Computer Assisted Language Learning and English Language Teaching in Thailand

Computer Assisted Language Learning 

and English Language Teaching in Thailand

(reference: http://jiabjiab143.blogspot.com/2013/08/articles-4.html) 

1. Introduction

English becomes in  Thailand for ages, including trading, information technology , even education. At the present, English language in the teaching is encountered slow process. Thus, teacher and people who is related creating education must pay immediate attention in order to improve ETL in Thailand. They try to help student to meet international demands and to be able to fully and successfully participate in international community.

Computer have entered have strongly influenced our life in every domain of community because of its availability and education technology.\

These technologies have become powerful tools to communicate with people and globe, since they are faster, easier, and more convenient to use than other older media. especially, role of computers in language education are increasing worldwide because of leaner that use of internet and can communicate with other leaner or speaker around the world. According to Warchauer (1996), technology and internet plat a role in teaching the second and foreign language as an aid to teacher. As is evident, including textbook, program course and dictionaries, CD, video.

In Thailand, the technologies are used to help in education, is much easily facilitated. CALL has been adopted in language classroom with the hope to improve the English language learning achievement. It is in response to the demand for English language in workplace.   The English language curriculum in Thailand has been, shifted from English as an elective  to English as a compulsory subject, with emphasis on autonomous learning, independent work, and innovation and new technology in English language teaching (Kanosliaoatham, 2007; Khamkhien, 2010). Thus, it is undeniable that this scenario has affected all spectrums of English language teaching in Thailand form the standard models of English. The goals and approaches in teaching and assessment, to teacher education and development.

As far as English language teaching is concerned, despite the roles of computer and the internet indispensable component of English language teaching in Thailand, the inappropriate use and some factors hindering  English instruction from improving  language  competence and proficiency cannot be overlooked

2. The Development Of Computer Assisted Language Learning (CALL)

As for development of CALL, Warchauer & Healey 9 1998) suggested that CALL can be generally categorized based on three teaching mythologies domain in ETL: behavioristic CALL, communicative CALL, and integrative CALL.

Behavioristic CALL is recognized as the first phase. It was introduced in the 1950s and implemented in the 1960s when the audio-lingual method was widely used in language instruction. Most of CALL program in the phase entailed repetitive language drill and practice activities. Tyler (1980) referred to drill and practice courseware as tutor presenting drill exercises without feed-back component.

Communicative CALL, the second phase of development of CALL, emerged in late 1970s and early 1980s. The focus of CALL is placed on using the language or functions rather than analysis of language form. According to Warschauer (1997), the communicative CALL software( e.g. text reconstruction and language games) continued to provide students with the language skill practice, but not in drill format like in the first phase. So, grammar is taught implicitly rather than explicitly, allowing students create originality and flexibility in their output of the language. The computer, thus, functions as stimulus, where the stimulates students’ discussion and writing through role-playing games.

Integrative CALL, it started in the 1990s. As described Warshuar & Healey (1889), integrative CALL was developed in an effort to address some criticism of the communicative approach by the both integrating   the teaching of four language skills into tasks to provide direction and coherence and development of multimedia technology. That is, CALL on this stage allows for a combination of sound, graphics, and video presented in one    computerized program together with computer-mediated communication or CMC and further facilitates effort to teach four macro skills, including listening, reading, speaking and writing(Hubbard ,2009). In this phase, computer serves as tool.

3. Advantages and Disadvantages of CALL in Language Learning

As far as English language teaching is concerned, it is believe that CALL is capable of overcome some of limitstion hindering success of English language learning and teaching in a number of ways (Barson & Debshi, 1996; Chapeelle, 1997;2003; Salaberry, 1999; Warschauear; 1996; 2002; 2004 Warshuar & Healey  1998, Warshuar & Kern  2005, Yanh, 2008) These studies seem to yield congruent results regarding the influences and effort using in language teaching on learners’ performance. In this regard, computer assisted language learning has provided a powerful tool for language learning for several reasons.

Frist, the use of CALL to support in language learning provides students with authenticity of the input. The students have chances to interact in one or more of four macro skills, since they have to use or produce text meant for an audience in the target language, not classroom (Garrett, 1982). Teacher can use CALL to provide easy and access to a variety of language learning resource and multimedia components in all area of language. Activities such as problem-solving, information grab, language game, animated graphic which teacher lets students to practice with target language. As a result, Skinner & Austin (1996) claim students’ interact, motivation, and confident will be promoted.

Second, in alignment with the output hypothesis as articulated by Swaim (2005) & Lapkin (1995), CALL ,especially computer mediated communication or CMC, help encourage foreign language learner to produce comprehensible output. In the other hand, Thai leaner being pushed to produce language output Though CALL, and not in the classroom, can be undertaken with some comfort and ease to a certain extent. As a result, the use of CALL in language classroom help improve students’ self-concept and mastery of basic language skills, more stuent-centered learning and engagement in the learning process more active processing, resulting in higher-order thinking skill and better recall, and gain confidences in directing their own learning.

Third, CALL is able to provide learners with the kinds of information and support that they require to complete  individual task and to response to the diversity of learners  even with a single classroom.

Next, CALL can be used to promoted autonomous learning, since CALL allows students to focus on development for their four language skills, they can enjoy their own individually  because they can choose and determine the own level, pace, and time of language practice and development.

In addition, learner-centered classes can be promoted by CALL. Warshuar & Kern  (2005) demonstrated that, while exposed to authentic and dynamic language task, learners are pushed to control their learning time and effort to communicate with peer, partner, class. Thus, it is believed that learner themselves can progress in their ability to learn by becoming aware of the processes though they learn.

Despite the preponderance of advantage offered by CALL in language classroom, certain shortcomings are not overtaken. Chapalle (1997) and  Warshuar (2004) suggest that computer technology should not completely replace the language classroom because advantage of CALL do exist. So, teachers are, therefore, considered to be a resource person in language classroom, as the presentation or authentic input might not be easily comprehended by low proficiency learners or even relatively more proficiency learners, without additional help from teacher.

Although CALL has some disadvantages, it is believed that CALL has great potential for use to facilitate the English language teaching ang learning in Thailand. To maximize the benefits of existing CALL programs or materials, teachers, and involved parties need to be informed about the option of implementation and application if CALL and how CALL can be integrated into Thai teaching situation or learning context.

4.Educational CALL Program and ELT in Thailand

The Thai government has put a great effort to improve the quality of English language teaching in several aspects. The implementation of the 1999 National Education Act, has prompted a major reconsider in the education sector in terms of both teaching and learning methods, as well as in learning environment. The Ministry of Education has also put strategies by supporting involved parties to create opportunities to enhance access to and improve the standard of e – learning media through collaborative initiatives to develop information in form of e –contents through different learning needs. For teachers, a large class size (45-60 students), and inadequately equipped classrooms and educational technology should be taken into account. In rural or remote areas, using CALL materials with the Internet is still limited due to budget allocation. Drill and practiseis to review the content background knowledge, and to assist students to master their language skills such as reading, listening, etc. Providing stimulus, receiving active response from the students, and giving immediate feedback are core steps of this program. Demonstration teaching and learning through computer based instruction is very helping with self directed learning. With self – directed learning approaches, students will be encouraged to learn by themselves. Particularly, they will gain more experience in meaningful contexts. Simulation or so-called problem solving is used, aiming to raise students critical thinking, discussion skills and writing abilities. Games are used to provide a rich learning and teaching environment. Testing is a tool for assessment and a method to determine what students know and do not know. It can take the form of an informal quiz or a formal evaluation. There are various types of computer – based learning tests. The activities illustrated above, not only course software based CALL but also online programs, including web – based learning, learning management system, multimedia courseware.

5.Studies on CALL in the Thai Context

Researchers	studies	skills	Results
Maneekul (1996)	- tried to determine the effects of normal instruction supplemented by CAI program and only giving lecture on achievement and attitude scores of Thai vocational students.	-	- showed that that normal instruction supplemented by CALL achievement and attitude scores.
Intratat (2007)	- focused the importance of using CALL in their classroom practice.	-	- the participation appreciated most the advantages of using CALL material (freedom in study).
Wong-a-sa (2010)	- investigate the effectiveness of using supplementary task-incorporated learning activities in CALL courseware.	-	- students' interaction and participation greatly. Student positive learning attitude towards CALL programs.
Phongnapharuk (2007)	- the relationship between students’ English reading the metacognitive strategies via CALL.	-	- the summary writing ability and self-directed learning were increased at good level after being taught through the metacognitive strategies via CALL.
Thongtua (2008)	- improve students’ English  reading comprehension. Developed CALL reading comprehension program.	reading	- students had significantly highly achievement than those who studied the hard copies or supplementary textbooks. Showed positive attitude toward using CALL program in learning English.
Torut and Torut	- they designed and developed a multimedia CALL material for graduate students.	-	- the students learning through multimedia  CALL program and textbooks outperformed those learning through a textbook alone in the final reading comprehension test. Positive opinion on the use of multimedia CALL.
Banditvilai (2000)	-discovered that learners increased their motivation.	-reading	-increased their motivation when they used the internet as an integral part of reading course.
Yangklang (2006)	- to investigate the improvement of English pronunciation	-pronunciation	-the students were significantly improve after using the CALL program. Positive reaction toward the use of CALL program for improving their pronunciation.
Keawpaitoon (2003)	-developed an English language learning	-listening and speaking	-positive attitudes towards using the computer program.
Tongpoon (2001)	-studied the development of grammar CALL courseware on phrasal verbs.	-	-the result also showed that the developed courseware was efficient in enhancing language learning.
Intratat (2003)	- evaluated the effectiveness of these CALL materials on how students deal with English grammar.	-	-the result revealed that the post-test scores were significantly higher than those of the pre-test, showing students development in proficiency performance.
Intratat (2009)	-developed a self-access CALL material to improve English writing skills for Thai undergraduate students.	-writing skill	-the results from the questionnaire revealed that exercises in levels of difficulty, could help them to improve their English writing ability.
Gubtapol (2002)	-explored what editing strategies Thai students commonly used and how they used their strategies with word processing programs to improve their English writing.	-	-helped the Thai students improve their writing skills in several aspects. The study also showed that basic word processing features.
Shen et al. (2007)	-employed questionnaires and interview to Thai university students using website for practice listening skill. Students could choose the topic they were studying English class, helping them improve listening skill.	-listening	-improve listening skill.
Gubtapol (2002)	Explored what editing strategies Thai students commonly used and how they used their strategies with word processing programs to improve their English writing.	-	Helped the Thai students improve their writing skills in several aspects. The study also showed that basic word processing features.
Shen et al. (2007)	- employed questionnaires and interview to Thai university students using website for practice listening skill. Students could choose the topic they were studying English class, helping them improve listening skill.	-listening	- improve listening skill.
Puakpong, (2005)	-who develop CALL and then use with 20 Thai university students from different proficiency level.	-	-the results, both midterm and final examinations although the difference was not at statistically significant level.

6.Conclusion

Although the utilization of CALL in language instruction is beneficial heavy reliance on CALL cannot be healthy (Kanoksilapatham,2009). Indeed, CALL should not be considered a replacement or substitution for classroom teachers. It is believed that the learners will be able to make valid generalization from individual cases and thus implement these technologies capitalizing their specific features. For Thai learners, they need to be able to continuously use, experiment and evaluate appropriate and meaningful CALL activities to enhance English proficiency and master English language skills which is the goals of language learning.

Computer Assisted Language Learning

😍😍Computer Assisted Language Learning😍😍

(reference: https://www.slideshare.net/IqraaKhan/computer-assisted-language-learning-presentation)

CALL use of a computer in the language learning process. It aim to teach aspects of the language learning process though the medium of the computer. CALL program can be developed for the many parts of the language learning process. CALL program include: the language taught, the language of instruction, the language writing system, the level of the language to be taught, what is to be taught and how it is to be taught.

-CALL tutors and tools

A tool does not assess the learner. When evaluating a CALL program, it is important to know if it is a tutor or a tool because they have different aims and therefore should be judged on different criteria.

-CALL tutor

A CALL tutor offers flexibility on several different levels. While technology does offer many opportunities that can be done should be done. Reflection is needed on this issue.

-CALL Tool

A CALL tool is designed to assist learning -it is part of a larger process. The tool does not have a methodology and  the learner is in direct control.

                   -Computer Mediated communication (CMC)

CMC can occur between second language (L2) learners of the same target language. It can also occur between first language (L1) and L2 learners where the L1 learner's target language is the first language of L2 learner and vice versa.

-CALL Materials

CALL material share many characteristic of NON-CALL material. Materials can either be authentic, produced locally or commercially. However, unlike a book, with CALL only a small component can be viewed at any one time -the learner cannot "flick" though the pages as she or he can with a book to get an overview of what is available on the course. While several frameworks have been proposed for CALL materials, non has been formulated that captures the unique qualities of CALL materials. Knowledge of application of technology encompasses knowledge the different types of technology available and their suitability for their intended process.

-Benefits of CALL

Uses of computer to teach language, many benefits of CALL program have been generally accepted.

-       Learner Autonomy

It can be reviewed and tasks can repeated until the learner is happy to move on the new topic. The learner feels in control, which usually enhances satisfaction leave with the learning process.

-      Privacy

CALL is the private environment it offers for self-conscious language learners. The computer offers a forum where learners can lose their self-consciousness. The computer will not expose them when they make any mistakes. The learners can learn within the sheltered, protected confines of the CALL program.

                   -       Feedback

The immediate feedback is beneficial for the learner. It may not possible to provide immediate feedback to each individual learner. It is important that error are corrected before they are converted into part of the learner 's "language knowledge ".CALL programs can not only correct errors but also reinforce the knowledge shown in correct answer.

                          Motivation

Motivation is an important factor in language learning. Motivation encourages greater language performance. When looking at motivation in the field of language learning, consideration is given to the difference between foreign and second language learning.

              -           Access to Information

They can leave a program to give themselves time to absorb the new knowledge. With CALL program, the users have more control over the cognitive load they bear during a lesson. A learner may feel more inclined to read extra information if it is only a click away.

              -           Interactivity

 Learners have to interact with the computer and cannot hide behind their classmates. Learners have to drive the program. Usually they have to use the target language exercise within program. They can practice the exercises as many times as they like, until they are satisfied with the results.

              -Non-traditional Features

CALL programs should not just imitate what happens in a traditional classroom situation but enhance the learning process by doing things that are only possible with the use of the computer. The variety of exercises available helps to maintain the student's interest. Audio and video are features possible in CALL that cannot be as smoothly integrated into the more traditional learning courses.

                   -Repetition

Another benefit of CALL is the ability to repeatedly review information. Learners can listen to audio portions of a CALL program until they are satisfied. This obviously beneficial to the learner and is a definite advantage over the traditional classroom situation in which it is not that easy to ask the teacher to repeat something a number of times until it is understood.

                   -Limitations of CALL

This sections some of the potential limitations of CALL and how these limitations can be avoided or at least minimize.       

                   -Limited Availability of Resources

Limited resources include time and money for development of CALL materials, finance to purchase computers and lack of teacher knowledge. Sometimes there is mismatch between the CALL program and the users and or the setting. Often, the teacher has just one computer available and the teacher must the teacher must try to maximise the benefit of a CALL program for a group of students. It should make clear to the user what resources it requires and point out the limitations if these resources are not available.

                   -Anti-Social Behavior

Learners may get "wrapped-up" in the program and focus on learning the language in isolation. The computer cannot force learners to speak with other speakers of the language; it can suggest to learners that they practice with other speakers at various points throughout the program.

                   -Learning Content

This may be more difficult in the CALL situation than when dealing with more traditional learning media as the content provider may be more removed from the courseware production process than may be the case in the traditional production process.

                   -Under utilization of Resources

Often call programs provide learners with a whole variety of resources to make the learning process more stimulating and enriching. This can be partly overcome with user training. If users are made aware of features and their benefits, they will be more likely to use them. Also, if they are given guidance about when to use what feature, they will feel more confident with the use of these resources.

                   -Ineffective Deployment

If there is a mismatch between the perceived and the actual setting of CALL program, its effectiveness may be limited. While the design of CALL program can try to encompass as many different learning situations as possible.

                   -         limitation in the deployment of call materials

                             - slow access,

                             -server complications,

                             -end-user configuration unknown,

                             -potential need for Plug-ins,

                             -technophobic students / teachers.

                   -CALL development

Teaching strategies and learning items in  the language learning domain, that not all possible combinations of language and learning tasks can be covered. Sometime, a teacher will work with a software developer to come up with a CALL program to teach a particular topic, but sometimes the teacher will try to develop something on his or her own. They can decide what they want to teach and how they want to teach it.

                   -The Design of a CALL program

It is not constraining and provides CALL developers with a map of the CALL process from design to development. The framework is helpful when designing CALL course-ware and is neither prescriptive nor restrictive.

                             -Hardware

It would be able to customize the hardware to needs of the proposed system.

                             -Software

A disadvantage of authoring tools is that the developer is tied into a particular structure and there can be a lack of flexibility.

                             -Authoring Package

Teacher often find commercially produced materials unsuitable in terms of pedagogic content. The final products are often text-based and materials are mainly aimed at the lower-proficiency levels.

                             -The internet and Email

The use of internet creates an additional workload for the language teacher. Suitable web site will have to be researched in advance. If long-distance collaboration projects are being worked on organizational and curricular challenges must be faced.

             -CALL evaluation

In evaluating a CALL program, factors such as ease of use, of the user interface, screen design and organization must be considered.

             CALL it would be too simplistic to assume that a magic formula exists for the success of the success of CALL. Too many factors and variable need to considered. The following general guidelines should be taken into account.