Üniversite 3. sınıfta "Research" dersi için yazdığım ödev. Dr. Frankenstein'ın yarattığı gibi olmasının sebebi dersten mi benim eşekliğimden mi bilmiyorum ama rezalet abidesi şeklinde sergilemek istedim.
Abstract
Although most of people accepts the language teaching software as the only necessity to learn a language well, Stevens (2000) emphasizes the reality about computer assisted language learning by saying: “ Although computers and other electronic technology have often been looked upon as either tools or tutors, they, infact, present enviroment in which learning take place”(p. 25). I strongly agree with the author’s views about this issue as the learning enviroment needs a supervisor, a teacher to be able to give the maximum benefit to the learners. Therefore the role of teacher is as important as the software and the hardware’s.
Using Interactive Computer Software in ELT Classroom
1. Introduction
Educational technologies has developed dramatically after 1950s. One of the most important part of this dramatic development is the result of computer technology which have entered the education in the seconf half of the 20th century. The opportunies and the scale of usage of computers are developing day by day throughout the world. While usage of computers in education was mostly based on hardware in 1960s, today, with the helps of programming studies, learners and teachers have more opportunity of choosing the appropriate software for their aims in education.
The usage of computers in language teaching creates great benefits both for teachers and learners. Especially in 1980s microcomputers were started to be used in support of foreign language teaching. Desktop computers are now able to play natural human speech together with full-screen interactive video, which was impossible just a few years ago. Users can now communicate and interact with one another in real-time. Such virtual chats provide great opportunities for authentic language use among learners. The sudden increase of the numbers of CD-ROMs offering language instruction is not a surprise either.
Although computer assisted langugae learning is accepted as a supportive technique, considering its benefits on slow learners, handicapped students and gifted students, CALL should be used more widely in language teaching facilities.
To gain the maximum benefit from computer assisted language learning, Ministry of education should not only be considered with foundation and financial issues, but also with the proper and necessary training of teachers about computer and software technology.
2. Description of CALL
The abbreviation CALL stands for Computer Assisted Language Learning. It is a term used by teachers and students to describe the use of computers as part of a language course. (Hardisty & Windeatt: 1989). This learning includes presenting, reinforcing and testing of particular language items. In most of CALL software, the rule presented first, with some examples, then the learner answers the questions which test his knowledge of the given rule. During this process computer gives appropriate feedback to learner and records his performance so that the teacher could inspect them later in evaluation step.
Although most of people believes that language learning software is the only necessity to learn a language well, Stevens (2000) emphasizes the reality about computer assisted language learning by saying: “ Although computers and other electronic technology have often been looked upon as either tools or tutors, they, infact, present enviroment in which learning take place”(p. 25). I strongly agree with the author’s views about this issue as the learning enviroment needs a supervisor, a teacher to be able to give the maximum benefit to the learners. Therefore the role of teacher should not be underestimated.
2.1. Description of Software
Computer software, or simply software, is essentially a computer program encoded in such a fashion that the program, the instruction set, contents can be changed with minimal effort. Computer software can have various functions such as controlling hardware, performing computations, communication with other software, human interaction, etc; all of which are prescribed in the program.
Computer software used in language teaching and learning process can be classified under the title of human interaction software. As the computer technology develops day by day, more well-organised, accurate and user-friendly software are presented to the market continuously. This situation rises the question of how to choose the appropriate software considering the social background, level of proficiency, age and the purpose of the learner. Although most of the language learning software’s title gives clues about the features of it, a deeper research should be done before purchasing the software.
2.2. Description of Hardware
Computer is a device that processes information. The computer and its components are known as hardware. In other words, hardware is equipment involved in the function of a computer.. Computer hardware, unlike the software, consists of the components that can be physically handled. Computers process the information with high speed and accuracy by using the hardware and software simultaneously.
3. Advantages of the Usage of the Interactive Software in Language Learning
The history of CALL suggests that the computer can serve a variety of uses for language teaching. It can be a tutor which offers language drills or skill practice; a stimulus for discussion and interaction; or a tool for writing and research. With the help of the Internet, it can also be a medium of global communication and a source of limitless authentic materials. Blomeyer (1991) describes the CALL as “a powerful educational innovation that has great potential for the improvement of teaching and learning”(p. 115).
Main advantages of interactive software in language teaching can observed in different sections of learning process in different levels of the learners. For example, especially younger learners would benefit from acquiring fast concentration on subject, as the software designed for children present very enjoyable an colorful enviroment. Adult learners would be able to control their own learning process with the limitless repetition of the target issues and practices. For teachers who use these software in classroom, evaluation and supervising the learning would be easy and more accurate as the software stores the records of the learners. This will help the teachers leading the learners towards the key points of the learning process and revising the performance of them.
One of the most important advantages of the growth of interactive language teaching software is language teachers no longer feel bound to grammar practice as the main goal of computer use in the language classroom. The movement towards communicative teaching with computers is clearly expanding. The vocabulary software has started to be contextualized and to incorporate graphics, audio recording and playback, and video. More sophisticated error-checking can provide students real help in the feedback they receive, directing them to further practice or moving them to the next stage. Those who need extra help with those aspects of language that improve with practice can use small, focused programs to give them additional time and assistance outside the regular class time. The writing process is another area where computers have added a great deal of value. Some programs help students in the pre-writing stage to generate and outline ideas. Most word-processors now come with spelling checkers, giving weak spellers some help in finding their errors and recognizing the correct spelling from a list of options.
Further most pronunciation programs now incorporate some sort of voice recording and playback to let students compare their recording with a model. Most computer programs stimulate some discussion among group of learners even if oral practice is not the main purpose of the activity. Most drills now include games, as well, using the power of the computer and competition for collaboration toward a goal, the fun factor, to motivate language learning. These programs provide a varying amount of instruction along with the games. The other advantages of interactive language teaching software are:
Multimodal practice, that adresses all main language skills, with feedback,
Pair or small group work on projects,
The fun factor,
Learning the skill of computer using which is essential in today’s world,
The computer gives individual attention to the learner and replies to him. Traditionally it acts
as a tutor, assessing the learner's reply, recording it, pointing out mistakes, giving
explanations;
They guides the learner towards the correct answer;
They offers interactive learning; it can assess the learner's response;
They can repeat an activity without any limits and errors;
They can accommodate different speeds of learning; limits can be imposed on the time
available for answering questions (for testing purposes). Moreover it can be used on slow learners, handicapped students and gifted students.
3.1. Experiencing the Real Life Language with Interactive Software
Being able to experience the real life language is one of the most significant advanteges of intearctive computer softwares. Especially in Europe, the trouble and complaints of students who have discomfort in communicating with native English speakers result in the birth of Real English approach. Marzio (2000) explains his efforts to utilize software for teach real English as:
Our objective was to bring authentic oral material for beginners to the classroom. But authentic listening materials, such as news broadcasts, or movies, are usually much too difficult for beginning and intermediate students. ...As a result of these factors, the teachers became producers. They wanted real English, the kind their own students heard in the streets when they went abroad, and the teachers knew that they themselves were often not the best source of this type of English. (pp. 68-69)
Later on, Marzio developed the Real English Interactive CD. Basically it is a collection of video and CD-ROM collection. Videotapes that consist interviews with native speakers are produced first. Then they are transformed to CD-ROMs as an extension, but this time interviews were combined with a software that enables the learners to interact with the videos.
Usage of software to expose the real life language has four important advantages. The first feature is its spontaneity, which involves and, consequently, motivates the students. Learners feel an emotional bond with the world whose language they are learning. Secondly, interactive software ensures comprehension of what initially seems very difficult to the beginner. Tha ability to repeat the exercises, listen to the dialogs again and again, work in his own pace supports the comprehension. The other distinguishing feature of software is the plesaure and fun that learners experience during the learning progress. Another advantage of these software is the concept of presenting multimedia. Unlike the videotapes or cassettes, interactive software present totally adjustable audio, image and text.
3.2 A Useful Tool to Teach Vocabulary
James Coady (1997) offers a synthesis of research on second language vocabulary acquisition. He suggests these implications for education:
Three main principles appear to underlie effective vocabulary teaching. First, learners should be provided with both definitional and contextual information about words.. Second, learners should be encouraged to process information about words at a deeper level. Finally, learners need multiple exposures to words. ... Extensive reading is the most often cited remedy for this lack. (pp 68-71)
Although coursebooks for English lessons present all these main principles, computer software can be more effective while teaching vocabulary. The vocabulary teaching software varies for the level and age of the learners.
3.3 A Useful Tool to Teach English Language for Young Learners
Most of the young learners share some features that distinguish them from adult learners. They are energetic, curious, passionate about learning, they do like colorful pictures, songs, activities that they can express their creativity, and especially games. Most of these distinctive features can be used as language learning motivator with the help of the software. Language teaching software technology never hesitates to present products targetting the young learners, these software often includes colorful multimedia. Based on his research, Wood (2001) believes that the software that will be used with young learners should have :
Animations, attempting to captivate children Video Clips of Related Information. offer vivid demonstrations aimed at helping children grasp sophisticated concepts. Video clips are typically accompanied by voice-over text that elaborates a relevant theme Sound Components. used for educational purposes; a click of the mouse causes a word to be pronounced, a narrator to read aloud, or a character to provide a narrative thread to help the learner contextualize the passages. Hyperlinks to Related Information. The most important, innovative feature of the software in this study consists of hyperlinks, a radical departure from linear text. Through hyperlinks, users are encouraged to access a wealth of related information, often in the form of icons labeled, for example, "click here to find out more." Ability to Create One's Own Pathway Through Information. It is often through the use of hyperlinks (above) that students have opportunities to pursue their own interests via software. The Ability to Pause, Repeat Information, or Replay Video Clips. Such features have great potential for teaching new words to children who benefit from several repetitions using a variety of modalities. Hints or Clues Related to Word Meaning.. They can point children in the right direction and help them interpret information once they get there. Multimodal Presentation of Information. Mulitimodal features not only help keep children actively engaged in their own learning, but also accommodate a range of learning styles by offering several entry points: When children can see new words in context, hear them pronounced, type them into a journal, and cut and paste an accompanying illustration (or create their own), the potential for learning can be dramatically increased.(P. 11-12)
4. Limitations of the Usage of the Interactive Software
Although computers in language classes have a role,gaining importance day by day, especially in language learning process, there are disadvantages. As I stated before Computers are not very good at teaching themselves, they just create an learning enviroment that learner can take place, the software does not run the lesson for the teacher. The teacher should adapt, improve and compensate for shortcomings in the software. It can take longer to learn a piece of CALL software than handle a textbook.The teacher must feel comfortable in the computer lab and with the medium in order to be able to use it effectively. In addition, it is important to use the appropriate program for the students' level.
Besides the financial problems to build a computer lab, the requried level of knowledge for computer using can create a problem for both teachers and students. Learners who have never used a computer before would have some difficulities while using the keyboard and mouse. Moreover every software has a different control system, that will take time even for the students who have acquired a certain level of computer using knowledge.
In the same way hardware requirements of the softwares can arise troubles. Mechanical failures, power cut and user errors are some of the most common problems. These situation may even result in serious damage of the hardware and loss of important information stored on the computers. Moreover increasing system requirements can obstruct the usage of the software in some cases.
As a result despite all of their advantages, lack of knowledge and financial support may decrease the effectiveness of the intearctive language teaching software. Therefore the usage and establishing the appropriate conditions for the software should be carefully planned.
4.1 Not having Enough Foundation For Equipment
Having enough foundation for equipping the classroom for interactive software and computer usage is one of the biggest problem that teachers and school management face especially in developing countries like Turkey.
In Turkey, public schools get most of their financial support from the Ministry of Education. A small amount of the support are provided by donations and Parents Associations. Although Ministry of Education shares more foundation for computerizing the classrooms there are still a large gap to reach the target. Moreover most the existent computer labs in schools needs to be modernized as the computer technology develops rapidly, new software needs new hardware specifications.
In order to overcome these financial issues, some of the broadcasting companies organise national donation campaigns that claim to computerize schools. With the knowledge and increasing interest about the benefits of the computer usage in school, it seems that these kind of activities will increase in quantity and quality.
4.2 Difficulities of Choosing the Appropriate Software
As the computer technology develops, new language education software are take place in the market. Supply and demand relation always encourage the software companies to produce new computer programs or expand the existent softwares. As a result of these efforts the quantity of the language software increase on the other hand small software companies who want gain profit by this situation throw some poor quality products on the market, too.
Education software can be divided under three titles as Koşar (2002) point out as:
Repetition and Exercise Software: These programs enable learners to repeat the studied lessons and do exercises about them. Self-Study Software: These software provide the students with all of the required information and learning activities about the target subject. Simulation Software: These software offers real life-like situations to the learner and expect them to react according to these situations. (p. 130)
To mention about language learning software, we can study all of these types in different software packages. For example, forementioned Real English Interactive CD (Marzio, 2000) can be a combination of all these three types of software. It includes real interviews with native speakers which is a simulation of real life, it enables learners to study and repeat these interviews which is a feature of the repetition and exercise software and finally it presents the chance of the follow the learning process with the learner’s own pace, similar to self-study software.
Considering all these features, the question arises: “How we should choose the software?” The answer of this question demands a deep research on the software and the learners. The age, proficiency level, aim, cultural background and skills of the learners is very important to determine which software to choose. Moreover the features of the software is important, the claimed abilities of the software should be fully studied before using it. For public schools, the concurecce and accord between the curriculum and the software is very important as Koşar(2000) highlights.
5. Types and Reviews of Interactive Software
Considering the importance of software usage, it is time to question which software is the most appropriate for the specific aims. The software market presents a large variety of products from accent training to Business English. At the same time games, especially in some genres, provide a good opportunity for learning and teaching English especially in some genres. The choice of the appropriate software among these variety requires a deep research and experince about the software technology.
5.1 Examples of Appropriate Language Learning Software
Appropriateness of the language learning software differs according to the age of the learners, level of the language and the main focus on the language. As a useful software for both teachers and learners, “Student Assistant” presented by Bagettaware. Based on my observations of the demo version of this software, I can say it is one of the most succesfull software providing multiple usage. As stated his the website Bagetta (2005), this software enables students and teachers find the errors in writing exercises, moreover same software can also be used as a tool to examine the skills and abilities of students about comprehensing and correcting the writing mistakes. Bagetta expresses the aim of the software as follows: “Student Assistant is not going to do the work for the students, but it will give them a fighting chance to improve their writing, if they are really sincere.” Considering the features of the software the producer’s claims are convincing.
As another appropriate software for a different brunch of teaching English, American Accent Training by Ann Cook can be used to improve pronunciation skills for advanced students. According to the Beare (2004) English learning software reviews, American Accent Training provides a self study course that is claimed to improve any advanced level student's pronunciation. This course includes a course book and five CDs. The book includes all the exercises, quiz material and reference material that are found on the audio CDs. In this way, learners follow their course by reading, listening and repeating materials that are oral in nature. This software develops in sections, to mention about them roughly; “Introduction to American Intonation” section helps the learner become aware of the music of English as it is spoken in America. Students learn about intonation in this section. Second section is “Refining your pronunciation” presenting the specific pronunciation problems including various vowel and consonant sounds. Finally “Periodic diagnostic analysis and continuing review” comes after each unit. The interactive exercise and practice sections in this software helps learners to internalize the aimed skills easily. For these features American Accent Training software can be classified as a complex one. Therefore learners should also be advanced level readers to be able to truly take advantage of all this package has to offer.
5.2 Examples of Useful Computer Games
Computer assisted games can be used as an effective technique in language teaching classrooms. Vocabulary teaching and engaging the students with real life language can be easily acquired with appropriate gaming software.Based on her research Wood, J. (2001, January) believes that especially young learners benefit from computer based games in vocabulary learning, despite some weakness and negative aspects of these gaming software the ability of them to gather the interest of the young learners to the subject should not be underestimated. Although computer games are considered as way of time-wasting entertaintment, certain types of computer games provides good oppurtunity to learn and teach langugae. While earlier computer games were directed to the youngs, in recent years game industry are producing games for adults increasingly. Therefore the chance of engaging games in langugae teaching increased.
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