Principles of CALL reflection

This weeks article discusses Egberts' Principles of CALL. It discusses items such as the basic and elaborated definitions of CALL, the basic conditions desired to optimize language learning and standards, and the guidelines for using technology in education.

I am glad that we were assigned to read this article. It is now the second week of this class and my definition of CALL was still a little fuzzy. Egbert made things a lot more clear for me when he wrote that "CALL is focused not on technology but on language learning. The words enhanced or assisted indicate that technology only facilitates the language learning process." I can relate CALL better to my own experiences when thinking about the fact that my PowerPoint presentations for my French classes are an example of language learning through technology. It is a way to make language learning more efficient. The article made me think back about my experiences as a high school student learning French. I will always remember the day where we went into the computer lab (for the sake of going to the computer lab) and we all answered grammar questions about French conjugations. Although the computer program was extremely basic, I remember getting instant feedback on my mistakes and I actually progessed (which was rather rare in my high school French class). The practice that I received in that computer lab was more than I got during a normal class day.

It is interesting that Egbert stated in the second item in the general list of conditions for learning a foreign language that "In more advanced stages of learning, students must have access to sympathetic fluent speakers who are willing to adjust their language to the students' ability." I have recently learned in my Methods of College French class that in order for a student to progress, the student must attempt to interpret a higher level of language. Although this is very difficult to accomplish, I suggest that the fluent speakers keep their language and attempt to bring their students up to their level.

The quote that "technology does not enhance language learning across contexts as much as it inspires positive attitudes toward technology in those who use it (Egbert 5)" made me think. Do my PowerPoints enhance the students learning? Sometimes in my classes, I feel that I might be too dependent on technology. I use the PowerPoints as I guide and as a result, I am very much locked down to the computer and fixated more on the screen than on the students. I probably spend 60 to 70 percent of my class time at the computer. Although I believe that the technology enhances my teaching, I feel that I am not using it as well as I should be. I hope that as I learn more about CALL and the research that has been done, I will learn to better my presentations and my way interacting with the students. I hope to gain more insight on how to implement variety in my lessons. Maybe I could use the second example about the elementary school students of EFL using Puzzle Power. This is an extremely good idea that I would like to suggest to my students for learning vocabulary, even if my students are much older. Variation in my teaching style could be the solution to my problem. One important aspect of the article discussed the importance of group work where fellow students provide feedback. In my own classes, I do my best to have my students work in groups in either a daily basis or in a larger group project. The University of Oregon English Language Institutes' practices appear to be similar to the IP schools that we read about in the previous article. In both environments, it is the student that controls his education and the teachers assist. In a well equipped classroom, CALL is a way of permitting the students to become more interactive in their language learning and control his or her learning pace.