CALL AND CONSTRUCTIVISM

CALL AND CONSTRUCTIVISM

https://sarahjpeach.wordpress.com/2013/04/07/the-ins-and-outs-of-constructivism-a-synthesis-of-what-ive-discovered/

What is call?

Definitions of CALL from http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm

- Computer-assisted language learning (CALL) was the expression agreed upon at the 1983 TESOL convention in a meeting of all interested participants. This term is widely used to refer to the area of technology and second language teaching and learning despite the fact that revisions for the term are suggested regularly (Chapelle, 2001, p. 3).

- Computer Assisted Language Learning (CALL) may be defined as the search for and study of applications of the computer in language teaching and learning (Levy, 1997, p.1).

- Given the breadth of what may go on in computer-assisted language learning (CALL), a definition of CALL that accommodates its changing nature is any process in which a learner uses a computer and, as a result, improves his or her language (Beatty, 2003, p. 7).

- CALL has come to encompass issues of materials design, technologies, pedagogical theories and modes of instruction. Materials for CALL can include those which are purpose-made for language learning and those which adapt existing computer-based materials, video and other materials (Beatty, 2003, pp. 7-8).

How is it connected to Constructivism?

There is a connection between CALL and constructivism like they said in http://constructivisminelt.wikispaces.com/Constructivism+and+CALL

The design of CALL materials generally takes into consideration principles of language pedagogy and methodology,

which may be derived from different second language learning theories (e.g. behaviourist, cognitive, constructivist).

Constructivist-based instruction often includes providing the learner with skills or support (e.g. modelling, coaching, scaffolding) and

encouraging the learner to actively construct his or her own personal learning experience.

The teacher’s role is to aid the learner in this construction rather than simply providing that information to her or him (Bowers et al., 2010).

(See Constructivism and language teaching: introduction, Constructivism and language teacher, Constructivism and language learner for more)

The current philosophy of CALL puts a strong emphasis on student-centred materials that allow learners to work on their own.

Such materials usually embody two important features: interactive learning and individualised learning. 

Types of CALL activity

-  multiple-choice & true/false quizzes -  gap-filling exercise/cloze -  matching -  re-ordering/sequencing -  crossword puzzles -  games -  simulations

-  writing & word-processing -  concordancing  -  web quests/searching -  web publishing -  online communication (synchronous and asynchronous)