Computers can increase students' motivation and interest to language learning via modern multimedia means: creating a visual environment, providing context-based and situational language practice, supplying the learning process with video and audio information, giving students the possibility to navigate in the environment and complete the tasks in accordance with their personal speed of mastering the material through self access. This list of CALL advantages can be extended more and more, but the above-mentioned are the main directions where CALL technologies introduce a completely new approach to language teaching.
On the other hand, there still are many unanswered questions about CALL technologies: it is still not known whether these technologies are efficient for all groups of students or if they are only benefiting some specific groups and activities; it is not known whether these technologies may be applied at all levels of studying the language or if they are best fitting particular learning steps and particular levels (Jamieson and Chapelle, 1988). These questions are still open and are a subject of investigation for those working in the area of language teaching.
However, detailed analysis of learning factors (presented in Section 1) together with analysis of my target group's learning objectives will lead to the choice of CALL technology that will most effectively encourage students' activity and intensify the learning process.
Description of target group
The choice of CALL technologies and methods is defined by various factors, the main of them being: student's gender, age group, education, culture, personal abilities to language learning of particular student (or a group of students), and finally, the level of motivation.
I have chosen the target group of adult learners (Ukrainian military officers currently studying English to enable them to take part in peacekeeping missions), age group: 25 - 35 years, the language level - Pre-Intermediate level. This target group belongs, in my opinion, to one of the groups that will benefit most from the application of CALL technologies. The reasons for such conclusion are the following:
Since the officers will be soon taking part in peacekeeping missions, their motivation to master the required English language level is very high;
Though adult learners usually acquire information not as efficiently as children and teenagers, the age of the students and their immediate environment (they are currently on military courses at the National Defence Academy)mean that they have participated in learning activities not so long ago (i.e. they didn't forget "how to learn"), and due to the comparatively young age of the group their learning skills
The meaning of Computer Assisted Language Learning in teaching foreign languages is rapidly increasing - with the development of computer technologies, with the increase of hardware productive capacity, with the development of multimedia tools. However, the field and extent of application of CALL technologies are still disputed.
Josteen (2012) looks at some of the ways in which social media is of importance in assisting Educators in planning learning activities and shows how forums in social media are used to meet academic needs and increase course efficiency. Paragraph 1 First, the social media have the prospective of fostering erudition and meeting educational requirements.
Gender biasness in ELT materials and ambivalent sexism theory Ambivalent sexism Dominant paternalism Heterosexual hostility Differences in language communication and gender differences in ELT Different gender communication styles and gender differences in ELT Gender roles and gender differences in ELT Gendered ELT materials Linguistic analyses of the language of textbooks influences in the language of ELT materials multidimensional-approach to teaching language Conclusion Gender and language in ELT materials: A study of current practice Gender, traditionally defined as the perceived social constructs regarding the differences between the two sexes, has been a hotly debated issue in both acad
Although many teachers can see the benefits technology may have to offer, they are finding it difficult to both learn themselves and teach to secondary education students. Many teachers find that certain types of technology in the classroom make presentation of material easier.
Dendrinos (cited in Cummins and Davison, 2007, p.130) expresses the influence of Anglo - American norms on linguistic and pedagogic and laments the monolingualism and monoculturalism of English Language Teaching. He further states that by not English one is excluded from anything of social importance.
According to the report, Computer Assisted Language Learning, the level of popularity of computer-based instruction in reading may vary, but few will dispute the fact that computers have won a permanent place in most classrooms. The most common concerns of educators now have to do with the effectiveness of computer-based education.
The quotation by Slobin indicates language has been a system for those who despite being destitute are able to grasp language just like the way a socially privileged child learns. Though this child learns the language as a resource, to which Chomsky indicates that those who follow him are subjected to learn the central characteristic of language.
An examination of my experience at Iwaki Koukou is contained (2.1), along with a prototypical daily English lesson within the school (2.2). The article then examines various research reports in the study of communicative competence theory (3.1) and applies their essential principals to modify the lesson plan previously discussed (3.2).
The aim of this project is to give a better understanding of Computer Assisted Audit Techniques; this is further supported by practical illustrations and examples of CAATs. To start any audit, an understanding and knowledge of the business should be gained during the planning stage.
I went to the park for my activity. I chose to observe and interview an older adult male. I had developed social interactions with him and had noted five distinguishing observations. During our interview, I observed that his wearing eyeglasses