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).
Monday 26 April 2010
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.
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.
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.
Sunday 25 April 2010
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
( 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
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