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Kilickaya, F. (2009). Book review: Tips for Teaching with CALL: Practical Approaches to Computer-assisted Language Learning (Carol Chapelle and Joan Jamieson). Educational Technology & Society, 12 (2), 337-338. Tips for Teaching with CALL: Practical Approaches to Computer-assisted Language Learning (Book Review) Reviewer: Ferit Kilickaya Middle East Technical University Faculty of Education Department of Foreign Language Education 06531 Ankara/TURKEY kilickay@metu.edu.tr ferit.kilickaya@gmail.com http://www.metu.edu.tr/~kilickay Textbook Details: Tips for Teaching with CALL: Practical Approaches to Computer-assisted Language Learning Carol Chapelle and Joan Jamieson Publisher: Pearson Education ISBN: 978-0-13-240428-0 256 Pages Most teachers are interested in introducing technology to their students to assist them with opportunities to learn English. Yet, some of them may be easily intimidated by technology and/or need practical hands-on techniques for using CALL (Computer-assisted language learning) with their students. Moreover, they need to know how as well as why while benefiting from CALL. The book “Tips for Teaching with CALL: Practical Approaches to Computer-assisted Language” introduces CALL to English language teachers and students by providing practical techniques and tips as well as the rationale for using any specific CALL activity with their students. While discussing the websites, software and the practical techniques, the authors raise awareness the rationale behind such techniques by summarizing the current research related to the use of CALL materials. What impressed me first about the book is how it is organized. Chapters are devoted to specific skills such as Vocabulary and Grammar, which I believe is a very convenient way to present activities. Moreover, the introduction entitled “What is CALL?” presents a precise and awareness-raising explanation of what CALL is and what roles teachers and computers play while guiding students. Chapter 1 introduces CALL materials for Vocabulary teaching such as WordSmart, Vocaboly and Gerry’s Vocabulary Teacher. Chapter 2 focuses on Grammar and presents the websites such as ESLgold and Chemnitz Internet Grammar, and the software such as Understanding and Using English Grammar and Newspaper Editor. Chapter 3 deals with Reading with the help of CALL materials on the websites such as ESL Reading and Adult Learning Activities and the software such as Longman English Interactive 3 and Issues in English. Chapter 4 addresses another skill, namely Writing, by presenting materials from Easy Writer, Linguistic Funland and other websites and software. Chapter 5 deals with Listening by introducing the readers into popular websites such as Randall’s ESL Cyber Listening Lab and ELLLO: English Language Listening Lab Online, and the software such as Rosetta Stone and Longman English Interactive (LEI) 3. ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 337
Chapter 6 exemplifies the activities that can be used for Speaking and discusses the software including Speech Works 4 and text-to-speech applications. Chapter 7 addresses the issue of communication tools that will help students learn English. Popular tools such as Microsoft® Windows Messenger, Nicenet and forums such as UsingEnglish.com are presented in this chapter. Chapter 8 discusses how technology and communication tools can be applied to content-based instruction. It is important to note here again that each chapter not only introduces websites/software in order to help students learn English but also equip teachers with what research says about the use of CALL materials. Better still, each chapter is ended with a special section presenting guidelines while selecting CALL for the activities they are planning to do. The book, however, seems to have ignored some of the very useful tools/websites that are available on the Internet. I would have liked to read about, in Chapter 4, the use of Blogs and Wikis, especially PBwiki (Kilickaya, 2008), which I think lend themselves to collaborative writing; see the inclusion of the popular website “WordChamp” in Chapter 1 (Kilickaya, 2007), which is very useful for vocabulary learning and teaching. Moreover, another chapter on Online Teaching and Learning which discusses the use of tools such as WiZiQ (Kilickaya, in press), Dokeos and Moodle would be very beneficial. A small discussion or a set of links about virtual learning (Second Life), Mobile Learning and Simulation Gaming would be highly appreciated. Tips for Teaching with CALL: Practical Approaches to Computer-assisted Language Learning really does contribute to English language teaching and especially ELT methodology and materials design, in that it helps language teachers be aware of the materials and activities that are offered by CALL. I suggest any teachers interested in CALL have this extremely valuable book together with the ones by Dudaney and Hockly (2007) and Erben and Sarieva (2008) as they complement each other in terms of discussion of specific tools, research findings and step-by-step instruction. References Dudaney, G., & Hockly, N. (2007). How to teach English with technology, Malaysia: Pearson Education. Erben, T., & Sarieva, I. (2008). CALLing all foreign language teachers: Computer-assisted language learning in the classroom, NY: Eye on Education. Kilickaya, F. (2008). WiZiQ: Anyone can teach & learn live, online. TESL-EJ, 12 (3), retrieved March 2, 2009 from http://tesl-ej.org/ej47/m1.pdf.. Kilickaya, F. (2008). Pbwiki: Web 2.0 tool for collaboration. Teaching English with Technology, 8 (2), retrieved March 2, 2009 from http://www.iatefl.org.pl/call/j_techie31.htm. Kilickaya, F. (2007). Website review: Word Champ: Learn Language Faster. Educational Technology & Society, 10 (4), 298-299. 338
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April 2009 Volume 12 Number 2
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Abstracting and Indexing Educationa
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Engaging students in multimedia-med
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this study discusses computer-based
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Sampling for preliminary study One
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Part 2 Pearson correlation .349** 1
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Figure 1. Box and whisker plot of t
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characteristics and learning styles
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However, critical reflection and in
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novels, so they collected any relat
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1. Theories of teaching: Comments m
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grammatical errors and basic writin
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Ho, B., & Richards, J. C. (1993). R
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Hwang, K.-A., & Yang, C.-H. (2009).
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e deduced from the Affective Domain
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Detection procedure Figure 1 shows
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avoided. Image processing is perfor
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falling asleep) as defined in this
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classmates or left their seats duri
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help teachers to recognize the lear
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Hsieh, P.-H., & Dwyer, F. (2009). T
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significant comprehension effects o
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Treatment 3 (keyword group): Studen
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Criteria of achievement measures Th
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esults. A correlational analysis de
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A 2 x 1 ANOVA analyzed the effect o
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References Aragon, S. R. (2004). In
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Raphael, T. (1982). Improving quest
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educing maintenance costs. The cont
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Synchronization functions According
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inconsistency) and navigate directl
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the suitability of the instructiona
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Design of manipulation process The
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Table 1: Comparative analysis of au
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the convenience of mobile-based ass
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According to evaluation result, the
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Tan, O. S., Parsons, R. D., Hinson,
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At a deeper level, though, there wa
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theoretical assumptions. Two theore
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The students were not going to have
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slightly different. The group who c
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every item, not giving any result.
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edited and presented to the class u
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Figure 10. Screen captures from the
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Some of the concerns that emerge fr
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Ajayi, L. (2009). An Exploration of
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As a result of the confluence of di
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peers (Schellens et al. 2005). Sche
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The integration of discussion board
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ecause the technology allowed the p
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The pre-service teachers perceived
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Furthermore, the study demonstrated
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Schellens, T., van Keer, H., & Valc
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McKean, 2003). Instructors will see
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program at The Ohio State Universit
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Knowledge and skills of developing
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their monthly reflections or assign
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Bull, K., Montgomery, D., Overton,
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frustrating the student). ITSs make
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• Link removal - advanced student
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Expert Module Expert Module’s mai
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Based on the questionnaire results
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students were told that their perfo
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thirds of the interviewed students
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Throughout the semester, students i
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human teacher or question developer
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To test the learning effectiveness
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APPENDIX A Computer Science and Sof
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Thus, the use of computers changes
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Specifically, two objectives were p
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Nonetheless, both teachers assign a
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48% 35% 53% similar similar 69% 42%
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Table 4: Students’ attitudes Stat
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activities. Specifically, the histo
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Huang, Y.-M., Huang, T.-C., Wang, K
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• Could recommended learning sequ
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Analysis of sequences prediction me
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Figure 4. The sorting of learning s
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The figures 5a and 5b illustrate th
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Learning sequence recommendation sy
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In this study, forty subjects were
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The potential for LSRS to promote l
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They pointed out that LSRS helped t
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Cover, T. M., & Thomas, J. A. (1991
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Related Efforts An Internet forum i
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with handheld devices and they were
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agent would direct learners to a le
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Mobile RSS Aggregator In order to s
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learning, such as posting question
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With novel technological support, m
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Shen, L., Wang, M., & Shen, R. (200
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as an ‘affective loop’, which r
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Figure 2 is an example of two-dimen
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preference was gathered through dat
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compute the heart rate (HR) as a fu
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sessions. Of all the 18 learning se
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Burleson, W., Picard, R. W., Perlin
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Wu, C.-C., & Lai, C.Y. (2009). Wire
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The wireless handheld learning envi
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the lengthiness of the scales, whic
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Nursing dictionary We constructed a
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them. The computers were networked
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“The major difference was that I
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questionnaire. We do not consider t
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Faruque, F., Hewlett, P. O., Wyatt,
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etween a user and the system. Addit
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Figure 2. A concept map representin
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C5.0 can help teachers to generate
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that a selected programming exercis
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differences between our system and
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1(students can complete without any
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The PADS sometimes assigned very di
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Corno, L. (2000). Looking at Homewo
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Hwang, W.-Y., Hsu, J.-L., Tretiakov
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listed these functions as allowing
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In the research presented in this a
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Research Tools Web-based learning e
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Table 1. Operational definitions of
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action, interaction, and outeractio
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for them was getting the answer as
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Table 6 shows the learners’ prefe
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Bell, P., & Winn, W. (2000). Distri
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Askar, P., & Altun, A. (2009). CogS
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elations, interactions and activiti
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Figure 3. A comparison of knowledge
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ontology will easily be extensible
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Figure 7. Visual Representation of
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Step 5: Use Boolean to combine the
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2) CogSkillNet provides classroom i
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Neo, M., & Neo, T.-K. (2009). Engag
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• Conversation and collaboration
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IMAGE 2 2. Problem identification I
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Methodology At the end of the proje
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presentation skills (m = 3.72), and
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6. Can’t be denying that, sometim
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Lambert, N. M., & McCombs, B. J. (1
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not detected in a previous study, t
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et al. (2001) studied the learning
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all the students. At the midpoint o
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The observed pairs were aware of be
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Table 2 shows the results from a mo
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Table 5: The distribution of time (
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As discussed in the section on prev
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McDowell, C., Werner, L., Bullock,
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Comprehension monitoring is the awa
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Page 339 and 340: Richards, G. (2009). Book review: T
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