Computer Assisted Language Learning Assignment: Students' Names

Assignment – FP010 CALL
COMPUTER ASSISTED LANGUAGE

LEARNING ASSIGNMENT
Students’ names:
Erika Gabriela Cedillo Álvarez
Alicia Mercedes Sosa Velásquez
Group:
2019-06
Date:
December 06th, 2020
1
INTRODUCTION
Computer Assisted Language Learning (CALL) is one of the countless tools and
techniques that can help learners to improve their language skills and competencies.
This new technological innovation in language education has been developed
tremendously to allow students to increase learner autonomy, creativity, productivity
and team work. CALL has currently increased their usage due to all the common
language barriers that personal interaction has owned.
The use of computers can be an impressive tool for English language
instruction. They can be intermediary to process data instantaneously and integrate
different media like voice, music, video, pictures and text into interactive lessons.
Computers can be programmed to tailor instruction and test for each individual learner.
They can be used to make students feel more comfortable and motivated to improve
their language learning process.
Computers integrated into the language education represent an innovative
stimulus which includes a software used for word processing, grammar studies, and
collaborative writing (Eslit, 2017). CALL is not a stranger to the academic world; it is
widely used because it promotes interaction and new roles for both students and
teachers, therefore, learners can interact at their own pace and according to their
learning styles.
2
TEACHING CONTEXT
LOCATION: Cuenca – Ecuador

L1: Spanish
L2: English
EDUCATION LEVEL: University Semester: Mixed
AGE: 17-25
NUMBER OF STUDENTS: 20
EDUCATIONAL SYSTEM: Public University
HOURS OF INSTRUCTION: 4 hours per week (45 mins per hour)
ENGLISH PROFICIENCY LEVEL: B1 Level
TYPE OF SYLLABUS: Task-based
This sequence consisted in three activities using technology is intended to apply

CALL in teaching a reading lesson about travel experiences. It is developed for a group
of Ecuadorian university students undertaking various academic programs. They have
CEFR B1 level in the language. According to the CEFR, B1 students are able to
maintain interaction while they need to express in a range of contexts and follow the
main points of extended discussion around them.
Based on this, the lesson outline includes tasks that will require learners to
understand familiar vocabulary related to travel experiences. This reading task is
composed of three activities: pre-reading, while-reading and post-reading. In this
lesson, students will be able to learn and practice new vocabulary and read for general
and main point of a text.
3
LESSON OUTLINE
ACTIVITY 1
TYPE ACTIVITY: Pre-reading
OBJECTIVE: Students will learn vocabulary about travel experiences and use them to
predict events in the reading text.
CONTENTS: Vocabulary – Words and expressions related to travel experiences.
SKILL (S): Reading
MATERIALS AND RESOURCES:
 Computers, smartphones or other electronic devices
 Internet connection / Wi-Fi
 PowerPoint presentation
 Projector
 Board / Markers
 Web pages tools with content previously created
PROCEDURE:
Warm up (15 mins)
The teacher asks students to enter www.quizlet.com into their device browser or use
the app Quizlet and type the code created automatically by the system. There, the
students need to compete with each other by matching the word with the correct
meaning or picture.
The teacher presents some pictures and a number of sentences that students will
need to match. This will be shown with the help of a PPT.
4
ACTIVITY 2
TYPE ACTIVITY: While-reading
OBJECTIVE: To provide clarification and practice of present continuous for future
plans in the context of travel
CONTENTS: Grammar - the present continuous tense to talk about things that we are
presently considering.
SKILL (S): Reading
 Projector
 Board / Markers
 Web pages tools with content previously created
PROCEDURE:
While-task (30 mins) to have reading for gist and specific information
• To have reading for gist and specific information

T provides sts a link to read and solve some reading/listening exercises in order to
apply the vocabulary previously studied in the unit. https://www.english-
grammar.at/worksheets/banked-gap-fill/bgf005-swapping-homes.pdf
Some sts might have some difficulties filling the blanks with the missing word so the T
will feed back the activity at the end. Sts can also check for the correct answers in the
same link.
T projects the first reading and asks sts to read for specific words given in advanced in
previous classes (reading for gist). T asks them to read it again and write the
advantages and disadvantages mentioned in the paragraph (reading for specific
information.
T asks sts to make groups of 5 and draw a Ven Diagram with the pros and cons they
found in the reading. Sts will read it to the class and explain their options.
ACTIVITY 3
TYPE ACTIVITY: Post-reading to have writing and reading practices
5
OBJECTIVE: Sts will write their adverts about swapping homes using as many
adjectives as they can.
CONTENTS: Function - the present continuous is used to talk about an ongoing action
that is happening now, either at the moment of speech or now in a larger sense. The
present continuous can also be used to show that an action is going to take place in
the near future.
SKILL (S): Writing
 Projector
 Board / Markers
PROCEDURE:
Post-task (30 mins)
T asks sts to write their own adverts about swapping homes in pairs and paste it on
the wall. T asks sts to walk around the class and choose the best advert.
For an interesting exercise, T asks sts to try using song lyrics, poems, or short online
stories and pasting them into a word cloud creator, like Wordle.net. Have students try
to write something that features as many of the words as possible. Instead of a word
cloud, sts could use print outs of complete song lyrics, look at them as a class, and
have students write about them in a different form. For example, as a letter, email,
news story, or narrative. T reminds them to use the present progressive tense in their
works.
CONCLUSION
6
The motivation and knowledge that teachers can inculcate in their students by
speaking to them and promoting the use of English in classrooms can be substantial.
Thus, this there are a series of factors and strategies needing serious consideration to
understand what can limit or favor student teachers' attempts to speak in English
during EFL lessons. Teachers face many challenges when talking about teaching a
second language refers. Teacher educators hope to help language teachers to
understand and apply Computer Assisted Language Learning (CALL) activities to
promote student achievement. Using technology has received tremendous amount of
attention in the recent years (Chapelle, 2001; Chapelle, 2006; Levy & Stockwell, 2006).
Although teachers are expected to use technology as an assistant tool to the
education, there is not a specific course offered to equip prospective teachers with the
necessary skills to use technology.
7
BIBLIOGRAPHY
Chapelle, C. (2001). Computer applications in second language acquisition:

Foundations for teaching, testing, and research. Cambridge: Cambridge
University Press. doi:10.1017/CBO9781139524681
Chapelle, C. (2006). Foreword. In P. Hubbard & M. Levy (Eds.), Teacher education in

CALL. Amster-dam: John Benjamins. doi:10.1075/lllt.14.01cha
Eslit, E. (2017). Computer Assisted Language Teaching: Learning without Dust.

Research Gate, 30.
Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer
assisted language learning. Mahwah, NJ: Lawrence Erlbaum

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Assignment – FP010 CALL

COMPUTER ASSISTED LANGUAGE

Erika Gabriela Cedillo Álvarez

Alicia Mercedes Sosa Velásquez

December 06th, 2020

LOCATION: Cuenca – Ecuador

This sequence consisted in three activities using technology is intended to apply

• To have reading for gist and specific information

Chapelle, C. (2001). Computer applications in second language acquisition:

Chapelle, C. (2006). Foreword. In P. Hubbard & M. Levy (Eds.), Teacher education in

Eslit, E. (2017). Computer Assisted Language Teaching: Learning without Dust.

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