YESSI WeeDYA SARI

THE USE OF COMPUTER ASSISTED LANGUAGE LEARNING (CALL) COURSEWARE IN LEARNING LITERATURE – A CASE STUDY OF FORM FOUR STUDENTS OF SEKOLAH MENENGAH KEBANGSAAN DATO’ PENGGAWA BARAT, PONTIAN, JOHOR DARUL TAKZIM
NAZATULSHIMA BINTI MUSTAFAR
UNIVERSITI TEKNOLOGI MALAYSIA


THE USE OF COMPUTER ASSISTED LANGUAGE LEARNING (CALL) COURSEWARE IN LEARNING LITERATURE – A CASE STUDY OF FORM FOUR STUDENTS OF SEKOLAH MENENGAH KEBANGSAAN DATO’ PENGGAWA BARAT, PONTIAN, JOHOR DARUL TAKZIM
NAZATULSHIMA BINTI MUSTAFAR
A report submitted in partial fulfillment of the
requirements for the award of the degree of
Bachelor of Science and Education (TESL)
Fakulti Pendidikan
Universiti Teknologi Malaysia
APRIL 2006

iii
Dedicated to:
My most beloved father, MUSTAFAR AHAMAD and mother, KINTAN EVEL,
Brother HAFIZ and sister AMIRA,
To the love of my life, WAN MOHD SHUKRY WAN AHMAD,
Ma, MARINASH SIDIN AHMAD and We, WAN AHMAD WAN HASSAN,
and
To all my darling friends
who inspired and helped me a lot.
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ACKNOWLEDGEMENT
First and foremost, I would like to extend my gratitude to Allah S.W.T for His mercy and grace for allowing me to finally finish my thesis in spite of all the challenges that I had to go through.
I would also like to express my sincere gratitude and appreciation to my supervisor, Miss Fatimah Puteh whose guidance, invaluable suggestions, advices, endless support, and constant feedback helped me writing my thesis from the very beginning until the final stage of this research.
Not forgotten, my deepest appreciation to my beloved family especially Mama and Abah, for your endless support and encouragement. I love both of you so much. To Ma and We, thank you for the greatest gift that God sent to me, your lovely son, Wan Mohd Shukry. Thank you so much for your support, strengths and advices throughout these years.
Finally, I would like to thank the students and teachers of Sekolah Menengah Kebangsaan Dato’ Penggawa Barat, Pontian for the cooperation given to make this study come true. And to all those who assisted me in doing this thesis, thank you so much.
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Abstract
The use of computer in education has increased dramatically in recent years due to the rapid growth of computer technology and the large number of software/courseware developed. This causes a major paradigm shift to instructional approach and poses new challenges for educators and students alike. To meet the demands of a knowledge-driven society in this globalized world, educators must implement technology in the teaching and learning environment. Specifically, the aim of this study is to investigate the advantages and disadvantages of using a developed courseware containing poems in the Form Four English language syllabus. The research also aims to obtain the perspectives of the respondents on the suitability of the courseware as a teaching or self-access material. The respondents involved in this study were 15 Form Four students and four English language teachers teaching literature in Sekolah Menengah Kebangsaan Dato’ Penggawa Barat, Pontian. The instrument used in this study is a questionnaire. The findings of this study show that the courseware developed is preferably used as a teaching material rather than for self-access learning. Respondents show preference for using the courseware as a supplementary material for knowledge enhancement. However, the respondents also suggested some improvements of the courseware if it is to be used for self-access learning.
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Abstrak
Perkembangan penggunaan komputer dalam pendidikan amat berleluasa dalam beberapa tahun kebelakangan ini hasil dari perkembangan teknologi komputer serta wujudnya kemudahan capaian koswer pendidikan. Ini menyebabkan berlakunya anjakan paradigma terhadap pendekatan pengajaran dan pembelajaran di kalangan pendidik dan pelajar. Untuk memenuhi keperluan dan kehendak negara yang ingin mewujudkan masyarakat berilmu dalam era globalisasi masa kini, pendidik harus mengaplikasikan penggunaan teknologi komputer dalam pembelajaran dan pengajaran. Tujuan kajian ini dijalankan adalah untuk mengkaji kebaikan dan keburukan yang terdapat di dalam koswer yang dibina mengandungi puisi-puisi yang terdapat dalam Sukatan Pelajaran Bahasa Inggeris Tingkatan 4. Ia juga ingin mendapatkan perspektif responden samada koswer tersebut sesuai digunakan sebagai alat bantu mengajar ataupun sebagai alat pembelajaran kendiri. Seramai 15 pelajar dan 4 orang guru Bahasa Inggeris dari Sekolah Menengah Kebangsaan Dato’ Penggawa Barat, Pontian telah terlibat dalam kajian ini. Alat kajian yang digunakan ialah soal-selidik. Dapatan kajian menunjukkan bahawa koswer tersebut lebih sesuai digunakan sebagai alat bantu mengajar di dalam kelas berbanding sebagai alat pembelajaran kendiri. Responden juga menunjukkan kecenderungan untuk menggunakan koswer tersebut sebagai alat untuk meningkatkan pengetahuan. Responden juga mencadangkan beberapa faktor penambahbaikan koswer jika ia ingin dijadikan sebagai bahan pembelajaran kendiri.
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TABLE OF CONTENT
CHAPTER TITLE PAGE
Status of the Thesis
Declaration (Supervisor)
Title Page
Declaration (Author) ii
Dedication iii
Acknowledgement iv
Abstract v
Abstrak vi
Table of Content vii
List of Tables xiv
List of Figures xvi
List of Appendices xvii
1 INTRODUCTION 1
1.0 Background of the Research 1
1.1 Statement of the Problem 6
1.2 Objective of the Research 7
1.3 Research Questions 8
1.4 Significance of the Research 8
viii
2 LITERATURE REVIEW 9
2.0 Introduction of CALL 9
2.1 The Development of CALL 10
2.1.1 Behaviouristic CALL 10
2.1.2 Communicative CALL 11
2.1.3 The Integrative CALL 12
2.2 Multimedia 13
2.2.1 The Elements in Multimedia 14
2.3 Software Evaluation 16
2.4 SMART School System 17
2.4.1 The Conceptual Model 18
2.4.2 Teaching and Learning Concept 19
2.4.3 Management 19
2.4.4 Processes and Scenarios 20
2.4.5 People, Skills and Responsibilities 20
2.4.6 Technology Enablers 21
2.4.7 Policy Implications 23
2.5 Instructional Design Model 23
2.5.1 ADDIE Model 24
2.6 The Advantages of CALL 28
2.7 The Disadvantages of CALL 33
3 RESEARCH METHODOLOGY 35
3.0 Introduction 35
3.1 Research Design 36
3.2 Sample of Study 37
3.3 Technique of Sampling 38
3.4 Instruments 39
3.4.1 Software Used in Developing the 40
Courseware
ix
3.4.1.1 Adobe Photoshop 7.0 40
3.4.1.2 Macromedia 6.0 40
3.4.2 Questionnaire 42
3.5 Procedures 43
3.5.1 Needs Analysis 43
3.5.2 Designing the Courseware 43
3.5.3 Developing the Courseware 44
3.5.4 Implementing the Research 45
3.5.5 Evaluating the Courseware 45
3.6 Methods of Analysis 45
4 FINDINGS AND DISCUSSIONS 46
4.0 Introduction 46
4.1 Analysis of the Questionnaire 47
4.1.1 Students’ Profiles 47
4.1.2 Teachers’ Profiles 50
4.2 Perception towards the Teaching and Learning 51
of Literature and the Integration of computer
in Learning Computer
4.2.1 Students’ General Perception on
Literature 51
4.2.1.1 Understanding of Elements in
a Poem 53
4.2.1.2 Language Used in the Poems 54
4.2.1.3 Students’ Perception on the
Integration of Computer in the
Teaching and Learning of
English Literature 55
x
4.2.2 Teachers’ General Perception on
Literature 57
4.2.2.1 Teachers’ Perception on
Teaching English Language
Literature 57
4.2.2.2 Teachers Perception on the
Integration of Computer in the Teaching and Learning of
English Literature 58
4.3 Software Evaluation 60
4.3.1 Students’ Response to the Courseware 60
4.3.1.1 Respondents’ Response on the
User Level of the Courseware 61
4.3.1.2 Respondents’ Response on the
Learning Mode of the
Courseware 62
4.3.1.3 Respondents’ Response on the
Objectives of the Courseware 62
4.3.1.4 Respondents’ Response on
the Language Skills and
Components Embedded in the
Courseware 63
4.3.1.5 Respondents’ Response on the
Content of the Courseware 64
4.3.1.6 Respondents’ Response on the
Degree of Edutainment of the
Courseware 65
4.3.1.7 Respondents’ Response on the
Interface Used in the
Courseware 65
xi
4.3.1.8 Respondents’ Response on the
Help Features on the
Courseware 66
4.3.1.9 Respondents’ Response on the
Design and Performance of the Courseware 67
4.3.1.10 Respondents’ Response on the
Use of Multimedia in the
Courseware 68
4.3.1.11 Respondents’ Response on the
Control in Using the
Courseware 69
4.3.1.12 Respondents’ Response on the
Technical Consideration of the
Courseware 70
4.3.2 Teachers’ Response on the Courseware 71
4.3.2.1 Respondents’ Response on the
User Level of the Courseware 71
4.3.2.2 Respondents’ Response on the
Learning Mode of the
Courseware 72
4.3.2.3 Respondents’ Response on the
Objectives of the Courseware 72
4.3.2.4 Respondents’ Response on the
Language Skills and Components Embedded in the Courseware 73
4.3.2.5 Respondents’ Response on the
Content of the Courseware 74
4.3.2.6 Respondents’ Response on the
Degree of Edutainment of the
Courseware 75
xii
4.3.2.7 Respondents’ Response on the
Interface Used in the
Courseware 75
4.3.2.8 Respondents’ Response on the
Help Features on the
Courseware 77
4.3.2.9 Respondents’ Response on the
Design and Performance of the Courseware 78
4.3.2.10Respondents’ Response on the
Use of Multimedia in the
Courseware 79
4.3.2.11Respondents’ Response on the
Control in Using the
Courseware 79
4.3.2.12Respondents’ Response on the
Technical Consideration of the
Courseware 80
5 CONCLUSIONS AND RECOMMENDATIONS 82
5.0 Introduction 82
5.1 Overview of the Research 82
5.2 Conclusions 83
5.2.1 The Advantages and Disadvantages of
Form Four Selected Poems Literature
Courseware 83
5.2.2 Suitability of the Form Four Selected
Poems Literature Courseware 84
xiii
5.2.3 Respondents’ Perception towards
Form Four Selected Poems Literature
Courseware 84
5.3 Pedagogical Implications 85
5.4 Limitations of the research 86
5.5 Suggestions for Future Research 87
5.6 Summary 88
REFERENCES 89
Appendices 1-4 92-111
xiv
LIST OF TABLES
TABLE NO. TITLE PAGE
Table 1 Table of the ABCD Principle 26
Table 2 The rating scale of the software evaluation matrix 60
Table 3 User level of the courseware 61
Table 4 Respondents’ Response on the learning mode of the
courseware 62
Table 5 Respondents’ response on the objectives of the
courseware 63
Table 6 Respondents’ response on the language skills and
components embedded in the courseware 63
Table 7 Respondents’ response on the content of the
courseware 64
Table 8 Respondents’ response on the degree of edutainment
of the courseware 65
Table 9 Respondents’ response on the interface used in the
courseware 66
Table 10 Respondents’ response on the help features in the
courseware 67
Table 11 Respondents’ response on the design and performance
of the courseware 68
Table 12 Respondents’ response on the use of multimedia used
in the courseware 69
xv
Table 13 Respondents’ response on control in using the
courseware 69
Table 14 Respondents’ response on the technical consideration
of the courseware 70
Table 15 Respondents’ response on the user level of the
courseware 71
Table 16 Respondents’ response on the learning mode of the
courseware 72
Table 17 Respondents’ response on the objectives of the
courseware 73
Table 18 Respondents’ response on the language skills and
components embedded in the courseware 73
Table 19 Respondents’ response on the content of the
courseware 74
Table 20 Respondents’ response on the degree of edutainment
of the courseware 75
Table 21 Respondents’ response on the interfaces used in the
courseware 76
Table 22 Respondents’ response on the help features in the
courseware 77
Table 23 Respondents’ response on the design and performance
of the courseware 78
Table 24 Respondents’ response on the use of multimedia in
the courseware 79
Table 25 Respondents’ response on the learner’s control in using
the courseware 80
Table 26 Respondents’ response on the technical consideration
of the courseware 81
xvi
LIST OF FIGURES
FIGURE NO. TITLE PAGE
Figure 1 The Ahmad Model 31
Figure 2 The Farrington Triangular Model 32
Figure 3 Respondents’ English language results in PMR
examination 48
Figure 4 Respondents’ Response to Using Computer in
Learning 49
Figure 5 Students’ general perception on literature 52
Figure 6 Understanding the elements in the poems 53
Figure 7 Respondents’ general perception of the component
of the form Four KBSM 54
Figure 8 Students’ perception on the integration of computer
in the teaching and learning of English literature 56
Figure 9 Teachers’ perception in teaching English literature 58
Figure 10 Teachers’ Perception on the integration of computer
in the teaching and learning of English literature 59
xvii
LIST OF APPENDICES
APPENDIX TITLE PAGE
Appendix 1 Sample of a Software Evaluation Matrix 92
Appendix 2 Questionnaire 98
Appendix 3 Screen Captures of Form Four Selected Poems
Literature Courseware 107
Appendix 4 Letter of Approval from Kementerian Pelajaran
Malaysia 110
CHAPTER 1
INTRODUCTION
1.0 Background of the Study
Knowledge has always been the main ingredient in education, and undoubtedly, every single person in this world has gone through education, be it formal or informal education, and the process of learning and teaching has always been a part of our lives. Anyone would become experienced and skillful in any specific skill just by going through education.
Education also started of at a very early age, an unborn baby will go through an informal education when it is still in the mother’s womb. For example, the mother reads a story or recites the Al-Quran to the unborn child and the act of the mother reading and the baby ‘listening’ in her womb is actually the process of education. Not only that, in Surah Al- ‘Alaq, the first verse of Al-Quran also declared “Bacalah…” which means “Read…in the name of Allah”. Undeniably, it shows that in Islam and other religions in this world believes that education is the most important thing in a human life.
Technology is rather a new phenomenon in our lives. It has become a trend that evolves in our everyday lives. Technology can be defined in many ways, as a household technology, engineering technology, and many more. As recent as 30 years ago, computer technology was introduced to this world and since then, has becoming a phenomenon and obsession especially amongst youngsters. The computer technology has always been considered as a medium to ease our lives and since then, used as a ‘tool’ by many people but the purpose of computers was limited and only used in offices. Many people agreed that computer technology is not only used to ease and creating a comfortable lives for all of us but also as a catalyst for us to increase knowledge. Therefore, we have been upgrading the new standards of computer technology and recently this technology is being introduced and integrated in the education system, where computer technologies are used in classrooms in the teaching and learning process.
In the 21st century, having a computer at home and or even at school is considered as to be a common situation, but in the few years back especially in the 1980s, having computers at homes and in the classrooms were rather considered as to be odd and unusual scenario during that time. The introduction of computers and microcomputers in the 1980s brought about tremendous amount of interest especially amongst technology enthusiast towards the ‘new technology’.
Jonassen (1999) proposes that computer technology can serve as a tool in education and that it can be used “to engage students in important, challenging work, and to cause them to discuss this work with others and to think deeply about it themselves.” Analyzing this claim, Jonassen is asserting that computer technology can be used as a medium to make learning more fun. Computer technology can be improved and varied according to the needs of the students and also depending to the teacher’s creativity. The integration of computer technology can improve the students’ performance in academic and also non-academic. Thus, the introduction of computer technology should be
encouraged as much as possible, although there are people that are sceptical towards the new overture.
English is a language that is widely used around the world, and undoubtedly English is a language that functions as a medium of communication in both formal and informal proceedings. In Malaysia, English language serves as a second language and the status of English in Malaysia is merely considered as English as a Foreign Language (EFL) rather than English as a Second Language (ESL). However, as of 2003, the usage of English language is widened when Mathematics and Science subjects are taught using English as the medium of instruction. This daring action taken by the government was because they feel that a lot of knowledge can be acquired in these subjects, if the students are proficient in the language. Furthermore, with the exposure of the language and the integration of computer technology, specifically the Internet and other software, the students are gaining more and more knowledge every day.
The role of English in Malaysia now is limited to economics purposes, business transactions, international trades and also as a medium of communication with foreign visitors. Exposures of the language is very limited, especially to the younger generations as the above activities are usually restricted to the older generation who is holding a business, or works in an environment that needs or uses English as the medium of instruction. Students or the young generation finds that the language to be difficult and not interesting to be learnt as they fail to recognize the needs and the importance of English language in their lives.
Tun Dr. Mahathir Mohamad, the former Prime Minister of Malaysia, also showed his concerns towards the deterioration of the standards of English among Malaysians students. He stated that in a press statement expressing his worries towards the poor performance of the students in the English language examination in government
examinations. He is concerned that this may resulted in losing its economic competitiveness and progress in the industrial and technical fields if its workforce is not competent in English. (Pillay, 1998).
Aware of this problem, Datuk Seri Najib Tun Abdul Razak, the former Education Minister, has tried to upgrade the level of English proficiency among the Malaysians students in schools. In a statement, he maintains that,
“…as we are approaching the new millennium, we do not want students, whether they are schools-going children or undergraduate, incapable of communicating ideas and messages in English...”(News Straits Times, May 20, 1998).
The statement shows that the importance of English language in the education system in Malaysia is being emphasised and is being taken seriously by the government and the government continuously try to find solutions to solve the problem. The most recent step taken by the government is the use of English language in the teaching of Mathematics and Science subjects for primary and secondary and also the matriculation students. (New Straits Times, 15 August 2002). Of course, the implementation is done in phases as the government need to prepare the teachers and the students for the change of medium of instruction in the teaching of Mathematics and Science subjects. Ever since the plan was introduced, it is always been criticized and even became ‘an item’ in the local newspapers and also in the parliament. This reaction truly shows that although people are becoming a knowledge-driven society, they are still not open and ‘blind’ to see the benefits of using English in the teaching and learning of Mathematics and Science subjects.
Graddol (2002) also stated that English are becoming more and more important especially in the acquisition of knowledge, “because all the academic and scientific journals around the world today are moving towards publishing in English only”. The use of English in Malaysia is expanding and increasing, hence telling us, that Malaysia needs to be in the same pace as the rest of the world in order to be compatible, competitive and knowledgeable with other countries using English.
The integration of computer technology in education has provided more variation in the teaching and learning process, regardless of the subjects, be it English, Mathematics and Science. Language practitioners all around the world are constantly finding ways to teach English in a better and more interesting environment. They try to make the language classes/lessons more interesting yet meaningful with the aid of computer technologies in the classrooms. The introduction of computer in the teaching and learning process in Malaysia started taking roots in the 1980s, where the computers have been a part of the school system but not as a tool to teach and to learn but as a tool especially for the administrative department. However, the role of the computer has been upgraded especially in 1999, where the SMART School system was introduced.
The Smart Schools initiative is one of the seven flagship applications that are part of Malaysia’s Multimedia Super Corridor (MSC) project. In order to achieve Vision 2020, the Government hopes to transform its educational system, from the traditional approach of wholly depend on chalk and talk to a much robust approach of integrating computer technology in the education system, in line with and in the support of the vision. The vision focuses on the productivity-driven growth, which will only be achievable with a technologically literate, critically thinking work force prepared to participate fully in the global economy of the 21st century. With the technological-supported materials such as the computers, courseware and software available today, the teaching and learning process especially in the learning of English, is improved. It also allows the teachers of English language to be more creative and innovative in their
teaching, and hopefully it will improve the standards of English in Malaysia that seen to be deteriorating as confirmed by Datuk Seri Najib Tun Abdul Razak, the former Minister of Education who expressed his concerns over the deteriorating standards of English among Malaysian’s student.
1.1 Statement of the Problem
The government constantly finding ways to upgrade the standard of English amongst students and one of the ways is by adding the element of literature to the English subject. It incorporates the learning of English through literature, however, students find it as to be difficult to understand. Some may say, it is because of the language, whilst some may say that the hardest part of learning literature is because of the foreign cultures that each literary text represents.
The use of computer technology in Malaysia is increasing rapidly, and as a result from that the Malaysian Government has tried to incorporate the use of technology in the teaching and learning process. The initiative of the government can be seen through the implementation of the SMART School System, one of the seven flagships of Multimedia Super Corridor (MSC) in order to meet the demands of having a knowledge-driven society. The ability of using a computer is a must for all, as “it is estimated that more than 60 percent of jobs in the information age will require some level of technical competency and that the demand for IT specialists worldwide is set to grow faster than training institutions can produce people with the requisite skills” (Business Day, 2001, as cited in Mentz & Mentz, 2003)
As a conclusion, the research is basically addressing the students’ problem in learning literature using different teaching approach by using computer technology in the teaching and learning process.
The research consequently centres on gathering of data to investigate the advantages and disadvantages of the use of courseware in the learning of literature, as well as looking at the suitability of the usage of the courseware whether as a self access material or as a teaching material by the teachers. In addition to that, the research also focuses on the perspectives of the students on using the courseware in the learning of literature.
1.2 Objectives of the Research
This research was carried out to achieve the following objectives:
i. To investigate the advantages and disadvantages of the usage of the
Form Four Selected Poems Literature Courseware.
ii. To obtain the perspective of the respondents on the suitability of using
the Form Four Selected Poems Literature Courseware as a teaching or
self- access material.
iii. To investigate the views of the respondents on the Form Four SelectedPoems Literature Courseware
1.3 Research Questions
The research is guided by the following three research questions, which are:
i. What are the advantages and disadvantages of using of the Form Four Selected Poems Literature Courseware?
ii. Is the Form Four Selected Poems Literature Courseware suitable to be used as a teaching or self-access material?
iii. What are the views of the respondents on the Form Four Selected Poems Literature Courseware?

Computer Assisted Second Language Learning:
A Multimedia Interactive Environment for Teaching Greek
as a Second Language
Maria Tzevelekou
Vicky Chondroyanni
Stefanos Paschalis
Computer Assisted Second Language Learning:
A Multimedia Interactive Environment for Teaching Greek
as a Second Language
Maria Tzevelekou
Vicky Chondroyanni
Stefanos Paschalis
Paper Presented at The Eighth International Literacy & Education Research
Network Conference on Learning, Dimotiko Skolio of Spetses, Spetses, Greece,
4-8 July 2001
Offprint from:
Learning for the Future
Proceedings of the Learning Conference 2001
Edited by Bill Cope and Mary Kalantzis
www.LearningConference.com www.theLearner.com
Learning for the Future • Proceedings of the Learning Conference 2001 • 3
Computer Assisted Second Language
Learning: A Multimedia Interactive Environment
for Teaching Greek as a Second Language
Maria Tzevelekou
Vicky Chondroyanni
Stefanos Paschalis
Paper Presented at The Eighth International Literacy & Education Research
Network Conference on Learning, Dimotiko Skolio of Spetses, Spetses,
Greece, 4-8 July 2001
Learning for the Future • Proceedings of the Learning Conference 2001 • 4
Computer Assisted Second Language Learning:
A Multimedia Interactive Environment for
Teaching Greek as a Second Language
Maria Tzevelekou
Vicky Chondroyanni
Stefanos Paschalis
1. Introduction
The aim of this paper is twofold: a) to give an overview of the process of
introducing educational technology into the minority schools of Thrace, a
remote and underdeveloped area of Greece, and b) to present the process of
constructing a computer system for teaching Greek as a second language to
children having Turkish as a native language.
The objective of the project1 under discussion was the construction of an
integrated computer assisted language learning system. Its specific outcome
consists of two multimedia-disks (CD-ROMs):
1. A knight in the castle of letters, addressed to children from 7-9 years old.
2. A knight in the castle of words, designed for children from 10 to 12 years
old.
The above educational systems were developed by the Educational
Technology Department of the Institute for Language and Speech Processing
and are currently used in the minority schools of Thrace and in certain
multicultural schools of Athens.
1 This program was developed within the framework of a general educational reform project for
the Muslim minority in Greece, initiated by the Greek Ministry of Education and the European
Union and carried out by the University of Athens.
Learning for the Future • Proceedings of the Learning Conference 2001 • 5
2. Principles and objectives
Design and development was carried out along the following guiding
principles:
a. Greek should be taught as a second language, without prerequisite of
previous knowledge.
b. Native language (i.e. Turkish) should optionally appear in the system as a
support language.
c. Language literacy should be viewed within the technological environment
provided by the computer.
d. The system should help the children acquire a certain degree of computer
literacy.
e. The system should be autonomous, i.e. it should contain all the
information required for the interpretation and the handling of linguistic
material.
f. It should allow the learner to regulate her/his exposure to manageable
amounts of language.
g. It should provide evaluation procedures, such as immediate feedback and
tools showing the degree of coverage and the general performance of the
pupil (Stubbs 1992).
h. It should be playful and rewarding.
i. An effort should be made in order to avoid cultural stereotypes, often
observed in methods of language teaching
The main objectives for introducing a computer-assisted language learning
system in the minority schools were the following:
i. To improve teaching and learning by using the computer as a tool that can
enrich existing teaching practices and open up new ways of presenting
linguistic information.
ii. To promote a self-determined learning instrument that can be used
collectively at school, as well as individually at home.
iii. To increase motivation by supporting a decision making and problem
solving activity.
iv. To have an effect on the cognitive level by providing a combinatorial
environment. In order to operate in this environment, children should learn
how to handle and evaluate different types of non-linear information.
v. To help the children acquire a certain degree of computer literacy. This
knowledge may be a valuable ingredient in their curriculum, and may help
them to cope more effectively with the demands of their scholarly and
professional life.
vi. To give access to information by introducing basic features of information
technology. Access to information would eventually lead to a greater
individual freedom and to the breakdown of rigid and standardised
classroom practices.
Learning for the Future • Proceedings of the Learning Conference 2001 • 6
3. Why use a Computer-Assisted Language Learning system (CALL) in
the classrooms of this particular area?
The idea of integrating software packages in the minority schools curriculum
was received with ironic comments on the ‘incongruity’ of introducing
computers in an area with vital socio-economic problems, such as high
degree of illiteracy, poverty and isolation.
The obstacles were indeed plenty. Schools did not have the necessary
infrastructure to support computer equipment. Major difficulties also emerged
in organising a steady technical support for computer systems, especially in
remote areas. In addition, the majority of teachers were not familiarised with
new technologies.
3.1 Arguments and counter-arguments
Besides the practical side of the issue, many objections were raised
concerning social and educational side effects deriving from computer use. In
an area where children need to socialise, computer was considered as a
device that promotes individualistic attitudes. Furthermore, computer use was
felt as a threat to the relationship between teacher and pupil and to classroom
collective activities.
A second set of negative reactions derives mainly from considerations in
terms of investment return. Social as well as pedagogical expectations from
introducing computers into primary schools were regarded as ‘panacea of
technology’ (Snyder 1999, Murray & Barnes 1998). Moreover, the high cost of
producing an almost ‘immaterial’ product - immaterial in the sense that the
contents of a CD-ROM are inaccessible without the proper equipment – was, -
and still is - considered as a fruitless investment.
Although, these arguments point out to a number of possible negative aspects
concerning computer use, they should be weighed up against advantages that
follow from the use of information technology in the particular setting of
Learning for the Future • Proceedings of the Learning Conference 2001 • 7
minority schools. Besides the educational advantages, there is a social factor
worth taking into account: the distribution of information technology in regions
facing problems, might have a positive effect and might be seen by people
who have suffered from social prejudice and impoverishment, as an attempt
to reduce social divisions and to increase individual opportunity by giving
more people access to information.
From the educational point of view, it is clear that computers promote a
student-centred way of learning, and in this particular sense we might say that
the teacher is no longer the key factor of the learning process (Drenoyianni &
Selwood 1998). In the context of minority schools, however, the relationship
between teacher and pupil has not always a positive effect on educational
process. Most teachers fail to recognise the cultural identity of children, and
all too readily assign particularities in behaviour and learning difficulties into
inferior intellectual capacities. Consequently, no learning flow can be
established between the main participants in the educational process.
It is clear that technology cannot solve these problems. It can, however,
create a learning environment where social conflicts are neutralised, or, to be
more accurate, they are temporarily suspended. Thus, children’s energy is
focused on learning and not on handling matters of social antagonism.
Secondly, information technology allows children to work in their own pace, to
organise their learning approach in a way that corresponds to their needs, to
their interests and to their proper faculties, without the paralysing effect of
academic evaluation. On the other hand, the educational software provides
an evaluation procedure, i.e. an immediate feedback, which helps the learner
assess her/his performance.
Thirdly, linguistic information provided by the computer software is modular,
with multiple links and joints forming a comprehensive system which reflects
more accurately and in a more systematic way the actual linguistic
organisation, than does, for instance, the sequential linear presentation found
Learning for the Future • Proceedings of the Learning Conference 2001 • 8
in printed books. Moreover, with hypertext techniques, different kinds of
information may be hidden or revealed, according to the interests of the user.
Fourthly, via computers, written texts are merged with audio sequence and
graphics. Thus, effective ostensive techniques and different strategies are
available in constructing new ways of representing knowledge.
And last, but not least, a CALL system introduces new literacy practices.
Parallel to language teaching, computer use provides a certain degree of
awareness concerning information technology.
4. Linguistic Infrastructure
As mentioned in section 2, an effort was made to set up an integrated
language learning system. The term integrated used in this context refers both
to the autonomous use of the system and to a coherent and layered set of
linguistic information.
As far as the former feature is concerned, it is worth noting that every
linguistic item appearing in the program is defined either by means of the
support language or by a statement of its meaning or essential properties.
The latter feature refers to a stratified coverage of linguistic knowledge. A predetermined
hierarchy, a syllabus that establishes a sequential learning of
linguistic phenomena was set up. This syllabus was fleshed out in a creative
way by the famous children’s book author Eugene Trivizas. Eugene Trivizas
wrote, for this specific purpose, a stimulating quest narrative that, in the
multimedia environment, was converted to a game. This narrative, even if it is
created within the narrow limits of grammatical and lexical specifications, has
been written by a talented author, who considered the specifications provided
by the linguistic team rather as a challenge than as a barrier. By using poetic2
2 The term ‘poetic’ is based on the definition given by Jakobson (1960), i.e. the projection of
paradigmatic to syntagmatic axis.
Learning for the Future • Proceedings of the Learning Conference 2001 • 9
techniques he brought out in an amusing way the essential features of
linguistic phenomena under consideration.
5. Syllabus structure
Intermediate successive grammars constructed by second language learners
are subject to two kinds of pressure:
· The structure of native language interferes with the learning of the second.
· The typology of the second language.
Whether SLA researchers consider intermediate grammars as an
interlanguage or an interference phenomenon, the learning of the second
language clearly involves some degree of recategorisation (Culioli 1977).
Learning Greek as a second language by Turkish native speakers requires a
wide range of recategorisation. The structural differences between the two
languages explain to a large extend the number and the type of difficulties
encountered. Turkish is an agglutinate language while Greek is an inflectional
one. This typological difference between the two languages is reflected both
in the relation between morphemes and meaning and in the way major
syntactic categories are constructed. Furthermore, in the phonetic level,
phonemes that appear in the Greek phonological system do not appear in
Turkish. Therefore, the syllabus that served as a starting point for the texts is
based:
(a) On idiosyncratic features of Greek grammar, especially the complex
inflectional system.
(b) On linguistic deviations (phonetic, grammatical, syntactic or lexical)
observed during our work in schools. 3
(c) On the syllabus of the primary education established by the Greek Ministry
of Education.
5.1 Grammatical categories driven grammar
In the grammar component, emphasis is given in the presentation of
grammatical categories, such as gender, case, tense, aspect, person, number
etc. which are expressed in Greek by highly fusional inflectional morphemes.
3 Many of these deviations are analogous to the deviations observed by Stephany 1997, in the
process of acquisition of Greek as a native language.
Learning for the Future • Proceedings of the Learning Conference 2001 • 10
Syntactic structures and grammatical functions are determined by the
distribution of these morphemes along linguistic sequences. This particular
way of organising the grammar is based on the assumption that the crucial
part of the Greek grammar is the interface between morphology and
syntax/semantics.
5.2 Basic vocabulary
The choice of vocabulary used in the systems went through different phases.
The initial list of lexical items, which served as a basis for Eugene Trivizas,
was constructed according to the following principles:
(a) All inflectional paradigms should appear in the corpus. Therefore, a list of
lexical items exemplifying the inflectional paradigms was set up.
(b) All phonemes or phonetic clusters that present difficulties should appear in
the corpus. Therefore, a second list with words containing specific
phonetic features was established.
E. Trivizas chose some of the words from the list and wrote the texts. All
words appearing in texts became lexical entries in the dictionary. Lexical
entries were followed by examples of use. Words appearing in the examples
were introduced in the dictionary as lexical entries. The recursive nature of the
process was blocked in the third series of words.
A fourth list of lexical items was set up in order to integrate in the system a
basic vocabulary based on the following thematic areas:
home, school, locations (organised, natural), transport, sports /leisure time,
animals / insects, cloths / jewellery, body and face, quantity / measures,
plants, natural phenomena, professions / occupations, food and beverage,
kinship relations, time, materials / colours / shapes, location in space, health
The current bilingual dictionary contains 4.200 entries
Learning for the Future • Proceedings of the Learning Conference 2001 • 11
6. Design of the system
6.1 Interactive activity as a contribution to the plot
As mentioned before, each CD-ROM is based on a tale of quest consisting of
eight and sixteen episodes respectively. The plot goes as follows: a knight in
order to decipher the messages of his beloved princess has to gain a certain
number of letters, in the first part, or words, in the second part. In his attempt
to find the missing parts of the messages, the knight visits the rooms of an
imaginary castle or the residences in an imaginary country. In each room or
residence he encounters strange creatures and undergoes various
adventures. Finally, letters and words come to his possession after he has
gone through, with the child's help, certain "ordeals", which, in this case, are
grammar, phonetic and vocabulary exercises.
The development of the story demands the participation of the user, while the
plot of both fairytales is the thread that holds the various parts together and
gives the user the boost to continue in order to find out the end of each story.
The pupil has the possibility to see and hear the fairytale as it unfolds, as well
as plan her/his way through the various rooms or buildings. Thus, s/he
becomes aware of the autonomy of her/his decisions and choices and gets to
see their results.
6.2 Modules, components and functionality of the system
The system comprises five modules: the fairytale narration, the parallel text,
i.e. the translation into Turkish, the exercises, the grammar, and the bilingual
dictionary. It contains also some additional components serving as signposts
that help the users in their orientation in the browsing environment.
6.2.1 Fairytale narration
The narration, read by various professional actors, appears in written form at
the bottom of the screen. This module enables the user to follow the plot of
Learning for the Future • Proceedings of the Learning Conference 2001 • 12
the story. The user can adjust the rhythm of the narrative by clicking on a
button.
6.2.2 Parallel texts
Each time the user stops the narration the parallel texts appear. The parallel
texts consist of the text in Greek and its translation into the support language.
In this section the user can control the reception of the information concerning
the previous story narration. S/he can gradually read and listen to each
sentence that appears and at the same time read its Turkish translation.
6.2.3 Bilingual Dictionary
Full words that appear in the parallel texts are highlighted and underlined.
This notation indicates that these specific words are also listed in the
incorporated bilingual dictionary, which is linked to the parallel texts and can
be retrieved by clicking on each highlighted word.
Each word listed in the bilingual dictionary is followed by a set of information:
(a) Grammatical information (part of speech, inflectional forms which are
considered difficult for foreign learners, hyphenation).
(b) Examples of different uses.
(c) Pronunciation of the word.
(d) Turkish equivalent.
(e) A photo or a drawing (when this is possible).
Learning for the Future • Proceedings of the Learning Conference 2001 • 13
Different uses may correspond to different illustrations as well as to different
translation equivalents.
As mentioned before, all the words used in the examples are included in the
bilingual dictionary. Consequently, the dictionary has a robust internal linkage.
There are five ways of retrieving a word:
1. By clicking on the parallel texts
2. By clicking on the words of the examples
3. By typing the word
4. By scrolling down the vocabulary list
5. By choosing one of the letters of the alphabet the user will be
automatically transferred to the first word of each letter.
The variety of ways for searching and ‘looking up’ a word allows the user to
develop her/his own way of retrieving and acquiring information.
6.2.4 Grammar
Grammar is integrated into the software as a book, which can be recalled by
the ‘help’ or the ‘grammar’ button on the navigation bar. It has the outlook of
an unfolded papyrus, on which each grammatical phenomenon is described
Learning for the Future • Proceedings of the Learning Conference 2001 • 14
on a single page. All the phenomena covered in the grammar are gathered in
the table of contents.
In the grammar book different fonts, sizes or colours indicate the important
parts of the phenomenon under consideration. This pattern is used in order to
help the user focus on the different items and to enhance the storage of the
information in her/his visual memory. Similarly, internal links are used in order
to demonstrate the relation among the various phenomena covered in the
grammar. By clicking on a highlighted word, the user can be instantly
transferred to the related linguistic phenomenon. The independent navigation
in the grammar book is facilitated by the incorporation of additional buttons,
which give the user the possibility to decide whether s/he would prefer to go
through all the grammatical phenomena in a consecutive way or jump from
and to the different parts of the grammar.
6.2.5 Exercises
The grammatical phenomena covered by the texts are being tested in the
exercise section. The immediate correction of the exercises allows instant and
continuous feedback. One or more grammar pages covering the phenomenon
under consideration are linked to the exercise. Each time the user needs help,
while trying to solve an exercise, s/he may instantly be transferred to the
relevant page
In order to cover most aspects of language skill, different types of exercises
have been incorporated:
(a) Phonetic exercises (acoustic and recording) which encourage interactive
use and provide the possibility for self-assessment and evaluation.
(b) Lexical exercises, where the user using the drag and drop technique
matches words to objects and to their acoustic forms.
(c) Grammatical exercises.
(d) Word Formation exercises.
(e) Semantic exercises.
Although the testing techniques adopted are rather simple and do not require
complex procedures of data handling, they can be regarded as an introduction
Learning for the Future • Proceedings of the Learning Conference 2001 • 15
to a new technological environment where new skills are being acquired. The
user learns how to carry out a set of explicit instructions. Furthermore, the
non-linear construction of the exercises with the possibility to hear the
instructions, to use another module, i.e. the grammar, or to exit the exercise,
gives the user the chance to develop new strategies for handling the
information provided.
6.3 Free navigation
In order to give the user the possibility of self-planning, the system allows free
navigation through its main modules and auxiliary components. This
possibility generates different modes of seeking and retrieving information.
The navigation through the various components of the software is realised
either by a hidden toolbar or by indices, such as an arrow, a hearer, a hand, a
door, underlined or highlighted words, etc. On the toolbar, an icon followed by
its verbal description represents each module and component, i.e. the
message of the princess, the translation, the dictionary, the texts, the
grammar and the exercise instructions. A number of complementary buttons,
such as the “back”, the “first page”, the “continue” or the “exit” button are
designed in order to facilitate the modular navigation.
As the child goes from the first to the second CD-ROM, s/he experiences a
greater freedom in data handling. Similarly, the plot becomes more complex
and its deployment follows various paths. The knight is no longer restricted in
the interior of the Castle of Letters, but goes on a journey and visits various
buildings, with the Castle of Words being his final end. In the course of his
journey, he has the possibility to explore different cultures by meeting people
(a French painter, an English detective, a Dutch dancer, a Danish whalesaver
etc) and by hearing and reading traditional folk tales, such as A story by
Nastredin Hotza, The Princess and the Pea, The Rabbit and the Turtle and
The Little Red Riding Hood. S/he also has the possibility to get pragmatic
information concerning countries, monuments and authors.
Learning for the Future • Proceedings of the Learning Conference 2001 • 16
Correspondingly, the general structure of A Knight in the Castle of Words is
different from the structure of A Knight in the Castle of Letters. The user has
an overall view of the program. The range as well as the nature of the options
is characterised by a greater degree of diversity and variety, e.g. the user has
the opportunity to select among different buildings, exercises, and even
games, such as tic-tac-toe, hangman, mastermind and naval battle.
In addition, in the Castle of Letters the exercises are ordered in a stable
sequence without a possibility of deviation from it. In the Castle of Words the
user has the possibility to choose from a variety of exercises corresponding to
each room or building. Furthermore, the exercise requirements are not
restricted to grammatical phenomena, but they also cover pragmatic
information about countries, cities and monuments, authors and people from
different parts of the world with a variety of cultural backgrounds.
6.4 Computer literacy
As far as computer literacy is concerned, the user gets progressively
acquainted with information handling techniques, such as filling, classification
and matching, alphabetic ordering, lists of contents, indices, symbols etc.
Furthermore, by learning to navigate through the various rooms or buildings
appearing in the system, the user becomes acquainted with a restricted
language use which gives her/him an insight into another frame where
language can be deployed (Kukulska-Hume 2000). For instance the button
“help” is an item of the ordinary language, which in this particular contexts
refers exclusively to “grammar” help.
7. Concluding remarks
The above-presented educational CALL systems were used experimentally in
fourteen schools, all of them located in remote areas. Even though they were
originally accepted with enthusiasm, their use was not introduced in the
curriculum on a regular basis. Their integration in the classroom practice was
only partial, and went on decreasing as the contact between teachers and the
Learning for the Future • Proceedings of the Learning Conference 2001 • 17
members of the team who created the CD-ROMs strung out. The teaching
staff wasn’t ready to face the technical problems which arose and, thus, many
computers ended up in teachers’ offices and were used for administrative
work or recreation.
This situation did not allow a proper and objective evaluation of the CALL
systems with respect to the target group, even though the software was
awarded a 9 on a scale to 10 in an evaluation conducted by a distinguished
magazine specialised in IT matters4. In this respect, only the technical and the
linguistic features were assessed and not its actual effectiveness.
A systematic assessment of the program efficiency could not be realised
unless two preliminary conditions are fulfilled: a) a stable technical support for
computer hardware and software, and b) the education of the teachers in
computer use. In order to answer questions such as “In what degree does the
educational software promote language literacy?” or “Does the pupil acquire
certain skills in computers use?”, we first have to address the question “What
is the teachers’ behaviour towards computers in the classroom, and to what
degree, if any, do they believe that computers promote language teaching?”.
As Fullan and Stiegelbauer (1991) have justly pointed out, integration and
implementation of any educational innovation into existing practices depends
heavily on the teachers. The integration of the educational software in the
classroom environment requires a strategy: it should be carefully planned and
it should be supported both by a technical infrastructure and by a continuing
professional development of the teachers.
4 RAM, January 2002
Learning for the Future • Proceedings of the Learning Conference 2001 • 18
References
Culioli, A. (1977) “Why teach how to learn to teach what is best learnt
untaught”, Conférence au Seameo Regional Language Centre,
Singapour.
Drenoyianni, H. and I.D. Selwood (1998) “Conceptions and misconceptions?
Primary teachers’ perceptions and use of computers in the classroom”,
Education and Information Technology 3, pp. 87-99.
Fullan, M and S. Stiegelbauer (1991) The New Meaning of Educational
Change, London: Cassell Educational Ltd.
Jakobson, R. (1960) “Linguistics and Poetics” in Sebeok, A.T., 1960, Style in
Language, MIT Press.
Kukulska-Hulme, A. (2000) “Communication with users: insights from second
language acquisition”, Interacting with Computers 12, pp.587-599.
Murray, L. and A. Barnes (1998) “Beyond the “wow” factor – evaluating
multimedia language learning software from a pedagogical viewpoint”,
System 26, pp. 249-259.
Selfe, S. (1999) “Global literacy practices? Cultural perspectives on the World
Wide Web”, Conference on Communication - Information Technology and
First Language Teaching: The International Experience, Salonica.
Snyder, I. (1999) “Literacy, technology and classrooms: The challenge for
teachers”, Conference on Communication - Information Technology and
First Language Teaching: The International Experience, Salonica.
Stefany, U. (1997) ‘The acquisition of Greek’ in Slobin, D. I. (ed.) The
Crosslinguistic Study of Language Acquisition, Lawrence Erlbaum
Associates Publishers.
Stubbs, M. (1992) “English Teaching, Information Technology and Critical
Awareness”, in Fairclough, N. (ed.) (1992) Critical Language Awareness,
London and New York: Longman, pp. 203-222.
Tzevelekou, _. (2000) ‘Integrating Language Tools into a Computer Assisted
2nd Language Learning: Remarks on the Methods of Teaching Greek in
the Primary Schools of the Turkish-speaking Minority of Thrace’
Second International Conference on Language Resources and
Evaluation, Language Resources and Tools for Educational
Applications, Workshop Proceedings, 2000.
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Selection and editorial matter copyright © Bill Cope and Mary Kalantzis 2002
Individual chapters copyright © individual contributors 2002
All rights reserved. Apart from fair dealing for the purposes of study, research, criticism or
review as permitted under the Copyright Act, no part of this book may be reproduced by any
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Web-based English learning and teaching in Taiwan:

Possibilities and challenges


Wen-shuenn Wu
Department of Foreign Languages, Chung Hua University
E-mail: wswu@chu.edu.tw


In August 1991 Tim Berners-Lee publicized his new World Wide Web project and marked a
milestone in the history of Internet. Since then the modern Internet has created a profound
impact on almost every aspect of our life including, of course, English learning and teaching.
Later, computer-assisted language learning (CALL) has rapidly shifted to network-based
language learning. However, the tsunami of web-based language learning and teaching has
come so fast and overwhelmingly that a large majority of English teachers in Taiwan have not
technically or pedagogically prepared for this educational reform. This paper will first introduce
theoretical framework of network-based language teaching. Next, it will present how Internet
can be effectively used in language teaching and learning and also give some practical
guidelines on preparation for web-based English learning and teaching. Then, it will also
explore some challenges that most English educators may face when we would like to apply
Internet to our teaching and how we can overcome those difficulties. Finally, the paper will
conclude with the implications and future possibilities for using Internet in foreign language
classrooms.


INTRODUCTION


Affordable microcomputers became widely available to language learners and teachers
in the early 1980s. Throughout the 1980s computer-assisted language learning (CALL)
widened its scope and gained professional visibility, embracing the communicative approach
and a range of new technologies, especially multimedia and communications technology.
According to Chapelle (2001, p.8), in the 1983 annual TESOL convention, some papers
arguing methodological issues were presented and suggestion was put forward to establish a
professional organization – Computer-Assisted Language Instruction Consortium (CALICO) –
devoted to the issues involved in language learning technology. By the middle of 1990s,
because the creation of World Wide Web, instructional network was no longer confined to the
network of a LAN in a computer lab.
According to Wikipedia, a free online encyclopedia, the idea of computer network
intended to allow general communication between users can date back to ARPANET of 1969.
The ARPANET computer network also made a significant contribution to the evolution of
e-mail. However, the creation of modern Internet originates from 1990s; in August 1991 Tim
1



Berners-Lee publicized his new World Wide Web (WWW) project and laid a solid foundation
of today’s Internet. In 1993, he created HyperText Markup Language (HTML), a computer
language designed for the creation of web pages, and HyperText Transfer Protocol (HTTP), a
primary method used to convey information on the WWW. Since then, the modern Internet has
been booming in almost every aspect of our life including EFL learning and teaching.
Before the growing prevalence of WWW, efficient and convenient emails are probably
the most popular application of Internet on English learning and teaching. Since the 1990s,
many researchers have used email in foreign language instruction (Lunde, 1990; Soh & Soon,
1991; Kelm, 1992), in writing (Hawisher & Moran, 1993), and in comparison of different
communication modes (Mabrito, 1991; Kern, 1995; Warschauer, 1996a).
It can be concluded that because reasonably priced computers were readily available in
1980s, the development of CALL peaked from 1980s to the early of 1990s. Then, the growth of
modern Internet dramatically changed language education and more or less replaced the role of
CALL. The explanation about CALL and NBLT given in the first chapter of Network-based
Language Teaching: Concepts and Practice (Kern & Warschauer, 2000) properly depicted the
changes of CALL in 1980s and 1990s:


This book deals with one form of CALL, what we call network-based language
teaching (NBLT). NBLT is language teaching that involves the use of computers connected to
one another in either local or global networks. Whereas CALL has traditionally been associated
with self-contained, programmed applications such as tutorials, drills, simulations, instructional
games, tests, and so on, NBLT represents a new and different side of CALL, where
human-to-human communication is the focus. Language learners with access to the Internet, for
example, can now potentially communicate with native speakers (or other language learners) all
over the world twenty-four hours a day, seven days a week, from school, home, or work. That
learners can communicate either on a one-to-one or a many-to-many basis in local-area network
conferences further multiples their opportunities for communicative practice. (p.1)


Chapelle (2000) also pointed out that although NBLT might be considered one type of
CALL, they are considerably different in terms of the perspective of second language
acquisition (SLA). While pre-network CALL learners in 1980s interacted with a computer
program, users after the middle of 1990s usually interacted with other people in NBLT
activities (p. 204).


THEORETICAL FRAMEWORK OF NETWORK-BASED LANGUAGE TEACHING


In the past 40 years, language educators and researchers have built comprehensive
conceptual rationales for language learning and teaching. Is network-based language teaching
also based on a solid theoretical framework that corresponds to the development of language
acquisition theory? Charles Crook (as cited in Kern & Warschauer, 2000) studied
2



computer-based educational activities and brought forward three metaphors of computer’s
function in language learning. They are a tutorial metaphor (computer-as-tutor), a
construction metaphor (computer-as-pupil), and a toolbox metaphor (computer-as-tool).
These three metaphors of computer-based educational activities coincidentally have
paralleled the development of computer technology and language teaching respectively.
Table 1 summarizes the trend of language teaching theory and the progress of CALL.


Table 1. Different aspects of CALL in structural, cognitive, and sociocognitive framework






History of computer
development



Structural


mainframes



Cognitive


personal computers



Sociocognitive


networked computers



How is language



Through transmission



Through the operation Through social interaction

understood to develop? from computer users.

of innate cognitive

and assimilation of others’

Internationalization ofheuristics on language speech.








What is the role of

structures and
throughrepetition and
corrective feedback


To provide grammar

input.





To provide








To provide alternative

computers?

and vocabulary tutorials, language input and
drills, practices, and analytic and
immediate feedback inferential tasks;
learners use their
existing knowledge
to develop new
understanding

contexts for social
interaction;
access to existing
discourse communities and
the creation of new ones



Crook’s metaphor of



tutorial metaphor



construction metaphor toolbox metaphor

CALL

(computer-as-tutor) (computer-as-pupil)

(computer-as-tool)



(adapted from Kern & Warschauer, 2000)


A great number of educators and researchers have devoted their efforts to research and
practice of NBLT in 1990s. For example, teachers around the world submitted their CALL
activities compiled by Warschauer (1995) for Virtual Connections, a volume dedicated to
online activities and projects for networking language learners. From learning and pedagogical
perspective, many teachers shared with others their use of e-mail, the World Wide Web,
3




computer conferencing, and other forms of computer-mediated communication for the foreign
and second language classroom.


APPLICATION OF INTERNET TO EFL TEACHING AND LEARNING


Because the explosive growth of modern Internet and widespread application of WWW
to EFL learning and teaching from the beginning of 1990s, most English teachers in Taiwan
probably will not ask whether we should apply Internet to our classroom language instruction.
Instead, we may ask how we can make the best use of Internet on EFL teaching. Some
pedagogical applications of Internet to EFL teaching are introduced.


Keypal Exchange for Collaborative Learning


Until the middle of 1990s, the activity of cross-cultural email exchanges facilitated by
language instructors from different countries was a major application of CALL to EFL
teaching. A lot of researchers have been done on comparing participation of class members,
collaboration of language learners, and interaction of students between the computer-assisted
setting and the face-to-face classroom (Cooper & Selfe, 1990; Warschauer, 1996a). For
example, Warschauer, Turbee, and Roberts (1996) examines whether networked computers are
an effective medium of communication for empowering ESL learners in terms of autonomy,
equality and learning skills. Some well-known web sites that offer matching services of email
exchanges to enhance students’ language skills include Intercultural E-mail Classroom
Connections (IECC) and International E-Mail Tandem Network. On the homepage of IECC, it
has the following testimonial: “IECC is a free teaching.com service to help teachers link with
partners in other cultures and countries for email classroom pen-pal and other project
exchanges. Since its creation in 1992, IECC has distributed over 28,000 requests for e-mail
partnerships.” However, it seems that keypal exchange projects have been not so popular in the
past few years. Therefore, teachers who are interested in keypal exchanges may not find ideal
matching classes easily.


Listserv and BBS for Information Sharing


Except email exchanges, two other modes of asynchronous communication are listserv
and bulletin boards. Listserv, or mailing list, is a list of e-mail addresses identified by a single
name, such as listserv@cunyvm.cuny.edu. When e-mail is addressed to a Listserv mailing list,
it is automatically broadcast to everyone on the list. Bulletin board system (BBS) provides a
variety of topical newsgroups or discussion forums in which participants with common
interests can exchange open messages. Most students in Taiwan like to use BBS to share
information with other users island-wide during 1990s. On the other hand, some English
educators prefer to join specialized mailing lists to communicate with experts all over the
4



world. Therefore, BBS can serve as a learning tool if students can find a suitable board to join;
listserv can also be used as an effective medium for teachers to seek professional solution.


Web Sites as a Learning Community


The birth of WWW in 1991 has drastically altered facets of CALL and NBLT. Features
and functions of web-based learning environment are greatly different from previous
applications of Internet in the following aspects.


A. Multimedia Presentation. The WWW uses a web browser as a graphical user
interface to the Internet. With rapid progress of information technology, web sites, which
contain pages of text and graphics, have become more sophisticated because richer data types
are now available, including audio, animation, and video (Galbreath, 1997; Doherty, 1998).


B. Dynamic Interaction. Through CGI, Javascript, PHP, ASP, and some other
computer programs, English teachers can add discussion forums or chat sessions to their online
courses and receive feedback from users they have never met.


C. Database-enabled Interactivity. The more advanced application of Internet is the
integration of web sites and database by compiling scripts. Search engines, computer-adaptive
test (CAT), and course management system (CMS) are some examples of database-enabled
interactivity.


Computer-Mediated Synchronous Interaction


A. Instant Messenger. According to Wikipedia, an early form of instant messaging
was implemented on the PLATO system in the early 1970s. ICQ was the first general instant
messenger introduced to the internet, in November 1996. However, two dominating instant
messengers in the early of 2000s in Taiwan are MSN Messenger and Yahoo Messenger. Most
instant messengers can automatically keep a record of a user’s conversations as an XML
format which is useful for instructors and researchers to retrieve their own chat log. An
experimental 4-hour online virtual class with MSN Messenger was arranged by Wu (2004). A
group of 3 to 4 students logged in during a given period to have written synchronous
communication with their instructors. Students are required to type only English; those who
didn’t log in had to access an online supplementary learning web site to read articles and
answer questions given. The result of a survey showed that the learning effectiveness was not
satisfactory, but most students found that they had better interaction with teacher in this MSN
online virtual class.


B. Internet Telephony Skype. Most instant messengers also have audio function.
5



With microphone and speaker attached to computers, users can talk their friends far away.
However, the audio quality of conversation is not acceptable compared to global peer-to-peer
telephony software Skype. Skype offers high-quality computer-mediated synchronous audio
and textual communication. Nevertheless, Skype is a new emerging technology and the
potential application of it to language learning and teaching needs to be further explored.


Blogs


Blogs, online personal journals that are frequently updated, have existed in the
cyberspace community since 1998. However, it seems that blogs haven’t received attention so
far here in Taiwan. In a survey I gave to my students both at National Tsing Hua University and
Chung Hua University in the beginning of 2005, 75% of young-generation students hadn’t
heard about what a blog was before I asked them to create one (Wu, 2005). Research about how
blogs can be effectively used in class instruction has hardly been done. Basically, the visibility
of blogs in Taiwan is still poor. Nonetheless, the fact that blogs are sprouting up somewhere
else makes them a potential learning and teaching tool. The cover story of the first issue of
Fortune magazine in 2005 introduces “10 tech trends to watch in 2005”, and blog ranks the
first one. “According to blog search-engine and measurement firm Technorati”, Fortune
reports, “23,000 new weblogs are created every day – or about one every three seconds” (p.34).
With a few simple steps in a graphical user interface, teachers can easily use the blog to
create a collaborative learning environment in which students can peer edit others’ postings
(Mitchell, 2003; Dieu, 2004). Students should be encouraged to comment their partner’s
postings, which can also be shared by other classmates.
In addition, the feature of automatic date-stamping for each post is quite useful.
Students’ emails may, for some technical glitches, not reach their teachers or be carelessly
deleted by their teachers. With the automatic date-stamping function, both teachers and
students know clearly when students submitted their assignments.


GUIDELINES OF WEB-BASED EFL TEACHING


What are the guidelines for English teachers who would like to use WWW in their
language classroom? In order to make effective use of WWW, English teachers should focus
on some basic pedagogical requirements rather than just dedicate ourselves to improving
computer skills. Warschauer and Whittaker (1997) set five following guidelines to help
teachers implement network-based activities into the EFL classroom: (1) consider carefully
your goals, (2) think integration, (3) don’t underestimate the complexity, (4) provide necessary
support, and (5) involve students in decisions. These guidelines are further elaborated below.


Consider Carefully Your Goals


6



Some of the possible reasons for using Internet in EFL classroom include increasing
students’ motivation (Warschauer, 1996b) and providing an authentic audience for written
communication. One of the ideal goals is to develop students’ “technology-enhanced literacy
and communication skills in the English language classroom” (Warschauer, Shetzer, and
Meloni, 2000, p.87).


Think Integration


Internet should not be used in an English classroom just because everyone uses it in a
daily life. Instead, English teachers have to think of how web-based activities can be integrated
into the overall design of a course rather than how to use them in an isolated, disconnected
fashion.


Don’t Underestimate the Complexity


Both teachers and students have different computer literacy. Designing your own web
site and integrating it into your language teaching is not as easy as using word processing,
spreadsheets, or presentation software. Without the help of assistants experienced with
computers, an English teacher should own at least basic knowledge of web design such as
HTML and audio editing. Computer literacy of EFL students also varies considerably. While a
few of them have basic prerequisites for CALL, most of them still have difficulty
troubleshooting computer problems. If web-enhanced activities involve cross-cultural learning
projects, exchanges between classes are even more complex considering absent students of the
partner class, holidays, or different time zones if you are going to have synchronous
communication.


Provide Necessary Support


If you are going to offer a web-based English class, students may depend on you to
provide technical support. English teachers who think themselves not qualified enough should
work with the staff of computer center or Internet-literate assistants to offer necessary help.


Involve Students in Decisions


In a learner-centered, network-enhanced classroom, teachers must learn how to shift
their role from an authority to a guide or facilitator. That’s to say, in a project-based and
student-centered learning environment, teachers can try to help students coordinate group
planning, give students language-specific assistance, and help students foster appropriate
learning strategies during Internet-based project activities.


7



CHALLENGES OF WEB-BASED EFL TEACHING


Even though web-based EFL teaching seems to have enjoyed a bright prospect because
of potential benefits of the Internet, it is in fact full of challenges and obstacles. The
disadvantages of web-based EFL learning and teaching can be summed up as follows.


Technical Issues


Even if an English teacher has learned how to design a web for web-based class, it may
still not attract enough students to make the best use of teacher’s web site because of the
functions, purposes, and interactivity of it. Employing user-friendly web design software to
create a web site is, to an extent, not that difficult, but integrating database-enabled interactivity
into teacher’s web site is a current trend in NBLT and is also a high threshold to English
instructors without the help of programmers. In addition, when the network traffic stalls due to
many users or some other network glitches, it may take time to access information or browse
the Internet. Most students may feel discouraged if they have to wait long for web sites to
appear. English teachers may also feel frustrated if they are not computer literate to debug
computer- or Internet-related problems in web-enhanced language classes (Singhal, 1997).
One of the possible solutions is that the computer center of universities can offer some training
programs or schools reimburse tuition for English teachers who attend computer courses or
seminars given by professional institutes.


Digital Skepticism


Most EFL teachers in Taiwan are prone to technophobia because of lack of experience
with computers. In addition, not all English teachers praise the merits of technology in the
digital classrooms. Peterson (as cited in Towndrow & Vallance, 2002, p.41) highlighted a
number of negative impacts of computers on education. Some of the doubts are:
(1) information overload can lead to techno-stress;
(2) computer-mediated synchronous communication has generated more text with minimal
interaction;
(3) learners’ disappointment due to a lack of immediate feedback;
(4) without enough CALL training for English teachers, NBLT simply result in learner apathy,
disorientation and abuse.


Time-Consuming


Most EFL teachers who have ever used self-made, web-based language learning
materials in their instruction will agree that it is quite time-consuming to design, edit, and
modify your digital learning materials. Therefore, instructors may resist using Internet-based
8



activities or projects that require substantially more preparation time (Lee, 2000). If institutes
that teachers are working for don’t offer funds as an incentive to support their English teachers,
some may feel not worthwhile to spend so much time designing and updating their web-based
learning materials. A rule of thumb to estimate how much time one has to spend in developing
one-hour online materials is multiple three times. That is, it may take you as many as three
hours to prepare a one-hour online material.


Credibility of Web sites


In this information explosion age, millions of web sites we found from a powerful
search engine such as Google are just the tip of the iceberg. For example, I typed “English
learning” as key words in Google to look for web sites; it responded 55,600,000 matched items
found in 0.08 second. Does it make any sense to English learners? Who will browse all these
matched web sites? Are students well trained to judge what features a good web site should
have? Are articles of the web site genuine and credible? Are they unbiased and updated? In
addition, the Internet like a reservoir of knowledge offers access to all types of issues and
topics, some of which are unsuitable for younger language learners (Singhal, 1997).


IMPLICATIONS AND CONCLUSION


Even though there are formidable challenges that we have to face and technology has
also brought some negative impacts on language learning, Internet can also add value to a
student’s learning if this new technology is effectively harnessed. If NBLT is a growing trend
that we can not reverse, we as English educators can be critical of the use of web-based
learning materials in our teaching, but can not become an academic Luddite resisting progress
of educational technology.
Applying NBLT to EFL instruction, English teachers must become familiar with
operating system, common packaged applications (such as Word, PowerPoint, and Media
Player), and web design software (such as FrontPage or Dreamweaver). The basic functions of
computers and Internet are also necessary; some examples are using search engine, transfering
files, and creating digital audio and video files.
Obviously, the computer itself, like any other educational technology (e.g., overhead
projectors, tape recorders, CD players), does not bring about improvements in language
learning. Never can they substitute English teachers. Engaging in CALL and NBLT is a
continuing challenge that requires time and commitment. Internet is just a fast, convenient,
and powerful learning tool; what matters is social interaction behind it.


REFERENCES
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Network-based language teaching: Concepts and practice (pp. 204-228). Cambridge:
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Cambridge University Press.
Chapelle, C. (2001). Computer Applications in Second Language Acquisition. Cambridge:
Cambridge University Press.
Cooper, M. & Selfe, C. (1990). Computer conferences and learning: Authority, resistance,
and internally persuasive discourse. College English, 52, 847-869.
Dieu, B. (2004). Blogs for Language Learning. Essential Teacher, Autumn 1(4), 26-30.
Doherty A. (1998). The Internet: Destined to become a passive surfing technology?
Educational Technology, 38(5), 61-63.
Galbreath, J. (1997). The Internet: Past, present, and future. Educational Technology, 37(6),
39-45.
Hawisher, G. E. & Moran, C. (1993). Electronic mail and the writing instructor. College
English, 55, 627-643.
Kelm, O. R. (1992). The use of synchronous computer networks in second language
instruction: A preliminary report. Foreign Language Annals, 25(5), 441-454.
Kern, R. G. (1995). Restructuring classroom instruction with networked computers: Effects
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language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language
teaching: Concepts and practice (pp. 1-19). Cambridge: Cambridge University Press.
Kirkpatrick, D., & Roth, D. (2005, January 24). Why there’s no escaping the blog? Fortune,
151(1), 32-37.
Lee, K-W. (2000). English teachers’ barriers to the use of computer-assisted language
learning. The Internet TESOL Journal, 6(12). Retrieved April 5, 2003, from
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instruction. CALICO Journal, 7(3), 68-78.
Mabrito, M. (1991). Electronic mail as a vehicle for peer response. Written Communication.
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Mitchell, D. (2003). Thoughts about weblogs in education. Retrieved November 18, 2004,
from http://www.teachnology.org/stories/storyReader$150
Singhal, M. (1997). The Internet and foreign language education: Benefits and challenges.
The Internet TESL Journal, 3(6), 1997. Retrieved February 28, 2005, from
http://iteslj.org/Articles/Singhal-Internet.html
Soh, B. L. & Soon, Y. P. (1991). English by e-mail: Creating a global classroom via the
medium of computer technology. ELT Journal, 45, 287-292.
Sullivan, N., & Pratt, E. (1996). A comparative study of two ESL writing environment: A
computer-assisted classroom and a traditional oral classroom. System, 24(4), 491-501.
Towndrow, P. A., & Vallance, M. (2002). Using information technology in the language
classroom. Singapore: Prentice Hall.
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Warschauer, M. (Ed.) (1995). Virtual connections. Honolulu, HI: University of Hawai’i,
Second Language Teaching & Curriculum Center.
Warschauer, M. (1996a). Comparing face-to-face and electronic communication in the
second language classroom. CALICO Journal, 13(2&3), 7-26. Retrieved February 27,
2005, from http://calico.org/journalarticles/Volume13/vol13-2and3/Warschauer.pdf
Warschauer, M. (1996b). Motivational aspects of using computers for writing and
communication. In M. Warschauer (Eds.), Telecollaboration in Foreign Language
Learning: Proceedings of the Hawai’i Symposium. Honolulu, HI: University of Hawai’i,
Second Language Teaching and Curriculum Center.
Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and students
empowerment. System, 14, 1-14.
Warschauer, M., & Whittaker, F. (1997). The Internet for English teaching: Guidelines for
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Warschauer, M., Shetzer, H., & Meloni, C. (2000). Internet for English teaching. Alexandria,
VA: Teachers of English to Speakers of Other Languages, Inc.
Wu, W. S. (2004). Comparison of web-enhanced learning environments in an e-learning age.
Paper presented at The Thirteenth International Symposium and Book Fair on English
Teaching. Taipei: Crane Publishing. (pp.659-668).
Wu, W. S. (2005). Using blogs in an EFL writing class. Paper presented at 2005 Conference
and Workshop on TEFL and Applied Linguistics, Department of Applied English, Ming
Chuan University. Taipei: Crane Publishing. (pp. 426-432)
































11

May 2005, Volume 2, No.5 (Serial No.17) Sino-US English Teaching, ISSN1539-8072,USA
42
CALL in Intensive Reading of College English
Daqing Wang* Chunliang Zhang** Northeastern University
Abstract: Nowadays many universities in China are facing the same problems in College English teaching:
large classes, students of different levels, limited periods, and lack of teachers, etc. CALL can help to solve these
problems. This paper takes Northeastern University’s method to illustrate the ways CALL can be used in college
intensive reading as well as its theoretical basis, procedures, its advantages and disadvantages, and finally offers
some suggestions.
Key words: CALL procedure advantages disadvantages
I. Introduction
Now there is a much larger college enrolment, and China’s College English teaching is facing many
problems. Large classes make it difficult for the students to learn English in class. What is more, students’ English
levels are quite different and this makes it difficult for the teachers to meet the needs of students. The third
problem is the large teaching in limited class hours. Teachers have to deal with new words, grammar, reading,
listening and so on. So, in class teachers have to be the main speaker, taking up nearly all the time to give the
lecture, while students become passive listeners. There are few chances to develop students’ speaking ability.
As a result, the Intensive Reading of College English usually takes up a lot of time, but gets unsatisfactory
teaching results. Students realize its importance very well, for it has many credits and if they fail the Band 4
examination, they won’t get their degree. They want to learn but the dull teaching methods cannot arouse their
interest. The teachers also complain about it. They can see the students’ disappointment and needs, and try their
best to improve their teaching methods to make their teaching attractive. But facing the problems of so much
teaching content, large classes, students of quite different levels and limited time, they cannot satisfy all students.
Furthermore, the requirements of modern teaching also challenge the traditional one. Therefore, Computer
Assisted Language Learning (CALL) is the best way to solve the problems mentioned above. It can also bring
more benefits for both students and teachers.
II. Theoretical Bases
According to the theory of Constructivism, knowledge is not taught but learnt by the learner himself through
constructing new knowledge on the basis of old knowledge, under a certain setting, with the help of others, such
as teachers or study partners, utilizing certain study resources. So the student should be the center of teaching and
“student-centered methodology” should be used. That is to say, the student is the center of teaching and teacher
works as organizer, facilitator and motivator, utilizing setting, cooperation and dialogue to motivate the students’
* Daqing Wang (1971-), male, lecturer of Foreign Language Studies of Northeastern University; Research fields: English teaching
with multimedia, teaching mode, teaching design; Address: POB 230, 11 lane 3, Culture Road, Heping District, Shenyang, China;
Postcode: 110006; Tel: 024-83681426; E-mail: wangdaqing@126.com.
** Chunliang Zhang, lecturer of Foreign Language Studies of Northeastern University; Research field: English teaching with
multimedia; Address: POB 230, 11 Lane 3, Culture Road, Heping District, Shenyang, China; Postcode: 110006, Tel: 024-83685823;
E-mail: zhchliang@163.com.
CALL in Intensive Reading of College English
43
interests, activity and creativity. The teachers should meet the needs of students. CALL can help students learn in
this way.
III. The Procedure of CALL in Intensive Reading
In Northeastern University, there are only about 40 teachers responsible for teaching nearly 5000 students. So
the teachers have to give ten class hours a week, each with a large class of more than 45 students. CALL is used in
Intensive Reading classes to carry out some teaching reforms.
First, teachers change classroom teaching only into computer-room self-study and classroom teaching, with
two hours in the computer room and four hours in the classroom. Students have to spend two hours in computer
room study. They use computer to preview the text, including reading the text, learning new words and
expressions, becoming familiar with cultural backgrounds, understanding the text, practicing reading the text,
learning grammar and doing exercises with the help of computers and multimedia software.
Second, teachers incorporate new material into teaching, not only the textbook, but also multimedia software.
They choose New Horizon College English and its multimedia software. During the computer room study hour,
students do their self-study. In class, teachers organize students to discuss the difficult points of the textbook and
practice their oral and written English by doing some interesting activities.
If we use traditional teaching methods, in six hours, we can deal with only a small part of the teaching content.
It is hard to finish all the teaching tasks, let alone practicing spoken English. But with CALL, we can do it better.
Teaching Procedures
1) Before class, students are required to preview the text by watching the multimedia presentation by
themselves. So, before class, students can learn the text, using a multimedia computer and text-based multimedia
software.
2) In class, teachers can help students produce output through various teaching activities, such as discussion,
pair work, group work, role-play, debate, and presentation; in order to help them grasp the knowledge and use the
knowledge they have learnt.
3) After class, teachers should arrange more assignments for students to research on the Intensive Reading
class. For example, students can do some research work in order to write a paper about the writer or comment. It
will also expand and cultivate students’ ability to express their ideas and glean more materials for future work. It
will develop the ability of transferring knowledge into practical skills.
From this, we can see that in the class of CALL the students prepare the lessons very well with the help of
text-based multimedia software, so in class teachers can be organizers and the students can grasp the knowledge
through practice; they have more chances to practice their spoken English.
IV. Advantages of CALL
CALL can provide students with a chance to learn by themselves. With the help of CALL, students can
control their study and can adjust their study speed, focus and pace. With the things they are uncertain of, they can
spend more time on it to bridge the information gap, but with the things they are certain of, they can skip them. So
CALL can help to get rid of boredom, make students access the knowledge they want to learn, actively analyze
and understand what they have learnt.
CALL can make study interesting, changing the situation of having to learn into that of willing to learn.
CALL in Intensive Reading of College English
44
CALL combines sounds, pictures, texts together and it offers a vivid, direct study environment. It has different
kinds of forms, exercises, and activities. It can arouse students’ interest.
It can facilitate study and make it more efficient. Well-designed software can provide students with a lot of
useful information, such as word study, useful expressions, language structures, sentences explanations, cultural
background, organization of the text, Chinese translation of the text and exercises. Just click the mouse and
students can get this information easily and efficiently, saving a lot of time otherwise used in consulting
dictionaries and reference books.
The most important thing is that it can help students learn better and teachers teach better with self-study
before class. With good preparation, teachers need not spend a lot of time on words and phrases learning,
background information introduction and exercise checking. Teachers can do more important things in class: to
design some activities to see whether students have really grasped the knowledge they should learn, to explain
difficult parts, to practice spoken English by giving them some topics to discuss or by doing other things, such as
debate and role-play. In this way, students can really grasp and use the language, because the final goal of
language teaching is to use it freely.
V. Disadvantages of CALL
CALL also has some disadvantages.
Long hours of watching software is harmful to the eyes, and it is easy for students to become tired after long
periods of watching and sitting.
In the face of so much information, some students may feel lost and don’t know what to choose, and may
waste some time at first.
CALL lacks the warm atmosphere of classroom teaching. Students have to look at the computer and they
have no chances to communicate with teachers and other students face to face. So when they have some special
questions, they cannot get a satisfactory answer at once.
Some students can’t control themselves very well. They may indulge in playing computer games or chatting
with others online or do some other things while they are supposed to be studying.
VI. Suggestions
Students should receive some basic training on how to use a computer first and this will save a lot of time
and trouble.
Teachers should give some introductions and suggestions on how to use software and give them some advice
on what they should do when they do self-study via computer.
Teachers should take some measures to monitor student’s attendance at self-study on the computer and be
sure they don’t do some other things on the computer such as playing computer games or chatting on line.
Students shouldn’t spend too much time on the computer each time because it would be harmful to their eyes
and it would also be less efficient.
VII. Conclusion
While students are watching multimedia software, they learn the new words and expressions, read the text,
CALL in Intensive Reading of College English
45
try to understand it and review grammar. They get ample input and develop their reading and listening abilities. In
classroom teaching, teachers especially help to improve their speaking and writing abilities apart from reading and
listening abilities through teaching activities. Teachers can also help students solve the problems they have while
watching multimedia software.
According to the teaching in Northeastern University, CALL reduces the classroom teaching time and
students can learn better. At the same time, students feel the multimedia teaching software is interesting and
helpful in their self-study. CALL provides our college English teachers a new way of teaching in Intensive
Reading of college English. We need to have more experiences in CALL, which is practical and helpful under new
college English teaching situation.
References:
1. Brett, p. Integrating Multimedia into the Business English Curriculum: A Case Study. English for Special Purposes. 2000.
2. Jigang Cai. Research of the Feasibility of Teaching Intensive Reading via Multimedia System. Foreign Language World. 2000.
3. Jiwan Liu. Current Situations in Foreign Language Teaching and Multimedia Technology. Foreign Language and Foreign
Language Teaching. 1999.
4. Mingdong Liu. Computer Assisted Instruction and Its Application in English Learning. Teaching English in China. 1998.
5. Xiaozhen Wu. Teacher’s Role in CALL. Papers on 21st Century College English Teaching. Fudan University Press. 2001.
(Edited by: Zhimin Jiang, Hua Zhou, Yanhong Zuo)