Use of CALL in No-Tech EFL Classrooms

Abstract

While thousands of students and instructors in developed countries are using the Internet and computer assisted technologies to teach language skills, literature or target culture, in some developing countries use of technology in instruction is not yet known, due to insufficient numbers of PC's, lack of internet connectivity, lack of trained instructors, lack of administrative support and insufficient funds. Despite the many obstacles, students and instructors in no-tech environments can still use their PC's and internet connection from home or may set up a small network using few PC's and a phone line. Instructors and students can make use of the many tools and resources available on the net such as e-mail, newsgroups, discussion forums, mailing lists, language websites, online dictionaries, online encyclopedias, authoring tools, online quizzes and online courses to supplement classroom instruction. Many research findings have shown that use of technology in EFL instruction has resulted in significant gains in achievement and positive attitudes towards learning, because use of CALL provides additional practice, a self-paced and non-threatening learning environment, integrates sound, pictures, motion, color, and different skills. The students enjoy using the internet, find it useful and fun, and consider it a new way of leaning and doing homework. It heightens their motivation and raises their self-esteem. It creates a warm climate between the students and instructor and among the students themselves. They can use it any time and as many times as they need. Despite the glamour of technology, its use does not guarantee students' success in learning nor higher levels of achievement than traditional classroom techniques. The effective use of technology depends on how it is used, what is being taught, and for how long. Its use is always associated with problems such as: bad connection, slow browsing, some students do not post any responses if not prompted by the instructor and if the instructor does not post new topics, post a sample response, and give marks. Some students do not take online instruction seriously. Using the internet as a learning tool may not be part of some students' culture. Some are so used to traditional instruction that depended on the book. The instructor may not have sufficient time in the classroom to brainstorm topics, provide training and give instructions. The content and difficulty level of the material available on the net may be inappropriate for the students' proficiency level and course objectives. The online course design may be too basic or too complicated for the students. Teaching with technology does not cancel the teacher's role. It poses new challenges and requires enthusiasm, some training and perseverance. In CALL, the teacher serves as a facilitator. He/she has to provide the students with technical support, train them, respond to individual students' needs, comments, and requests, look for relevant websites, post questions, discussion topics and online activities, write model responses, send public and private messages, and design exercises and quizzes every week. Examples and webpages will be provided.

Keywords: Computer Assisted Instruction, Second Language Instruction, English (Second Language), Technology Integration, Technology Uses in Education, Teaching Methods, College Students