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Course Description

The course gives an overview of the theory and practice of CALL. By the end of this course, students will be able to identify educational digital technology and CALL with a fundamental understanding of second language teaching methodology integrating computer technology. In addition, the digital tools, such as Hot Potatoes, Animaker, Lexique Pro, SIL Dictionary/Reading App Builder, and App inventor 2, are introduced to help students create English teaching e-books/apps as computer assisted language learning activities. At the end, all tasks/assignments and the teaching lessons integrating computer technology have to be uploaded on a portfolio website (WIX https://www.wix.com).

Eileen, Zoe, Venessa, Kelly

Eric,William, Kenny, Ting

Julie, Ivy, Cecilia, Teresa

錨點 1

Goals

The main topics of this course include

  1. Learning the theory and practice of CALL

  2. Design of technology-based lessons

  3. How to make the applications of English online teaching and learning websites, the applications of E-book, the applications of APP and the application of educational games

 

Digital tools

Evaluation

出席及參與(討論) (attendance & participation) 30%

數位教材製作&口頭報告(Digital teaching activities design & oral report) 40 %

期末報告 (final paper/presentation) 30%

Textbook & References

No textbook is required for this course. All readings will be provided online or in class.

 

References

  1. Blake, R. (2016). Technology and the four skills. Language Learning & Technology, 20(2), 129–142.

  2. Chapelle, C. A. (2016). CALL in the year 2000: A look back from 2016. Language Learning & Technology, 20(2), 159–161.

  3. Chapelle, Carol A. & Sauro, Shannon (Éds.), (2018). The Handbook of Technology and Second Language Teaching and Learning, Oxford, UK¸ Hoboken, NJ: Wiley-Blackwell,

  4. Chun, D. M. (2016). The role of technology in SLA research. Language Learning & Technology, 20(2), 98–115.

  5. Dudeney, G.& Hockly,N. (2008). How to Teach English With Technology. England: Pearson.

  6. Egbert, J. (2005). CALL Essentials: Principles and Practice in CALL Classrooms. Alexandria, VA: TESOL Publications. / Egbert, J. & Shahrokni, S. A. (2018). CALL principles and practices. OER (open educational resource). Available online at https://opentext.wsu.edu/call/ 

  7. Erben, T & Sarieva, I. (2008). CALLing All Foreign Language Teachers: Computer-Assisted Language Learning in the Classroom. Larchmont, NY: Eye On Education.

  8. Erben, T., Ban, R. & Castaneda, M. (2009).Teaching English Language Learners through technology. New York: Routledge.

  9. Grimshaw, J., & Cardoso, W. (2018). Activate space rats! Fluency development in a mobile game-assisted environment. Language Learning & Technology, 22(3), 159–175. Retrieved from https://doi.org/10125/44662

  10. Lee, L. (2016). Autonomous learning through task-based instruction in fully online language courses. Language Learning & Technology, 20(2), 81–97.

  11. Reinders, H., & White, C. (2016). 20 years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143– 154.

  12. Reinders, Hayo (2017). Digital Games and Second Language Learning, In Chapelle, C. & Sauro, S. (eds.), The Handbook of Technology in Second Language Teaching and Learning (pp.329-343). Wiley-Blackwell.

  13. Son, J B (2018), Teacher development in technology-enhanced language teaching, Palgrave Macmillan, London.

  14. Thorne, S. L. (2016). Cultures-of-use and morphologies of communicative action. Language Learning & Technology, 20(2), 185–191.

  15. Warschauer, M. (2016). Leading the way for open access research. Language Learning & Technology, 20(2), 155–158.

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