Computer Assisted Language Learning ICT in Language Teaching

Computer Assisted Language Learning ICT in Language Teaching Siti Fatimah Nilam Putri Aan Triastuti Hiza Atania Reza Sofyan H (2201414037) (2201414076) (2201414102) (2201414093) (2201414152)

What are CAL and CALL ? CAL (Computer Assisted Learning) refers to the learning involving the utilisation of computer. CALL (Computer Assisted Language Learning) means CAL which implemented to language.

CALL : Underlying Considerations which reflect the use of computers in language learning are utilised in the computer’s unique features. The features are : • Flexibility • Interactive • Provocative • Individualized Attention • Objectiveness

The Advantages of CALL encourages students to develop a non-sequantial reading habit. 1 2 3 CALL offer freedom for users to choose any topic of information available within the package. CALL spurs the users to be able to collaborate very usefully in problem solving 4 CALL’s flexibility of time allows the students to determine what particular topics and how long he wants to learn.

The Disadvantages of CALL 1 CALL is much less handy than “traditional” book. 2 Reading text on the screen is more difficult and tiring 3 It is costly

Students’ view towards CALL program First Study The first study conducted in 1993 which aimed at providing a prototype of CAL tutorial program and explored students’ comment and views after using this program Second Study The second study carried out in 1998, which aimed at investigating the effectiveness of self-access CALL tutorial in assisting Indonesian students to improve their mastery in grammar.

Students’ Views towards CALL Program Study 1 1 easiness 2 performance 3 Content very easy fairly easy 4 Structure of tutorial program straightforward

Students’ Views towards CALL Program Study 1 1 easiness 2 performance 3 Content very interesting fairly interesting 4 Structure of tutorial program average interest

Students’ Views towards CALL Program Study 1 1 easiness 2 performance 3 Content very clear fairly clear 4 Structure of tutorial program average

Students’ Views towards CALL Program Study 1 1 easiness 2 performance 3 Content excellent good 4 Structure of tutorial program O. K

Constructive Comments Coming from Students Study 2 1 The material covered in the system 2 The methods of ‘programme-teaching’ 3 The exercise section 4 The layout of the screen 5 The additional information in the glossary Added Considered Constructed in dialogue Balance Increased

Constructive Comments Coming from Students The system should have: Direct access from the index section to particular point 2 Information for the system 4 1 The consistency of the heading character sie 3 Page number or running title on every system

Web-Based Learning History of development 1 1950 s - basic classroom instruction began with the emerge of instructional television. 2 3 1960 s and early 1970 s - changed into audio tutorial system, personalized systems of instruction, and other forms of programmed tutoring. 1980 s - the introduction of computer-based instruction (CBI). 4 1990 s - the implement of web-based technologies especially in higher education

Web-Based Learning The term web-based learning as well as online course, webbased training, or web-based instruction is used rather loosely to refer to teaching and learning practice using internet or World Wide Web (www) as the medium of transferring knowledge, giving and assessing assignment and works, giving exams, and etc.

Web-Based Learning Current application of web-based instruction the National Center for Education found that 82% of higher education institutions plan to increase their use of Web-delivered course. 2003 1999 The students should continue the sequences of the words the teacher says Mr. Hartoyo developed web-based English language teaching to enable students to get an access to learning material anytime. 2010

The advantages of web-based learning Khan (2001) Web-based instruction can assist the learning by: 1) Offering the learner unparalleled access to instructional resources, far surpassing the reach of the conventional classroom; 2) Enable a possible learning experiences that are open, flexible, and distributed, providing opportunities for engaging, interactive, and efficient instruction. Fletcher and Dodds (2001) They asserted it as “anytime, anywhere” learning, while it also provides a “flexible navigation, ” “richer context, ” “learner centered, ” and “social context of learning”.

The advantages of web-based learning Fletcher (1990) Interactive video instruction was both effective and less costly than conventional instruction. Liao (1999) The use of hypermedia in instruction (e. g. , networks of related text, graphics, audio, and video) results in more positive effects on students learning than non-hypermedia instruction (e. g. , CBI, text, conventional, videotape). Kruse (2004) Web-based learning generates a lot of advantages such as: 1) Access availability at anytime and anywhere around the globe; 2) An affordable equipment cost per-student; 3) Better tracking, assessing and recording students’ presence and achievement; 4) More personalised learning and material support; 5) Easily updated content,

Disadvantages of web-based learning 1 2 3 It is related to human contact – web based learning still lack of interaction among students and between students and lecturer or instructor; lack of pressure from deadlines; little support with difficulties especially regarding fees, buying books, or scheduling exams; 4 difficulties in integrating studies as a substantial part into real life; 5 prejudices against and doubts about the equality of distance or web-based learning

Roles of the web in instructional settings Web-based instruction offers multidimensional use in education and training. 1 2 3 The web can promote and facilitate enrollment into courses, maximizing the application of the syllabus or program of instruction, posting and submitting assignments, online communication via email, discussion board or chat room or video convergence between instructor and fellow students, collaboration on assignments, and building learning communities. The web, as a potential medium for both distance learning and teaching, provide an inherent flexibility.

Kahn (2001) He explained two different levels of web learning use: 1) Micro use, which means the use of the web as a way to supplement or enhance conventional classroom instruction. 2) Macro use, which refers to complete distance learning programs and virtual universities He identified three levels of web-use; 1) In Level 1; the web is used to post course material with little or no online instruction. 2) In level 2, the web is used as the medium of instruction. 3) In Level 3, courses are offered completely online. Galloway (1998)

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