INTRODUCTION TO CALL

PART II
PROF. MARY GRACE L. FERRER
 EVERY ENGLISH TEACHER NEEDS A
MULTIMEDIA INTERNET PC
The next generation of teacher will assume internet literacy. As this generation of
computer-savvy kids grow up and begin teaching the next generation, they are going
to have new paradigms of how teaching is done.

• The teacher is only one of many experts who is at the student’s immediate
disposal.
• Teaching goes on everywhere , 24-hours a day, and most of it is free.
• Hyperlinked reference materials and up-to-the minute news reports from any part
of the globe are available on demand.
EVERY ENGLISH TEACHER NEEDS A
MULTIMEDIA INTERNET PC

• Information on almost anything is well organized accessible not

only from the desktop but from hand-held devices.
• Finding a group of people with similar interests anywhere in the
world is fast and easy and extremely effective for learning
purposes.
• The various ways which students and teachers can interact with
each other online through multimedia devices make geographical
location almost meaningless as far as education is concerned.
• Small groups of students and teachers have painting, recording,
publishing, and broadcasting capabilities known in past decades
only to multi-million dollar media corporations.
 THE ROLE OF MULTIMEDIA IN LANGUAGE
TEACHING
• You can never replace the language teacher.
Language is about communicating with other people. While technology can
support our efforts as language teacher, we should not expect it to replace us.
• Technology is here to stay.
The following can be provided by technology:
• Perform high speed searches
• Provide the possibility of almost endless repetition
• Provide a wealth of authentic material
• Provide learner choices

Technology can be used to enhance the learning experience.

 WORLD WIDE WEB IN LANGUAGE
INSTRUCTION

The internet in FL/L2 instruction

• Access to authentic and timely materials in the TL.
• Wealth of cultural information on the internet.
• Maintain/ Improve TL skills.
• Appeal to MTV, games, and the like.
• Interactivity
Teachers must know how to incorporate internet sources into our
lessons so that they complement the objectives and goals and
facilitate achievement.
 CD-ROMs IN LANGUAGE INSTRUCTION

One of the jobs of today’s language and lab personnel is to keep track of
this new generation of language CD-ROMs being produced and to know
how to review them.

CMC (Computer Mediated Communication)

• Provides a third platform where L2 students can transcend the spatial
and temporal confines of the classroom via the Internet: the Email or
asynchronous (deferred time) communication and the Chat or
synchronous (real time) communication.
 ADVANTAGES OF ONLINE DISCUSSIONS
• A text-based medium that amplifies students’ attention to linguistic forms
• A stimulus for increase written L2 production
• A less stressful environment for L2 practice
• A more equitable and non-threatening forum for L2 discussion
• An expanded access channel with possibilities for creating global learning
networks.

Language teachers have long been searching for effective and

efficient ways to render the learning experience in class as true
to life as possible and to assist student in developing the
necessary independent study skill.
 Discussion Points

1. How different are teacher and learner roles in CALI from the
traditional teacher and learner roles?
2. Explain how language instruction works in the www, software,
and CMCs?
3. How do you think language teachers should view CALI, tutor or
tool?
4. At this point, how is CALI applied in the Philippines?
5. Is CALI needed in today’s curriculum? If yes, at which level? If
no, explain your answer.
6. How do you see CALI five years fro now if successfully
implemented in the Philippine Educational System?