Technology intesting: the present and the future. by Alderson, J.C.(2000)

According to the article, there are technical, adminstrative and pedagogical advantages of using CBTs over paper-and-pencil tests. They include immediate student feedback, personalised testing, increased options for test administration,the storing enormous amounts of data for research purposes,a nd increased test security through test item randomization.
The disadvantages of computer-based testing include the possiblity of bias against computer illiterate individuals, limitations in technology which do not allow for accurate assessment of productive language skills.The author concludes his article by asking questions for future researchers. I think any assessment should take in consideration its relavancy, accuracy, objectivity and coverage. I wonder the 'self-assessment' is unknown practice in Hong Kong classrooms. How would the candidates feel about the second set of test? How do users percieve the contrast between self-assessment and 'normal'assessment? We need more research into the impact of technology on learning and IT-based assessment in enhancing teaching and learning.

Levy, M. (1997). Theory-Driven CALL and the Development Process. Computer Assisted Language Learning, 10(1), 41-56.Levy, M. (1997).

Language Learner Behaviour in a Virtual Enviroment. Computer Assisted Language Learning by Roed,J (2003)

Roed (2003) carried a research on the behaviour of university students of Danish while they were engaged in a communicative language task within a synchronous virtual learning enviroment ( e.g. chat room). Findings show that the task resulted in the change in behaviour especially those quiet students behaved different in online communication. They became more active than in the classroom. This explains that the kind of enviroment helps to reduce language anexiety. Comupter-mediated communication (CMC) creates a rather anonymous and stressfree enviroment. The advantage of CMC is its function as scaffolding. It would result in increased language production.
Roed's findings show that online communication facilitates language learners to communicate. I agree that learning enviroment enhances students' language learning. We expect a learning enviroment introduces promising possibilities for intersection of in-school and out-of-school literacy practices such as computer-aided instruction, computer-based learning, computer-mediated communication and classroom teaching.

Levy, M. (1997). Theory-Driven CALL and the Development Process. Computer Assisted Language Learning, 10(1), 41-56.

Theory-Driven CALL and the Development Process. Computer Assisted Language Learning by Levy,M. (1997)

In the article, Levy ( 1997) draws from a number of the theoritical frameworks underlying CALL pprojects and findings of CALL survey to explore the nature of theory-driven CALL.
Other research shows that CALL should be theory-driven (Garrett;1988, Liou,1994) .They stated that CALL courseware development should always led by theoretical motivation.
According to the findings, the 'formalists' believe that completed research is necessary for sucessful CALL Development. They tend to make theory the starting point of project. On the other hand, 'procedualists' believe research need not to be completed right before the start of the development process but can be integrated into that process and tend to make discoveries as they go along.
I think the criteria for the CALL development approiateness is based on the proper development of a CALL enviroment. In other words, the language learning needs to be integrated with a computer-aided( CAL) methodology and combined with a 'communicative competence' model of SLA. In othe words, the most fundalmental issue in the field of CALL is the notion of 'fit' is relvant more so in language pedagogy.
Levy, M. (1997). Theory-Driven CALL and the Development Process. Computer Assisted Language Learning, 10(1), 41-56.

An integrated framework for CALL courseware evaluation by Hubbard, P.( 1988)

An integrated framework for CALL courseware evaluation. CALICO Journal,6(2), 51-72
( Hubbard, P. 1988 )
In the article, 'evaluation' means evaluation of courseware itself. The evalution scheme is useful in the sense that teachers learn how to evaluate courseware themselves. The framework can be a guideline to evaluate courseware themselves to see whether fits on students' needs and interests before teachers make final decision. Unlike most of textbook evaluations, forms and procedures of various types were developed nothing more than checklists. This could be too general and not clear to understand. But this article propose entirely different approach to evaluation. It is based on a framework incorporating both components of courseware and teaching/ language process. The framework in this context means an integrated description of components of CALL materials, its goals and evaluation. It is comprehensive in that it concerns the evaluation of computer-assisted language learning and teaching . It includes 'operational description', 'learner fit' and 'teacher fit', all of which themselves have a number of distinct components which need to be looked at in any courseware evaluation procedure. The evaluation framework is flexible because it provides the tool through which the courseware evaluator can create his or her own questions to build some other evaluation scheme according to the evaluator's needs. To teachers , the framework could be resourceful a guideline in classroom teaching and learning.

Hubbard, P. (1988). An integrated framework for CALL courseware evaluation. CALICO Journal, 6(2), 51-72.

A Reflection of My CALL Teaching

Computer have comes to play a role in nearly every aspect of our day-to -day lives, including education. In my teaching experiences, computers are very effective for learning motivation and encouraging language use and practice in the classroom.
Warschauer,2006 argued that" In the arena of second language instruction, computers enable learners to interact with others and become engaged in lessons in new and meaningfiul way." In other words, lesson can be enhanced by the use of computers. For example, class blogging is useful tool in teaching writing and reading skills. I found that when students are given realistic tasks such as writing recounts for their school /family trips, commenting on other's blogs. During the process, students are much motivated to post their photos and comments on their blogs. "There's a change of behaviour appear to be different when writing online compared with classroom setting" as stated by Roed, J. (2003). In my class, even shy students tried to write a few sentences on their blogs. Besides that I can say CALL Development approach should emphases equal signifances on teaching theories and technology application. This means that CALL materials with respect to a particular learning goal. We teachers have to consider the teaching methodolgy, teacher fit, learner fit and syllabus. According to ESL theories by Stephen Krashen, “The best methods for ESL teaching are those that supply comprehensive input, and not from forcing and correcting production.” All in all, computers are very effective for encouraging language use and practice in the classroom.

Review of A practical Guide to Using Comouters in Language Teaching by John de Szendeffy,2005

Practical Considerations for Multimedia Courseware Development: An EFL IVD Experience. By Hsien-Chin Liou

Practical Considerations for Multimedia Courseware Development: An ELF IVD Experience By Hsien-Chin Liou

In 1991, the Department of Foreign Language at National Tsing Hua University launched an IVD project of Courseware development. It aimed at assisting the training in EFL skills.
The paper is first describing how the EFL courseware can be linked to language classroom, and how courseware evaluations should be planned. It concludes with ideas of implication and useful recommendations.
The major merit of an IVD system is presenting visual information as well as presenting rich and authentic target language(TL) input for practice. What really motivate students ? Research shows that motivation and interest come from carefully designed interaction with teachers, peers and material appropriately supported by IT. IVD Project can provide authentic and adaptive learning environment by incorporating vivid scenario which is more interesting than text-based information. Besides that teachers’ pedagogical skills are important. Research shows that most common use of IT in classroom teaching is teacher-centred. It is focusing on teaching with IT in the form of expository teaching . By contrast, IVD Project accommodates media based objectives while taking language learning theories and pedagogy into account. And it takes account of alternative forms of assessment more conducive to student-centred IT-based activity and focuses on quality of use rather than quantity of use.
The goal of developing this IVD project is two fold: enhancement of EFL instruction/learning and preparation for research in EFL learning. It takes learners as ‘consumers’ where educational content is ‘delivered’ to the learners. It takes learners as ‘producers’ where the learner is provided with the tools to engage. It starts with verbal and visual receiving stage to participating and doing. The findings in the research shows that IVD group increased learning in areas of vocab and content are better than non IVD group. They showed much interest and higher motivation in using the new delivery system. The Project suggests a directions for teachers who will develop or use CALL Multimedia/IVD material in future.

Second Life

It just like in the real world in Second Life. Students can control the pace and path of the interaction with others. Generally speaking, the use of technology inside or outside the classroom tends to make the class more interesting. It can promote motivation in students by personalising information, for example by creating their own avatars as part of the tasks or programs. It can be learning opportunity for students when they are encouraged to try different possible solution to a problem in exploraing the islands in the Second Life. Other advantage is that users feel a low social prensence and a sense of safty in anonymity.They feel free and more relax in the virtual world conversation than real one. This tends to be greater participation in conversation . But students can lose track of the tasks in the free virtual world, therefore students need to be work alongside with teachers' guidance. When teachers selecting any kinds of this multimedia tools for learning, we need to be very cauious and pay attention to the quality of the programme.

Language Learner Behaviour in a Virtual Enviroment- A summary

This article provide a practical and user-friendly guide to help teachers integrate computer technology into their language teaching. Roed (2003) found that a virtual learning enviroment may constitute a more relaxed free atmosphere than a classroom. The lower level of inhibition and social anexiety would be advantageous in foreign language teaching and learning.Roed (2003) investigated the behaviour of university students of Danish while they were engaged in a communicative language task within a virtual enviroment( chat room). She found that the task resulted in changes in behaviour and also the perception of learners'behaviour.Therefore, Roed's findings seem to view that online chatting facilitates language learners to communicate as a result of lowered self awareness while engaging in public discourse.
Despite the fact that ESL learners would have to face the difficulties of language competency, I do think that lessons can be enhanced by the use of computers because computers can be used for realistic tasks, such as chatting online which require students to use multiple language skills and interact. Teachers can scaffold according to learners' needs and use less sophistcated programs to complement their lessons and engage students in authentic ways.

Roed, J. (2003). Language Learner Behaviour in a Virtual Environment. Computer Assisted Language Learning, 16(2-3), 155-172.

Hong Kong Live it Love it!

The vedio clip is useful resources for class collaborative writing.
Students read and study the vedio clip. They are asked to write comments on it. First,they write drafts online in small groups. The teacher then criques the drafts online and create electronic links to his own comments to pages of approiate explanations for students' additional background references. Next,using this assistance, the students prepare and publish their articles in the class blog together with reply forms to get comment from readers. When they receive their comments (by mail),they can edit their articles for republication on the school web.
This is an example of integrative approach to use teachnology based on collaborative reading and writing it create an intergarte communicative enviroment for ESL students.

Kids Games

http://www.britishcouncil.org/kids-games-face-match.htm

Google Earth

http://earth.google.com/
This is an useful website for task-or project-based approaches which intergrate various aspects of language learning process. It is based on multimedia computers and Internet. Learners can navigate their own path by pointing and clicking. It fosters students' interactivity both in learner-computer and learner-learner manner.

Internet for English Teaching by Warschauer, Shetzer & Meloni

This article introduces a set of pedagogy-related principles which Warscauer et. al. believe Internet can serves a variety of uses for language teaching and the learning opportunities of our students. The authors classify these principles under 'Learning Goals', 'Teaching Guidelines' and 'Planning Tips'. In terms of Learning Goals, they say that teachers should help students.

The authors define 'Learning goals', namely:
-master new technologies in active and creative ways
-develop autonomous learning strategies
-learn collaborative communication and teamwork skills
-learn in a variety of cultural contexts
-develop critical thinking skills

The Teaching Guidelines are intended to help you organize your classes to achieve the above Learning Goals. The authors classify them under five headings, namely:
Dual Immersion (where students are immersed in learning the skills of language AND technology simultaneously)
Integration (where computers are fully integrated into the curriculum)
Project-Based Learning
Student-Centred Learning
Learning With a Purpose

The list of planning tips is extensive. Perhaps the most useful and relevant tip for me is the one about creating a computer and Internet access for ESL students a secure platform from which to begin their Web-browsing activities. Other useful tips include having students work in groups in a one-computer classroom and focussing on e-mail when students are conducting Internet projects in low-tech environments.

To conclude, teachers who utilise a range of new tecnology for language teaching purposes, will or should evaluate the approiateness of approaches and assess the advantages and limitations of particular technological tools from time to time as to enhance classroom language teaching.

Warschauer, M., Shetzer, H., & Meloni, C. F. (2000). Internet for English teaching: TESOL Alexandria, VA. [Chapter 7]

This is Tokyo Railway Station. This photo was taken in 2009.

Oxford University Press

Teaching resource - here's the link to Oxford University Press

My First Blog

My first blog
I've not much expericences of technology in the language learning context. Interesting to start doing it now. Teaachers have to percieve IT as a way to make lessons more attractiv, capture students attention.
A few web sites I used for teaching or learning language are youtube or wikis.
I'll used IT for presentation of information, illustration of ideas, or 'interactive classroom practices'
I hope to learn to use blog for teaching and learning.