Egbert’s article has provided very good background of computer assisted language learning (CALL). He addressed important points including definitions and principles of CALL, research in CALL, guidelines for using educational technology in language classrooms.
Egbert (2005) gave five guidelines for using educational technology in language classrooms. Those five guidelines are as follows:
1. Use technology to support the pedagogical goals of the class and curriculum.
2. Make the technology accessible to all learners.
3. Use the technology as a tool.
4. Use technology effectively.
5. Use technology efficiently.
In my opinions, these guidelines are very useful and they are something language teachers should keep in mind when designing CALL lessons. For example, guideline #1 basically says that teachers should use computer facility such as a computer lab only when it fits their language lesson plans. They should not use a computer lab only for the reason that the lab is assigned to them on a specific day. Guideline #2 suggests that CALL activities should address more than one types or styles of learning. As we know, language learners come into a classroom with different learning styles and strategies. Some learners may be a visual type learner meaning that they learn best by looking at printed text, graphs, charts, that sort of things. Some other learners may be those who are auditory learners meaning that they learn best by listening and discussing. Therefore, to get the most out of CALL, teachers will have to design CALL activities that could serve most learning styles.
I could go on and on but the point I want to make is that language teachers should use technology as a tool to support language learning. They should not use technology because it’s something that is currently “in fashion” or because everybody is using it. Changing form books and blackboards to computers doesn’t mean much if teachers don’t put their efforts on designing CALL lessons.
ABC book
16 years ago
3 comments:
I completely agree with the fact that language teachers should use the technology when it is best suited to learning and not because it is "in" at the time. I recall an undergrad Spanish literature class a few years ago. The professor had discovered a website that basically is set up much like our Oncourse, in which the students (hypothetically) would write their response to the reading and respond to each other several times a week. Unfortunately, the majority of the students were apathetic to the professor's wishes. (I recall several angry lectures about low participation on the website.) Now that I look back on the class, I feel bad that no one was motivated to use the technology, since it does work very well for people who do not physically meet in a classroom. But I feel like it was silly to use the technology in a class that met three times a week when we could have a conversation within the same room and better our Spanish skills. I think the professor was just using the technology for technology's sake, not necessarily in the best interest of language learning.
Hello, Kwan,
I agree teachers should design more than one types or styles for students learning. According to each student's characteristic, teachers design different CALL activities that make students get the best effects on language learning. Therefore, teachers should decide appropriate methods or teaching materials such as discussing, listening practice, CDs or textbooks to enhance students' learning.
Hsiao-chi
Kwan,
I agree with you. Certainly as you mentioned, CALL can provide different learning approaches. I also agree that the way the teachers design CALL is most important. However, I think it would be a bit pessimistic if we consider the technology only – as you mentioned- as a fashion.
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