4. Which? How? Why?

5. Classware Ms Powerpoi nt Educational Software E-Dictionaries Ms Word Ms Excel

6. ( C h a p e l l e, 2 0 0 1, p. 3 ) ( L e v y, 1 9 9 7, p. 1 ) ( B e a t t y, 2 0 0 3, p. 7 )

7. (Levy, 1997, p.1) It may be defined as the search for and study of applications of the computer in language teaching and learning.

8. (Chapelle, 2001, p. 3) 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.

9. (Beatty, 2003, p. 7) 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.

11. applications designed to develop and facilitate language learning

12. applications designed for general purposes

13. online dictionaries, online encyclopedias, etc.

14. synchronous - online chat; asynchronous - email, discussion forum, message board

17. Judge predetermined right-or-wrong answers, e.g., multiple choice and fill in the blanks Provide immediate, but fixed, feedback, suggestions, and encouragement Provide authentic information through texts, pictures, sound, video segments, and animation Record learner’s writing, speech, and learning progress

18. Provide feedback beyond a predetermined list of messages Give feedback that address unexpected input; in other words, meaning Engage learner in rich negotiation of meaning characteristic of face-to-face interaction Motivate depth and quality of engagement characteristic of human interaction

20. How is the computer used? Computer Roles – Tutor (behaviorist) – Tool (cognitive) – Medium (sociocognitive) CALL Contexts – One-computer classroom – Network computer lab – Self-access learning center – Distance learning

21. - student/learner-centeredness (to promote learner autonomy) - student/learner-centeredness (to promote learner autonomy) - meaningful purpose - comprehensive input - sufficient level of stimulation (cognitively and affectively) - multiple modalities (to support various learning styles and strategies) - high level of interaction (human-machine and human-human) - high level of interaction (human-machine and human-human)

22. Time Time effort effort Low Level Low Level Multi-level classroom Multi-level classroom Native language Native language Monotony Monotony Autonomy Autonomy

23. “What is the use of a book,” thought Alice, “without pictures or conversation?” ~ From Alice's Adventures In Wonderland (p.1) Technology is neither an unalloyed blessing nor an unmitigated curse. Computers don’t teach, but teachers do. Learners don’t learn from machines but from human beings.

24. “ If knowledge is worth having, it is worth sharing.” ~ Deborah Cameron

26. Bax, S. (2003). CALL – past, present and future. System, 31, 13-28. Available: http://www.iateflcompsig.org.uk/media/callpresentpastandfuture.pdfhttp://www.iateflcompsig.org.uk/media/callpresentpastandfuture.pdf Beatty, K. (2003). Teaching and researching computer-assisted language learning. New York: Longman. Chapelle, C. A. (2001). Computer applications in second language acquisition. New York: Cambridge. Kern, R., & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 1-19). New York: Cambridge University Press.Theory and practice of network-based language teaching. Levy, M. (1997) CALL: Context and conceptualization. Oxford: Oxford University Press. Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71. Available:http://www.gse.uci.edu/faculty/markw/overview.htmlhttp://www.gse.uci.edu/faculty/markw/overview.html