ICT Reading Review: English Teachers' Barriers to the Use of Computer-assisted Language Learning

English Teacher’s Barriers to the Use of Computer-assisted Language Learning

lhttp://iteslj.org/Articles/Lee-CALLbarriers.html

This article is a perfect introduction to ICT beginners. The outline of this article is presented below:

1         Three historical stages in the development of CALL:

1.1      Behaviorist CALL: 1960’s- 1970’s, repetitive language drills; based on the behaviorist learning    model.

1.2      Communicative CALL: 1970’s-1980’s; focus on using forms rather than on the forms themselves; cognitive theories: learning is a creative process of discovery, expression and development.

1.3      Integrative CALL: socio-cognitive view that emphasizes real language use in a meaningful authentic context. Two dimensions: 1. integrate various skills (L, S, R, W) 2. integrate technology more fully into LT.

2          Reasons for or advantages of using CALL:

2.1      Experiential learning: learning by doing things themselves; ss creators of knowledge.

2.2      Motivation: fun; games; fashionable; a variety of activities; more independent.

2.3      Enhanced student achievement: positive learning attitude; self-instruction strategies; promote self-confidence.

2.4      Authentic materials for study: various resources of authentic reading materials; no time and space limitation.

2.5      Greater interaction: breaks the linear flow of instruction

2.6      Individualization: for shy students; individualized student-centered, collaborative learning; realize ss’ full potential without preventing their peers from working at their own pace.

2.7      Independence from a single source of information: discover thousands of information sources; interdisciplinary learning in a multicultural world.

2.8      Global understanding: T facilitates; ss feel citizens of a global classroom.

2.9      Recent shifts:

2.9.1.1  ss: deal with large amounts of information; communicate across language and culture; explorers and creators of language rather than passive recipients.

2.9.1.2  T: not the only source of information any more, but act as facilitators.

2.9.1.3  Theories: combines important current language learning theories.

3         The barriers inhibiting the practice of CALL.

3.1        Financial barriers

3.2        Availability of computer hardware and software

3.3        technical and theoretical knowledge

3.4        acceptance of the technology

Conclusion:

1. Engaging in CALL is a continuing challenge that requires time and commitment.

2. Computers can/will never substitute teachers but they offer new opportunities for better language practice.

3. Next generation better acceptance.