The Differences Between Computer-Assisted Language Learning and Face-to-Face Instruction

The era of technology has brought many changes to people and certain aspects in the way of living including education. There are two possible ways in teaching and learning nowadays, which is the traditional face to face method and through the computer. What difference does it make between these two methods? There are few aspects that needed to be considered in comparing traditional face to face instruction with computer assisted language learning such as the strength and weaknesses of both methods, the foundation of each method and also the learners’ perspective of each method.

            Kiesler et al. (1984), said that since participants cannot see or hear each other, participants lack the aural and visual paralinguistic cues that in the face-to-face setting non-linguistically signify the listener’s orientation to the discourse: for example, annoyance, agreement, or indifference. From the input perspective, interaction first and foremost provides opportunities for comprehension, which enables learners to link the L2 forms to the meanings they encode. Hui et al. (2008) did a field study and compared the effectiveness and satisfaction associated with technology-assisted learning with that of face-to-face learning and the result showed that technology-assisted learning improves students’ acquisition of the kind of knowledge which requires abstract conceptualization and reflective observation, but adversely affects students’ ability to obtain knowledge which requires concrete experience. Ahmad et al. (1985) stressed that the computer is a just a tool without any inborn wisdom or a mind of its own, that the computer itself is incapable of learning or teaching and that it can only perform the exact instructions given by a human user, without which it is powerless. However, Schulz, (1993) argued by saying that the computer is the perfect candidate for individualized instruction because, unlike humans, it has infinite resources of patience and can teach on a one-to-one basis at a pace dictated by the individual’s capabilities.

Putnam (1983), Hope (1984), Alatis (1986), and Secan (1990), together they came to the same conclusion which is the traditional position sees the computer as a mere adjunct to the teacher’s role, which remains central to the process of language learning. Johnson et al. (2000) mentioned that there are no significant differences between the two methods when success factors are determined and students can learn just as effectively in either of the two formats, whatever their style of learning, providing that the teaching is conducted with an adult learning theory and has instructional design guides. Gruba (2004, p.637) refers to the teacher as a “mediator” between the computer and students throughout the learning process, serving the role of “keeping things running smoothly”. So, whether the implementation of computer assisted language learning is working or not reflects to how the teacher guided the students through the whole learning process. According to Berger et al. (2008), online and face-to-face environments play different and complementary roles. (Chew, 2008) supported by saying that this way, the development of “blended learning” as a grounding area will enable teachers to design, develop and deliver effective mixed programs. However, Jackson and Helms (2008) have found that hybrid classes continued to exhibit the same weaknesses of the online format, and that the addition of face-to-face interaction does not minimize weaknesses.

Reisetter et al. (2007) examined whether online learners and face-to-face learners are equally satisfied with the quality of their learning; their findings showed that both learning styles scored equally with regard to learning outcomes and satisfaction. Chun, (1994) and; Perkins & Newman, (1999) said that as a result of the different conditions underlying the communication, the skills involved in expressing oneself and interpreting others in the written electronic environment are different from the skills required for communicative competence in the face-to-face milieu. Chun (1994) also found that second language students interacted directly with each other rather than mainly with the teacher, and that students displayed more interactive competence in comparison with students in face-to-face classroom discussions. Beauvois, (1992, 1998); Bohlke, (2003); Chun, (1994); Kelm, (1992); and Kern, (1995) have also reported more balanced participation in written electronic as opposed to face-to-face conferences  where they do not feel shy and nervous when discussion were dominated by few members. The discussion tends to be more equally distributed among participants.

Although in recent years remarkable progress has been made in speech recognition and artificial intelligence, the interactivity of the computer and language learners is still somewhat limited, and studies reported that the computer could not contribute very much to the development of language skills. This topic has given me a lot of insight of how teaching and learning should be conducted. However, there is no clear answer of which method is better as both have their strengths and weaknesses. Students might as well achieve good results in language learning if proper guidance were given.

Either way, the teachers play a very vital role in teaching and improving the learning process especially in ESL. As for Malaysian education context, the implementation of smart schools has increased computer assisted language learning and thus, this could be the step that needed to be taken seriously by improving the systems to ensure that it will allow students from other schools to achieve the same result. Exposures and experiences are also important to make CALL a success, but the traditional method could not be ignored as the teachers still need to guide the students so that they will stay on track in learning.

REFERENCES:

Alonso D., L., & Blázquez E., F. (2009). Are the Functions of Teachers in e-Learning and Face-to-Face Learning Environments Really Different?. Educational Technology & Society, 12 (4), 331–343. Retrieved February 16, 2011 from http://www.ifets.info/journals/12_4/28.pdf

Fitze, M. (2006) Discourse And Participation In Esl Face-To-Face And Written Electronic Conferences. Language Learning & Technology. January 2006, Volume 10, Number 1 pp. 67-86. Retrieved February 22, 2011 from http://llt.msu.edu/vol10num1/fitze/

Liu, M., and Huo, H., (2007). Computer Assisted Language Learning (CALL) in China: Some Common Concerns. Professional Teaching Articles. Retrieved February 20, 2011 from http://www.asian-efl-journal.com/pta_April_07_ml&hh.php

Nguyen, L. V. (2010). Computer Mediated Collaborative Learning within a Communicative Language Teaching Approach: A Sociocultural Perspective. Asian EFL Journal. (pg. 202-233). Retrieved February 20, 2011 from http://www.asian-efl-journal.com/PDF/March-2010.pdf#page=202

Vandergriff, I. (2006) Negotiating Common Ground In Computer-Mediated versus Face-To-Face Discussions. Language Learning & Technology January 2006, Volume 10, Number 1 (pp. 110-138). Retrieved February 20, 2011 from http://llt.msu.edu/vol10num1/vandergriff/

iPad (testing)

iPad

INTRODUCTION

Here, I would like to give a brief introduction to what am I going to post on this blog.

The title itself has given us a lot of ideas of what it is going to be about.

For SLL(Second Language Learners), we are already familiar with the term "CALL".

CALL is an acronym for Computer Assisted Language Learning. So, are we going To CALL, or Not To CALL??

As what can be found in Wikipedia, Computer-assisted language learning (CALL) is succinctly defined in a seminal work by Levy (1997: p. 1) as "the search for and study of applications of the computer in language teaching and learning". CALL embraces a wide range of ICT applications and approaches to teaching and learning foreign languages, from the “traditional” drill-and-practice programs that characterised CALL in the 1960s and 1970s to more recent manifestations of CALL, e.g. as used in a virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, Computer-mediated communication (CMC), language learning in virtual worlds and Mobile-assisted language learning (MALL).

Different from the traditional teaching and learning method, CALL focuses more on the advantages of the technology that we have nowadays to ensure that learning process can be done in a more intelligence and also condusive environment.

So, if you feel like to know more about CALL, stay tune for more updates from me ;)

Reference:

Computer-assisted language learning. (2011, January 19). In Wikipedia, The Free Encyclopedia. Retrieved January 23, 2011, fromhttp://en.wikipedia.org/w/index.php?title=Computer-assisted_language_learning&oldid=408757367

Making English as an Important Subject to Pass Examination

English is now known as the most important language in the world as it is used all over the country by all kind of people as the medium of communication not just in doing business or education, but also in part of instructions of the things that we daily use. Even though we know that our country Malaysia is also in the way of fully implementing English but somehow there is still some part that is not yet influenced by English as we can see that there are still a lot of Malaysians that cannot use English well and even cannot use it at all. This is why we, our group did this topic on ‘Making English Compulsory to Pass Examinations’ to show how important to implement English in the early stage especially for those who are going to the next step of education. We think that English is important as it can help students for tertiary education, it is a language of knowledge, it is a job requirement and it is important to have good English proficiency.

By making English compulsory, it can help the students in their tertiary education. What we mean here is, the students would not be shock when they have to use fully English when they enter university or college. The usage of English in tertiary education can be described as important as the medium of communication and also as the medium of instruction in lecture or tutor. We can see that the lecturers also use English in class and somehow the students need to use English too in order to talk to their lecturer, to ask questions, to make any suggestion or to do presentation in class. When English is enforced as the compulsory subject to pass examination, it will also make them prepared for the future because no one knows if there is a chance for them to continue their studies abroad and this is when English becomes very important for them to master. English is also a medium that is use in the interview maybe if the students get a scholarship if they got a promotion of continuing their studies in certain courses which need them to be good in English. The interviewer can already know if they should choose the candidates from the way the candidates talk whether they have the entire requirement that they need to pass the interview. From here, we can see that there are a lot of importances of English in tertiary education and there is more importance of English in other part especially in the core of education. So, that is why English is needed to be made a compulsory subject to pass examination.
Another reason why English should be made a compulsory subject to pass SPM is because English is the language of knowledge, the Internet and business in the single global economy is English. Malaysians will be greatly handicapped if one denied this important tool that enables us to integrate with the rest of the world. English also serves as the vital tool for the acquisition of knowledge and skills. Imagine if one could not speak in English or the least could not understand it, his sources of knowledge will be limited. Articles, advertisements, blogs etc from the internet will usually use English as the medium. This is due to the flexibility of the language. People from all over the world can have the access and gain knowledge from it. If the authors write in the Malay language only few countries citizens will understand. Hence, the knowledge could not be spread. Furthermore, since 2004 SPM examination students are given choice to answer questions in English or Bahasa Malaysia. In 12 March 2008 The Star newspaper, according to Prof Datuk Dzulkifli Abdul Razak stated that there has been an increase in students opting to answer Mathematics and Science paper in English. Hence, this prove that English should be made as a pass in SPM examination.
Furthermore, we have to make English as a compulsory subject to pass in SPM because this will help our students later on once their have entered the real world. As we all know English is a medium of business in all over the world. Due to that reason, most companies in the private sectors, especially multinational corporations, place more importance on English rather than Bahasa Melayu as their language for communication and business. They also have made English proficiency as the requirement to get a job. Candidates that master English have better advantages compare to those who do not posses high proficiency even they have same academic qualification. How can our students manage to secure a job after they have finished their tertiary education even they have excellent achievement in academic if they do not even able to write or speak in English fluently? We should know that any paperwork or proposals are written in English. Even when facing the meeting board or dealing with client and investors, they use the English language as the medium of communication. That is why; it is a must for our students to master English language in the early stage at school because it will make their life easier once they entered the working world. All this can be achieve by implemented English as a compulsory subject to pass their SPM to make the students realize the important of mastering English language and they will learn English language more seriously. In this era of globalization and cyber-technology, it is essential that students today are fluent in English to enable them to fit in the new economy.
Other than that, we must be aware of the importance of having good English proficiency. It is distressing to see that we are left behind compare to other Asian parties in which they have already in the run of success. We cannot stand back and watch how the drama roles, we must buck ourselves up and compete with others. We must realize that to be in the run at the world stage, we have to seize viable advantages and the proficiency of English language. We have to accept the fact that English has become the vital part of every communication around the world. That is why we should make English as a compulsory subject to pass in SPM –the highest examination in school system. Students have been complaint of how hard it is to learn mathematics and science in English. There is no point to learn if the students cannot understand the language. Thus, in order to instill better understanding among the students, they should have the proficiency in English language. We can not just sit and look at other representative from other countries demonstrate fluent English. Nowadays, working sectors require the proficiency of the English language. That shows how important to have the quality. Education is important as the base for all country to every success they could achieve. Thus, we must have self realization of how important to have the proficiency in English. It will give us advantage to compete with other competitive countries. We can not afford to lose anymore, it is time to move on –for better life, greater future.
In conclusion, it is important for the government to review the education system as it can still be improved. In doing so, making English as a pass in SPM will help to improve it as it can help students for their tertiary education, it is a language of knowledge, it is a job requirement and it is important to have good English proficiency. There is no harm in doing so because we did not neglect Bahasa Malaysia as the official language. Bahasa Malaysia has already been made as requirement to pass SPM examination.

Expanding the Definition and Use of Career Portfolios

by Martin Kimeldorf and Barbara Hagy

A career portfolio represents an attempt to communicate ideas using words AND pictures, as well as the entire array of multi-media possibilities (sound, animation, net surfing, etc). This broadband definition of a portfolio means it can take the form of a visual proposal, a brochure, or a scrapbook-like traditional portfolio displayed either in print or in digital format (e.g.; PowerPoint®, PDF® files, multimedia documents).
Unfortunately, too many people have created samples of "portfolios" which fall far short of it's dynamic possibilities. For instance, many people have simply assumed that adding links to a resume turns the text document into a portfolio. Therefore, it is important to note what does not constitute a career portfolio. A career portfolio is not a resume or text-bound document with links to yet more text or sites.
Rather, the career portfolio document or presentation conveys it's high-impact message with a blend of white space, words, and graphic elements. In this brave new communication world, the effective communicator will attend to the formatting and design as well as the content and words of the document. In the end, the career portfolio must include samples of one's work. And if the individual is changing careers, then it is appropriate to include examples of work one is capable of performing, which means the samples can come from hobbies, volunteer jobs, or other learning experiences.
Career Portfolios Have Other Uses Beyond Job-HuntingWith all of these possibilities and options, it is clear that the career portfolio can be used for more than job interviewing. Likewise, the career portfolio obviously is no longer limited to paper since it can be projected on-screen or distributed via the Internet. Today, the person who takes charge of his or her career is limited only by imagination. While the career portfolio can be shown during a job interview, perhaps its most creative aspects take shape when it is used creatively to promote a new idea or work assignment, as a tool for employee evaluation, or as part of the process of succession and retirement planning.
Thinking about a career portfolio in this expanded manner suggests that the portfolio may at times become a hybrid document. As it takes on larger roles, it no longer contains only work samples. For instance, when used to accompany a proposal for a new job or venture, it might also contain an analysis of customer needs, lists of current problems, and examples of comparative services. When used to augment succession planning, the retiree's portfolio may be more focused on the future rather than the past. Likewise, the portfolio might also contain suggestions for improving the job for the retiree's replacement. At this point the portfolio speaks to one's legacy and promise. In this light, the portfolio can begin to take on the look and feel of a business plan, a project proposal, scrapbook, or brochure.
Consider an example where a person has an idea for the kind of work he wants to do, but lacks a job offer. In this instance, he might use the portfolio to market a proposal to his present employer or a brand new business. Suppose a sales representative notes the increasing amount of returns after Christmas because customers too often receive duplicate products or incorrect versions. This salesman also wants to expand his reach online. He comes up with a proposal for an online gift registry that insures that people buy a product the recipient truly needs. The portfolio could contain a mini proposal and samples of work that illustrate how the online gift registry could be created. Naturally, examples of the salesman's ability to initiate and create this service would need to be included in this hybrid business plan/career portfolio.
In the final analysis, expanding the definition or role of a career portfolio means enlarging our own sense of what we do at work. As a result, supervisors must be willing to embrace a new approach for assisting employees in evaluating their skills and planning for advancement. Innovative enterprises will use the career portfolio to re-structure the staff's relationships on the job, and hopefully in the process, everyone will find their work more meaningful and their efforts more effective.
Portfolios Breathe New Life into the Employee Evaluation ProcessToo often the employee evaluation resembles more of a dreaded chore rather than a career development or organizational growth opportunity. Supervisors rely on checklists or canned protocols. Employees often feel undervalued or like victims rather than as partners. In contrast, when an employee meets with his or her supervisor at the beginning of the year to discuss shared goals, they can fashion a shared vision for the work to be done. An evaluator can discuss the organization's goals for the year, and then translate them into terms that relate to the employee's job description. The question becomes, “What are some ways you can help us reach these goals, and how might that be demonstrated?” And the answer is a blueprint for the employee's portfolio.
In this scenario, the employee takes responsibility for documenting his or her contribution. However, the portfolio should not be limited only to the discussion since one's contributions to any organization often follow a spontaneous unfolding of events where new needs arise. Likewise, as employees develop new ways of improving services or products, they should catalogue them for the review time. To keep it flexible, the employer and employee could meet briefly on a regular basis to review, update, and change goals. These goals would then become the backbone to the employee evaluation rubric that would be used for judging the portfolio.
Along the way, an organization would come to understand more about what its employees really do on the job. This new knowledge could then be used to improve job descriptions. For example, at Tulsa Tech, several custodians put samples in their portfolio showing duties that went far beyond indoor maintenance. One individual had become the organization's public address system expert. Whenever speakers came, he organized all the supporting sound and lighting systems for the presentation. Another person tended to spend most of his time in a shipping and receiving function. Yet, both people worked under the title of “custodian.”
To retain these skilled people, the organization will next have to honor their contribution by changing their job titles and job descriptions. This will prove especially important should either employee leave due to retirement or promotion and need to be replaced. Giving an employee the opportunity to inject his career portfolio into the evaluation process acknowledges real contributions and keeps the organization healthy.
Using a portfolio to foster a shared evaluation process helps the organization communicate the goal of continuous improvement in products, services, and staff. The career portfolio becomes a living history of the employee's accomplishments and a record of demonstrated competencies. All of this documentation can become an individual's passport for sustaining or advancing their career within the organization. The supervisor's role expands as he or she evaluates the “raw” material in the portfolio during the performance evaluation process. Thus, the supervisor helps the employee discover what s/he can do to contribute to success, identify their skill-deficiencies, and then create a step-by-step action plan for closing the gaps.
The Future is NowA columnist at the Seattle Times once wryly observed, “The future is never what it is supposed to be.” He was reminiscing about the Jetsons and the hype surrounding high technology. The urge to dream about robots doing housework and commuting by aircraft devices is tantalizing, but the reality of taking out the garbage remains both a concrete and symbolic reality.
At the same time, recent digital trends suggest that the portfolio is here to stay and probably will come to play a much larger role in our career development practices. For example, think back to the Internet before the emergence of the World Wide Web. In the 80s and early 90s the Internet was mostly email and ftp sites. People navigated with complex Unix codes, and the “virtual community” was quite small. Once the visual elements of point-and-click buttons and pictures, animation and sound arrived, the Internet became a wild and wooly frontier. It seemed that one mouse-click was worth a 1,000 Unix commands.
By the same token, resumes and cover letters are the communication tools of the last century. Today, we can send our words, our picture, and even our voice across the wire. Rather than just use words to describe our work, we can now add scanned images from the work site. Instead of asking the employer to believe the lines of our resumes and checklists in evaluations, we can show actual work samples. In other words, one portfolio artifact is possibly worth a thousand words found in a job application-resume-letter-evaluation form.
Portfolios are a visual medium, the vehicle of NOW. Portfolios are not just a fad. And if you let your imagination go, you can use the portfolio to conjure up the same magic Lynn used in her job interview. To paraphrase Joyce Lain Kennedy, the guru of technology-based job search, one can use a portfolio to give a “show stopper” performance and in the process start down a new path of opportunity.

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welcome to my blog....

im looking forward to give u guys a lot of information and stuff also waiting to share a lot of things with u guys out there..

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