Technology and Language learning

1. Introduction to theories of Technology enhanced language learning (TELL)

By: Wedyan Alssadi

1. Introduction
• It is rare to find a language class that does not use some form of technology namely to develop the
ability of students to communicate with people in a new language in real world situations.
• Consequently, learners can only learn English through regular class teaching, radio broadcasts,
television, newspapers, magazines, and so on.
• In recent years, technology has been used to both assist and enhance language learning.
• Teachers have incorporated various forms of technology to support their teaching, engage students in
the learning process, provide authentic examples of the target culture, and connect their classrooms.
• some technology tools enable teachers to differentiate instruction and adapt classroom activities and
homework assignments, thus enhancing the language learning experience.
•

2. What do the terms (TELL, CALL) refer to?

• Technology enhanced language learning (TELL)

• Computer-Assisted Language Instruction (CALI)

3. What is the difference between CALL & TELL?

• A new approach known as Technology Enhance Language Learning (TELL) is a part of computer-
assisted language learning (CALL).
• CALL - Computer-assisted language learning, sometimes expanded as computer-aided language
learning
• TELL - Technology-enhanced language learning: this accommodates more than just computers,
often bringing in video and seeing the computer as just one part of a larger system.
• TELL- refers to the support of any learning activity through technology
• Technology-enhanced language learning refers to the use of computer as a technological innovation
to display multimedia as a means of complementing a teaching method language teacher. What's
important to note is that TELL is not a teaching method but rather an approach that can be used
alongside a teaching method to help teach
• Technology Enhanced Language Learning (TELL) deals with the effect of technology on both
learning and teaching.
• Technology Enhanced Language Learning (TELL) used in the classroom to display multimedia as a
tool to support teaching.
• TELL is only a teaching approach that needs other methods to support teaching and learning.
• TELL, in the beginning, was known as Computer-Assisted Instruction (CAI) and Computer-Assisted
Language Learning (CALL).
• The early stage of TELL or CALL was not very popular for use by the schools or teachers.
 • At that time, the cost of buying computers and other innovations was very expensive for schools
which have a problem with tight budgets.
• Comparing the differences of the computers features now and in the past, we can find computers
now are better than before.
• Computers or computer software are more smart and much faster.
• A few years later, computers added to the classrooms and teachers started teaching by using TELL
approach.
• Also, TELL becomes a separated approach from CAI and CALL.
• Even though the technology is good to use, teachers and students should pay attention to the type of
technology and information.
• For example, there are many English grammar websites, but some of them make the students
confused.
• If a technology used in a better way, it will learners to improve their English skills.
• Therefore, these are main advantages and disadvantages of TELL:

4. What are the advantages of TELL?

1. TELL keeps students motivated and have a positive attitudes.

2. Using TELL with textbooks together are very important to support teaching and learning.
3. TELL provides a lot of different learning styles to support learning the target language.
4. TELL can be used in the classroom or at students home.
5. Using of TELL helps students improve their English skills by develop their vocabularies,
spelling, and reading comprehensions.

5. What are the disadvantages of CALL?

1. Less-handy equipment.
2. Increased educational costs
3. Lack of trained teachers
4. Imperfect current CALL programs
5. Inability to handle unexpected situations

6.Types of CALL Programs

CALL programs/materials include (from ICT4LT Module 1.4):

- CALL-specific software: applications designed to develop and facilitate language learning,

such as CD-ROMs, web-based interactive language learning exercises/quizzes (see CD-ROM
examples for language learning)

- Generic software: applications designed for general purposes, such as word-processors

(Word), presentation software (PowerPoint, see an e-book made by students "Many Moons"),
and spreadsheet (Excel), that can be used to support language learning (see examples of
using Excel for language learning & teaching) *Also see Microsoft Office Online Templates)
 - Web-based learning programs: online dictionaries, online encyclopedias, online
concordancers, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, etc.

- Computer-mediated communication (CMC) programs: synchronous - online chat;

asynchronous - email, discussion forum, message board

6. Types of CALL Activities

- multiple-choice & true/false quizzes - writing & word-processing

- gap-filling exercise/cloze - concordancing
- matching - web quests/searching
- re-ordering/sequencing - web publishing
- crossword puzzles - online communication (synchronous and
- games asynchronous)
- simulations

Roles of the Computer in language learning and teaching:

- computer as tutor for language drills or skill practice

- computer as a tool for writing, presenting, and researching

- computer as a medium of global communication

How Computers can be used in the Language Class

 1) Teaching with one computer in the class
- delivery of content (PowerPoint, word-processor, Webpages, etc.)
- classroom activities/discussions mediated by the computer
- Interactive whiteboard

2) Teaching in the computer network room (network-based language teaching)

- task-based group work /activities
- computer-mediated communication (CMC): asynchronous/synchronous
- tandem learning

3) Self-access learning (independent learning)

- drills and exercises
- word processing
- resource searching

4) Distance learning (i.e. individual learners working by themselves, at a place and time of their
choice and, to some extent, at a pace and in an order also chosen by themselves.)
- delivering online course content
- CMC activities: email, discussion forum, chat rooms
- tandem learning
- community building

Principles of Using and Designing CALL Programs in Language Learning and Teaching :
- student/learner-centeredness (to promote learner autonomy)
- meaningful purpose
- comprehensive input
- sufficient level of stimulation (cognitively and affectively)
- multiple modalities (to support various learning styles and strategies)
- high level of interaction (human-machine and human-human)
4. The History of CALL & TELL

Beginning of CALL:

• CALL stands for "Computer Assisted Language Learning". It is defined as "the search for and study of
the application of the computer in language teaching and learning"
• The idea of using the computer in teaching language dates back to the 1950s.
• However, the first real application of the computer in teaching language was in the 1960s and 1970s.

CALL & CALI & TELL:

• The term CALI (Computer-assisted language instruction) was in use before CALL since the 1950s.
• CALI fell out of favour among language teachers as it appeared to imply a teacher-centred approach
(instructional), whereas language teachers are more inclined to prefer a student-centred approach,
focusing on learning rather than instruction.
• In the 1980s, the communicative approach to language teaching changed the focus from teaching and
instruction into learning.
• The whole process changed into CALL (Computer Assisted Language Learning) as it provided a highly
interactive and communicative support for the four skills and the use of multimedia, CD-ROMs and the
internet.
• In the 2000s different types of technology were presented besides computers and the Post-
communicative approaches to teaching and learning effected the advance of TELL (Technology
Enhanced Language Learning).

THREE PHASES OF CALL:

1. BEHAVIORISTIC CALL(1960s -1970s):

View of Language: Structural (a formal structural system)

English Teaching Paradigm: Grammar-Translation & Audio-lingual

Principal Use of Computers: Drill and Practice

Principal Objective: Accuracy

Characteristics:
 1. Repeated exposure to the same material is believed to be beneficial or even essential to learning.

2. A computer is ideal for carrying out repeated drills, since the machine i) does not get bored with
presenting the same material and ii) it can provide immediate non-judgmental feedback.

3. A computer is used as a tutor, presenting material and feedback on an individualized basis, allowing
students to proceed at their own pace and freeing up class time for other activities.

2.Communicative (1980s -1990s)

View of Language: Cognitive (a mentally constructed system through interaction)

English Teaching Paradigm: Communicative Language Teaching

Principal Use of Computers: Communicative Exercises (to practice language use; non-drill format)

Principal Objective: Fluency

Characteristics:

1. Grammar is taught implicitly rather than explicitly.

2. Computers are used to stimulate discussion, writing or critical thinking. Students are encouraged to
generate original utterances rather than just manipulate prefabricated language.

3. The programs avoid telling students that they are wrong and are flexible to a variety of student
responses.

4. Computers are used as a tool (e.g., word processors, spelling and grammar checkers, and
concordancers) and the target language is used exclusively.

3. Integrative CALL (1990s -present)

View of Language: Sociocognitive (developed in social interaction through discourse communities)

English Teaching Paradigm: Content-based & ESP/EAP

Principal Use of Computers: Authentic Discourse (to perform real-life tasks)

Principal Objective: Agency (*definition: "the satisfying power to take meaningful action and see the
results of our decisions and choices" Murray, 1997, p. 126)

Two types: Multimedia CALL (CD-ROMs) and Web-based CALL (on the Internet)

A) Multimedia CALL

Characteristics:

1. They create a more authentic learning environment using different media.

2. Language skills are easily integrated through multimedia.
 3. Students have a high degree of control over their learning through hypermedia.
4. It facilitates a principle focus on the content without sacrificing a secondary focus on language form.

B) Web-based CALL

Characteristics:

A) CMC –

1. It provides authentic synchronous and asynchronous communication channels. Language learners

can communicate directly, inexpensively, and conveniently with other learners or native speakers of
the target language at any time and in any place.

2. CMC can be carried out in several forms; it can be one-to-one, one-to-many, or many-to-one.

B) The Web –

1. Students can search through millions of files around the world within minutes to locate and access
authentic materials exactly tailored to their own personal interests.

2. Students can use the Web to publish their texts or multimedia materials to share with partner classes
or with the general public.