About the call course Book 12 Introduction to Computer Assisted Language Learning 13 eLearning courses for teachers 20



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About the CALL Course Book 12

Introduction to Computer Assisted Language Learning 13

eLearning courses for teachers 20

Types of call related materials / activities 27

Adventure games 27

Blogs (weB LOGS) 29

Chat online 34

Cloze exercises. 39

Commenting / correcting electronic texts / essays/ exercises. 41

Crosswords 42

Drills 43

Electronic dictionaries 44

Electronic Portfolios. 45

Fill-in the blank. 47

Find the answers. 48

Find the right sequence (or jumbled sentences). 49

Grammar. 50

Hotwords. 52

Listening exercises. 55


Matching words, sentences, or pictures 55

Multiple Choice. 57

Podcasts 58

RSS 61

Simulations. 66

Social Networking websites 69

Facebook 71

LinkedIn 76

Twitter 78



Subtitles 80

Tandem. 82

Task based learning 84

Vodcast 85

Vocabulary training. 88

Voicemail 89

Webcams 93

Web pages with embedded audio 96

WebQuests. 102

How to transfer analogue materials to digital materials 105

Copyrights 105

Obtaining and enforcing copyright 109

Copyright notices 113

The exclusive rights of the copyright holder 115

Fair use and fair dealing 118

Copying and recording audio 123

How to copy VHS to DVD 130

Copying VHS and other video recordings to a computer 134


VHS to files suitable for websites (e.g. wmv files) 136

Teaching Foreign Languages to Hearing Impaired Students 140

Learning about deaf and hearing impaired students: 140

Tips for Teaching Hearing Impaired Students by means of Audio-Visual Materials 144

Subtitling Audio-Visual Materials 145

Research: 147



Visually impaired students and accessibility of materials 149

Benefits of Web accessibility 151

User agent devices 153

Enabling technologies include: 154

Assistive technologies 157



General advice and guidelines for accessible web page creation 159

Article structure 159

Text 161

Links 162

Colour 163

Tables 165

Caption: [caption text] 166

Layout tables 167

Images 168

Style and markup 169



Website accessibility audits 171

Standards and guidelines 174

Resources for users 175

Resources for designers 177

Web accessibility checkers 180


The W3C database of Web Accessibility Evaluation Tools - revitalised in early 2006 and regularly updated : http://www.w3.org/WAI/ER/tools/Overview.html How to make your own CALL exercises. 180

The TextBlender 180

A multiple choice quiz (this is a type of quiz – see below) 188

A Quiz program 195

Jumbled sentence exercises 200

Crossword exercise 205

Matching exercise (Drag and drop) 209

Fill in the blank or Cloze exercise 219

How to make your own paper based exercises 224

Some example outputs from the Web Project 225

Board game generator 225

Crossword maker 226

Word search 227

Fill in the blank 228

Make your own flashcards 228

Label the pictures 229

Matching exercise generator 230

Multiple choice 230

Missing words 231

Split words 232

Framework 232

Scrambled sentences 233

Word spiral 234

Lined 234

Computer Assisted Language Learning within the framework of Task Based Learning. 236


A task based example “The Wired Plug” 254

List of materials: 257

Lesson plan 258

About the CALL Course Book


The course book was originally compiled in the period 2002 to 2004 by the BP-BLTM project teams. The material was updated and extended by the POOLS project in the years 2005 to 2007.
The main content was updated and more content added in 2010 by team members from POOLS-2, which is a Transfer of Innovation project based on the first POOLS project. The content of the manual will be used by another ToI project POOLS-M, which works with language teaching methods, therefore one of the POOLS-M teams. The University of Applied Sciences of Southern Switzerland (SUPSI) has worked on language and content (editing) and has given advice to the POOLS-2 project teams.

Introduction to Computer Assisted Language Learning

CALL (Computer Assisted Language Learning) is often considered a language teaching method, but this is not really the case. In traditional CALL, the methodology was often claimed to be based on a behaviouristic approach as in “programmable teaching”, where the computer checked the student input and gave feedback (reward?) / moved on to an appropriate activity exercise. In modern CALL, the emphasis is on communication and tasks.

The role of the computer in CALL has moved from the “input – control – feedback” sequence to management of communication, text, audio, and video. Few people may realise that a DVD player is really a computer. Future domestic appliances will integrate and merge video, television, audio, telephone, graphics, text, and Internet into one unit as, in 2010, can be seen in newer generations of “mobile telephones / communicators”.

How do we use CALL for teaching the less widely used and taught languages, for example? The starting point should not be that students sit at computers to learn a language. The starting point should instead be that students are learning a language and as part of that process sometimes sit at computers1.
When planning to use CALL, it is important to understand how a language is learned; language learning is a cognitive process, i.e. it is the result of the student’s own processing of language inputs. What is learned is mainly the result of this process and not just explanations, rules, and questions presented by a teacher or a computer. Based on her/his existing knowledge of the topic being worked on, the language and the language acquisition, the student processes the input and fits it into the language system s/he possesses. Language knowledge is not just recorded, but rather constructed by the student2.
One of the worst fears when dealing with CALL and distance / online learning has always been the social aspect. It has been believed that the computer mediated community would imply some lack of social relations. However, several presentations at EUROCALL conferences have revealed that distance learning classes using audio conferencing actually developed a strong sense of social community. (E.g. "The Loneliness of the Long-Distance Teacher: The Role of Social Presence in the Online Classroom." by Tammelin Maija from the Helsinki School of Economics, Helsinki, Finland and another presentation "Fostering (pro)active language learning through MOO" by Lesley Shield, Open University, Milton Keynes, United Kingdom).

CALL offers the language teacher and learner a number of activities that, when carefully planned as part of the pedagogical room, will help the learner learn a language.




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