Computer Assisted Language Learning~ readings

I found the chapter by Egbert to be a good introduction to CALL. The text brought in to focus what is meant, exactly, by this term. I really had wondered, prior to the course, is there something specific meant by "Computer-Assisted Language Learning?" All of the articles read explained that this is a broad term, applying to any possible use of the computer to teach or learn a language. It also does not apply only to English learning, but to any language, across content and skill areas.

One point made by Egbert that resonated with me was this: "Educators need to avoid putting technology ahead of learning in their classrooms (p. 4) Before I moved overseas, I taught in a public school in the U.S. We were required to attend a number of seminars on technology use. Sometimes I felt that we were learning these things for technology's sake, not for the sake of better instruction. So while I am excited to learn new ways to use the computer in language teaching, I want to keep in mind that what I implement needs to improve learning.

Egbert listed eight conditions for classroom language learning. I'd like to highlight four of them.
First, he said that to prepare students for using the new language in the “real world”, they must have opportunity to practice in social settings. I am hoping to discover some ways that social settings for the classroom can be generated through computer usage.

Secondly, he discussed the use of authentic tasks in language learning. The students will be much more motivated to learn when given a task that they have the skills to accomplish, given the necessary time and support.

Thirdly, Egbert stated that language learners are trying on a “a different language and culture and possibly even a new way approaching knowledge and the learning process” (p. 7). This has definitely been my experience here! We are asking our students to think and learn in a whole new way. Their education prior to our English classes is an old style of pedagogy that reflects their former Yugoslavian roots , with the teacher at the blackboard writing down things he wants the students to copy in their notebooks-- that is, if they happened to bring a notebook! The first few sessions in our classes are spent stressing the need to bring a pen and paper. The high school students aren't even used to using a textbook in class, much less any other materials or resources. After teaching them to bring supplies, then we move to some note-taking skills. But this is just the beginning as we want them to begin to think creatively, something otherwise rarely done in the classroom.

Finally, the author emphasized that the learner should have some autonomy in the language learning process. He referred to an example where the students are helped by the teachers to define their own learning goals and then later assessing their own progress toward attaining these stated goals. This is something that I have never done with students but I am intrigued by the idea. I'd be interested in hearing from any other participants in our class who have done something like this.