Selecting and integrating Selecting and integrating CALL software programs CALL software programs into the EFL classroominto the EFL classroom

Paper presentation

ITMELT 2001

KC Lee

National University of Singapore

Overview of presentationOverview of presentation Brief introduction

Differences between selecting printed materials and software programs

Selection criteria

Conclusion

Questions & Comments

1) teachers may be new to the computer and use of CALL in the classroom

2) difficult to skim or flip easily from front to back thus more difficult to have a comprehensive overview of the content

Differences between selecting Differences between selecting printed materials and software printed materials and software programsprograms

3) because of the many loops, branches, and paths that are built in the software program, it takes a lot of time to go through the possibilities and the materials that are available to the students

4) teachers now have to also evaluate the quality of the auditory and visual aspects

5) how the program interacts and provides feedback

Hubbarb, 1987:227

6) students should be familiarized with the new teaching/learning environment and the use of the software program(s)

7) because of the high cost involved, the selection process for software programs will have to be done more carefully

Selection Criteria

Content &Methodology

Purpose Teacherreadiness

Finances

DesignAfter-salesservice

PurposePurpose

Why buy?

How to implement?

Why buy? (For students)

be interested in learning

work at their own pace and level

self-access and self-study

Purpose

Why buy? (For teachers)

provide more individualized teaching

record progress and performance

Purpose

Why buy? (EFL context)

Able toprovide samples of meaningful and realistic

communication

assist understanding of cultures and norms of native speakers

Purpose

penny

nickle

dime

quarterloony

Denominations of currency (U.S.)

Example

ELLIS ™ Series

Purpose

PurposePurpose

Why buy?

How to implement?

PurposePurpose

direction/vision/philosophyof institution

type/nature of course

imp

lem

enta

tion

Teacher readinessTeacher readinesscomputer competency

dynamics of CALL classroom

commitment to the use software

Computer competencyComputer competencyBasic knowledge of how to operate a computer and what the

computer can do

familiarity with some computer terminology

some knowledge of dealing with commonly encountered problems

Teacher readiness

Dynamics of the CALL classroomDynamics of the CALL classroom

learner control teacher role

•choice to control learning?

•learner-centred learning environment?

Teacher readiness

Implications for software selectionImplications for software selection

1) flexibility + level of proficiency

2)teacher time computer time

teacher role computer role

Teacher readiness

Commitment to the use of softwareCommitment to the use of software

departmental instead of individual

all should be commitment to the use

Teacher readiness

Financial concernsFinancial concernsCost of hardware and software

Financial concernsFinancial concerns

Logistics

Financial concernsFinancial concerns

Administration

CALL specialist/lab assistants

timetabling

Content & methodologyContent & methodologyDesign

• is based on theories of language learning and teaching

• corresponds with teaching/learning approach and technology sophistication

Content & methodologyContent & methodology

Phase Period

Behavioristic CALL 1960s & 1970s

Communicative CALL Late 1970s & 1980s

Integrative CALL 1990s

Interactive CALL Current

Warschauer, 1996

Content & methodologyContent & methodology

Focus

general proficiency report writing

business communication

pronunciationgrammar

vocabulary

Content & methodologyContent & methodology

Multi-level, mixed ability

Vektor Language Library Series

• tutor management system

• 500 exercises in nine levels

• learner work record

Vektor Language Library SeriesVektor Language Library Series

Teachers are able to Students are able to

plan individualized lessons

self-pace learning

monitor progress monitor own performance

assign quizzes/tests

Content & methodologyContent & methodology

Content & methodologyContent & methodology

suitability

motivating factor

quality issues i.e. accuracysupplementary materials (printed form) i.e.

instructor’s manual, workbook

British vs American English

Other considerations

DesignDesign

User friendliness and flexibility

Layout

Feedback

Record keeping features

DesignDesign

User friendliness and flexibility

DesignDesign

Layout- attractiveness and appeal

sound colour

richness of background• location of icons• graphic images• image size

DesignDesign

Feedback

second chanceexplanation

encouragingimmediate

track performance

DesignDesign

Record keeping features

time keeper

individualprogress

class progress

After-sales serviceAfter-sales service

Petronas Twin Towers, Kuala Lumpur

Technical support

Teacher training

Warranty period

Software upgrades

ProblemsProblems

The company’s tech support has been spotty. The program itself is too big to fit on our hard

drives. PC version only and we are a MAC lab. It was supposed to be networkable, but has been

very buggy. Need for good typing skills and knowledge of

possible problems …. Install is painfully slow.

Robb & Susser (2000:48)

After-sales service

After-sales serviceAfter-sales service

Petronas Twin Towers, Kuala Lumpur

Technical support

Teacher training

Warranty period

Software upgrades

Sources of information potentially affecting Sources of information potentially affecting purchasing decisionspurchasing decisions

Rank Source %

1 Obtained a copy/demo and evaluated it (self or with colleagues) 81

2 Advertised features 66

3 Obtained a copy/demo and had some students try it 56

4 Obtained a copy/demo and used it under class conditions 52

5 Vendor’s presentation 37

6 Recommendations of colleagues 37

7 Favorable reviews on the literature 31

8 Obtained a copy/demo and used a checklist 25

9 Software guides 24

10 Recommendations at an academic meeting/presentation 21

11 Testimonials over the Internet 15

Robb & Susser (2000:46)

Selection criteria related to software “still used Selection criteria related to software “still used on a regular basis”on a regular basis”

Rank Source %

1 Recommendations of colleagues 78

2 Obtained a copy/demo and evaluated it (self or with colleagues) 71

3 Testimonials over the Internet 71

4 Obtained a copy/demo and had some students try it 70

5 Recommendations at an academic meeting/presentation 67

6 Obtained a copy/demo and used it under class conditions 67

7 Favorable reviews on the literature 67

8 Vendor’s presentation 61

9 Advertised features 61

10 Obtained a copy/demo and used a checklist 50

11 Software guides 45

Robb & Susser (2000:47)

Sources of information potentially affecting Sources of information potentially affecting purchasing decisionspurchasing decisions

Rank Source %

1 Obtained a copy/demo and evaluated it (self or with colleagues) 81

2 Advertised features 66

3 Obtained a copy/demo and had some students try it 56

4 Obtained a copy/demo and used it under class conditions 52

5 Vendor’s presentation 37

6 Recommendations of colleagues 37

7 Favorable reviews on the literature 31

8 Obtained a copy/demo and used a checklist 25

9 Software guides 24

10 Recommendations at an academic meeting/presentation 21

11 Testimonials over the Internet 15

Robb & Susser (2000:46)

List of software programs List of software programs

1) ELLIS Series by Cali Incorporated

(www.cali.com) ELLIS Intro ELLIS Middle Mastery ELLIS Senior Mastery ELLIS Master Pronunciation ELLIS Placement

List of software programsList of software programs3) Vektor Language Library Series by Vektor

Multimedia (www.vektor.com)

4) Clarity (www.clarity.com.hk) Tense Buster Report Writing

4) CPi Series (email: usecpi@aol.com) Active Learning Series Accelerated Learning Series

Questions & CommentsQuestions & Comments