypermedia Emerge of friendly user powerful authoring software such as ToolBook Authorware and Director Based on communicative language teaching approach Built on student s intrinsic motivation Foster the interactivity between the learner and the learner and learner and computer Multimedia resources are linked together Learners can navigate their own path and set their own pace by pointing and clicking mouse More authentic language learning environment is created The four language skills are integrated Focus on content and language skills Allow learners to link to a variety of sourc
97. here you keep the text file and then select the text file Then click OK The picture in Step 15 will appear Smartlinking Step 22 Click Smartlink to match the transcript with the media file sentence by sentence This screen will appear 112 Step 23 TASEAP Smartlinking x Edit Main Transcript Text Sentence 1 When people hear the word pollution they usually think of air pollution or water pollution but noise pollution can be just as Dr Francis Tran of the Asian Institute of serious a problem especially in big cities Technology in Thailand and he spoke about the like Bangkok effects of noise pollution The effect is not necessarily physiological It s rather psychological It seems to me that the i gt o l Notice that the first sentence in the Main Transcript Text window is highlighted and in the window labeled Sentence 1 the content of Sentence 1 is shown Also notice that Sentence 1 to Sentence n the last sentence in the transcript are listed in the bottom left window with Sentence 1 highlighted This means that WISER EDUCATOR will match the transcript for Sentence 1 with its exact position in the media files In the middle of the screen underneath Smartlinking there are a number of rows of buttons similar to those on a regular audio cassette player These buttons are used while smartlinking the transcript to the media file Basically you only need two buttons which will be covered in the next pa
98. http www kyoto su ac jp information tesl ej DeMott K E 1996 Evaluation of Computer Assisted Instruction Using Criteria based on Principles of Learning Theory University of Maryland at Baltimore URL http parsons umaryland edu kdemott pages eval html Gaer S 1998 Using software in the Adult ESL classroom Santa Ana College School of Continuing Education URL http www cal org ncle digests SwareQA htm Planning Computer based Language Learning Resource Centers 1999 Ohio University URL http www tcom ohiou edu OU_Language teacher labs htm Software Evaluation Guide Based on A methodological framework for CALL software development by Philip Hubbards 1992 1999 Rice University URL http www owlnet rice edu ling417 quide htm Software Evaluation Questionnaire 1999 University of Hawaii National Foreign Language Resource Center NFLRC URL http nts II hawaii edu flmedia evaluation evsheet1 htm Steel C 1997 Software Evaluation Form URL http www citr ug edu au carolins eval 1 htm Taxonomy of Features for Evaluating Foreign Language Multimedia Software 1999 University of Hawaii National Foreign Language Resource Center NFLRC URL http nts II hawaii edu flmedia evaluation general gencriteria htm Thorn J W 1995 Evaluating Interactive Multimedia ITESL In Internet TESL Journal 2 4 April URL http www aitech ac jp itsel
99. ic before choosing one of the following exercises multiple choice gap filling sequencing text matching text and true false The program also allows a self test option for learners Advantages Intriguing topics which are appealing to learners Matching of sound and text helps ease the listening difficulty for language learners Good listening comprehension and recognition practice for language learners An authentic English setting Repetitive use of the same video clip in all exercises from a particular module help reinforce learner s language skills The same publisher also provides an easy to do customised authoring template for teacher to create their own lesson Wiser Educator at an additional purchase Maximizes learner control configuration change number of gap setting request for free words in the gap filling exercises as well as choice of entering or exiting the program at any time Incorporates games such as anagram and hangman as hints in the gap filling exercises It is helpful and entertaining for students Online score with correct answer are illustrated User friendly Limitations Only listening skills are reinforced Cannot load dictionary Repetitive use of the same video clip for all exercise types with paraphrased questions asked which are ordered in the same sequence can bore learners who may simply leave the exercises before getting to the end of each exercise Matching text and sequencing
100. ictionary CD ROM 1997 lt http www oup usa org gt and BookShelf lt http www Microsoft com gt Microsoft Encarta Interactive World Atlas 2000 lt Http www microsoft com gt Roget s thesaurus com lt http www thesaurus com gt WordWeb a thesaurus dictionary Collins On Line Dictionaries American Heritage Dictionary Softkey Longman Multimedia Dictionary Grammar Reference US English grammar usage American Heritage Talking Dictionary The Learning Company Please note that entries in many of these programs may be biased towards the country of origin Authoring Generally ELT teachers use commercially available CALL software However much software does not meet the demand of the learners or does not suit the learning objectives Teachers need to adapt or create their own materials from scratch In this case the teacher has to become an author or a teacher programmer Levy 1997 The authoring software allows teachers to select appropriate content and learning activities according to their students needs There is a variety of authoring software ranging from pre scripted authoring programs such as Authorware Macromedia Toolbook Asymetrix etc which requires the user to write scripts to customized template authoring programs and allow the teacher to create customized teaching activities and exercises such as Storyboard Clozemaker ChoiceMaster GapMaster in Wida s Authoring Suite Wiser Educator Author Plus Clari
101. ingly there have been discussions and experiments on using online instructional materials of different forms such as a complete coursesite where all needed materials tutorials and enforcement exercises or quizzes and exams are provided online Teachers with little knowledge and skills in computers have been provided with an authoring environment which requires no programming skills thus enabling them to create any of the above materials simply by clicking or typing in information Please refer to the sources listed in the bibliography if you are interested in detailed discussions of various aspects related to online delivery of lessons 99 6 Authoring with Wiser Educator Sasi J ungsatitkul INTRODUCTION This booklet is based on my experience authoring ESP material with WISER EDUCATOR It will cover the following topics the authoring features of WISER the pre authoring preparation and the authoring process The booklet is intended to be a step by step manual for ELT teachers who have not had much experience with authoring software Thus the main focus will be on the last part of the booklet which is the authoring process The authoring program that was used in producing the sample units of ESP material was WISER EDUCATOR Version 2 0 for a number of reasons Firstly the TASEAP institutions have been granted the permission to freely use the program Secondly it is the same software that was used for Real English and Wiser Englis
102. ion True False and Short Answer questions Well designed Drill and Practice programs can record the learner s progress and scores and the time a student spends on each exercise Some programs add timing features to help the learner to control their speed while practicing Drill and practice CALL programs in the early years focused on practicing language skills and components separately Such as vocabulary grammar Such as irregular verbs past tense articles reading and translation A lot of drill and practice exercises were produced by classroom teachers There are several limitations of Drill and Practice exercises such as the lack of interaction and content materials which are not authentic meaningful and contextualized Felix 1998 As aresult the receptive language drill and practice programs of the 1960s 1970s did not produce enough authentic communication for the learners Another type of Drill and Practice is so called contextualized activities such as gap filling reconstructing texts etc Examples of these programs are those developed in early 1980s such as Cloze exercises Text reconstruction and Eclipse by Higgins etc A key authoring program used to generate text reconstruction is Storyboard written by John Higgins Levy 1997 Computer as tutor The role of the computer as tutor is to present to the learners the content of the lesson as text graphics video animation or slides including learning activities
103. isonous water sickness food spoilage etc The player has to make many decisions Upon reaching their destination they will receive a deed to a plot of land or a chance to prospect for gold It is their first step in settling up a new life in the western territories Advantages Makes the most out of multimedia which incorporates text graphics sound and animation to motivate learners Challenging to the learners since it is a simulation problem solving game Authentic and very close to the real life of the immigrants of those days Encourages the learners to work cooperatively They have to discuss and make important decisions together Flexible learner s control over the program operation e g save open file volume and sound adjustment enter or leave the program any time etc Limitations Biased towards American culture and history EFL learners without American historical background will be lost without pre program guidance Only listening and reading skills are reinforced Recommendations Oregon Trail Il is very good edutainment software for language learning Although Oregon Trail Il is not designed directly for ELT learners will find it challenging Two or more learners may play the program independently or as a classroom supplementary activity In either case teachers should give learners an overview of American history To make the best use of the program teachers can create learning activities in both
104. iting is considered to be more personal and meaningful than classroom writing activities Felix 1998 A problem concerning interaction through E mail is that the communication does not take place at the same time asynchronous There is a variety of e mail programs that can recommended for the learner The most popular program on the Unix platform is Pine of Washington University lt http gpu srv ualberta ca HELP mail pine1 html gt Eudora lt http www eudora com gt and Netscape Mail lt http www netscape com gt are easy to use However Pine and Eudora require direct connection to the internet through the server in which the user is a member If the user wants to access to e mail anywhere and anyplace in the world he she can apply for free web based e mail services such as Hotmail com lt http www hotmail com gt Yahoo comshttp www yahoo com gt Mail com lt http www mail com gt AltaVista com lt http www AltaVista com gt etc File Transfer Protocol FTP The File Transfer Protocol FTP is a facility for transferring files over the internet The original FTP was available on the UNIX system But now FTP is also available on the web and it is becoming more user friendly than the one operating on the UNIX system When the user connects to a remote computer with FTP he she is communicating between the two machines one local and one remote Once you connect to the remote computer with FTP you can do several jobs concer
105. ivity and flexibility ENJOY 119 Glossary Access To read data from or write data to a mass storage device Authoring Producing instructional materials such as courseware lessons quizzes or tests for use with computers The process generally involves the preparation of content producing multimedia files programming and publishing the final product Author To write learning materials using a computer application such as an authoring program Authoring tool A tool usually software or an authoring package used to author a courseware such as ToolBook Wiser Educator Director Hot Potatoes etc Browser A program that is used to look at various kinds of internet resources particularly world wide web pages Two well known ones are Netscape Navigator and Internet Explorer Bug free A bug is an error in the logic of a program which is often detected after it is released Bug free therefore means without defect CALL Computer Assisted Language Learning or Computer Aided Language Learning CALL refers to the use of computers in the learning or teaching of languages CD ROM A type of optical disk capable of storing large amounts of data A single CD ROM has the storage capacity of 600 floppy disks about 650Mbytes To read a CD a CD ROM player is required CD ROMs are particularly well suited to information that requires large storage capacity such as graphics sound and especially video CD ROM based authorin
106. j Articles Thorn EvalueConsider htm 134 TASEAP SECTION FIVE A GUIDE TO AUTHORING CUSTOMIZED SOFTWARE Printed materials Allen M amp Morgan S 1999 Teaching with Web Site lesson to be learned In Open amp Distance Learning Association of Australia Inc Open Flexible and Distance Learning Challenges of the New Millennium Geelong Gordon Institute of TAFE 7 11 Campbell N 1999 Team Teaching in a Web Based Classroom In Open amp Distance Learning Association of Australia Inc Open Flexible and Distance Learning Challenges of the New Millennium Geelong Gordon Institute of TAFE 45 49 Cox K amp Clubb O 1995 Formative Quizzes and the World Wide Web In Pearce J M at al eds Learning with Technology Conference Proceedings in the Twelfth Annual Conference of the ASCILITE Melbourne The Science Multimedia Teaching Unit Faculty of Science The University of Melbourne 81 88 Dalziel J amp Gazzard S 1999 Beyond Traditional Use of Multiple Choices Questions teaching and learning with WebMCQ interactive questions and workgroups In Open amp Distance Learning Association of Australia Inc Open Flexible and Distance Learning Challenges of the New Millennium Geelong Gordon Institute of TAFE 93 96 Debski R 1997 Support of creativity and collaboration in the language classroom a new role for technology In Debski R Gassin J amp Smith S eds Occasional Pape
107. ke a folder where you keep all of the exercises that you have created It is important that a list of the volume titles and their contents is available to both the author for exercise writing and editing purposes and to the user student for learning purposes Step 1 Start WISER EDUCATOR by clicking on the desktop icon After a welcome message you will see this screen E Educator TASEAP English ABE File Options Test Customize Help EWGATON wmn Uy Exercise Gap True Multiple Browser Mahing Sequencing Filling or False Choice AI EXECS BLSE W TASEAP English Step 2 Hold down Control and Shift and click the WISER EDUCATOR logo to switch to the Exercise Writer the authoring tool 106 TASEAP Press Control Shift and click here W Educator TASEAP Enoglig Ea onl TOM Frares Mrewsar Step 3 Choose Open Volume from the File menu Options Test Customize Open Ctrl 0 Save Ch S Save As Exit Ctrl You will see this screen E Educator TASEAP English File Options Test Customize Choose a volume Volume Description TASEAP a a volume Delete Create Register a volume a Register a volume Step 4 If you want to create a completely new volume click the Create button You will see this screen If you want to open an existing volume go to Step 7 107 CALL a guide for English language teachers Create Yolume x Volume Title Short Description
108. kills with the use of English language as the medium They are both entertaining and educational and hence commonly referred to as edutainment e Game These programs use game activities to promote language learning indirectly 54 TASEAP USING THE EVALUATION MATRIX TO SELECT SOFTWARE As there is a large amount of CALL software available in the marketplace one question arises How do we select CALL software which is most suitable for our students This section introduces five steps as a guide to selecting CALL software for use in academic institutions determine your needs and requirements shortlist the software which you will evaluate customize the supplied evaluation matrix to suit your needs use the matrix to evaluate the software you selected and finally make your selections or recommendations STEP 1 Needs Analysis and requirements determination Needs Analysis As with curriculum design material has to be carefully selected so that it meets the needs of your students and fellow teachers Similarly software selection requires the same degree of care to ensure its usefulness For example after installation there may be a perception that the software is not practical It may be too complicated to use or it might be unsuited to the preferred mode of teaching Its content may not match the curriculum Clearly a good understanding of the needs of your students and colleagues is an essential prerequisite to get value for m
109. ks also go to Renata Chylinski Ruth Rosen and Michelle Tamala who have given insightful suggestions and constructive comments on our work Last but not least we would like to express our appreciation to John Torriero the Monash University Fellowship Coordinator for his warm hearted friendship and assistance to ensure that our work goes smoothly and that our stay in Melbourne remains enjoyable 141
110. left type the instruction for the multiple choice activity as well as the question that the student will have to select the best answer for Do not hit return while your are working in this window Step 50 In the four stacking windows on the right type the correct answer in the first window which has a green background colour Type each of the distractors in the rest of the windows Step 51 Click the Task Link button Note Repeat Steps 28 30 for tasklinking CONCLUSION There may seem to be a lot of steps to follow but this is due to my attempt to break down the authoring procedure into small and simple to follow steps Once you have prepared the media file written the transcript and learning activities it takes approximately an average of 2 hours to complete one CALL exercise i e a 3 minute video clip and five types of learning activities based on the video clip following all of the steps Of course for the first few attempts it may take longer After a few exercises however you will find that the authoring process becomes easier After yet a few more exercises you will start experimenting with the programme and learn some new tricks as well as discovering some limitations of the programme Do not forget that WISER EDUCATOR is a template That s why it is easy to author with Yet it is not oug free As with teaching where we have to be creative and think on our toes authoring CALL materials requires the same creat
111. lished in a large number of schools institutes and universities in Thailand This is partly due to promotion at the national policy level and partly because of a trend in language learning in Thailand in which the focus has moved from teacher dependence to learner autonomy Most SACs include computer assisted language learning CALL as a key part of self access learning Through this mode of autonomous learning students can choose materials which suit them best and use them to learn in their own way in their own time and at their own pace In other words the SACs are the place where learners can develop their initiative responsibility self awareness confidence and independence in learning They can experiment with flexibility in their learning style and decide what when why and how to learn The process of CALL management in self access centres Although CALL is frequently one of the most important parts of a SAC as mentioned above it is not easy to run and support without having good management strategies with clear outlines for student use CALL management is a state of the art process which requires strategic skills According to Diagram 1 overleaf it can be seen that there are four steps in the process of CALL management in a SAC Firstly the planning stage is very important for addressing issues of who what when where why and how In the planning process analyzing planning and designing are paramount For example if you w
112. ll of the exercises click SAVE You will see this screen Notice that all of the exercise buttons are now highlighted E Educator Secondary Unit 1 Exercise 1 _ Ox File Options Test Customize EVLICATOR wmn Gp Exercise bette True Multiple Browser Maicting Sequencing Filling or False Choice whe W FE Secondary Exercise 1 j DL ar Sale Select Media Ch Write Transcript Description Description Description already This unit contains E about how smartlinked exercises of environment ecological threat water x contents hyacinth is an controlled Write Further Information ISIE NONG m ons DANESI Importing media files Step 16 110 Click Select Media see the picture in Step 15 You will see the following screen TASEAP Browse Media File x File Name Directories Preview Ayes EJ taseap2 vol C secondar mdl No Media Loaded E untitled mdl M Preview Play List Files of Type Drives Media Files mov wav c abd8eS3abk Cancel Notice that in the box under File Name there are four possible file formats mov wav avi and jpg The media files used in the Sample Units as well as all of the files in the Secondary and Tertiary Resources are of the avi format The mov format is also a movie file The wav format indicates sound only files while the jpg format indicates still picture files In this booklet we will not deal with importing sound or picture files Ste
113. ls in http tcom ohiou edu OU_Language teacher labmanage htm In addition the emphasis on maintenance and security of the CALL section should include the following topics e Maintenance of a list of the systems and installations e Updates to computer virus detection utilities on a bimonthly basis e Computer security awareness and training for managers and staff who are responsible for management administration operation maintenance or support related to the systems and the installations 26 TASEAP Periodic computer security reviews of the systems and installations See details in http www dol gov dol oasam public programs plan security htm Regarding internet access there are a number of programs which are designed to filter unappropriate material when browsing Cyber Patrol an Internet filtering program from The Learning Company provides customizable access controls for multiple users See details in http www superkids com aweb pages reviews kidsafe 1 cp merge shtml SurfWatch from SurfWatch Software provides excellent protection against intentional or accidental exposure See details in http www superkids com aweb pages reviews kidsafe 1 sw merge shtml Internet Explorer 3 0 or later from Microsoft has the ability to block websites that provide PICS ratings labels See details in http www superkids com aweb pages reviews kidsafe 1 ie merge shtml KidDesk Internet Safe from Edmark provides absolute access c
114. lti resource http www englishtown com Websites There are many resources and activities where students can improve their English on this professionally produced site There are chat rooms games an International Pen Pal Club meeting areas as well as ESL EFL lesson plans for teachers Kathy Schrock s Guide for Educators Multi resource Websites http discoveryschool com schrockquide warn ILES This site contains lists of activities for English very i language learning Students with all levels of 2 Lew proficiency can practice various language SCHOOL Er skills listening pronunciation vocabulary E reading writing grammar games and TOEFL Interactive Activities for students The Quiz Zone Interactive Activities http www qgeocities com RainForest Vines 8255 esI6 html There are two sites here for students to test aie at v m r their English knowledge and skills ESL6 and ESL7 Quizzes include grammar reading THE QUIZ ZONE comprehension speaking listening etc Karin s ESL PartyLand Interactive http www eslpartyland com students learn htm eT Many activities are available for students to rin s Paula practice their English language in this site rary ai They are interactive quizzes real time chat pc a discussion groups and opportunities to talk about popular themes with e pals ESL Online Interactive http www ouc be ca ContEd ce inter ONLINEindex htm ee St
115. m software may include programs installed on hard disk CD ROM and the internet this section limits its scope to software which promotes English language learning in the form of multimedia CD ROM only as this is the form of software which is most commonly used in educational institutions today Broad categories of CALL software CALL software especially that published on CD ROM is classified below into four broad types These classifications are based on educational principles built into the software by their designers For example practice drill approaches to CALL are generally built on behaviourist principles while problem solving and project oriented Pro CALL approach lean toward a constructivist communicative approaches for a detailed discussion on this issue refer to Chapter One in this resource book The categorisations of CALL used herein are represented by the following types e Tutorial These programs provide sets of language followed by practice and drill Courseware which is developed as an entire course with accompanying printed material and assessment tools is also considered to be a type of tutorial e Practice Drill These programs focus on the reinforcement of practice e Problem solving Simulation Some of these programs may not be designed directly for second language learners Learners are challenged to take part in and solve problematic situations These programs focus on developing critical thinking s
116. mistakes for short answer and essay types of questions simply by adding comments or correction in the above message and forward it to the student You can also copy it and paste in a Microsoft Word file where you can use a lot of utilities such as spelling and grammar check thesaurus etc 89 CALL a guide for English language teachers Filamentality Web based learning activity pages Flamen helping you add your own Filament to the web of leaming Filamentality a fill in the blank interactive web site It guides you through picking a topic search the web gathering good internet sites and turning web resources into activities for your students Aspects Descriptions System requirements e Windows 95 98 or NT e Acopy of Netscape Navigator or Microsoft Internet Explorer 3 to view the files Types of Educational e Tutorials Coursesite Enforcement roles Evaluation if linked to a quiz Web page Interesting features Knowledge of HTML and web technologies is not necessary It can be tailored to target a specific kind of learning You will get your own Web page on the Internet right away Resources and Contacts http welcome to filamentality How to apply Step One Type URL http welcome to filamentality Then click on New Step Two Fill in the information about yourself and the course and click on Spin this thing at the end of the page Step Three You will see a
117. mmercial ELT Softwar e ccceceeeeeeeeeeeeeeeeeeeeeeee 69 A categorised list of commercial ELT Software ccccccceeeeeeeeeeeeeeeeeeeeeees 73 Blank Evaluation MatriX serana a a a a a s 75 5 A guide to authoring customized software ssssssssssnnnnnnnnnnnnnnnnnnnnnnnnnn 81 INMYOd C ON ScassincsrcashddwrcpesSenvatande i caeasacnw A OAO AA TAA Aia ia iii 81 Why aAUthoring 7 asera a e ed E Na erea TREA e NEEE 81 Defino S sese a T R R 81 Key approaches to delivery of customized software cccccccceeees 82 Tasks involved in QUtNOFING c ccceceeeeeeeeeeeeeeeeeeeeeeeeeeenaaaeeeeeeeeeeetnsaaaaes 82 Programmable authoring tools and templated authoring tools 82 How much CAN VOU QOZ kd a rG ai 83 Recommended popular easy to author available tools ccccceceeees 84 Programmable authoring tools ceeeceeeeeeeeeeee eee eeeeeneeeeeeeeeeeeeeeeaaees 84 Templated authoring tools cc ccccceeeeeessscceeeeeeeeeeeseeseeeeeeeeeeeeeeensaaaees 86 TASEAP Tips for prospective teacher authors cccecccceesseceeeeeeeeeeeeeseeeneeeeseeeeees 98 PUIG U DOA EA tteocath te ccntcchcad A er tadenteatng 98 EQUcatlomal Vales fc Sets lence eaceornnatade de a Aa E EE aba 98 GOST CMECHIVENOSS ie c 2 ccteedecneioeadck tind cndagee back iadacdetees diab btdsegiteabiies hedees 98 Dowhatyou OND erenn tes Sache tela e alas Gata Cinta Gate ttle 99 Team building and sharing Sta
118. mpton liunet edu academic pau course webesl htm Preparation for an American University Program Meanings of prefixes and suffixes with a list of Vocabulary Workshop vocabulary to study ay ts 3 General resources Merriam Webster s Collegiate R Dictionary Dictionary http www facstaff bucknell edu rbeard diction html It is convenient for students to search for words using this dictionary It is based on Merriam Webster s Collegiate R Dictionary 10th Ed The Collins Cobuild Student s Dictionary Dictionary http talisker linguistics ruhr uni bochum de 8099 ccsd set html This is another on line dictionary which is easy for students to use 45 CALL a guide for English language teachers Documentation and Citation Styles Internet APA and MLA Citation Styles hitp uwc server fac utexas edu citing Internet APA and MLA Citation Styles Internet APA and MLA Citation Styles http uwc server fac utexas edu citing Neal A Resources for Writers Documenting Electronic Sources mate Drie Minaz Lent Teachers Resources 46 Volterre FR http www wii fr volterre home html bmoslagen S AUTOR Same bins a sox Volterre Fr ezen Citation This site includes information of how to cite documents using APA and MLA formats as well as documents from the Web Citation APA and MLA styles guides are offered at this site Many other sites dealing with
119. n 2s rc betas Sing ok Dest goto a eset ead cain eee ea 27 Layout of the Call SOCHON ceciccss st beceetetvertiecteceedeteeetees viele ethtees eaevebiatared 28 Individual learning VS group learning cceeeeeeeeeeeeeetteeeeeeeeeeteeeeeaaees 29 Relationship of CALL layouts and modes of learning 0seeee 32 CONCIUSION scsi E Got E A ane nad Gonads alee eued a dlmaniots 32 3 Using the Internet for English Language Teaching s eeeeeeeeeeeeeees 33 Introduction to the internet ccccccccccccccccccceeceeceeeceeeeeceeeeeeeeeeeeeeeeeeeeeneneess 33 Wat IS TAG TORO Zerrin E ETA 33 How the internet WOPKS ise ststeecslewcsteicscessstenesdnseedestusleaesdnlescesesteedeenaees 33 Inter et Services serros rps a E EE EE EES EA IS EEEE EISi 34 The World Wide WeD cccccccccccccccccccecececeeeeeeeeeeeeeceeeeeseeeeseeseeseseess 34 Finding web pages by net surfing ssessssssssesrrrrrrrssserrrrrrrrrssrrrrrrrnn 35 Finding web pages using subject directories Subject searching 35 Finding web pages using search engines Key word searching 35 Emalea cadena tual Oued eu dl tan aa E onda cing 0a Da Gad AE R R E etmd ines 36 Discussion groups and mailing liStS cc cceceeeeeeeeeeeeeeeeeeeeeeeeeeeeaaees 36 RiP iad saat eases anaes A E nets causeavieaeri cathe ena AA 36 Web sites for English language learning ccceceeeeeeeeeeeeeeeeeeeeeeeeeenaaees 36 Multi res
120. n of Australia Inc 1999 Open Flexible and Distance Learning Challenges of the New Millennium Geelong Gordon Institute of TAFE Pearce J M et al eds 1995 Learning with Technology Conference Proceedings in the Twelfth Annual Conference of the ASCILITE Melbourne The Science Multimedia Teaching Unit Faculty of Science The University of Melbourne Philips Electronics UK Ltd 1992 The CD I Production Handbook Reading MA Addison Wesley Philips International 1987 Compact Disc Interactive A Designer s Overview Deventer Klower Technical Books Taniar D amp Rahayu W 1995 Multimedia Question Banks Storage and Retrieval Techniques In Pearce J M et al eds Learning with Technology Conference Proceedings in the Twelfth Annual Conference of the ASCILITE Melbourne The Science Multimedia Teaching Unit Faculty of Science The University of Melbourne 81 88 Waddick J 1995 Computers replacing lecturers a case study in multimedia In Pearce J M et al eds Learning with Technology Conference Proceedings in the Twelfth Annual Conference of the ASCILITE Melbourne The Science Multimedia Teaching Unit Faculty of Science The University of Melbourne 523 528 Webb G amp Cilesio C 1999 The Costs and Benefits of Online Delivery In Open amp Distance Learning Association of Australia Inc Open Flexible and Distance Learning Challenges of the New Millennium Geelong Gordon Instit
121. nal tutorial CALL software The program consists of 32 video clips Eight controversial issues animal rights environment smoking gambling public transport growing old euthanasia and discrimination are presented at four levels of difficulty from beginning to Upper Intermediate levels Each issue starts with a video clip with an option of seeing a script The script contains hypertext giving a pictorial meaning where possible otherwise short definitions or synonyms The video clip is followed by choices of various types of exercises including listening comprehension dictation grammatical explanation and exercises vocabulary pronunciation and writing activities Advantages Teaching points and indexes are helpful for teachers to see language focus The listening text contains controversial issues which are quite appealing to all audiences Four language levels of difficulty for each topic offer flexibility for independent learning to match learners of different levels and of different language backgrounds The listening text for each language level differs by text length as well as by vocabulary choice The use of hypertext in giving pictorial meaning where possible allows students to readily capture word meaning Both students answers and grammatical references may be printed out for self study purposes Limitations Monotonous No is given without any hints to the correct answer for all activities Not much diff
122. nd Magic Hat Scrambled Word Word Worm Hangman Word Order Find a Word Word Puzzles Spelling Buddy Cross Words Love Spelling DK multimedia Scrabble Deluxe Virgin Games Computerized version of the board game etc Computer as a tool for teachers and learners Word Processors The most common tool used by teachers and learners in CALL is probably word processors Word Processors are tools for creating documents for making handouts sheets desktop publishing letters and flyers for language teaching and learning There is a variety of word processors available ranging from high quality programs such as Microsoft Word lt http www microsoft com gt Corel Word Perfect lt http www corel com gt to simpler and cheaper programs such as Microsoft Works lt http www microsoft com gt and Claris Works lt http www apple com appleworks gt Teachers can choose ones suitable for their students Spelling checkers Spelling checkers are tools for ELT teachers and learners for conducting spelling check Most high quality word processing programs such as Microsoft Word Word Perfect have built in spelling checkers However there are separate spelling checking programs available such as Spell it Deluxe 1997 lt http www davd com gt or Sentry Spelling Checker Engine Grammar checkers ELT teachers can use grammar checker programs to check and point out grammatical problems in writing Like spelling checkers grammar checkers
123. ng Kong Virtual Language Center http vic polyu edu hk At this site there are interactive activities for students to practice their English language skills They include both integrated and individual skills Interactive Activities There are all kinds of interactive activities for various levels of ESL students including Vocabulary Pronunciation Testing TOEFL Practice Listening Reading Interactive Activities 39 CALL a guide for English language teachers This is quite a comprehensive site for students to search for information and practice their English skills It includes exercises for English grammar reading and games Specific English Language Skills and Areas The Listening Lounge http www englishlistening com Tp The English Listening Lounge Main Contents Search Help Forum Members LOr Leora Real English at heme Integration of Reading Listening and Speaking Skills http www ehq com li eslpjt Integration of Reading Listening and Speaking Skills Talking point on air Listening This is a great site to begin your exploration of online listening activities Students can learn English by listening to authentic listening passages from this site Listening This site contains a few stories for listening comprehension and a number of phrases used in everyday English Listening i BBC English Radio English Language Learning an
124. nguage EFL research methods in EFL and computer assisted language learning CALL in several journals in Thailand such as Curriculum Development Journal Silpakorn University Journal and Tabkaew Journal email bamrung su ac th 140 TASEAP Acknowledgements The Thai fellows of TASEAP English Language Fellowship Program would like to express gratitude to the following institutions and people for their support and services First of all we would like to thank Thai Australian Science and Engineering Assistance Project TASEAP for granting the financial support to the English language program which has brought all of us together to share CALL ideas and experiences This English language project would not have been possible without the insightful initiation and supervision of TASEAP English language advisor Kerry O Sullivan who has spent a lot of time and effort making the fellowship project fruitful and the follow up national seminar on CALL happening This resource book would not have been successfully accomplished without the constructive and professional guidance from William Renner the English language project coordinator who has devoted his time days and nights to work closely with us Our six week stay would not have been so memorable without the warm friendship kind and generous support from the Director of Monash University English Language Centre MUELC Dianne Martin and MUELC wonderful staff Our special than
125. ning A number of strategies have been used TASEAP has supplied 19 universities with multimedia English language software namely the Real English series and the Wiser English series These programs focus on General English and are suitable for adult learners providing both extensive practice and remediation Recognising that little software is commercially available which meets the specific needs of science and engineering learners TASEAP has also supplied each university with an authoring program Wiser Educator together with a site licence for its unrestricted use within each university TASEAP has provided training to Thai English language lecturers in the use of this authoring software In addition the project has selected an experienced Thai lecturer Assistant Professor Dr Sasi Jungsatitkul from Khon Kaen University to design and produce a unit of multimedia material in English for Science and Engineering She has completed this task under a TASEAP Fellowship Program at Monash University in Melbourne Australia using the Wiser Educator authoring program and with the technical support of Wiser Software Melbourne This material is presented as a set of CDs and will be distributed to TASEAP universities in November 1999 The material is intended for self access use by science and engineering students and lecturers It is also intended for English language lecturers both as a sample of the kind of ESP English for Specific Purposes CAL
126. ning files such as sending local files text and binary images and sound to the remote site retrieving files from the remote site changing directories naming and deleting files both on the local and remote sites ELT teachers can use FTP to download or upload files such as software programs texts images sounds videos A lot of FTP sites are available on the internet at several servers such as the FTP server at University of Illinois at Urbana Champaign lt ftp ftp ncsa uiuc edu gt Washington University at St Louis lt ftp wuarchive wustl edu gt FTP server at Monash University lt ftp ftp monash edu au gt CALL a guide for English language teachers World Wide Web WWW Computer networks have allowed to connect to information around the world and share millions of documents texts graphics sounds and video via hypertext keywords or links WWW or the web now has absorbed many of the above services For example the web can now do e mail ftp chat and voice chat desktop conferencing and MOOs Multiple user domains Object Oriented which allows for real time communication The WWW provides a rich resource of authentic materials for language teaching and learning Using web browsers such as Netscape lt http www netscape com gt and Internet Explorer lt http www microsoft com gt the WWW yields good and bad resources for the teacher and the learner Learners can find information which suits their own
127. nks 47 CALL a guide for English language teachers Journals For Teachers of English as a Second Language http www aitech ac jp iteslj The Internet TESL Journal EST L English for Science and Technology http www u aizu ac jp t orr estsub html n oe Subscribing to EST L man t ints uarie seed the b is subscribe est l your first name your last mame a ahd te te IST l elore E meie the ESL Discussion Center http www eslcafe com discussion Dave Sperling Presents The ssa ond onig oos ESL Discussion CenTer ite Vee Gaade m Dach E Tobe Me There Forums for Forums for Students Teachers Neteach L http www tesol net neteach html NETEACH L Sites Neteachers Thought were Cool Gack Nok of Coreperien 48 Journal It contains articles on lessons amp lesson plans teaching techniques handouts amp other classroom materials and projects Discussion Group This is the URL to join a discussion group listserv on English for Science and Technology After you have joined you will receive regular mails from other members of the group Discussion Groups This is one popular place for English language teachers to begin Discussion Group At this site English language teachers can find recommended websites to use in their teaching New websites are rated and updated regularly Lesson Plans TASEAP Lesson plans
128. ny explanation of wrong Explanation response T Direction to relevant Does the program direct users to relevant parts of the part of program for program to review their answers T review Others Please specify Specify other types of feedback used in the program T Feedback Tone What kind of feedback tone does the program use Friendliness Does the feedback tone sound friendly T Encouragement Does the program give encouraging feedback e g compliments upon correct answer T 12 Use of Multimedia in the How useful to the learning process is the multimedia in the Activities activities Supplementary Script Does the program use text script for an audio or video T How useful is it to the learning purpose R Match text with sound Is there a match between the text and the sound T Does the program use hypertext T Is the hypertext clearly indicated How useful is the information given in hypertext R Graphics Does the program use any graphics e g drawing pictures T Hypertext How useful relevant to what is taught are the graphics R Animation Does the program use animation T How useful and relevant is it to the learning process R Audio Does the program use audio T How useful is it to the learning process R Video Does the program use video T How useful attractive and relevant is it to the learning process R Appropriate Rate of How appropriate is the rate of speaking R Spee
129. o file exercise Click this icon to open the Help file SRSTEISS Wher Click this icon Click this icon to view the to hear an Click this icon to access video file and instruction for your Notepad its transcript each task The last row the Material Structure row presents how WISER EDUCATOR organises the structure of materials that are authored The Modules are comparable to chapters in a textbook while the Units are comparable to lessons within a chapter and the Exercises are comparable to the exercises within a lesson In fact when you start the authoring process the first thing you have to create is the Volume which acts like a folder where all of the modules units and exercises are kept The Volume will be discussed in detail in Section 4 1 The Description boxes and Media and Smartlink icons There are four columns underneath the material structure row of 1 Modules 2 Units and 3 Exercises see the following picture The first three columns consist of two boxes one on top of each other The upper boxes consist of titles of the modules units and exercises that you create The lower boxes contain descriptions of each module unit and exercise You may need to scroll down to see all of the description in these boxes The last column on the right consists of four icons These are from top to bottom Select Media Write Transcript Smartlink and Write Further Information When you start authoring you will need to us
130. olve problems that might occur frequently with programs This can be done in the form of FAQ s frequently asked questions manuals face to face contact telephone online and onsite services This means that the CALL section needs to provide a technical expert in both daily operations and maintenance to assist in solving both expected and unexpected problems Following are some examples of unexpected technical problems which require specific procedures e How to deal with the problem when the computer cannot be booted e How to get into the CALL program when the system has been altered by a previous user e How to exit or log off when the application crashes e What to do when the computer hangs or does not work e How to adjust the colours of the CALL program on the screen e What to do when the audio of a CALL program is not working e How to adjust the volume of a CALL program e What to do when you cannot print your work out 25 CALL a guide for English language teachers Operating a help desk A help desk is a necessary part of the CALL section It should be nearby otherwise users should know where the help desk is when they have got any technical problems Consequently there should be at least one technical expert working on duty at the help desk in order to cope with any unexpected technical problems such as those as mentioned above Updating Software One important task of the CALL section is to periodically update C
131. ompanying the program How useful is it R Teacher s Handbook Is there a teacher s handbook accompanying the program How useful is it R Answer Keys Is there an answer key accompanying the program T How detailed is it R 61 CALL a guide for English language teachers 17 Platform What is the software operation system DOS Dos pre Windows system Windows 3 1 Windows 3 1 Windows 95 98 Windows 95 Windows 98 Windows 2000 Windows 2000 Windows NT Windows NT 18 Technical Consideration Macintosh Macintosh What technical issues need to be considered Ease of Installation Is the program easy to install or uninstall R Program Sturdiness How sturdy is the program Does it contain bugs causing it to crash Does the program function well R Text Quality How easy is it to read the text R Graphic quality How well designed are the graphics Are illustrations clearly labeled Sound quality How good is the sound quality Is it intelligible clear R Loading Speed How fast does the program load R Microphone Is microphone needed T Technical Support What kind of technical support is available Manual Does the program provide a troubleshooting section in the user manual T Online Help Does the program provide an online help technical support T Phone Contact Does th
132. on linear Searching on the internet is compromised by a lack of effective search engines on the web Many users end up with no information at all after many hours of searching Feedback and evaluation Feedback is still limited It has to rely heavily on the teacher s input Feedback on internet quizzes is sometimes slow Evaluation and exams on the internet is still difficult It may cause some inconvenience and students might cheat since it is not closely supervised compared to conventional paper and pencil tests TIPS IN USING CALL The following are tips for effective use of CALL for ELT teachers Use CALL to serve educational purposes Teachers should not jump on the bandwagon just because other people have done so Many teachers use CALL because it is a new technology like the language lab used to be about 30 years ago without considering whether it serve or gives true value to educational objectives Do not isolate CALL from the rest of the curriculum Try to integrate CALL with other subjects or disciplines in the curriculum Using CALL across the curriculum will make it more integrative Consider CALL as one of many learning resources Teachers should try to incorporate other learning resources and materials such as books magazines video audio tape with their teaching Choosing appropriate CALL software for the learner such as age need and interest is important Software evaluation guides are important tools f
133. on should also be done after the publication so that feedback can be used for future projects Included within the above work are a number of other important tasks such as copyright clearance studio set up logistic work etc Details can be found in various books and Web sites Please refer to the Bibliography RECOMMENDED POPULAR EASY TO AUTHOR AVAILABLE TOOLS Programmable authoring tools Recommended for authors with an interest or at least some knowledge of programming To author using programmable authoring tools at least some basic knowledge about programming is necessary If the tasks are difficult or complicated sophisticated programming is inevitably required This section will briefly introduce a few tools commonly used in Thailand 84 TASEAP requirements ToolBook Aspects Descriptions System Windows 95 98 or NT requirements Interesting e Programming language very powerful ae e Ability to communicate with the Internet can be converted to HTML e Easy to create files for distribution to floppy disks or CD ROM e Has widgets for various types of quizzes MPC T F fill in the blank matching and order text e Great tutorials CD Internet easy to learn Limitations e Difficult to master its programming and still expensive weaknesses Not as flexible for educational uses but becoming more tailored Resources Try the following web sites http tcc pub com res htm h
134. onal publications on topics related to distributed learning educational technology and distance education email williamrenner hotmail com 139 CALL a guide for English language teachers Kerry O Sullivan is an Australian applied linguist specialising in curriculum development for language education intercultural communication and trainer training particularly in development contexts In Australia his academic affiliation is with the National Centre for English Language Teaching amp Research NCELTR at Macquarie University Sydney This is his third period of residence in Thailand and he continues to be an enthusiastic student of Thai language and culture email kerryo_sullivan hotmail com Snea Thinsan M Ed in TESOL is now a lecturer at the English Department Chiang Mai University Chiang Mai His major interests have been in language acquisition TEFL curriculum development and teacher training Having played with his PC for five years and served as chairman of a multimedia courseware production for MUA he has expanded his interests into CALL innovative curriculum design online instruction and distance learning email hmisthns chiangmai ac th Bamrung Torut Ph D in Reading and Language Studies is an Assistant Professor in the Department of Foreign Languages Teaching Faculty of Education Silpakorn University Nakorn Pathom He has published books and articles on topics related to teaching English as a foreign la
135. one machine a network or a CD ROM e Graphics or HTML links can be included e Test takers are given immediate feedback on the correctness of an answer and are given hints and clue e You do not need to know HTML or JavaScript to handle it e The source files can be edited and the templates can be adjusted e It runs on both Windows and Macintosh platforms How to get e Download the program software free started e Set up or install Hot Potatoes in your Hard Disk e Create your preferred quizzes on paper Steps involved in authoring e Open Hot Potatoes from program files e Click on the potato labeled with the type of quiz you prefer e Fill in the blanks with the test you have prepared on paper The program will guide you through even to the stage of publishing your quiz on the Web If necessary you can use Tutorial provided online or consult the Help file or press F1 to get help at any time Download from http web uvic ca hrd halfbaked Resources and Contacts http web uvic ca hrd halfbaked hotpot uvic ca Installation Hot Potatoes is distributed as a zip file named hotpot30 zip Simply copy the Information file into an empty directory and unzip it using WinZip or any other zip file utility The setup files will then be extracted Then run setup exe to install the suite You can safely uninstall it by using the Remove Program utility in the Windows Control Panel Moreo
136. oney The following key questions should be considered prior to evaluation and purchase e What is the typical profile of your students e What is their level of proficiency e What type of English are they most interested in e What language skills do they need e What is their intended use of English e What are your colleagues expectations of CALL software User Training User Training is an important issue to consider both when selecting software and when implementing it in your institution Indeed the cost of training may even outweigh the purchase price of the software Many features of even the most common software applications remain under utilised from want of adequate training Although advertisements for CALL software emphasise terms such as ease of use and user friendliness the reality is often quite the reverse Different types of software require different levels of support and training and may require close cooperation with your technical team to implement successfully The extent to which students teachers and technical staff are willing to undergo training is an important consideration before and after selecting new software Determine the willingness of the users to engage at a technical level with the software before committing to complicated CALL applications Institutional policies In addition to technical considerations your institution may have established policies and practices which may need
137. ons 1 Definition of CALL 2 History of CALL Development 4 Uses of CALL in English Language Teaching 5 Advantages and Limitations of CALL and 6 Tips in using CALL A CALL bibliography printed materials and online resources as a resource for interested ELT teachers is available at the end of the book Definition of CALL Computer Assisted Language Learning CALL is defined as the search for and study of applications of the computer in language teaching and learning Levy 1997 1 The main aim of CALL is to find ways for using computers for the purpose of teaching and learning the language More specifically CALL is represented by the use of computer technologies that promote educational learning including word processing presentation packages guided drill and practice tutor simulation problem solving games multimedia CD ROM and internet applications such as e mail chat and the World Wide Web WWW for language learning purposes There are several terms associated with CALL CALL is variously known as Computer Aided Language Learning CALL Computer Assisted Language Instruction CALI and Computer Enhanced Language Learning CELL The first two terms generally refer to computer applications in language learning and teaching while CELL implies using CALL in a self access environment Hoven 1999 CALL a guide for English language teachers Why CALL The reasons why ELT teachers use CALL Computers can do
138. ontrol Specific websites and applications must be pre selected for each user See details in http www superkids com aweb pages reviews kidsafe 1 kiddesk merge s html Net Nanny from Net Nanny Software attempts to filter by comparing words and website addresses to forbidden lists See details in http www superkids com aweb pages reviews kidsafe 1 netnanny merge shtml WebChaperone from Rulespace uses an effective non list based approach to Web only filtering See details in http www superkids com aweb pages reviews kidsafe 1 wc merge shtml As for hardware maintenance and security these are some guidelines that could be considered Before using the facility every user should sign in and out of the lab with the use of check in software All the equipment and peripherals CPU monitor keyboard mouse printer etc should be bar coded secured by cable if possible and periodically checked to ensure they function well A bar code laser reader should be installed at the exit to prevent users from taking the equipment out of the section without permission TRAINING Human resources are as important as equipment Faculty staff and students need to be trained and supported in using electronic technologies as an aid to language teaching and learning That is to say they should have been psychologically and methodologically trained in order that they will have a positive attitude towards CALL and use it effectively In
139. opulation e Choose software first and then hardware e Remember that staffing is as important as equipment e Decide how the CALL section will be used by teachers and students before arranging the furniture e Start small then grow e Provide adequate training for teachers and students e Provide technical support maintenance and security e Draft regulations of use Thirdly you will have to evaluate the use of the CALL section and decide whether or not it is effective This is to find out what aspects should be improved and adjusted for efficiency and for ease of use Finally after you have evaluated the CALL section and it has been operating for a period of time it is a good opportunity to think about how to maintain it so that the CALL section can be used more effectively and efficiently Changing role of the SAC CALL in Thailand is now playing an increasingly important role in language learning Most SACs aim at setting up a CALL section or computer laboratory to serve the needs of learners and teachers In the future computer labs may takeover the role of the SAC This is because more and more resources are available electronically Computer labs will therefore become multipurpose facilities for various purposes including CALL In this case the people who get involved in setting up the computer laboratory will have to think more about the process of CALL management as mentioned in 1 2 User policy development One of the most imp
140. or on small or large group classroom based learning within the lab This can therefore be arranged according to different modes of learning i e individual 28 TASEAP learning group learning and flexible learning There are some points which should be taken into account when designing the layout of the CALL section e Available space e Lighting standards e Amount of computers and furniture e Security for equipment e Best ergonomic interface between student and machine eg chair height adjustability back tilt durability and tip resistance back design Individual learning vs group learning Individualized learning is often the main purpose of the SAC Therefore the layout of the CALL section in the SAC should primarily be arranged to serve the needs of self access learning On the other hand group learning i e peer learning small and large group learning can be used for formal instruction If the CALL section is used as a computerized classroom the layout of the CALL section should facilitate teaching and learning In fact it can be designed in different patterns to reflect the needs and purposes of use together with available space and the number of computers The following are some suggested ideas for the arrangement of the CALL section Desks in rows A This layout can be used in both individual and peer learning It is also good for a small group of learners involved in formal instruction B This type of lay
141. or the teachers in choosing suitable software Using CALL is not the end in itself Follow up activities are also important A lot of lessons end when CALL finishes in class In fact follow up activities such as group discussion writing assignments searching for more data from other learning sources e g interviews and surveys are also important CALL a guide for English language teachers e Do not expect that all students in class would enjoy working on the computer A lot of students prefer human interaction Such as student teacher or student student than with the computer Teachers should provide alternative activities for those students who prefer traditional learning approaches e Do not expect that all students can work easily with the computer Many students take much longer to learn certain skills such as using the keyboard the mouse etc while other students pick up these skills easily Teachers must be patient and willing to help the slow groups e Try to incorporate a variety of activities on CALL such as desktop publishing e g word processing e mail correspondence web publishing e g home pages newspapers chats and moos and web based assessment e Do not expect that teaching with computers would be easy for all teachers It can be exhausting or may require a lot of preparation such as setting up the computer lab preparing suitable software and materials printed and online including follow up activi
142. ortant components of CALL management in the SAC is user policy development which will be discussed in this section The main purpose of user policy development is generally to make the CALL section run smoothly and effectively User policy development mentioned in this chapter includes the following topics as can be seen in Diagram 2 overleaf e Regulations of Use e Technical Support e Maintenance and Security e Training e Layout 21 CALL a guide for English language teachers Diagram 2 User Policy Development for the CALL Management in the SAC e Troubleshooting e Operating a Help Desk e Software Updates Networking Hardware and Software Checking out Computer based Materials Computer Reservations for the Use of CALL Use of Networks Appropriate Conduct Regulations of Use Technical Support Maintenance and Security User Policy Development Individual amp Group Relationship Learning of CALL layouts and modes of learning REGULATIONS FOR THE USE OF CALL IN SAC Regulations for the use of CALL in SAC are essential for CALL management In order to draft the regulations the SAC manager and the SAC administrative committee should think of what will be included in the regulations for the effective use of CALL so that everybody can use the facilities without any difficulties Also the regulations should aim to benefit most users for self access language learning purposes Yet if the CALL section is used for
143. ource WeDSItES ssssssssssssessssseesesssesssessesseeseeeeseesseeees 37 Interactive Activities for students sssessneeeeeeesseersrrrnrrtsserrrrrrrnreeset 38 Specific English Language Skills and AreasS neseeeesseeeeereee reser 40 General resources cceeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeegs 45 Documentation and Citation Styles cc ccceeeeeeeeeeeeeeeeeeeeeeeeeeeeeenenaaees 46 Teachers ROSOUICES rears aenar ite eie esata tartare Soeadiios 46 4 An evaluation matrix for reviewing commercial ELT software 53 Taitgs 3 W 1s ilo qkemeneoreneme eect cetr ere A tr wren A fen A ct rit ern ore 53 What is the scope of CALL software ceccccneeeeeeeeeeeeeeetnneeeeeeees 53 Broad categories of CALL Software ccccccceceeeeeeeeeeeeeeeeeeeeteeeenaaees 54 Using the evaluation matrix to Select software ccccececcccceeceeeeeeaeeeeeeeees 55 STEP 1 Needs Analysis and requirements determination 20 55 STEP 2 Shortlist Software for Evaluation cccceeeeeeeeeeetteeeeeeteee 56 STEP 3 Customize the evaluation matrix cccceeceeeeeeeeeeetteeeeeeeeeeeeee 57 STEP 4 Evaluate the software by filling out the matrix ee 63 STEP 5 Make overall evaluation and recommendation eee 63 Comparative evaluation Matrix ccceeeecsccccceeeeeeeeeeseseeeeeeeeeeeetesssseaeeeeeees 63 Reviews of some co
144. out is arranged in different pattern from A above It is a E E E not only suitable for individual learning but also best used for group learning in pairs or small groups TIT 29 CALL a guide for English language teachers L configurations U configurations O configurations 30 This L shaped layout can be used in both group and individual modes of learning In small groups the teacher or supervisor can walk around easily and give feedback to students Also it is suitable for discussion in a plenary because students can rotate their chairs and focus their attention on the teacher Like the L configurations this layout supports group and individual learning and caters for discussion in plenary but it allows more computers to be set up in the available space The O shaped layout is suitable for individual and group learning In group learning learners can discuss in pairs in small groups or even in plenary This pattern is best used for a medium sized group of learners Clusters of 4 desks Clusters of 6 desks TASEAP This layout of 4 desk clusters can be used for self access learning and group learning It is also specially designed for a medium or large group of learners They can engage in pairs or in small group discussion by rotating their chairs to form groups of 4 This layout of 6 desk clusters can be used for self access lea
145. ovides users with both educational and entertainment value Electronic mail E mail A system in which messages usually text are sent from one person to another via computer Feedback The response to one s ideas proposals actions etc in the form of approval disapproval and suggestions FTP File Transfer Protocol It is used for sending different kinds of files on the Internet Gap filling A earning activity in which the learner fills in the missing words after hearing them The author can select words to be gapped or treat an entire selection as a dictation passage Help desk A unit within the CALL section that responds to user s technical questions Questions and answers can be delivered by telephone e mail BBS or fax HTML HyperText Markup Language The coding language used to create Hypertext documents for use on the World Wide Web HTTP HyperText Transfer Protocol It is used for moving hypertext files across the internet Hypermedia A system that links graphics sound and video files in addition to text Hypertext A database system that can be linked to each other The user can move from one database to another with ease using a web browser Icon A little picture intended to represent something bigger such as a program or a choice of action or object Interactive media The system that allows for a two way interaction or exchange of information Interface user interface The point s of connection between
146. p 17 Select the folder where you keep the media file that you have prepared in 3 1 Then select the file name You should see the media file that you have chosen in the window with No Media Loaded in Step 15 and the screen should look like this Browse Media File x File Name Directories Preview NOISE AVI c media mphrase way yes msentenc way amp y media msimilar wa paint avi Teseatch avi sphrases way ssentenc way M Preview Play List Files of Type Drives Media Files mov way 7 c abd8e53abk OK Cancel Then click OK The picture in Step 15 will appear Writing transcripts Step 18 Click Write Transcript You will see this screen with the media file shown 111 CALL a guide for English language teachers Exercise Transcript Editor Step 19 If you have not prepared a text file you can transcribe by clicking in the empty box to the left of the media window and start writing You can click Pause to stop the media file to write the transcript and then click Play to listen to the file to continue writing the transcript When you finish click OK Step 20 If you have prepared a text file txt click Import Text You should see the following screen File Name Directories c educator temp Cancel Eyes 3 educator Network Sy temp oe List Files of Type Drives Text Files TXT amp c abd8e53abk Step 21 Select the folder w
147. page which summarizes the information you have just typed in Step Four Start working at the bottom of the page You only have to type or click The tutorials provided will walk you through if you are lost Good luck and have fun o inanumsm Mte gt miss Bow bet terwhe yoon Pate e cnt cote Cement mee Le rt oat basat CLL oe mbas Bw mad nae boe Oe rdateenase Km bates ME Ae oe acetic Ce Pa ee es o tats Rear ater Lay Gry wen of Baga AA aime Lege abt ym vet tims sady Meat Dindaia Tye Se soyt EL elite at silat fa teeth Tai vane kirad yt stadia t hag age acer mad pone et eas for Laie aad Dag kos of mene A qmi m tiag eaman 4M b Dis Aeon gat ae te Come a Se eal Metan Neue Se te Saas Tso ep dari os yee Sl a By simply clicking and typing in the blanks you can have your own course site with links to multimedia resources classroom materials other web sites and the exams or exercises you have prepared for them The scrapbook as it is called may look like this plain but containing a lot of useful links 90 TASEAP Blackboard com A free course web site You can access the web pi th rd site for the first time and without having to aCKOOAI con Mty wait for permission you can post everything a lil alles about the course you are teaching right away Ao Backboardoom At Baktoard ls He Spt ME Great services Many teachers around the world are having their coursesites at Blackboard com
148. pollution or water pollution but noise pollution can be just as serious a problem especially in big cities like Bangkok We spoke to Dr Francis Tran of the Asian Institute of Technology in Thailand and he spoke about the effects of noise pollution The effect is not necessarily physiological It s ivaskehink Breviewlink Instructionmbink Preview link Showibreeiwvords DisableGapsibreqe ee DIDI poigra 1 MONG mes Sars PONG GANES In the empty window on the left type the instruction for the Gap Filling activity Do not hit return while your are working in this window In the window on the right delete all but the sentence s you want to use in the Gap Filling activity If you want every word in the selection to be filled in click SAVE and go to Step 42 If you want certain words in the selection to be filled in click the Free Words button The background colour of the window on the right will turn to blue Click on the words that you do not want to be filled in The colour of the words that you click on will change to yellow Those that will be gapped will be shown in blue Click Free Words again to exit the Free Words mode Click the Show Free Words button if you want to show all of the words that you click in Step 39 If you do not click this button the students will have to click on the Free Words button in the Exercise Browser mode to view the words that you clicked in Step 39 In this activity in the case where
149. purposes behind the use of CALL They should then plan design and implement the ideas to bring this into practice Finally to maintain a high level of service they should periodically evaluate the effectiveness of the facilities and procedures so that they can make adaptations to keep the lab customer focussed 32 3 Using the Internet for English Language Teaching Puangpen Intraprawat INTRODUCTION TO THE INTERNET What is the internet The internet is a network of networks that is a world wide group of interconnected networks which allows people and computers to communicate and share resources No one party controls the internet The internet has been used since the early 1970s However it was not attractive to the public until the late 1980 s when a physicist Dr Berners Lee who was working at CERN European Particle Physics Laboratory invented a computer protocol called HTML Hypertext Markup Language This protocol allowed researchers working at different locations to share information regardless of their computer platform and became a standard format for electronic document exchange Later CERN publicised the project and it was enthusiastically taken up by a number of researchers universities and government organisations Then in 1992 a web browser called The NCSA Mosaic National Center for supercomputing Applications was invented This browser helped computer users to access any web site and gave a graphical
150. r TASEAP English 1_ Engineering Noise Pollution File Options Test Customize EVU CATORI Exercise 1 Browser Matching Sequencing efTe True Multiple Filling or False Choice ee a lnportext Inporerext When people hear the word pollution they usually think of air pollution or water pollution but noise m pollution can be just as serious a problem especially in big cities like Bangkok We spoke to Dr Francis Tran of the Asian Institute of Technology in Thailand and he spoke about the effects of noise pollution The effect is not necessarily physiological It s rather psychological It seems to me that the effect is more on that side than on the physiological Mstrustion Bink Preview link haskikink Preview link WIRE Step 26 In the empty Import Text window to the left type the instruction for the activity e g Which sentence can you hear in this clip Do not hit return while your are working in this window Step 27 In the window to the right you should see the whole transcript that you have already smartlinked Delete all but the sentences that you will use or delete everything and type in a new sentence Then click SAVE Step 28 Click Task Link You should see this screen Task Linking Main Transcript Text Matching Task 1 When people hear the word pollution they The effect of noise pollution is more usually think of air pollution or water pollution but psychological than ph
151. r classroom teaching or for self access learning e Where can the users use the materials inside the SAC in the office or at home e If the users can check out the computer based materials outside the SAC how long can they use them e Should the CALL programs be installed onto the hard disk or can they be installed onto the local or central server Computer reservations for the use of CALL In general most computer laboratories hold a first come first served rule When the CALL section in the SAC becomes more popular however congestion problems will certainly occur One solution is to provide more computers for users If this is not possible there are several ways to help solve this problem as follows e Classroom teaching in the CALL section should get priority over self access learning e A reservation record sheet should be provided for users learners and teachers e A maximum period of use should be clearly stated when users make a reservation 23 CALL a guide for English language teachers Use of networks Computer networks are used for accessing communicating and electronically transferring information for instruction and student learning In a networked environment the following regulations may help the CALL section run smoothly Sending messages that contain viruses which may result in the loss of work or systems are forbidden SAC networks should not be used for commercial purposes e g marketing or bu
152. ragraph For more information on the other buttons refer to WISER EDUCATOR Author Manual Pages 9 12 Click the upper right arrow in the middle to listen to the first sentence When you hear the end of the first sentence click the stop button to the right of the right arrow button to tell WISER EDUCATOR that the first sentence has ended 113 CALL a guide for English language teachers Step 24 Note 114 Click here when the selected sentence ends Click here to listen to the selected sentence REG Cancel Beginning arrow End arrow Click at NEXT The next sentence in the Main Transcript Text will be highlighted and its content will be displayed in the window to the right of the Main Transcript Text Notice also that the beginning arrow is now pointing at the beginning of this sentence but the end arrow is pointing at the end of the media file Therefore it is very important that you click the stop button right when the sentence you are working on ends Steps 23 24 can be repeated for the rest of the sentences When all of the sentences are smartlinked click FINISH The screen will go back to the picture in Step 15 From now on WISER EDUCATOR will automatically match the sentences in the transcript with those in the media file for all of the five learning activities that follow TASEAP Writing activities for matching Step 25 Click the Matching button You will see this screen E Educato
153. receptive and productive skills such as small group discussion Moreover teacher s supervision may help to promote a foreign language learning environment among players 72 TASEAP A CATEGORISED LIST OF COMMERCIAL ELT SOFTWARE Based on the four categories of CALL software discussed in section one of this chapter the following 4 tables illustrate brief lists of ELT software with information on user group language skills focus target use and publisher details Tutorial type CALL software Software Name User Age Language Language Publisher Skills Type Dynamic Teenagers Integrated ESP DynEd Business English Adults Business Http www dyned com Dynamic English Teenagers Integrated GE DynEd CD Adults Http www dyned com Issues in English Teenagers Listening GE Protea Textware Adults Reading PO Box 49 Hurstbridge 3099 Australia Protea mpx com au Read It Teenagers Reading ESP EAP Clarity Software Computer Adults Computer Http www clarity com hk Science Science Read It Teenagers Reading ESP EAP Clarity Software Engineering Adults Computer Http www clarity com hk Science Rosetta Stone Teenagers Listening GE Fairfield Language Adults Reading Technologies Http www trstone com Tense Buster Teenagers Grammar GE Clarity Software Adults Http www clarity com hk Ultimate Speed 10up Reading GE Davidson and Reader Association Http www davd com Wiser English Teenagers Listening GE Wiser Soft
154. rect response N A Opportunities to retry N A Incorrect response Explanation N A Directions to relevant program for review N A Others Please specify Feedback Tone Friendliness N A Encouragement N A 12 Use of Multimedia in the Activities Supplementary Script Match text with sound os Hypertext Graphics kk Animation Audio v v kk v kk Video Appropriate Rate of Speech kk 66 TASEAP Issues in Rosetta Stone Real English Oregon Trail Il English Tick Rating Tick Rating Tick Rating Tick Rating 13 Learner s Control Printing Accessibility Internet Accessibility Multi windows accessibility Consistent Navigation Ease of Navigation Topic Selection Exercise Selection Option for configuring program Volume Adjustment Audio Control Availability Accessibility to Answer Key File System Control 14 Teacher s Role Customized Authoring Features Programmable Templated On line Network Feedback Task Consultation 15 Assessment Quizzes Tests Task Score Record Keeping amp Progress Report Supplementary documentation Manual Textbook Student s Workbook Teacher s Handbook Answer Keys Platform DOS Windows 3 1 Windows 95 98 Windows 2000 Windows NT Macintosh Technical
155. ri Students can do a number of grammatical exercises here This website belongs to the University of Victoria British Columbia Canada It includes tenses conditionals adjectives adverbs articles prepositions etc Grammar This website is organized by a grammar expert at Georgia State University US These lists have been prepared for ESL students so that they can have more grammatical practice But various types of Grammatical exercises from The Heinle amp Heinle Inventory of Published Grammar Activities will prove very helpful for teachers Grammar http deil lang uiuc edu web pages grammarsafari html 1 A Welcome to FA GRAMMAR SAFARI 44 There are suggestions for word hunting and collecting with examples of specific words as they are used on the Web It may be too complicated for beginners but helpful to students preparing for TOEFL TASEAP Vocabulary Enrichment Vocabulary http members tripod com hakancan bookmarks html VOC sang own sma ensue tata abd ie This is a site which students can do many Ten_Sest Yocabulery Lesming Tips i i i PANIA ee exercises to improve their vocabulary There com are also many useful links to other sites which oT are focused on vocabulary learning Word vy Words R us Engish Vocabulary Bullder aas ie ESL Phrasal Varpe Dafintions and amp xampies Vocabulary Help Paaa Vocabulary Workshop Vocabulary http www southa
156. rning and group learning It is specially designed for a medium or large sized group of learners They can also have a discussion in small groups 31 CALL a guide for English language teachers Relationship of CALL layouts and modes of learning ivi Group Learning CALL Layout Individual asa ee RIN TPE Class Size Pair Group Plenary Small Medium Large 1 15 16 30 30 up Desks in rows Type A x Me J Desks in rows Type B f Y v a configurations U J g 3 p 3 configurations Q y p 7 P F configurations sesh ae 4 J F F 7 p Clusters of 6 p F desks CONCLUSION The management of computer assisted language learning in the self access centre is certainly one of the most important factors that can influence the effectiveness of CALL The better CALL management is the more effective CALL will be Therefore SAC managers should be aware of the process of CALL management which includes the 4 following stages planning implementation evaluation and maintenance Furthermore user policy development is another factor which cannot be overlooked This includes regulations of the use technical support maintenance and security training and the layout of the computer lab However one of the major duties of the SAC managers is to effectively run the SAC including the CALL section In other words they should realize the real needs of users and the main
157. rooms lab htm OPIE Computer Classroom Technology 1999 Ohio University URL http www tcom ohiou edu OU_Lanquage gordy tech html Policies 1999 Rowan University URL http www rowan edu its policies Rasmuson Computing amp Communications 1999 University of Alaska Fairbanks URL http www uaf edu DCC main bun_map html Self Access Centre Frequently Asked Questions FAQs 1998 Language Centre of HKUST URL http Ic ust hk sac sacfag htm SuperKids Education Software Review 1999 URL http www superkids com aweb pages reviews reviews shtml User Services Computer Labs 1999 Eastern Illinois University URL http www eiu edu ssblab index shtml and URL http www eiu edu ssblab maclayout htm 133 CALL a guide for English language teachers SECTION FOUR AN EVALUATION MATRIX FOR REVIEWING ELT MULTIMEDIA SOFTWARE Printed materials Brown D 1994 Teaching by Principles An Interactive Approach to Language Pedagogy Prentice Hall Regents Torut B 1998 Naew Thaang Kaan Pramoen Software Chuay Sorn Phaasaa Angkrit in Thai or EFL ESL Software Evaluation In Thabkaew Journal Second Semester Silpakorn University Nakorn Pathom Thailand 80 91 Seven Steps to Responsible Software Selection 1995 Modified from ERIC Digest with Permission EDO IR 95 6 May 1995 Online resources Cisar L 1995 Criteria for evaluation In TESL EJ 1 4 MR 1 June URL
158. rs Number 16 Language Learning through Social Computing Melbourne ALAA and the Horwood Language Centre 39 66 Donnan P 1999 Web Course Development Tools boom or bust for instructional designers In Open amp Distance Learning Association of Australia Inc Open Flexible and Distance Learning Challenges of the New Millennium Geelong Gordon Institute of TAFE 103 110 Felix U 1998 Virtual Language Learning Finding the Gems amongst the Pebbles Melbourne Language Australia Ltd Godfrey R 1995 New Wine in Old Bottles Multimedia Design Methodology In Pearce J M et al eds Learning with Technology Conference Proceedings in the Twelfth Annual Conference of the ASCILITE Melbourne The Science Multimedia Teaching Unit Faculty of Science The University of Melbourne 215 222 Herman A 1999 Improving Learning through the Web In Open amp Distance Learning Association of Australia Inc Open Flexible and Distance Learning Challenges of the New Millennium Geelong Gordon Institute of TAFE 192 195 Mahony M J amp Wilkin C 1999 Tempering Enthusiasm with Reality a checklist for educator considering web supported education In Open amp Distance 135 CALL a guide for English language teachers Learning Association of Australia Inc Open Flexible and Distance Learning Challenges of the New Millennium Geelong Gordon Institute of TAFE 275 279 Open amp Distance Learning Associatio
159. s 7 Content Games such as Hangman Tic Tac Toe T How well is the content designed Authenticity How authentic is the material Does the program use a native speaker s voice R Appeal How appealing is the content of the software R Accuracy How accurate is the content Is it well written Is it grammatically correct R Order of Content Organization How well is the content organized Does it progress from lower to higher difficulty R Cultural Appropriateness How culturally appropriate is the content R Appropriate Level of Difficulty How appropriate is the content for the levels of proficiency of the students stated R Exercise Features What are the exercise features Appropriate number of Exercises To what extent does the program contain a sufficient amount of exercises in each topic area R Helpfulness of Exercises How helpful are the exercises activities R Type of English Language Use What type of English language does the program use British English British English T American English American English T Australian English Australian English T Canadian English 8 Degree of Edutainment How enjoyable is the program 9 Interface Canadian English T How smooth is the interface of the program Attractiveness How attractive is the program R Pop up Menus Are there any pop up menus
160. s on how to use the new CALL software by CALL software experts Attend seminars and workshops on CALL applications by in house trainers and invited experts Provide commercial videocassettes or CD ROMs for training in the use of common software Visit nearby institutions using key software Consult with teaching staff when preparing posters manuals on CALL software Be trained to help teachers produce computer based materials for language learning Attend an orientation on CALL programs available in the first lesson of the course Be equipped with computer skills by peers or teachers Be trained on how to use CALL programs by teachers Attend demonstrations of new CALL software Be equipped with handouts posters and manuals of CALL software which have been prepared by teachers In addition a great deal of informal training is conducted by peer and group skill sharing in many SACs This means when students are assigned to do CALL work in pairs or even in groups advanced students can help inexperienced students by sharing CALL experience with each other However this should be encouraged by rewarding and acknowledging this behaviour LAYOUT OF THE CALL SECTION The layout of the CALL section depends on available space It is important for users because different layouts of the CALL section serve different modes of learning This depends largely on whether the emphasis is on self access learning
161. s a cyberspace where users can interact with one another such as discussion playing games role playing etc Multimedia The use of computers that integrates text graphics video animation and sound Multiple choice A learning activity in which the learner chooses the best answer to a question according to what he hears One correct answer and up to three distractors wrong answers are possible for each question Navigation The act of figuring out a correct path within the computer program Network A group of two or more computer systems linked together There are many types of computer networks such as Local Area Networks LANs The computers are geographically close together and Wide Area Networks WANs The computers are farther apart and are connected by telephone lines or radio waves Networking A group of two or more computer systems linked together There are many types of computer networks such as local area networks LANs the computers are geographically close together and wide area networks WANs the computers are farther apart and are connected by telephone lines or radio waves Online services A kind of service that provides the user with a variety of data transmitted over telecommunications lines Online services provide an 123 CALL a guide for English language teachers infrastructure in which users can communicate with one another either by exchanging e mail messages or by participating in online con
162. s stories for educational purposes The lessons can be used for group activities or as individualised learning Writing At this site there are virtual classrooms E mail exchange activities and many useful links for students to practice their English This is recommended for those wanting to establish pen pal links overseas TASEAP The UVic Writer s Guide Writing http www maclab uvic ca writersquide Pages MasterToc himl This site provides extensive guides to writing with some follow up exercises for students to English practice OWL Purdue Writing Lab Writing http owl english purdue edu This site has been frequently cited for its great 328 Honden Hall con resources on how to improve writing skills GNITI More than 130 handouts on writing are available Writing Your Electric Postcard Writing http postcards www media mit edu PO bin filloutPostCard perl Students can choose different types of postcards writes a short note and send them onto their friends or classmates An example of postcard is shown E mail Project Home Page Writing http www otan dni us webfarm emailproject email htm This site is quite easy to access Its directions Fmall Projects Home Page are simple Some stories can be great topics for discussion Guide to Grammar and Writing Grammar http webster commnet edu HP pages darling grammar htm ot ae A el on e This is an extensive guid
163. seen on many Web sites Shockwave Player is the Internet s high speed low bandwidth engine for multimedia Director s authoring environment is Internet optimized and supports Java 3 Limitations e Not very good with interaction or for text Weaknesses e Need time to learn it e Not originally designed for educational purpose 4 Resources http Awww macromedia com software director or http Awww funmark com flash_programming htm for programmers The above programmable authoring packages can be extremely useful and responsive to all the teachers needs However to be able to fully manipulate them you may need to spend a considerable amount of time and effort The good news is that the companies producing these packages have tried to make them very user friendly and simple enough to use for anyone with word processing skills and some basic knowledge about computers and file systems Moreover these tools are being redesigned for internet publishing You are strongly encouraged to keep your eyes on them and try them out Templated authoring tools Recommended for teachers with very little or no programming experience The templated authoring tools described below are all available on the Web You may either download them for use or create instructional materials and post them to servers which offer free services They are extremely easy for teachers to use You are strongly encouraged to try them if you have no
164. siness transactions between commercial organizations Advertising is not allowed SAC networks should only be used for the provision of academic services which support the needs and purposes of learning and teaching languages Any kind of communication which violates applicable laws and regulations is prohibited Appropriate conduct In using the CALL section of the SAC appropriate conduct should be taken into account because this can help everyone use the computing facilities more effectively Following are examples of appropriate conduct 24 Use your account for your own work and keep your private password confidential Before using the computing facility use your own account and password to log into the programs and when you finish do not forget to log off the network so that unauthorized persons cannot use the facilities Use only your own account to search information and support your own learning or research projects for academic purposes Use only your own account to access the programs available in the CALL section Respect the privacy of other users Respect the legal protection provided by copyright and licenses to programs and data Contact technical staff if you find problems with the hardware software or networks Never use another person s account and password Never access upload download transmit display distribute obscene or sexually explicit material or transmit obscene abusive or sexually
165. ss CALL e g the internet In many developing countries there is a discrepancy between the have s and have not s regarding internet access CALL a guide for English language teachers Teacher s attitudes and anxiety ELT teachers may have negative attitudes towards CALL There is fear that CALL might replace teachers Many ELT teachers are anxious about CALL because they have limited skills and experience in CALL theory and delivery There is fear that the computer might isolate students from social activities Training A lot of ELT teachers still lack training and skills in using the CALL and training costs are high Training learners to use computers takes students time away from other educational activities ELT teachers may lack the necessary computer related skills Hardware compatibility and technical support Computer hardware is difficult to install and maintain for classroom teachers Spontaneous language production e g speaking is still limited by the hardware capabilities such as voice recognition and voice recording Graphics and sounds provided on the computer are sometimes unrealistic and incomprehensible CALL software is sometimes restricted by the capabilities of the hardware e g not enough RAM to run big CD ROM programs Disk space is still problematic for storing large multimedia files CALL e g CD ROMs are sometimes not suitable for all computers platforms and hardware
166. t already Five very good popular authoring tools are described here in more detail including how they can be accessed and used A selection of other available authoring tools is offered at the end Note Wiser Educator can be categorized in this group the details of which are presented in the following chapter 86 Quiz Center TASEAP The QuizCenter of the University of Hawaii ED TECH TOOLS offers a collection of separate quiz tools which Free ON LINE Services for Educators provide a variety of academically interesting services Maui Educational Technology Research and Development Center HHA UH Office of Technology Transfer and Economic Development Aspects Descriptions System requirements Windows 95 98 or NT Interesting features Automatic quiz generation Without any knowledge of the HTML web page language teachers can make on line quizzes simply by typing in your input to generate a generic quiz file and answer key which are stored on the server at the University of Hawaii With the addition of inline images and hypertext links the quiz can be its own self contained learning module Privatized quizzes Restrict a Quiz provides the capability to restrict quiz viewership to specific individuals using a password protection scheme The only ones who can take the quizzes are those to whom teachers release the passwords Quiz file management Quiz files can be edited after they are created and
167. t booklets and more A built in tutorial helps get you started and extensive online help is available to answer any questions It allows you to set up the test formats to suit your preferences Select from a variety of test formats such as true false multiple choice essay and several more It s easy to set up and offers a systematic and logical approach to building tests This is one program any teacher will want to have Price Shareware Free to try 35 if you decide to keep it Download http hotfiles lycos com cqi bin texis swlib lycos info html fcode 000EFA free from 96 TASEAP 8 ARTS A Frame Developer s Edition Round Table Solutions P L Rating ase System Microsoft Internet Explorer 3 02 or later and Windows 95 98 or NT requirements Descriptions It s a comprehensive easy to use program designed to create multimedia tests or tutorials for students or adults You can create short answer long answer or multiple choice questions with up to 26 answers You can attach sounds video or graphics or link any OLE objects to the question or answer and you can change background and text colors font styles the number of questions rotation order etc Reports provide feedback for both students and teachers via e mail Import export options enable easy data sharing between educators or trainers Detailed help and example quizzes are included The evaluation version allows
168. targeted to children wee ome aoe oer i 51 4 An evaluation matrix for reviewing commercial ELT software Kitima Indrambarya INTRODUCTION During the past few years computer assisted language learning software CALL has gained an ever more prominent role in foreign language instruction With an increasing amount of software available in the market language teachers need to be able to identify good software which is suitable for their students The best way to identify the most suitable software is to undertake software evaluation both to compare software and to identify useful features For language teacher s convenience an evaluation matrix has been developed as a ready to use tool to help select the most appropriate commercial ELT software which is on the market The purpose of the matrix is to assist in e software evaluation e buying software for academic institutions e comparing multimedia CALL software e undertaking staff development in the area of CALL e developing in house CALL software solutions This chapter is divided into five sections The first section provides an overview of CALL software The second section is a guide to using the Evaluation Matrix The third section introduces the Evaluation Matrix Comparisons of four samples of commercial ELT multimedia software are presented in the fourth section followed by individual reviews of the same software in section five This is followe
169. tbook and mat the blackboard as offen as you can wil provide heip you aged to learn the content n Units 7 xed 3 You wil be tested soon The test or the cuz be given online Your answers wil be sent te me jist simply by clickine a button at the end of the que So have pou got an mad account I guess most of you have But for those who have not one ask your Giends why hare one a apply for one FREE I wal also send you e mail messages about the content of our lessons Tht reins you need ty e tred me send give me details dy out Your e mail address your es code and section Best wishes Aj Sonea O Tadon Tard Waabs O Teor hloorh C At Ed 91 CALL a guide for English language teachers Hot Potatoes Half Baked Software IT FOIATQES akeg The Hot Potatoes suite is copyright Martin Holmes Stewart Arneil Hilary Street Half Baked Software and the University of Victoria Computer Aided language Learning Laboratory 1996 1999 Aspects Descriptions System requirements e Windows 95 98 or NT e Acopy of Netscape Navigator or Microsoft Internet Explorer 3 to view Instructional e Tutorials Enforcement Utilities e Evaluation both formative and summative Interesting e Hot Potatoes offers exercise templates multiple choice fill in the gap features short answer matching jumbled sentence and even crossword e It can help you create interactive teaching exercises for the Web a stand al
170. ted in order to best meet the desired outcome There must be a sensible rationale for using 83 CALL a guide for English language teachers the media which usually requires a lot of money effort and time to produce e Prepare scripts for multimedia materials To make the media best serve your objectives you need to write scripts yourself or have an expert decide and plan what the multimedia materials should contain and perform e Produce or select available multimedia files Producing multimedia resources for your courseware is a painstaking process and requires technical support or expertise With teachers involved in the production team it is easier to tailor the software and troubleshoot problems as they emerge e Plan and write scripts programming To have all the content and multimedia files work as you wish you need to program them This process could be complicated if you desire to create something sophisticated although simple programming could work as well to serve your basic purposes e Produce and publish This is actually to put all the files or content you have prepared into a source or sources and make them work as you have programmed Then you are ready to let people see or use your product e Evaluate and edit It is wise to have your product evaluated by various people especially before formally publishing it Comments and suggestions from different people will be very useful for the improvement Evaluati
171. ter e FTP File Transfer Protocol that stores or retrieves files from a remote computer The World Wide Web What is the World Wide Web While the internet is a global network of computers the Web is the system used to access and view information including text audio video graphics etc on the internet How to Find Information on the Web Information on the Web can be found by any of the following methods e Using an address or URL e Net surfing e Using subject directories e Using search engines Finding web pages using an address or URL URL stands for Uniform Resource Locator which is a unique address of a webpage The URL of a web page is like the call number of a book It tells the computer which web page to retrieve and where it is located For example http www taseap com TA English html All World Wide Web URLs begin with http www indicates a web server called WWW taseap the name of the organisation com indicates the type of organisation Vv http www taseap com TA English html TA is an individual folder on the server English is the name of the document Html defines the type of document extension 34 TASEAP The easiest way to use a URL to find information on the web is to copy and paste a known URL onto the URL locator on the Menu bar URL locator gt Finding web pages by net surfing Starting with a good page and following links that look interesting This can be time consuming
172. text exercises have little educational value e g testing the recognition level of language rather than comprehension level Some topics are more difficult than others due to real life situation e g interview news is much more difficult than daily life topic such as going to the movie Test does not randomise questions It is hard to know whether students do well in the test because they understand better after a few repetitions or because they remember the position of answer Recommendations Real English offers extensive listening practice in an authentic setting It has excellent learner control features The program is most suitable for independent learning from intermediate to advanced levels 71 CALL a guide for English language teachers Oregon Trail II Oregon Trail Il Description Oregon Trail Ilis a multimedia simulation problem solving game which is designed to create interaction through problematic situations and conditions It is challenging for the learners to solve The player takes a character s role and makes a series of decisions to guide his her party from across the U S continent in 1840s 1860s from Independence Missouri to Oregon and California in a covered wagon These decisions begin with choosing a departure date Then the player has to make daily decisions relating to pace restocking and direction The player faces a series of obstacles such as fires floods cold injuries water shortage po
173. ties Team work seems to be the best solution for implementing CALL in school CONCLUSION CALL has important potential for English language teaching If used properly with clear educational objectives CALL can interest and motivate learners of English CALL can increase information access to the learner provide flexibility to instruction and thereby better serve the individual s learning pace cognitive style and learning strategies CALL allows learners to control their own learning process and progress Using effective and suitable software applications CALL can provide communicative meaningful language learning environments Good quality and well designed CALL software can offer a balance of controlled practice and free communicative expression to the learners including immediate feedback In the future with the advance of computer technologies it is expected that CALL will be able to absorb some teaching functions However despite greater user friendliness and effectiveness CALL will never replace the teacher Like other new technologies CALL is not a magic solution to language teaching The effectiveness of CALL relies on how CALL is utilized to meet language learning goals for individualized learners in specific educational settings TASEAP 2 CALL management in the self access centre user policy development Wichai Kritprayoch INTRODUCTION General background In recent years Self Access Centres SACs have been estab
174. to be taken into account Institutional expectations must be addressed when vetting and selecting software For example 55 CALL a guide for English language teachers e Are students expected to study on their own or use the facilities with technical support and educational guidance e How big is the size of the user group Are multiple copies of software needed Is a site license necessary e What are the policies and regulations of computer use in the SAC and do these policies restrict the types of software which can be considered Refer to Chapter Two herein for a detailed account of SAC requirements and user policy issues Technical Considerations Making the right choice begins with matching the new software to your technical specifications Make sure the software you are reviewing will run on your system or that you will be able to cover technological infrastructural changes as required e ls the software compatible with existing hardware operating system and computer network e Does it require extra hardware requirements e g extra memory special graphics and sound cards or software requirements e g Windows NT Server software Budget Your budget may ultimately be the limiting factor when determining your requirements and making a final selection Needless to say within your budgetary constraints you should attempt to procure the widest and most suitable range of software you can As mentioned before you must
175. track student responses save test information and display grades at the end of the test e You can also add graphics in the PCX format and audio in the Sound Blaster Voice and Text to Speech format Price Shareware Free to try 69 if you decide to keep it Download free from http hotfiles lycos com cqi bin texis swib lycos info htm fcode 00007F Sa IES Test Maker Intelligent Educational Software 2 2 Rating FRESE System requirements VGA and DOS 3 3 Descriptions e t helps you create tests which can incorporate voice music graphics and hypertext e It allows up to 250 multiple choice questions with up to six choices per question e The tutorial provides step by step instructions that show you how to create a test file e Test results can be saved to a file printed or displayed on the screen e The program includes TestPlay which allows students to take the created test IES TestMaker is so multifaceted that it may be limited only by your imagination Price Shareware Free to try 39 50 if you decide to keep it Download free from http hotfiles lycos com cqi bin texis swlib lycos info html fcode 00007A TASEAP 4 WebQuiz Writer HTML Eon Communication 4 0 12 Rating aa System Windows 95 98 or NT requirements Descriptions e It s a teaching aid for creating practice quizzes to be posted on the Internet e True
176. ttp tcc pub com tbii70 tb70res htm Macromedia Authorware Aspects Descriptions System Windows 95 98 or NT Interesting Built in record keeping system features F OK with all kinds of multimedia though not very impressive Easy to tailor for various purposes See more at http www macromedia com software authorware productinfo features index whatsnew fhtm Limitations Expensive and rather difficult or confusing to program Weakn A Mee en No direct looping repeat procedure inflexibility Some features e g dragging objects not functional in network environment too slow Flowchart paradigm not convenient for repurposing course material Resources http www e media nl aware or http www macromedia com learning or http www goto com d search p befree Promo befree00014631570331490 822 amp Keywords Authorware amp search x 17 amp search y 14 85 CALL a guide for English language teachers Macromedia Director Aspects Descriptions 1 System Windows 95 98 or NT requirements 2 Interesting e Popular for online books features e Good addition for Authorware and good for animation e The Director 7 Shockwave Internet Studio is the standard for creating and delivering powerful multimedia for the Internet CD ROMs and DVD ROMs You can combine graphics sound animation text and video e Easy to create import animate and control media e Can create Shockwave content
177. ty Language Consultants Authorware Attain Macromedia Internet applications Computers can be connected to the internet and can incorporate interactive multimedia text graphics audio video and animation It can be said that the explosive growth of the internet has given new life to interactive media and CALL To access text graphics audio video and animation published on the internet the teacher and learner need to use Web browser software a computer based TASEAP graphical program that allows users to search and explore information on the internet Common Web browsers are Netscape Navigator and Microsoft internet Explorer Itis expected that the internet will become one of the most popular mediums for CALL because it allows for world wide distance education The use of the internet is easy The user usually interacts just by clicking the mouse Easy navigation is an advantage of using the internet in linking to different sites around the world The following are internet applications that ELT teachers can use for language teaching Electronic mail e mail Computer mediated communication makes it easy for ELT learners to have direct authentic communication with the teacher other learners or interested people around the world by using e mail E mail is an excellent method for teaching interactive writing One of its advantages is that it provides interaction with native speakers through pen pal correspondence E mail wr
178. udents can prepare for international English tests Test of English as a Foreign Language TOEFL and the Test of English for International Communication TOEIC besides several other listening activities 38 ABC Toon Center http www frontiernet net jackson journal htm Oz ESL Online TASEAP Interactive Activities This site is not really designed specifically for ESL there are many fun things to do Students can read children stories and play games and puzzles Interactive Activities http Awww powerup com au ozesl index htm OZ ESL Online md md c babango English Page http www englishpage com m E gt nom roen English adan Allexperts com http www allexperts com ALLEXPERTS OM Cutting Edge At this site students can learn English as well as have access to information about Australian Interactive Activities These are on line lessons for intermediate and advanced students It includes Weekly Lessons as well as a Lesson Archive Interactive Activities Students can ask expert volunteers e mailed questions The process is quick and easy They just simply select a category click on the name of the expert they want to ask a question Then within a few days they will get the response Interactive Activities http www writing berkeley edu chorus call cuttingedge html Wicked Stuff for English learners http www stuff co uk wicked htm VLC Ho
179. ultiple Choice Matching Reordering Items True False Spelling Dictation Text Reconstruction Short Answer Writing Voice Recording Games 7 Content Authenticity kk kk OK wk Appeal kkk kk kk kkk Accuracy kk ki kk kkk Order of Content kk kkk kk N A organization Cultural Appropriateness kk kk kk kk Appropriate Level of kkk kk kk Difficulty Exercise Features Appropriate number of kkk kkk kak N A Exercises Helpfulness of ka ka kk N A Exercises Type of English Language Use British English v v American English SISIS Australian English v Canadian English e Degree ot Edutainment fox x o xxx 65 CALL a guide for English language teachers Interface Issues in English Rosetta Stone Real English Oregon Trail Il Tick Rating Tick Rating Tick Rating Tick Rating Attractiveness Pop up Menus Use of Icons Ease of use Help features Accessibility Comprehensibility Usefulness Adequacy Program Design amp Performance Interaction kk kkk kkk Clarity of Instructions prompts kk kk kk Self explanatory kk kk kk Possible Answer N A Program Feedback N A Feedback Type Indication of correct or Incorrect response N A Hints to cor
180. user interface to viewing web pages Soon people started to create their own web sites using all kinds of graphics as well as sound and video files The web has become very popular because it is quick and easy to use incorporates multimedia and can access information around from the globe in an instant Now the web has entered the popular imagination and spans commercial and non commercial organisations in almost every country The popularity of the internet is such that in November 1999 there were 221 000 000 people around the world online for current usage statistics see www euromkgt com globestats How the internet works All computers connected to the internet communicate with each other using computer languages or protocols commonly the internet protocol IP and the hypertext transfer protocol http Documents encoded in these languages can be sent from one computer to another over a network 33 CALL a guide for English language teachers Internet services The internet is composed of the following services e The World Wide Web or a system for organising and accessing information text image video audio over the internet e Electronic mail E mail usually text but graphics audio and video can be sent as attachments e Mailing lists for interest groups to exchange messages with each other e Chat in the form of written messages exchanged in real time e Telnet that a person logs on to another compu
181. ustomized software via the internet People from all over the world who are connected can have access to it unless you password protect it e Intranet The delivery of customized software whose content may be in both CD ROM and Web based formats The Web sites used within the Intranet are not linked with the outside world The content can be accessed within the Intranet which is a group of computers networked together and serviced by a server The Intranet allows users within the network to share resources coordinated by the server e Hybrid The delivery of customized software in both CD ROM and Web based formats conducted via both Intranet and internet at the same time This approach of delivery is becoming popular because it helps solve the problem of speed when bandwidth heavy resources are to be used Since it is very slow to load them from a remote end in the internet these resources are instead stored in the server for local users At the same time students or local users can access other Web sites on the internet for other resources and for text based instructions TASKS INVOLVED IN AUTHORING It is totally impossible to offer a sound discussion on tasks involved in authoring within the limited space allowed here simply because there are several processes involved each of which deserves a more thoughtful consideration and discussion This chapter will only briefly outline a general overview of the basic tasks involved in authorin
182. ute of TAFE 503 515 Online resources Slay J 1999 Creating an Online Learning Environment Issue in Academic Staff Development AusWeb99 5 Australian WWW conference Ballina URL http ausweb scu edu au aw99 papers slay2 paper htm http ausweb scu edu au aw99 papers index htm http hotfiles lycos com Web site providing information about software http tcc pub com res htm Web site linking to information about ToolBook http tec pub com tbii70 tb70res htm Web site linking to information about ToolBook http www macromedia com software authorware productinfo features index_wh atsnew fhtm Web site linking to information about Authorware 136 TASEAP SECTION SIX AUTHORING WITH WISER EDUCATOR Printed materials WISER Software 1998 WISER EDUCATOR Author Manual South Melbourne Victoria Australia WISER Software 1998 WISER EDUCATOR User Manual South Melbourne Victoria Australia 137 Contributors Kitima Indrambarya Ph D in Linguistics is currently a lecturer at the Department of Foreign Languages Faculty of Humanities Kasetsart University Bangkok Her interests include Thai Syntax Applied Linguistics and Computer Assisted Language Learning She has been in charge of Kasetsart University Self Access Language Learning Centre since its establishment in 1997 email fhumkmi nontri ku ac th Puangpen Intraprawat Doctor of Arts in English is currently an Assistant Professor
183. uters more frequently more efficiently and with greater confidence than before Like the English for Science amp Engineering CD this resource book has been produced within a total period of six weeks which is a truly remarkable achievement which reflects the skill and dedication of its authors If its readers apply themselves with similar vigour to its contents then TASEAP will indeed have achieved the boost it set out to encourage We wish you pleasant and useful reading This resource book is being presented to TASEAP universities in November 1999 Kerry O Sullivan English Language Adviser TASEAP November 1999 vi TASEAP 1 Computer assisted language learning an overview Bamrung Torut Technology is not a panacea or a magic bullet that suddenly transforms all learning The effectiveness of educational technology depends on how it is employed to meet educational goals for particular kinds of students in specific language learning environments Oxford and others 1998 13 INTRODUCTION The main purpose of this chapter is to give Thai university English language teachers a brief overview of the development of Computer Assisted Language Learning CALL and how computers have been used or can be used for English language teaching ELT and learning Its focus is on the history of CALL uses of CALL in English language teaching and advantages and limitations of CALL The chapter is divided into 5 secti
184. ver the help file includes full details on all the files installed by the suite along with other changes made by the installation program 92 TASEAP Lesson Manager Professional ISD Software Design item List Lesson Manager helps you create amp edit amp Closure Deteutj amp Independert Pracice lesson plans record daily agendas do class preparation and view teacher s notes BOC cedure etal amp Sudan Evaluation Detatt Aspects Descriptions System requirements e Windows 95 98 or NT e A copy of Netscape Navigator or Microsoft Internet Explorer 3 to view the files Types of e Tutorials Coursesite Instructional San Hine f Utilities e Enforcement and evaluation if linked to a quiz Web page Interesting e Each lesson offers features listing objectives teacher resources features procedures closure etc e You can use standard word processing utilities spell check styles fonts and custom formatting e t allows links to files or internet pages with simple clicking e Lessons can be dragged and dropped under each unit How to get started e Type URL hittp hotfiles lycos com cgi bin texis swlib lycos info htm fcode 00001P e Download the program Open it by clicking on the icon Lesson32 exe and it will walk you through Download from http hotfiles lycos com cqi bin texis swlib lycos info html fcode 00001P Resources and Contacts
185. voice chat Computer mediated communication allows users to exchange real time instant messages no time delay as in e mail The applications of this capacity are chat programs that allow users to connect to remote sites to send and receive instant written messages Talk is an original version of chat on the UNIX system Web based chat is easier to use than the UNIX system talk Examples of chat programs on the web are ICQ lt http wwp icq com gt IRC Internet Relay Chat lt http www ircnet org gt Yahoo lt http www yahoo com gt With the progress in real time audio technologies voice chat is becoming available e g Yahoo Voice Chat lt http chat yahoo com gt Voice chat allows users to exchange real time instant digital voice messages with users in remote sites Chat provides a strong motivation for interactive and communicative use of language ELT teachers can use chat sessions as a means for meaningful authentic communication with the real audience The learner can join several chat groups according to his her own interest f Desk top teleconferencing One of the most important aspects of MOOs Multiple user domains Object Oriented or Multi User Object Oriented systems is communication verbal nonverbal expressing feelings with people connected to the MOO from all around the world MOOs evolved from MUDs Multi User Domains MOOs allows for real time communication simulation and role play among users
186. ware Adults Reading Http www wisersoftware cOm Practice Drill type CALL software Software Name Triple Play Plus English User Group Age 8 Adults Language Focus Listening Speaking Target Use GE Publisher Syracuse Language Systems Syracuse NY 13210 Real English Teenagers Adults Listening GE ESP Business Wiser Software http www wisersoftware c om 73 CALL a guide for English language teachers Problem Solving Simulation Software Name User Group Age Language Focus Target Use Publisher Amazon Trail 3 9 adults Listening GE The learning Company Reading http Awww learningco com Maya Quest 10 Adults Listening GE The learning Company Reading http Awww learningco com Odell Down 8 Adults Listening GE The learning Company Under Reading http Awww learningco com Oregon Trail Il 10 Adults Listening GE The learning Company Reading http Awww learningco com Where intimeis 9 Adults Listening GE Broderbund Carmen Reading http www broderbund com Sandiego Where in the 9 Adults Listening GE Broderbund world is Carmen Reading http www broderbund com Sandiego Deluxe Yukon trail 8 Adults Listening GE The learning Company Reading http Awww learningco com Game Software Name Crossword amp More User Group Age Teenagers Adults Language Focus
187. with learner controlled CALL In CALICO Journal 7 2 25 47 Coleman D W 1985 TERRI A CALL lesson simulating conversational interaction In System Vol 13 247 252 Debski R 1997 Support of creativity and collaboration in the language classroom A new role for technology In Debski R Gassin J amp Smith M eds Language Learning through Social Computing Horwood Language Centre amp Applied Linguistics Association of Australia Melbourne 41 65 Divine K amp Whanger R 1990 Use of a computer learning laboratory with at risk high school students In Educational Technology Vol 30 46 48 Dixon R 1981 PLATO reaches international students with English lessons In Studies in Language Learning Vol 3 98 112 Dolphin E 1989 Computense Verb drills on a microcomputer In Canadian Modern Language Review 45 2 271 93 Doughty C amp Fought C 1984 On investigating variable learner response Toward achieving better CALL courseware design In Report from the Language Analysis Project Philadelphia University of Pennsylvania Ephratt M 1992 Developing and evaluating language courseware In Computers and the Humanities 26 4 249 259 Felix U 1998 Towards meaningful interaction in multimedia programs for language teaching In ON CALL The University of Queensland Australia 12 1 20 29 Gaer S amp Ferenz K 1993 Telecommunications and interactive writing
188. www superkid com e Try to get an evaluation copy of the software prior to purchase e If an evaluation copy is not available get an expert informer i e teacher software distributor or software developer and ask them leading questions STEP 3 Customize the evaluation matrix Before using the evaluation matrix below to appraise software you should identify the major criteria for software evaluation The key criteria to be considered include e Matching of learning objectives to those contained in the software design e The content of the CALL materials e Program design and performance e Degree of edutainment the educational and entertainment values of the materials e Interface ease of use and attractiveness of the program e Help features and support offered within the program e The usefulness of multimedia resources in the activities e Learner s control over navigation and sequencing in the program e Teacher s role in guiding the use of the software and providing task consultation e Assessment options available in the software e Supplementary documentation for technical and educational support e Technical considerations for implementation Details of these and other criteria details are given in the following matrix Table 1 Explanation of Matrix Terms It is suggested you review the matrix terms and explanations both as a guide to using the matrix in the next step and as a check list of what you may need to know
189. y In ON CALL The University of Queensland Australia 10 1 2 7 Warschauer M 1998 Computers and language learning An overview In Language Teaching Vol 31 57 71 132 TASEAP Online resources Academic Computing Services User Policy 1999 Nova Scotia Agricultural College NSAC URL http www nsac ns ca ac policy1 htm Acceptable Use Policy 1996 Monroe County Community School Corporation MCCSC URL http www mccsc edu policy html Computer Classroom Design 1998 WorkSpace Resources URL http Awww workspace resources com education cicdesi1 htm Computer Lab Policy 1999 University of Alaska Fairbanks UAF URL http www uaf edu DCC main lab_policy html Computer Security Planning 1999 US Department of Labor URL http www dol gov dol oasam public programs plan security htm Cornell Information Technologies 1998 Cornell URL http www cit cornell edu computer instruct classtech labquide comptable h tm HKUST Self Access Centre User Guide 1998 Language Centre of HKUST URL http Ic ust hk sac sacguide htm Managing the computer center 1999 CALL Lab Ohio University URL http www tcom ohiou edu OU_Language teacher labmanage htm Monash On CALL 1999 Monash University URL http www arts monash edu au Ic Iccall htm Multimedia Systems 1999 Auburn University College of Veterinary Medicine URL http www vetmed auburn edu cai
190. y provides choices and paths for learning allowing learners to work independently e CALL allows learners to control their own learning process and progress Motivation and attitudes e CALL provides strong motivation for learning Students will often do ona computer what they are reluctant to do in a textbook or paper pencil e Some CALL features such as graphics sounds animation video audio are interesting and motivating for many learners e CALL can improve learners attitudes towards learning English e CALL internet provides authentic communication that motivates students to use language outside language classroom Feedback and progress record e CALL can provide immediate responsiveness and feedback e CALL provides accurate records of the learner s performance and progress Teacher s role and relationship with the learner e CALL can change the relationship between teacher and student e The teacher becomes a facilitator rather than a person who controls the learning environment e CALL is predictable and non judgemental Mastery learning e CALL provides opportunities for mastery learning language skills e CALL can lower the amount of time required to master some materials TASEAP Co operative learning e CALL e g simulation games encourages learners to work cooperatively in problem solving e CALL allows learners to learn cooperatively as a result of working together such as group works and dis
191. y to use a CALL section for instance some networks are restricted to non commercial use only Utility software A small helper program such as screensavers font managers compression programs and file finders Virus A damaging program that is transferred from one computer to another computer via phone lines or floppy disks Web based authoring Using selected authoring software to a produce courseware and store it for use on the Internet World Wide Web WWW An internet system that supports links to other documents such as text graphs audio and video files using HyperText Markup Language HTML 125 References SECTION ONE COMPUTER ASSISTED LANGUAGE LEARNING AN OVERVIEW Printed materials Ahmad K Corbett G Rogers M amp Sussex R 1985 Computers Language Learning and Language Teaching Cambridge CUP Allen R 1993 Proficiency and Arabic The increasing role of technology In Computer Assisted Language Learning 6 1 3 12 Arnold N 1989 Computers for ESL instruction in elementary schools In CALL Digest 5 8 35 Aug Meskill C 1993 ESL and multimedia A study of the dynamics of paired student discourse In System 21 3 323 341 Bailin A amp Levin L 1989 Introduction Intelligent computer assisted language instruction In Computers and the Humanities 23 1 311 Bangert Drowns R L 1993 The word processor as an instructional tool A meta analysis of wor
192. you can download some sample media clips from the Wiser web site at http www wiser com au Criteria for video selection In general when selecting the content of the material one has to see to what extent the content meets the objectives of the course Those that were included in the Sample Units were selected with the following criteria 104 TASEAP e Content the content must pertain to the TASEAP priority areas e g Ecology Environmental Biology Environmental management Biotechnology Organic Chemistry Physics Materials Science Mechanics Transport Engineering Machine Design and Control Construction Engineering Energy Engineering etc e Clarity the video must aid comprehension of the content i e when you hear Next we boil the milk you should see milk being boiled instead of seeing the face of the narrator e Representation of various dialects English is spoken by a large number of ethnic groups not to mention American English British English and Australian English to mention a few dialects of English spoken in the world each with its own accent Learners should be exposed to as many accents of English as possible so that they can communicate with both native speakers and non native speakers of English Although the majority of the video clips in the sample units were taken from videos made in Australia one video clip in which a non native speaker of English is interviewed has been included e Len
193. ysiological just as serious a problem like Bangkok We spoke to Asian Institute of q jang he spoke about the Task Linking Glona jCAMEDIASNOISE AYI A A te 7E Gatreel Notice that Task 1 in the task list window is now highlighted and the sentence for Task 1 appears in the Matching Task 1 window Notice also that the beginning and end arrows are at the position where the sentence for Task 1 is in the media file Click OK The screen will go back to the picture in Step 15 Click SAVE 115 CALL a guide for English language teachers Step 29 Click ADD if you want to author more matching tasks Note Steps 25 28 can be repeated for additional Matching activities Step 30 Click DONE to view the exercise in the Exercise Browser mode or go to the next step for sequencing activities Writing activities for sequencing Step 31 Click the Sequencing button you will see this screen E Educator TASEAP English 1_ Engineering Noise Pollution File Options Test Customize Exercise True Multiple Browser Matching Sequencing Filling or False Choice SEGUENTS Inporerext inporerext E YYhen people hear the word pollution they usually 4 think of air pollution or water pollution but noise E pollution can be just as serious a problem especially in big cities like Bangkok Ye spoke to Dr Francis Tran of the Asian Institute of Technology in Thailand and he spoke about the effects of noise pollution

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