Name : Chatchada Khuadkaew
Nickname : Luknam
Date of birth : 3 April 1998
E-mail : me_luknam@hotmail.com
Facebook : ลูกน้ำ า.
Facebook : ลูกน้ำ า.
About me
วันพฤหัสบดีที่ 18 กรกฎาคม พ.ศ. 2562
วันศุกร์ที่ 12 ตุลาคม พ.ศ. 2561
Week 13 : Quizzing - Adobe Captivate
Learn the fundamental steps required to create and publish a quiz using Adobe Captivate 9. This brief overview covers all of the fundamental concepts and explains how grading and review works as well. More experienced users may also find helpful the explanations of new features that simplify and streamline the quiz creation workflow.
วันอาทิตย์ที่ 7 ตุลาคม พ.ศ. 2561
Week 12 : Computer-Assisted Instruction (CAI)
Computer-Assisted Instruction (CAI)
CAI is the instructional use of a computer to present training methods including simulations, game and tutorials. CAI offers an interactive presentation of materials through the use of graphics, text, video, and audio enhancement. Often use as a tool to facilitate the training experience, it can enhance the user experience and increase engagement.
Type of CAI
- Tutorial Instruction
Tutorial activity includes both the presentation of information and its extension into different forms of work, including drill and practise, games and simulation.
- Drill and Practice
Drill and practice provide opportunities for students to repeatedly practice the skills that have previously been presented and that further practice is necessary for mastery.
- Simulation
Simulation software can provide an approximation of reality that does not require the expense of real life or its risk.
- Instructional Games
- Discovery
Discovery approach provides a large database of information specific to a course or content area and challenges the learner to analyse, compare, infer and evaluate based on their explorations of the data.
- Problem-Solving
This approach helps children develop specific problem solving skills and strategies.
- Tests
Advantage
- Students can learn by themselves.
- Add many kind of media.
- Can learn anywhere and anytime.
Disadvantage
- CAI is a limited.
- Spend time to create CAI.
- Creative thinking less.
Week 11 : Three Phases of CALL
Three Phases of CALL
Drill and practice courseware is based on the model of computer as tutor. In other words the computer serves as a vehicle for delivering instructional materials to the student. The rationale behind drill and practice was not totally spurious, which explains in part the fact that CALL drills are still used today. Briefly put, that rationale is as follows:
- Repeated exposure to the same material is beneficial or even essential to learning
- A computer is ideal for carrying out repeated drills, since the machine does not get bored with presenting the same material and since it can provide immediate non-judgmental feedback
- A computer can present such material on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities
Communicative CALL
The second phase of CALL was based on the communicative approach to teaching which became prominent in the 1970s and 80s. The drill and practice programs of the previous decade did not allow enough authentic communication to be of much value.
One of the main advocates of this new approach was John Underwood, who in 1984 proposed a series of "Premises for 'Communicative' CALL". According to Underwood, communicative CALL:
One of the main advocates of this new approach was John Underwood, who in 1984 proposed a series of "Premises for 'Communicative' CALL". According to Underwood, communicative CALL:
- focuses more on using forms rather than on the forms themselves.
- teaches grammar implicitly rather than explicitly.
- allows and encourages students to generate original utterances rather than just manipulate prefabricated language.
- does not judge and evaluate everything the students nor reward them with congratulatory messages, lights, or bells.
- avoids telling students they are wrong and is flexible to a variety of student responses.
- uses the target language exclusively and creates an environment in which using the target language feels natural, both on and off the screen.
- will never try to do anything that a book can do just as well.
Integrative CALL
The third phase of CALL, started in the 1990s. It was developed in an effort to address some criticisms of the communicative approach by both integrating the teaching of four language skills into tasks to provide direction and coherence and the development of multimedia technology.
วันเสาร์ที่ 6 ตุลาคม พ.ศ. 2561
Week 10 : Computer Assisted Language Learning
Computer Assisted Language Learning
What is CALL?
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 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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Underutilization 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.
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.
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.
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 courseware and is neither prescriptive nor restrictive.
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 courseware and is neither prescriptive nor restrictive.
Hardware
It would be able to customize the hardware to needs of the proposed system.
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.
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
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 organisational and curricular challenges must be faced.
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 organisational 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 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.
In evaluating a CALL program, factors such as ease of use, of the user interface, screen design and organization must 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.
Week 9 : Corpus-based Activities and Ideas for Material Design written by Neveen Al Saeed & Salma Waly
Corpus-based Activities and Ideas for Material Design written by Neveen Al Saeed & Salma Waly
Elementary student : Collocations: make/do
- Verb pairing game
The teacher highlights some collocations to the students then students divided into two groups. Group 1 will have corpus-derived sentences without the verb make anddo. Group 2 will have the verb make and do
Student stand in lines facing each other the ones carrying verb will take turns trying to pair their verb with the sentence to other group.
-Computer cloze activity
Examples : The little boy, Zohair, was sent to______coffee.
-Screen shot analysis
Intermediate students: Modal verbs
-Contextual Analysis
-Cloze activities
-Spot the error activity
-Multiple-choices
Upper intermediate students: Phrasal verbs
-Cloze activity
Advanced students: Idiomatic Expression:
-Concordance Analysis
-Pragmatics: Situation analysis
Certain point of designing corpus-based tasks include the ability level of the students, cultural and educational backgrounds. In class a specialized corpus is needed, EFL instructors and researchers need to make sure it is available at their institutions.
Week 8 : Digital Writing: Enhancing Ways of Teaching and Learning Writing
Digital Writing: Enhancing Ways of Teaching and Learning Writing
Problems in Writing Class: Struggling Writers
This group of struggling writers is often less motivated to write and fails to organize their ideas. These learners usually have poor handwriting.
Digital Writing
Digital Writing is becoming a standard way of life for young learners within Generation M.
Digital writing as the medium to communicate with each other.
Types of Digital Writing
- Blogs
- Instant Messaging (IM)
- Social network site (SNS)
Characteristics of Digital Writing: Features that Support Struggling Writers
Digital writing has distinctive characteristics and strengths. Many researchers report positive findings of digital communication application on various aspects related to language learning. First, many digital writing provide opportunities for users to use nicknames or pseudonyms. Second, learners want to communicate to the group or readers.The learners can view their language message as they produce them So, learners or those who have problems with spelling and low command of vocabulary. Finally, digital is flexible for teachers to modify contexts to suit learner's language needs and interests.
Activities for Teaching Writing with Digital Writing
- Affiliate Group Chat
- Guess Who
- Scavenger
- Little Reporter
- Secret Admirer
- Role Play
- Peer Feedback
- Closed Group Community
Digital Writing: Some Concerns on Academic Writing
Many English teachers are still concerned that its specific register such as shorthand and emoticons.
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