Elements of CALL Methodology:
Development, Evaluation, and Implementation
Presenter: Athena
Bob
1.
Introduction
2.
The CALL methodological framework
3.
The Development Module
4.
The Evaluation Module
5.
The Implementation Module
Introduction
1. Examples of computers & accompanying software packages in language teaching:
Introduction
The present work will limit itself to a discussion of
methodological issues surrounding the use of software that
including content designed or adopted for language learning
purposes, what Levy(1993) calls the “tutor” use of CALL, often
referred to as CALL “courseware”. (Hubbard 1996)
How do we judge the degree of success or failure of a CALL lesson ?
Should we focus only on technical aspects in courseware design?
Often missed is the fact that the field really involves the interplay of
humans and technology and that the human end is especially
Players in CALL
The learner
The developer
The evaluator
The classroom teacher
Accept
Produce
Evaluate
Goal of the framework
The expressed goal of this framework is to provide a
neutral instrument for developing, evaluating and
using CALL materials.
Hubbard (1992,p.42) offers a set of principles
Hubbard’s(1992, p.24) Principles of CALL Framework
1. The CALL framework should be consistent with
established frameworks for language teaching methodology, allowing teachers to link CALL to familiar concepts.
2. The framework should be method-neutral and flexible, describing the logical
relationship among learners, teachers, and computers.
3. The framework should explicitly link development, evaluation, and
implementation considerations in a consistent fashion.
4. The framework should identify the relevant elements in each area
(development, evaluation, and implementation) and describe the
Richards and Rodgers
’
(1982) Framework
of Language Teaching
Approach: reflects the theories of language structure and
language learning assumed by the method
Design: embodies the goals and objectives of the syllabus and
the role of the teacher, learner, and materials consistent with
the approach, it provides the guidelines for selecting and structuring classroom activities
Procedure: includes an inventory of the types of exercises,
Two significant adjustments of Richard and
Rodgers
’
framework
1. The CALL methodological framework will analyze
not CALL methods, but individual piece of packages of courseware.
2. It will consider not only the classroom environment
but also the special qualities of the
Philips
’
Framework
of Describing CALL Materials (1985)
Form, content, and implementation of CALL materials
◇Activity type
◇Learning style
◇Classroom management
◇Learner focus
◇Language difficulty
◇Program difficulty
◇Program focus
Text reconstruction
Lexis
CALL Methodology Framework
Richards and Rodgers’ framework
& Two adjustments Phillips’ framework
Development Module
Figure: CALL Methodology Framework
Evaluation Module
3. The Development Module
Development Module
Approach Design Procedure
Linguistic Assumptions Learning Assumptions Language Te aching Appro ach Approach-Ba sed Design C riteria Computer Delivery System Learner Profiles Syllabus Language
Difficulty DifficultyProgram Content
Courseware Production Program Materials Documentation Utilities Implementation Learning
Style Program Focus ManagementClassroom Learner Focus
Hardware and Programming Language Considerations Control options Input Judging Presentation Scheme Feedback Help Options Screen
Layout Activity Type
4. The Evaluation Module
Evaluation Module
Operational Description (Procedure)
Accompanying Text Documentation Tutorial Record Keeping Other Utilities Activity Type Presentation Scheme(a)
Screen Control Input Feedback Help Layout options Judging options
Materials Instructions
Learning style
Learner Profiles
Classroom
Management Program Focus Learner Focus
Program Difficulty Language Difficulty Content Syllabus Appropriateness Judgments Approach-Based Evaluation Criteria Language Teaching Approach Computer Delivery System Linguistic
Assumptions AssumptionsLearning
Learner Fit (Design) Teacher Fit (Approach)
5. The Implementation Module
Preparatory Activities Tutorial/ Training Content Preparation Accessibility Learner Use Of Courseware Follow-up Activities Accompanying Preparatory Materials Authoring Classroom Management Site Monitoring Student Records Accompanying or Authored Follow-up Materials Assignment Control Settings Teaching Approach Teacher Control
A piece of good courseware implemented poorly can be rendered almost useless, and conversely, dull or mediocre courseware can be given greater value by informed and imaginative implementation.
Conclusion
1. CALL courseware is most properly viewed not as computers
teaching people but as people teaching people through the
medium of computers.
2. The understanding and attending to the elements involved in CALL
will lead to more informed and consistent development, more
informative and insightful evaluation, and more appropriate
and creative implementation.
3. This framework doesn’t create methods or materials: it is a lens
through which to interpret them, a tool to assist developers, reviewers and teachers in the challenging task of providing a
Linguistic Assumptions
Linguistic assumption provide a set of guiding principles
based on the developer’s understanding of the nature of
Learning assumptions
Learning assumption provide a set of guiding principles
based on the developer’s understanding of the nature
of the second language learning process and the
Language teaching approach
Developing for the classroom environment
Behaviorist approaches
Explicit learning approaches
Humanistic approaches
Computer Delivery System
…bring the users into contact with other humans in
a more dynamic way than other media such as
books or videos.
the possibility of anticipatory interaction (Hubbard,
1988b)
Approach-based Design Criteria
1. Providing important guidelines to a development
team to assure a high degree of consistency in the final product.
2. Making an informed decision regarding language
Approach-based Design Criteria
The criteria of Communicative approaches
1. The courseware provides meaningful
communicative interaction between Ss and computers.
2. The courseware promotes a positive self-image in
the learner.
3. The courseware provides a challenge but does not
produce frustration or anxiety.
Learner Profiles & Syllabus
The area of learner profiles is concerned with the
intended audiences for the courseware
.
◇ Learners’ proficiency level
◇ Age
◇ Native language
◇ Needs
◇ Interests
◇ Cognitive styles (inductive/ deductive, visual/ orthographic/ auditory)
Learning style
Phillips (1985) describes the type of learning
supported by the activity.
Five general types of CALL activities:
1. recognition,
2. Recall,
3. Comprehension,
4. Experiential learning
5. Constructive understanding
Types of Feedback
1. an indication of the correctness or incorrectness of
the answer;
2. a comment as to the reasons for an answer being
correct or incorrect;
3. a score, grade, or other cumulative evaluation;
4. tutorial information, such as a suggestion to review
Activity Type
◇ Game
◇ Quiz
◇ Exploratory
◇ Text reconstruction
◇ Simulation
◇ Problem solving
