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CALL, MIPRO 2004
Sanja Seljan, Norbert G. Berger, Zdravko Dovedan
Opatija, 27.5.2004
CALL MIPRO 2004
Objectives
Partners
Method
Related TEMPUS Activities
Background
Development of CALL
3 approaches:Behaviourist: audio-lingual method
(pattern drilling)Communicative approach, functions
and notions (computer provides practice materials and feedback, resources and for communication and communication tool)
Development of CALL (continued)
Integrative CALL: hypermedia and multimedia (facilitating e-learning and distance studies)
CALL and the InternetHost of materials for language learning• authentic content from target language culture• specifically designed materials for Language
LearningEffects:+ ability to participate in real communication- problems of selecting, financing and trainingA method or a medium? (Moras 2001)Effective use based on pedagogical requirements
(Warschauer and Whittaker (1997)
Guidelines for teachers
1. Consider goals
2. Think integration
3. Don't underestimate complexity
4. Provide support
5. Involve students in decisions
CALL Projects
e.g. Melbourne Australia
• Project-Oriented Computer-Assisted Language Learning Project
• Integrating Multimedia Tools into Project-driven Foreign Language Learning
4-step approach integrating computers
Faculty of Philosophy, Zagreb• post-graduates in "Glotodidactics" (3 years)
• 4th-year undergraduates in "Machine Translation"introduction to Internet search and evaluation criteriacourseware CD-ROMs for self-study (Learn to speak
French/English, pre-school packs, Neurotrans, Auralog)Websites for Croatian learners of other languages:
http://travlang.com/languages/ http://skeravec.chez.tiscali.fr
Dictionary sites: World Translator, Xanadu OnlineEducation sites on major search engines, and Education
Resources Website (http://www.edufind.com)
Universities of Exeter/GrazAcademic and Business English http://www.ngberger.com
Academic lectures in English (for students on pre-sessional courses, students abroad and teacher training courses)
Academic writing courses: IELTS preparation and writing feedback with linked exercises
Academic communication: presentation and seminar skills: e.g.video analysis
Academic reading: skimming, scanning, intensive reading, note-taking skills, distinguishing facts and opinions, identifying evidence and supporting ideas
Cross-cultural awareness and communication skills trainingBusiness English skills and company training
Student reactions
qualitative evaluation
learning logs (on http://www.ngberger.com)
quantitative evaluation
surveys and questionnaires (e.g. on Moodles site:
http://bslso108.kfunigraz.ac.at)
Implications of CALL
for teachers
roles of lecturers / tutors / academics are changing (Wheeler, M. and Marshall, J. 1986)
traditional trainer roles of directing and interpreting are superseded by coaching and facilitating
for students
Dublin Descriptors see http://www.jointquality.org
Students are trained to become more independent learners. Not reproducing things learned by heart but being able to communicate
"information, ideas, problems and solutions to both specialist and non-specialist audiences (Bachelor level)
conclusions, knowledge and rationale underpinning these to specialist and non- specialist audiences clearly and unambiguously (Master level)"
For students (continued)
Besides they have developed
"those skills that are necessary for them to continue further study with a high degree of autonomy (Bachelor level)
the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous (Master level)"
Students using computers have been found to spend more time studying and achieve significant, above average progress (Exeter, pre-sessional 2003, Graz, ABE: IELTS)
pedagogical requirements of hypermedia and
networksfor integrated and constructivist learning:• do knowledge and learning objects and
course management systems / virtual learning learning environments meet the needs of educators and students?
• can hypermedia and networks replace the traditional class-room altogether or will blended learning solutions prevail?
Outlook
challenges
• TEMPUS English training for lecturers
• more courses and co-operations• excellence in niche disciplines
TEMPUS English training for lecturers
planned for this summer: 2-week course English for EAP
in future with lecturers from other universities
more courses and cooperations
joint classes for students from different universities / faculties / nations
excellence in niche disciplines
Specialisation can create competitive advantages
risks
• competition• brain drain• dominance of English language
competition
major players in education dominate funding and attract the cream of the
crop
CALL MIPRO 2004