Egbert (2005)

Key concepts
Egbert (2005)
Introduction: Principles of CALL

Ø Defining CALL
※ Various Terms:
＊ computer-enhanced language learning (CELL)
＊ technology-enhanced language learning (TELL)
＊ computer-based language testing (CBLT)
＊ computer-supported reading instruction (CRI)
※ CALL Categories:
＊ According to what students do – fill in the blanks, text manipulation, tutorials, word processing
＊ According to the skills that it addresses – listening software, reading software
＊ By where it is used – home, office, school, lab
＊ By the philosophy that underlies its construction – behaviorist, communicative, or integrative (Warschauer, 1996)
※ Three Themes of CALL
＊ CALL is focus not on technology but on language learning.
＊ CALL occurs in many contexts and with many diverse participants.
＊ CALL pedagogy should be grounded in theory and practice from a number of fields.
Ø Conditions for Classroom Language Learning
1. Learners have opportunities to interact socially and negotiate meaning.
2. Learners interact in the target language with an authentic audience.
3. Learners are involved in authentic tasks.
4. Learners are exposed to an encouraged to produce varied and creative language.
5. Learners have enough time and feedback.
6. Learners are guided to attend mindfully to the learning process.
7. Learners work in an atmosphere with an ideal/anxiety level.
8. Learner autonomy is supported.
Ø Integrating ESL Standards (TESOL, 1997)
· letting students play roles that encourage active learning
· providing a variety of opportunities for learners to interact with native English speakers
· focusing on language use instead of language study
· using higher order thinking skills
· employing different media
· encouraging meaningful language use
· providing flexible timing for tasks
· promoting a variety of sources of feedback and prompting, including other students
· offering adequate information or research resources
· seizing upon opportunities to assist learners in making crucial choices in the learning process
Ø Integrating the National Educational Technology Standards (ISTE)
· use a computer and peripherals
· practice responsible use of technology
· use electronic resources appropriately
· design, develop, and publish products
· gather information
· collaborate with others
Ø Teachers’ Voice
※ Technology does mess up, you have to be aware and have a back-up plan in case if things don’t go as planned.
※ Technology goals are often tacked on rather than infused into content-area curriculum goals.
※ Not all students work best with a computer screen.
※ If the computer doesn’t support learning, it shouldn’t be used just to be used.
※ If all students are doing is exploring how a computer works, aren’t they still learning something valuable?
※ Computer access or no computer access, students first need to know how to ask questions that will get to meaningful answers.
※ You can’t force curriculum to relate to a learner’s life, but you can use the learner’s life to reinforce curriculum.