Organization of CPU programmed

independent Work (Computer Aided

Language Learning -CALL)
 Computer Aided Language Learning -CALL

Computer Assisted Language Learning (CALL) is often perceived,

somewhat narrowly, as an approach to language teaching and
learning in which the computer is used as an aid to the presentation,
reinforcement and assessment of material to be learned, usually
including a substantial interactive element. Levy defines CALL more
succinctly and more broadly as "the search for and study of
applications of the computer in language teaching and learning". 
Computer-assisted learning describes the education that
uses computers and other technologies and doesn’t
require human intervention or interaction. It can take
many different forms, as we’ll review below, and,
despite its name, it involves a range of tools and
devices, such as mobile devices, tablets, desktops, and
others. 
CAL incorporates different types of software and
methodologies. It can be applied to a wide range of
subjects, from language learning to math. It’s also used
across education levels, including K-12, higher
education, and adult courses.
 A brief history of CALL
CALL's origins can be traced back to the 1960s. Up until the late 1970s CALL
projects were confined mainly to universities, where computer programs were
developed on large mainframe computers. The PLATO project, initiated at the
University of Illinois in 1960, is an important landmark in the early development of
CALL (Marty 1981).
In the late 1970s, the arrival of the personal computer (PC) brought computing
within the range of a wider audience, resulting in a boom in the development of CALL
programs and a flurry of publications. Early CALL favoured an approach that drew
heavily on practices associated with programmed instruction. This was reflected in
the term Computer Assisted Language Instruction (CALI), which originated in the USA
and was in common use until the early 1980s, when CALL became the dominant term.
There was initially a lack of imagination and skill on the part of programmers, a
situation that was rectified to a considerable extent by the publication of an
influential seminal work by Higgins & Johns (1984), which contained numerous
examples of alternative approaches to CALL. Throughout the 1980s CALL widened its
scope, embracing the communicative approach and a range of new technologies.
CALL has now established itself as an important area of research in higher education
Types of CPU programmed independent
work in FLT
1. Tutorials
Tutorial software provides information about
diverse topics, essentially taking on the role of
the instructor. In many cases, the technology
quizzes and evaluates the student’s
comprehension of the subject matter using an
interactive process and delivering feedback.
2. Gamified Learning
This type of CAL uses a gamified approach to help
students learn the material. Through an interactive
process, students may advance to new levels after
demonstrating that they’ve grasped certain
concepts or receive rewards along the way.
3. Practice
Practice technology applies a digital approach to
traditional methods of learning content, such as
flashcards. The technology, for example, might quiz
learners on different concepts.
 Demonstrations

Demonstrations tap into different senses, like visual

and auditory, to present facts, information,
concepts, and more. In some cases, students can
become “immersed” in the experience, as is often
the case with virtual or augmented reality
technologies, both of which are used in teaching
and learning.
Advantages and disadvantages of CPU
programmed independent work
 1. Students and Instructors Can Receive Real-Time
Feedback
CAL reveals solutions and assesses student performance
immediately. Therefore, it can deliver immediate feedback
to the learner, not only cataloging mistakes but also
providing analytics that go a step beyond to help students
improve. This is also beneficial for instructors, who can use
this data as a tool to inform their own teaching and as well
as their assessment of student performance.
 2. The Learning Process Is More Interactive and Engaging
CAL takes on many different forms, and each one is meant to
engage learners. Students are likely to respond to these new,
exciting ways of gaining exposure to and absorbing content —
often far more so than learning through traditional classroom
instruction. Because there are so many different methods
associated with CAL, the risk of boredom is greatly reduced.
CAL is usually interactive, too, which involves students and
makes them agents of their own learning, increasing their
stake in the education process.
 3. Learning Can Be More Personalized
Many CAL programs adjust the approaches based on the
individual learner’s progress. The software adapts according to
how the student is learning, whether it’s a game, interactive
demonstration, or assessment. Students can also go at a pace
that works for them, and the program will adjust to meet them
where they are. 
A more personalized approach leads to both a higher level of
engagement and stronger learning outcomes.
 4. Technology Can Fill the Gaps for Students with Learning
Differences
CAL has implications for students with a range of 
learning differences, too, giving greater access to those with
different educational and learning needs. Because
accessibility is such an important concern, CAL’s relevance is
underscored in this arena. Through a personalized,
adjustable approach, CAL tools can address a range of
special needs.
Advantages and disadvantages of CPU
programmed independent work
 1. CAL Can Become a Distraction
When students use CAL tools in the classroom, they may well
have trouble focusing on the live teaching taking place.
Getting students to pay attention is a constant complaint
from instructors who teach at all levels, and when
technology enters the picture, it’s even easier for students
to get distracted.
 2. It’s Expensive
In many cases, technology is expensive. CAL solutions may
be difficult to purchase and implement because of the cost
barrier associated with them. This is especially true when
the tools are custom-built for a particular audience,
although educators should keep in mind that there are some
more cost-effective solutions.
 3. Software Can Become Outdated Quickly
With frequent advances in technology and reassessments and
reconceptualizations of material and content, there is a risk
of applying technologies that could be irrelevant or outdated
quickly. Given the high cost associated with CAL, educators
who are considering implementing these tools should
research solutions or work closely with developers to ensure
that the technology can be altered to incorporate new
content.
 4. There’s a Risk of Over-Dependence on the Technology
CAL should augment instructor efforts, not replace them.
While there are some contexts in which technology may play
a greater role — for example, if an adult learner is
attempting to learn a language on their own through a
platform like Duolingo —, the tools and live instruction often
go hand in hand. With CAL, there is a risk of both instructors
and students becoming over-reliant on the technology to do
the legwork.
Moreover, some teachers may feel that they have trouble
finding tools that meet their lesson plan needs and attempt
to alter their lessons accordingly, when the reverse should
be true — they should find technologies that enhance and
support their lesson plans.
Independent work of the pupils might be
individualized, differentiated and programmed

 What is Differentiated Learning?

Differentiated learning is 
instruction tailored to the learning needs and preferences of different stude
nts
. It’s a step in the direction away from the “one-size-fits-all” approach to
teaching. The method varies according to the needs of each student or what
research and real-time observation shows works best for similar students in
groups, but learning goals remain the same for everyone.
In their book Leading and Managing a Differentiated Classroom, Carol Ann
Tomlinson and Marcia B. Imbeau explain that differentiation is "the 
modification of four curriculum-related elements—content, process,
product, and affect—which are based on three categories of student need
and variance—readiness, interest, and learning profile."
 Content—what knowledge and skills do students need to
learn
 Process—how students learn or understand the content
 Product—how students demonstrate their understanding
 Affect—how students' disposition impacts learning
 Readiness—how currently equipped a student is for
learning specified content (Tomlinson and
Imbeau explicitly distinguish "readiness" from "ability",
saying that "readiness" is temporary, not ingrained.)
 Interest—topics, activities, etc. that engage and
motivate a student
 Learning Profile—a student's preference for what is
learned, how it's learned, and how it's expressed
 What is Individualized Learning?
Similar to differentiation, individualized learning is
instruction based on the learning needs of students.
Individualization, however, places more focus on student
pacing. As Dale Basye, co-author of Get Active: Reimagining
Learning Spaces for Student Success, put it 
in an article for ISTE, “If differentiation is the how then
individualization is the when.”
But while technically differentiation and individualization are
distinct, they can be part of the same strategy. An
individualized classroom can differentiate based on
individual needs or based on small groups of learners. But
whether the learning is differentiated or not, individualized
learning allows students to move through the course at their
own pace.
 What is Personalized Learning?

Of the three strategies discussed in this article, personalized

learning provides the most student autonomy. Students have an
active role in designing lessons and projects that are meaningful
and relevant to them based on their interests, aspirations, and
passions. Teachers, then, act more as guides than the curators of
information and learning experiences.
But what exactly does that look like? That depends, because
personalized learning has different meanings for different
practitioners. There are also 
different degrees or stages of personalization that, while they fall
in separate places on a broad spectrum of student-driven to
teacher-driven learning, are often lumped under the same
umbrella.
The language material should be programmed
according the following
principles

 The didactic material must be presented by small potion which is called “step”
 Every small step must be presented in the frame which has to include one
difficulty (problem)
 The learner has a chance to check his answers immediately for this each step
is
supplied with the “feed –backs” (with correct answers)
 The material should be easily individualized according to the assimilation and
each learner may work at his own pace
 Each step must be logically connected with each other and the previous step
should be supplied with the reinforcement at the next one