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.