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Page 1: ICT Group Presentation - CALL



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Computer—Assisted Language Learning (CALL)

Husnul atiyah ( Group II)

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CAL and CALL: Definition

• CAL• CALL• Difference between the two

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CALL: Underlying Considerations

• Flexibility:– Significantly the computer helps the student in

learning process (Ahmad, et al, 1985:4) e.g students cannot attend the class due to some problems. They may participate the class by having video conference or access to the file when it is recorded.

– Make it possible for students to interact to the instructor at times and places they choose ( Hiltz, 1994:10)

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CALL: Underlying Considerations

• Intensive interaction and more focus to the materials

• The more powerful the computer, the more human function it can take on.

• Encourages the students in learning language process.

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CALL: Underlying Considerations

• Make it possible for the students to get intention individually.

• Enhance competences in foreign language learning.

• Possess the quality of infinite patience.• Time savings for teachers and students

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• Make it possible to the student to access many topics and their selected interests easily.

• Choosing a certain topic faster• Appropriate for collaborative learning.• Flexibility

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• The CAL program is considered to be much less handy.

•Reading a text on the screen is slower, more difficult and tiring.

•Viewing from the financial point, CAL is costly enough for the programmer or teacher, let alone for students.

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Student’s views towards call program

• The use of the system is very easy.• The performance or presentation is very

interesting.• The content is very clear and helpful.• The structure of the system is excellent

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Student’s comments

• The material covered in the system should be added.

• The methods of ‘programme-teaching’, where an exercise or practical section appears just after a specific explanation not at the end of the system, may be considered.

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Student’s comments

• There should be an introduction for the system itself, and to what level of users the system is aimed.

• The additional information or explanation included in the glossary should be increase.

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The concept of web-based learning comprises many practical applications of computer and internet in developing, administering and conducting learning activity such as the use of internet as the source of material, online course, online assignment and test.

3. Web Based Learning

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History of Development

The development of basic classroom instruction into computer based instruction began around 1950s with the emergence of instructional television.

The development reached an important point with the introduction of computer-based instruction (CBI) around 1980s.

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History of Development

Web-based learning known as :

Distance learning (Uznur, 2009)Online Course (Johnson, 2001)Web-based training (Oslon and Wisher, 2002) orWeb-based instruction (Sitzman et al, 2005)

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History of Development

The term web-based learning is used rather loosely to refer to teaching leraning practice using internet or world wide web (www) as the medium of transferring knowledge, giving and assessing assighments and works, giving exams, discussion forum, giving lecture and the likes.

The internet or world wide web is used as the backbone of this particular teaching-learning method.

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Current Application of web-based instruction

Educational institutions, private industry, the government, and the military institutions currently show a continous growing use of web-based instruction.

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The Advantages of Web-based Learning

Kurse (2004) elaborates that web-based learning (WBL) generates a lot of advantages such as: 1.Access availability at anytime and anywhere around the globe2.An affordable equipment cost per-student3.Better tracking, assessing and recording students’ presence and achievement4.More personalised learning and material support; and5.Easily updated content.

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The Disadvantages of Web-based Learning

Kurse (2004) elaborates that web-based learning (WBL) generates a lot of advantages such as: 1.Technical limitations with current web-based configurations 2.Interactin and timely feedback particularly in individual websites devised to teach (Eli-Tigi Branch, 19973.The absence of a study pedagogical underpinning for a web-based program which can diminish and otherwise worthy opportunity to improve learning 4.The appropriatness of pedagogical practices (Fisher, 2000)5.The bandwith bottleneck for certain learner request

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ICT in Language Learning

By Hari Suci sullistiawati

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Web-based instruction offers multidimensional use in education and training.

It is capable of providing direct instruction to meet individual learning objectives.

Owing to its networking capability, the web can promote and facilitate enrollment into courses, maximizing the application of the syllabus or program of instruction via email, discussion board or chat room or video convergence between instructors and fellow students, collaboration on assignments, and building learning communities.

Roles of the web in instructional settings

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The web, as a potential medium for both distance learning and teaching , provide an inherent flexibility.

Each of these “levels of use” works towards a different goal.These goal should be recognized when evaluating the use of the web.

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The term web-based learning, distance learning, online course, web-based training or web-based instruction, which seems confusing and contradicting especially in terms of its disadvantages might be better illustrated by outlining the level of use web- based learning in education

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Kahn (2001) explained two different levels of web based learning use :1.Micro use

The use of the web as a way to supplement or enhance conventional classroom instruction.

2.Macro useTo complete distance learning programs and

virtual universities.

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Galloway (1998) identified three levels of web-use :1.In level 1; the web is used to post course material with little or no online instruction2.In level 2; the web is used as the medium instruction3.In level 3; courses are offered completely online.

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ICT in education points of view refers to “ Information and communication technologies

(ICT)” such as computing, communication facilities and features that variously support teaching, learning and a range of activities in education.


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Some tools usually utilized in English language teaching are :1.Interactive multimedia2.Computer3.Audio devices4.Internet5.Television6.Telephone and VoIP7. mobile gadget8.Social interface and 9.Interactive whiteboard

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Some of the utilizations of ICT tools in language learning activities are :1.Presentation2.Practice3.Authoring4.Computer aided assessment5.Reference6.Publishing7.Communication and8.simulation

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Some studies show that the utilization of language learning can be beneficial for students such as :1.Enabling learners to learn more effectively and better realize their potential 2.Facilitate greater access to learning opportunities3.Making the delivery and management more efficient and effective

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Other possible utilization of ICT in language teaching and learning are the use of CALL program and web-based learning.

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The use of computer and internet in English language learning provides some advantages such as :1.Ease of tracing reference2.Ease of creating new reference3.Ease in information structuring 4.Global views5.Customized documents6.Modularity of information7.Consistency of information8.Task stacking

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9. Collaboration10. Independence in learning11. Freedom 12. Flexibility of use

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Some disadvantages of utilizing computer and internet in English language learning such as :1.Disorientation2.Expensive cost to purchase equipment during initial investment

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