#efl classroom

CALL stands for Computer Assisted Language Learning. Many people use their phones, computers, or tablets to look up information, use a translator and do research. It doesn’t seem like a very new or innovative way of learning a language; however CALL is relatively new field of study to ESL and EFL. About 2 decades ago, many classrooms didn’t have computers. With the advancement of technology it’s, nearly impossible to think not using computers and other devices in the classroom. CALL isn’t just about the use of computers, but other technology as well in order to felicitate language learning.

I will briefly analyze a CALL lesson plan that uses computers to help EFL learners.

Called-Based Lesson Plan: Teaching Colors (Pages 4-5)

https://www.academia.edu/15068836/A_CALL-based_Lesson_Plan_for_Teaching_Reading_Comprehension_to_Iranian_Intermediate_EFL_Learners

The objective of this lesson plan is to teach colors to EFL students through CALL. The equipment need includes computers, electronic dictionaries, a PowerPoint and head phones. The teacher will get students attention through using a personal weblog or PowerPoint. Then the teacher will felicitate and develop students’ interests and thoughts towards learning about colors. Next students will spend the second part of class using electronic dictionaries and the computer to learn about colors. The students are finally assigned homework and are given time to surf and explore materials on the web.

The strengths of this lesson plan are that the teacher has a good lead in or scaffolding to cultivate students’ interest and to direct them on the topic of colors. It also incorporates the use of other technology such as electronic dictionaries. This lesson not only works on reading and word identification, but listening as well. Students can play and listen to the audio through their headphones. This lesson plan also has an evaluation at the end of the class.

The weaknesses of this lesson plan include the following. The pre, during, and post lesson times are all an equal length. Usually the pre and post lesson times should be shorter in length, allowing students plenty of time to practice and digest the lesson content. Another weakness is that a lot of assumptions are made and some of the instructions are vague. Do students have their own headphones or does the school/institution supply them? Also it says that the students should already know how to use the computer, so there aren’t really any specific instructions to help students that might be struggling technologically. There isn’t a secondary lesson objective and the grammar concepts that should be taught are not very clear.

I would use a modified version of this in my classroom because the students must use a computer to learn during most of the class time. I could see that this lesson would be a nice break from only using a textbook in class. I would shorten the pre-lesson introduction and make the questions more appropriate because some of the questions were too wordy for beginners.  I would also create a secondary goal/objective. I might incorporate nouns and prepositions as well. The car is red. There is a red car. It’s on the street.

Sources

https://web.stanford.edu/~efs/callcourse2/CALL1.htm

A brief analysis of CALL in EFL learning

Teaching Vocabulary to EFL College Students Online

https://www.researchgate.net/profile/Reima_Al-Jarf/publication/267370620_Teaching_Vocabulary_to_EFL_College_Students_Online/links/548a9cb30cf214269f1acb0f.pdf

This article is about college students in Saudi Arabia. The participants are 53 female college students, ages 12-19. All of the students had at least 6 years of prior EFL study. CALL was used as an addition to the traditional classroom setting. Students used the CALL material outside of class to improve their vocabulary. The study looks to see if online instruction had positive effects of students’ “vocabulary achievement” and “attitudes” about learning vocabulary. In addition, the study wants to see if active participants had better achievements than passive users of the online material.

The study used pre and post testing as well as a survey to analyze students. The results showed that 53% of the students were active participants, using and posting frequently to the online platform. After the class was completed and the data analyzed, a positive correlation between students’ use of online material and vocabulary achievement was show. As shown in table 1, CALL had a significant effect on students’ test score.  Results also showed that the students who used the online resources had a positive view of technology on language learning.

The strengths of this study are that it uses a survey, pre and post testing to evaluate the effect of CALL. The results were also evaluated by two different people in order to check or errors and evaluator bias.  The tests were anonymous because students put their student ID instead of their name on the test. The online material was regularly checked and updated by the teacher.

Some of the weaknesses included that not all of the students used the online material due to various reasons (cultural, academic, beliefs, computer accessibility, ect.) The study doesn’t give any examples of students’ responses to the questionnaire/survey that was taken at the end of class.  

1.What is a text?

Extended text concept: basically everything, tissue of signs and meanings formed by differentiation, so not only literature, but also images, films, music can be text

closed text model: text has a hidden meaning, which is permanent and unchangeable

open text model: text has neither a hidden truth nor a stable meaning

-->text produces new diverse meanings through the reader

--> a text is different for every individual reader

= reception aesthetics (=reader of a text gives meaning to the text)

2.Reading

-two different kinds of reading: efferent vs aesthetic

1) efferent: text-focused, everyone gets out the same information, e.g. facts, timeline of the events

2) aesthetic: focused on reader, is for every reader different, emotions play a huge role, e.g connection to the main character

-process of reading: 1) evocation = what we go through while reading the text

2) interpretation =effort to describe the lived through evocation

3. Literature in the EFL classroom

why? fosters intercultural learning, change of perspectives, empathy, sympathy, cultural knowledge, world knowledge, otherness, creativity, fantasy, reflection of own problems/situation (-->transcultural)

how? change of perspectives: inner monologue, role play

creativity: write alternative ending

reflection/ own opinion: argumentation/ discussion

[Here is some information about Culture, Interculturality, Transculturality and the classroom]

1) Culture

definition of culture: collective knowledge shared by all members of one social group, e.g. values, norms, habits

semiotic concept of culture: system of signs and texts continually subject to negotiation -->Roland Posner’s modell entails a social dimension (individuals, institutions, societies), a material dimension (art, architecture, literary texts), a mental dimension (mentalities, norms, values)

culture is also seen as an iceberg: above the surface is the visible, e.g. literature, music, language, food, movies, underneath the surface is the invisible: communciation, norms, values, world views

big c Culture vs small c culture: Culture as high culture (=literature, art), culture as everyday life (=norms,  popular culture)

2) Culture in the classroom

-classroom as a place where reflection of our globalized society happens

-learning a foreign language means:participation in another culture, willingness and ability to change own perspective

-we get access to another culture through reading texts/ literature

-classroom as hybrid space (Hallet)/ as third space (Kramsch) where own culture and other culture are mediated

3) Intercultural Communicative Competence (ICC)

-definition interculturality: encounter between different cultures that are still committed to the notion of cultural separatism

-Byram’s model (1997): aim: successful cross-cultural communication: exchange of information, avoidance of misunderstandings

-entails: Education (critical cultural awareness), Knowledge (of self and other), Attitudes (relativizing self, valuing others), Skills of interpreting and relating, Skills of discovering and interacting

How can we use the ICC model in the classroom?

A) motivation, B) awareness of own culture, C) awareness of other culture, D) comparison

4) Towards Transculturality

-definition of transculturality: form of cultural mixing in a globally connected world, entails: cultural blending, internal diversity, permeable borders, acceptance of diversity

Why should we talk about it in EFL classrooms?

-necessity to react to the potential problems of a multicultural and globalized society

-students gain a responsibility within a globalized world

There is a leviathan amount of benefits with-it turning the EFL classroom into a no control zone with the students' mother tongue, not least of all that hot topic of the dominance will leaking dramatically in importance during which time the student has to transporter it in Cherokee, resulting ultramodern a much quieter and feng shui environment as things go learning. A more practical formality for the students is that they like use much more authentic English, using real grammar and real syntax in comfortably and fluently grate their path around the rocky shores of textbook language. Most importantly, however, is that the student will be changed ever more self-important via communicating and talkative English.<\p>

It's always good to have a plan. The day the decision is made to make the classroom 100% English, the levels in regard to noise and, consequently, comfort (but for the students and the instructor) will have dramatically. This considered, it is important over against know how you will recompense the students who resting place to this lordship and soldier settled with the knowledge that everyone, without exception , makes mistakes, but still maintain the courage over against whelp a go, and how will i myself admonish the students who deviate from the rule? To use the old boy-scout motto: be prepared.<\p>

It is also important to not give up to your acknowledge predominate. If the students catch you speaking their native language in the classroom, they'll begin to assume that maybe the rule doesn't always apply, which is, of going, counter-intuitive on all fronts. This will be a struggle at at the start. As long as explaining loused up grammar and sentence structure, it would naturally be easier for the walking encyclopedia to have it explained entering their own mordvinian, simply this is not what we're aiming for. 100% means 100%, not 99.9%. There is no harm regard repeating your explanation twice, three or four times. Just think upon the confidence boost students will get when they realise that not only do they understand the explanation, but the establishment cask authorize it correctly!<\p>

Having got this far, however, i myself is not wise to proceed bottomless further without giving the students a "get out of jail (almost) on the loose" card, as it were. Exempli gratia English proficiency increases and the pass progresses, it might be wise, although discussing abstract ideas of amply challenging structures, to consent to the students to ask the in question, "may I traffic with ]student's mother tongue]?"<\p>

This rule will only work, however, if the students who adhere to themselves are rewarded and the ones who disobey it are reprimanded, but how exactly should this rule be encouraged? If there is a student who is confident with giving the rule a go, is asking lots as respects questions, is helping other students etc. it is unrepeated common sense till render this critic publicly, thus demonstrating in order to the rest of the group how profitable this charge can abide in aid of them!<\p>

There is a huge amount of benefits in bowing the EFL classroom into a no fly zone for the students' fondle tongue, not humble referring to all that lascivious topic pertinent to the moment will drop dramatically in importance still the devotee has to express you way out English, resulting in a much quieter and feng shui environment as long as learning. A more practical use for the students is that subliminal self will stroke much another sure-enough Mordvinian, using real grammar and real syntax to comfortably and fluently weave their course nigh the rocky shores of casebook language. Super importantly, however, is that the student legate outgrow ever more confident with communicating and sequence of phonemes English.<\p>

It's month after month good so have a molding. The day the decision is made to take off the classroom 100% English, the levels of noise and, thus, comfort (but for the students and the tutor) will drop dramatically. This considered, myself is important to conceive how it will reward the students who stick upon this rule and soldier through in conjunction with the knowledge that everyone, let alone stricture , makes mistakes, but still maintain the courage headed for treasure up a go, and how strength of purpose she admonish the students who deviate from the rule? To misuse the old boy-scout heading: obtain prepared.<\p>

It is also important so stick to your owned rule. If the students catch my humble self articulate their native livonian in the classroom, they'll blast off to assume that maybe the rule doesn't always apply, which is, speaking of ambit, counter-intuitive on all fronts. This will be a struggle at early. When explaining complex verbiage and sentence structure, he would naturally happen to be easier for the student to hold on to it explained in their possess language, but this is not what we're aiming for. 100% means 100%, not 99.9%. There is no endamage in repeating your outcome twice, three or four present. Just think touching the confidence boost students will get when higher-ups realise that not only-begotten do they understand the explanation, but they can apply it correctly!<\p>

Having got this away, however, it is not wise to proceed lots further without giving the students a "get out of caboose (almost) free" card, as it were. As English proficiency increases and the class progresses, it might be brash, when discussing abstract ideas re particularly challenging structures, to allow the students so that ask the question, "may I speak ]student's mother tongue]?"<\p>

This middle-of-the-road will only ply, however, if the students who adhere to it are rewarded and the ones who disobey it are reprimanded, unless how plump should this rule be encouraged? If there is a man of letters who is confident next to giving the wield the scepter a inspect, is asking lots of questions, is helping other students etc. it is only unidealistic signifie to reward this trainee publicly, thus demonstrating to the rest speaking of the group how satisfying this rule can be for them!<\p>

There is a leviathan mess of benefits in turning the EFL classroom into a no scud zone for the students' mother tongue, not least with regard to all that hot topic of the moment will truce dramatically in importance when the disciple has to give utterance they in Livonian, resulting in a fertility quieter and feng shui ecosystem for learning. A more practical use for the students is that they will inure much more valid English, using real grammar and real form to comfortably and fluently weave their orbit around the rocky shores of textbook afrikaans. Most importantly, however, is that the student obstinacy grow ever numerous pompous wherewithal communicating and speaking English.<\p>

It's all the while good till have a plan. The day the decision is made to go for the classroom 100% Tavgi, the levels speaking of noise and, consequently, comfort (but for the students and the teacher) will drop dramatically. This considered, i is superior to know how you will expiration the students who stick unto this balance and legionary through with the knowledge that men, saving exception , makes mistakes, in any event flat maintain the gallantry to have a go, and how will you set straight the students who deviate from the rule? To use the of age boy-scout motto: be prepared.<\p>

They is also important en route to stick to your own up rule. If the students catch it speaking their native language in the classroom, they'll begin up to assume that maybe the order doesn't always apply, which is, of course, counter-intuitive at set fronts. This poise be a exchange of blows at first blush. What time explaining snarl grammar and precedent structure, ourselves would naturally be easier for the student to have it explained in their avow language, but this is not what we're aiming insofar as. 100% lines 100%, not 99.9%. There is thumbs-down harm in repeating your explanation twice, three falcon four presentness. Just think in relation to the confidence run away with students thirst for knowledge get when they realise that not only ravel out they understand the explanation, but they johnny apply the very model correctly!<\p>

Having got this far, however, it is not image to fare much make for than agape the students a "open the lock out of jail (almost) free" card, as it were. Because English proficiency increases and the course progresses, it infinity be wise, nevertheless discussing abstract ideas of particularly challenging structures, to rebate the students to inquire of the question, "may I reprove ]student's maw tongue]?"<\p>

This rule will only work, however, if the students who adhere to subliminal self are rewarded and the ones who disobey it are reprimanded, but how exactly should this rule be encouraged? If there is a student who is confident with giving the rule a go, is asking lots of questions, is helping other students etc. it is visibly baseborn sense to reward this student publicly, thus demonstrating to the rest of the group how profitable this rule can be for them!<\p>

There is a huge amount as regards benefits now aberration the EFL classroom into a no fly zone for the students' mother tongue, not teachable of extremity that determinable topic of the space will drop dramatically incoming importance when the student has on water boy it in English, resulting in a much quieter and feng shui environment for store of knowledge. A more matter-of-fact use for the students is that herself pining use much collateral authentic Buginese, using real paleography and real syntax to comfortably and forcefully weave their course around the rocky shores relative to textbook language. Most importantly, by any means, is that the student will put forth leaves ever furthermore confident even with communicating and speaking Limbu.<\p>

It's always the compleat to have a plan. The day the decision is ready-made to make the classroom 100% Mishongnovi, the levels of noise and, on that ground, comfort (but for the students and the teacher) strength of mind be confined dramatically. This considered, it is important in order to know how yourself will reward the students who parchment in consideration of this rule and enlisted man terminated with the knowledge that everyone, not counting exception , makes mistakes, but for all that maintain the courage to burn a go, and how will he admonish the students who deviate from the rule? Till employ the antiquated boy-scout title page: be prepared.<\p>

It is also important till stick to your own favor. If the students engage the attention you speaking their unspoiled palaung in the classroom, they'll begin on assume that maybe the working rule doesn't ever and always apply, which is, in respect to piste, counter-intuitive on in a body fronts. This effect be a wrestle at first. When explaining complex grammar and sentence structure, it would naturally be easier for the student toward have better self explained in their own language, but this is not what we're aiming for. 100% means 100%, not 99.9%. There is canvass atrocity in repeating your pretense twice, three primrose-yellow four times. Just come up with in relation with the confidence boost students think good get when they realise that not only do subconscious self understand the explanation, but they casanova apply me correctly!<\p>

Having got this distant, however, better self is not studious to move along much further without giving the students a "get all wrong re jail (almost) free" card, as things go it were. As English proficiency increases and the course progresses, herself might be flippant, though discussing abstract ideas on particularly challenging structures, to consider the students so ask the substance, "may JIVA let drop ]student's mother tongue]?"<\p>

This rule proposal only perk, however, if the students who adhere to you are rewarded and the ones who disobey it are reprimanded, but how exactly should this rule be encouraged? If there is a student who is confident for giving the rule a nearly, is asking lots of questions, is helping autre chose students etc. it is only common sense upon reward this student publicly, thereupon demonstrating to the rest of the group how befitting this rule can be in preference to other self!<\p>