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7 English vocabulary learning sites
2008-04-26 20:14:00
http://esl.about.com/blvocab.htmhttp://a4 esl.org/http://eslbears.homestead.com/car d.htmlhttp://www.languageguide.org/englis h/br/http://www.vocabularycoach.com/defau lt.aspxhttp://eleaston.com/vocabulary.htm lhttp://www.manythings.org/e/vocabulary.h tmlYou can find some more links at this L.I.S. post.
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LanguageTeaching Web Resources Slideshow
2008-03-30 18:59:00
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Media and comprehensible input
2008-02-28 18:09:00
From Stephen Krashen's mailing list:Two Steps to TakePublished in the Korea Times, Feb. 28, 2008Letter to the EditorDear editor,I'm writing in response to a Feb. 25 Korea Times article, "English Education Needs to Start at Earlier Ages".Prof. Ahn Young-sop is 100 percent correct when he points out that the overemphasis on testing is hurting English language education in Korea. The situation is the same worldwide, and the only ones who profit are companies that produce the tests and test-preparation materials.His suggestion of expanding the use of English in media also makes sense. Research in languageacquisition tells us that we acquire language when we understand what we hear and what we read, and media can provide a great deal of "comprehensible input".Studies done over the last decade, largely in Asia, confirm that wide self-selected recreational reading has a powerful effect on English language development for students of English as a foreign language, and those who establish ...
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7 reading practice sites
2008-02-21 18:30:00
About's English Reading Comprehension Skills for ESL EFL LearnersEFL Laboratory ReadingESL Independent Study Lab Reading PageESL Reading IndexReading for ESL StudentsReading MatrixWorld English Reading Skills
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English grammar practice on the Web
2007-11-27 22:50:00
We know some SLA authors say explicit grammar teaching is not the most efficient way to help our students learn a language. However, many teachers believe that specific grammar work is needed in order to deal with some difficult grammar points or structures and some students, especially those who are older, want to have grammar explanations and practice because they prefer to learn the rules before attempting to use the language in communicative situations (or because they need it to pass their exams). Anyway, many teachers and students demand grammar practice exercises and we can find a lot of them in the Web. As Levy & Stockwell (2006:185) have written:"Despite this general movement away from drill-based grammar instruction, it is perhaps ironic that many people new to the field consider this type of activity to the essence of what CALL is. Drill-based activities most certainly still have their place in the language curriculum." The main ESL directories have wide grammar secti...
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Types of web resources for language teaching
2007-09-23 11:14:00
From Woodsy?s photo galleryIt is frequently said that the Web is full of teaching and learning resources.What kind of language teaching resources can we find on the Web?What do we mean by "web teaching resource"?Teaching resources in general are a source of aid or support that may be drawn upon when needed to enhance the quality of teaching and therefore facilitate learning. They may be physical (board, book, poster, video projector, chart, ...) or conceptual and methodological. When we refer to web teaching resources we are talking about the different kinds of materials and tools that we can find on the WWW, with the same purpose of improving the quality and efficiency of learning in activities which make use of those resources.Therefore, a first distinction can be made between materials, which provide contents, and tools, which let us process those contents, create our own materials or interact and collaborate with other people in learning environments. The type of web resources t...
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7 ESL / EFL links directories
2007-08-29 23:14:00
The Internet TESL Journal Links Larry Ferlazzo?s English WebsiteRong-Chang Li
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Because of YouTube!
2007-08-20 10:37:00
Sing along changing YouTube for MyBlogs, Twitter or Facebook.Via eCuaderno
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7 groups of NBLT activities
2007-07-15 12:48:00
Network Based Language Teaching (NBLT) is language teaching that involves the use of computers connected to one another in either local or global networks. Whereas CALL has traditionally been associated with self-contained, programmed applications such as tutorials, drills, simulations, instructional games, tests, and so on, NBLT represents a new and different side of CALL, where human-to-human communication is the focus. (Kern & Warschauer, 2000)However, language learning activities which involve the use of the Internet needn't be limited to computer mediated human-to-human communication. Traditional CALL activities can also be developed in NBLT and are actually found in most LT sites.As we know, the Web is full of authentic, reference and didactic materials useful for language learning. It also provides excellent tools for the interaction with those materials, processing information (input) and student production (output). And for linguistic contents and skills work, either integ...
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CALL and its dimensions
2007-06-25 01:18:00
M. Levy & G. Stockwell (2006) looks in depth at seven important dimensions of CALL:designevaluationcomputer-mediated communicationtheoryresearchpracticetechno logy"There are 10 chapters in this book: an introduction, seven chapters that cover the dimensions of CALL, and two concluding chapters that complete the book."The concluding chapters deal with ICT integration ("what integration really means and how it might be accomplished in institutional settings such as schools and universities") and the distinction between emergent CALL and established CALL."One of the real problems for the language teacher, software designer, or researcher who wishes to use technology in second -or foreign- language education is how to absorb and relate what has been achieved so far, and how to make sense of it. The kind of understanding that comes from a critical reading of a substantial literature in order to develop a balanced and detailed knowledge of the field is not easily achieved.CALL Dime nsio...
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Chinswing: creating conversations
2007-06-17 21:57:00
Chinswing is a global message board where anyone can add voice messages to ongoing topical discussions.You can listen to conversations about Classroom 2.0, Teaching and learning in virtual worlds, Dreams, How people dress or Your favourite sweet, among others. You can record your own message on the chosen topic.Via Twitter/carlaarena
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Guidelines for ideal language learning activities (& II)
2007-06-04 12:32:00
Doughty and Long (2003) used Task-Based Language Teaching theory to derive ten methodological principles, or language teaching universals, which may guide the design of ideal tasks:Use Task, Not Text, as the Unit of AnalysisPromote Learn ing by DoingElaborate InputProvide Rich InputEncourage Inductive ("Chunk") LearningFocus on FormProvide Negative FeedbackRespect Developmental Processes and "Learner Syllabuses"Promote Co-Operative/Collaborative LearningIndividualize InstructionWhat is task based language teaching? a presentation by David Nunan.International Conference on Task-Based Language Teaching, 2005
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Guidelines for ideal language learning activities (I)
2007-05-24 20:19:00
Which are the elements or characteristics that describe optimal language learning activities and environments? Joy Egbert (2005, CALL Essentials: Principles and Practice in CALL classrooms, TESOL) identifies the following conditions for classroom language learning:Any language lesson should support conditions for optimal classroom language learning environments regardless of the tools used. These conditions based on research from a variety of literatures, have been characterized in different ways, buta general list (Egbert & Hanson-Smith, 1999) includes the following eight items:Learn ers have opportunities to interact socially and negotiate meaning.Learners interact in the target language with an authentic audience.Learners are involved in authentic tasks.Learners are exposed to and encouraged to produce varied and creative language.Learners have enough time and feedback.Learners are guided to attend mindfully to the learning process.Learners work in an atmosphere with an ideal...
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Is Krashen's Monitor Theory no longer valid?
2007-04-25 17:20:00
Stephen Krashen's Monitor Theo ry has been one of the most influential SLA theories. It is based on 5 main hypotheses:The Acquisition-Learning hypothesis: Krashen claimed that formal instruction, or learning and studying about a language, is a different process from the natural acquisition that takes place as a subconscious act similar to the way children begin to understand their native language. We use learning to produce correct form or grammar, while acquisition is used to understand and produce meaning. As an example, if someone wants to learn Russian, she could learn Russian by taking classes on Russian grammar and vocabulary, but he could acquire the language by reading and listening to Russian texts or living in Russia and interacting with the people and culture in that country (how about interacting with Russian people through the net?).The Natural Order hypothesis: There is a natural, predictable order in which people acquire language. It is the same for each person and in...
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Twitter
2007-04-01 12:06:00
Join Twitter and let the world know what you are doing.You can follow my twitter messages here.Have a look at twittermaps and twittervision.

Do we need theory?
2007-03-26 09:24:00
?For the CALL practitioner -who might be considered a consumer looking toward theory for guidance- the circumstances are not as straightforward as they once were? The theories have grown not only in number, but also in sophistication and complexity. Some, such as sociocultural theory, involve a considerable number of specialized concepts and levels of analysis. Thus, although using theory as a point of departure is generally to be recommended, there is no doubt that in opting to proceed in this way ?in a principled led by theoretical insights- the scale and complexity of the challenge has been increased. What is now needed is not so much a single solution to guide CALL, but rather a careful weighing of the options so that strengths and limitations become evident." Levy & Stockwell (2006:5)On deciding which is the best methodological approach to CALL there are many variables involved. The multidisciplinary nature of CALL, the ever-changing nature of the technology and the wide varie...
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Review of ZACHARIA, G. & ZAPHIRIS, P. (eds.) (2006), User-Centered Comp
2007-03-16 12:38:00
A few posts ago I promised to review Smith & Baber (2005) and Zacharia & Zaphiris (2006) . I have been told by Amazon that the first one is not available (if someone knows where I can get it, please tell me).Zacharia & Zaphiris (2006) is a good overview of new strategies, methodologies and design approaches for building interfaces for a user-centered CALL environment, helping to understand the possibilities and challenges that can be found in the field according to different case studies. There are 14 articles grouped in 3 sections: (1) Theory and Analysis (2) Design(3) Evaluation and Case StudiesIn the preface we are told that the key objective of the book was to look at the topic of CALL in a new direction by focusing on the human-computer interaction elements of learning a language online. "Due to the increasing popularity of the Internet and the use of multimedia, there has been a recent move of CALL systems from CD-ROM to Web-based systems, making it possible to create syst...
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ICT for Language Teachers
2007-03-12 19:14:00
ICT for Language Teacher s is a new blog started by Graham Davies. It aims to encourage feedback on the ICT4LT site in particular and the use of ICT in language learning and teaching in general. The first posts are about virtual learning environments, podcasting, interactive whiteboards, presentations, reports on the effectiveness of ICT and digital language labs, with lots of interesting information and references.
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Ten suggestions for teachers with limited CALL experience
2007-02-06 15:30:00
De Szendeffy (2005: chapter 3) suggests the following 10 tips or guidelines for implementing CALL activities:1. Focus on activities, not software titles.Effective lab classes generally revolve around a well thought-out activity that involves content accessed via computers with stimulating student interaction in the target language.2. Wade in slowly.Teacher s new to CALL are often put off by the perception that they must be technical gurus, that they must know how to do everything in order to do everything. They don't.Most teachers are familiar with word processing, e-mail or web browsing.3. Teach. Lab class should provide human instruction time and contact with each student.4. Appreciate the richness of the computing environment. The complexity of this environment frequently leads students to seek help, either from the teacher or, preferably, from a classmate -thus the importance of pairing students or at least seating them according to unlike L1s.5. Prepare and be patient.Be famili...
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CALL history (& 2)
2007-01-03 20:37:00
Warschauer (2000), a revised version of Warschauer & Healey (1998) , is considered the most influential interpretative description of CALL history, which is divided into three stages:Stage I : Structural CALL (1970s-1980s): Grammar-translation & audiolingual teaching; view of language as a formal structural system; mainframe technology; drill and practice as principal use of computers; accuracy as main objective.Stage II : Communicative CALL (1980s-1990s): Communicative language teaching; cognitive view of language (mentally constructed system); microcomputers as technology and communicative exercises as principal use; not only accuracy as main objective, but also fluency.Stage III: Integrative CALL (21st century): Content based, ESP/EAP teaching; socio-cognitive view of language (developed in social interaction); multimedia and internet technologies; authentic discourse as principal use; agency is added to accuracy and fluency as main objective.I do not want to suggest that these s...
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CALL history (1)
2006-12-30 23:53:00
Reviewing CALL history can be something useful. As Davies (1997) points out, it is important that we learn from the lessons of the past - so that we don't repeat the same mistakes. Or as Beatty (2003) says: It is important to preserve such history not just to give a sense of the changing focus of CALL over time, but also to ensure that researchers do not overlook earlier issues and developments and waste time reinventing the wheel. The use of computers in language learning is not something new, as we all know. It began with large mainframe computers in some American universities in the 1960s. The most famous system of those times was PLATO (Programmed Logic/Learning for Automated Teaching), which was a pioneering platform developed by the University of Illinois working with a business partner (Control Data Corporation); its programming language was not only designed for the purpose of teaching languages and although it was finally turned off in the 1990s, the na...
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ESL Superblog
2006-12-27 13:15:00
Here you can read (and sometimes listen) what English teachers from around the world (from Brazil to Korea) have written in their ESL or EFL blogs. This superblog was created about a month ago and since then several changes have been made in the ten blogs that SuprGlu allows to add. I have tried to include blogs which are related to CALL and English teaching or addressed to language teachers who want to read about useful ideas and resources and are updated at least once a month; the posts are usually about research and professional topics and experience. I hope this ESL Super blog can be useful.
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CALL Journals
2006-12-20 17:45:00
These are the main free online journals on CALL:Language Learning & Technology Teaching English with TechnologyPACCALL Journal CALL-EJ onlineIJELLT (International Journal of e-Language Learning and Teaching)Journal of Computer-Mediated CommunicationJALT CALL JournalThere are other journals from professional associations such as EUROCALL, TESOL, CALICO, IATEFL, IALLT, APACALL, but their publications are not free or you have to be a member to have access to them.Other free online journals on ESL, which sometimes include some articles on CALL are: TESL-EJ Internet TESL JournalELT Newsletter Reading Matrix Reading in a Foreign Language
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Some books on CALL
2006-12-13 12:24:00
BEATTY, K. (2003), Teaching and Researching Computer-Assisted Language Learning, Pearson Education, Longman.BUTLER-PASCOE, M.E. & WIBURG, K.M. (2002), Technology and Teaching English Language Learners, Allyn & Bacon.CHAPELLE, C.A. (ed.) (2003), English Language Learning and Technology: Lectures on Applied Linguistics in the Age of ICT (Language Learning and Teaching, 7), John Benjamins Publishing Co.DUDENEY, G. (2000), The Internet and the Language Classroom, CUP. (A new revised edition will appear in 2007)FEYTEN, C.M. et al (2001), Teaching ESL/EFL with the Internet: Catching the Wave, Prentice Hall.JEONG-BAE, S. (ed.) (2004), Computer-Assisted Language Learning: Concepts, Contexts and Practices, APACALL.LEVY, M. (1997), Computer-Assisted Language Learning: Contexts and Conceptualization, OUP.SMITH, D. & BABER, E. (eds.) (2005), Teaching English with Information Technology, Modern English Publishing Ltd.SPERLING, D. (1998), Dave Sperling's Internet Guide, Prentice Hall.SPERLIN...
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EVO 2007
2006-12-06 12:34:00
The CALL Interest Section of TESOL offers the opportunity to participate in the Electronic Village Online (EVO) 2007. The sessions are free and open to all interested parties. You do not need to be a TESOL member to participate in this six-week, wholly online session of the EVO, Jan 15 -Feb 25, 2007. Registration is from January 1 to 14.In their Announcement Web page there is a description of the different sessions or groups. They strongly recommend that you sign up for no more than two sessions, but I am interested in at least six:Becoming a WebheadDigital Gaming and Language LearningE-assessment toolsfor language teachingTips and Tricks for SuccessfulOnline Teaching and Learning:Facilitating Authentic Use of EnglishWebcast AcademyWebpublishing in OpenParticipatory Environments

Video on language learning & Web 2.0 technologies
2006-11-24 12:03:00
Web 2.0 & Language Learning(Quicktime)Graham Stanley's video, published in his Blog-EFL, is a good summary of the new possibilities for language learning offered by new social web tools. Leigh Blackall has also referenced Graham's video at Learn Online, a blog on things to do with network and flexible learning.
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Computer Assisted Language Learning Special Interest Group
2006-11-21 10:50:00
CALLSIG.ORG is a great moodle site recently created by Chris Surridge, where teachers can collaborate in a "community of development and resource sharing". Although it is related to KOTESOL and the Korea-Japan Projects Group, it is open to teachers from everywhere.A lot has been said about collaborative learning, but what about collaboration among teachers. There are so many language teachers around the world! We need places like this to collaborate worldwide. CALL needs curricular integration models and to define those models we must share experience and knowledge, which is now possible with the new web tools. As Chris has said in the forum, teacher collaboration is critical.I strongly recommend to register and join CALLSIG , where you can find sample courses and applications (the speaking journals idea is wonderful), 20 hot minutes workshops and a CALLSIG Lounge with a growing forum.How about meeting in Asia?
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CALL Bibliographies online
2006-11-16 11:38:00
EUROCALL's Bibliography is a list of selected further reading, online and in print, for those interested in computer assisted language learning . Last updated May 26, 2006. There are sections about books, discussion lists, journals, online articles and other bibliographies (most of them dated before the year 2000 or not regularly updated).ICT4LT CALL Bibliography (UK). In the Resources section of the great ICT4LT website. Last updated November 15, 2006. Created and maintained by Graham Davies. It includes books, articles, software distributors and some other just for fun links.Literature on CALL and language learning online . List created by Vance Stevens, it includes online bibliographies (not updated) and articles. Last updated November 4, 2006.If you know of any other regularly updated CALL bibliography lists, please write a comment.
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"Drill and Kill"
2006-11-14 09:46:00
Many language teachers remain skeptical or indifferent about the new technological possibilities, or even see them as an enemy instead of an ally. There are teachers who still relate language labs to old audiolingual drill and kill methods. The audiolingual methodology was dominant since the 1950s, as the modern alternative to grammar and translation methods, and stressed memorization of structures and vocabulary through repetition (drilling) where the teacher was the language modeler and drill leader and the student a pattern practicer and accuracy enthusiast.Since the 1960s there was an expansion of descriptive work on discourse, pragmatic and functional properties of language. Language had to be examined in natural contexts, either oral or written, not in sentences made up by the linguist. The functional-notional approach (Finocchiaro & Brumfit, 1983) to language teaching was one of the first results of the evolution in linguistic theory . In the European framework the Threshold ...
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Does a language lab improve learning?
2006-11-13 13:23:00
The present school language laboratory is a classroom with computers connected to the Internet and multimedia resources. Can these technologies improve learning?There are several reasons to think that a modern CALL environment can improve learning:Combination of different sources and media (texts, images, audio, video, recording, Internet).Wider diversity of activities.A greater variety of linguistic input in context with authentic language models.Access to enormous linguistic corpora and databases.Inner interactivity with materials that make autocorrection and negotiation of meaning possible and external interactivity with other channels of communication between class members and distant learners.Possibility of creating different itineraries of learning and tutorial feedback.Autonomous independent learning and individual control.Tools for the creation of individual and group projects.Learn ing comes out of the classroom and teaching adquires an ubiquitous dimension.A friendlier envi...
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