2. Critical Assessment of ELT through Self Instructional Material through CALL & Smart English Laboratory – Features and Specifications

Computer – Assisted Language Learning (CALL) is an approach to teaching and learning in which the computer and computer - based resources such as the Internet are used to present, reinforce and assess material to be learned. It usually includes a substantial interactive element. It also includes the search for and the investigation of applications in language teaching and learning. CALL has also been known by several other terms such as technology – enhanced language learning, computer – assisted language instructions and computer- aided language learning but the field is the same.

Use of computer technology in classrooms is generally reported to improve individual concept and mastery of basic skills; It is more student – centered learning and involves engagement in the learning process, more active processing resulting in higher – order thinking skills and better recall, helps in gaining confidence in directing their own learning. The present paper discusses smart English Laboratory’s features and specifications.

Methods of Application

The following is what we will need to do in our Language Lab if we are to teach our individual learners:

• Help the learners find their way into and around their subject by-passing or repeating sections where appropriate.

• Tell them what they need to be able to do before tackling the material.

• Make clear what they should be able to do on completion of the material – eg. In terms of objectives.

• Advise them on how to tackle the work e.g. How much time to allow for different sections, how to plan for an assignment, etc.

• Explain the subject matter in such a way that learners can relate it to what they know already.

• Encourage them sufficiently to make whatever effort is needed in coming to grips with the subject.

• Engage them in exercises and activities that cause them to work with the subject matter rather than merely reading about it.

• Give the learners feedback on these exercises of activities ---- enabling them to judge for themselves whether they are learning successfully.

• Help them to sum up and perhaps reflect on their learning at the end of the lesson.

Computers and the Internet are so widespread today that one feels outdated if one is not using them. I have always been interested in computers and believe they can be beneficial in teaching, but have never really used them in my classes.

In our college we have computers in the self- access area, in which students can use CD – ROMS or the Internet. The college has compiled a list of useful web sites for students, and we ask them to access English – only web sites, but I have always felt students need more guidance in the use of these resources. Therefore I have chosen a language software called GLOBARENA, in which I know most students already use the computer at home or at college / university to experiment with the use of the learning through computer, as a way of promoting learner’s independence and a better use of our self – access resources. Computer – assisted language learning (CALL) is not a new development in language teaching, as it has been used in the 1960s and 70s. However, it still lacks research methods and a clear theoretical foundation. My research is going to describe the development of CALL and discuss the most recent questions regarding theory.

ELCS Laboratory

This study aims at finding out the effectiveness of two computer – mediated techniques cooperative and collective learning – designed for Engineering Colleges’ English Language Laboratory software teaching and learning oral skills, listening and speaking. It also aims to investigate students’ attitude towards using a CALL approach and techniques for teaching oral skills. Four small groups are involved. One studies oral skills with a cooperative computer – mediated technique; the second is taught via a collective computer – mediated technique; the third studies with a cooperative traditional technique; and the fourth uses a collective traditional technique. The findings based on a limited number of participants – show that the cooperative computer – mediated technique is a functional method for learning and teaching oral skills. The survey conducted in this study also shows that students react positively to both the CALL approach and the cooperative computer- mediated technique. This study recommends that CALL be integrated into oral curriculum.

The language laboratory is the perceived benefit for instruction because the process of assembling software can help develop student self – reflection, critical thinking, responsibility for learning, and content area in Skills and knowledge. However, these benefits are not automatic; they have to be built into the structured learning system. Suppose you want students to improve their ability to listen, speak, read, and write to become skilled in their language. Using CALL (Computer assisted language learning), what things would need to be in place? First, students need time and instructions in learning. But in addition, you and they need a clear and explicit vision of what it means to learn well. How can students become skilled self – assessors if they don’t know the target at which they are aiming?

This vision is often expressed using criteria that define learning performance across a range of proficiency levels. Clear criteria might specify, for instance, that as strong piece of teaching would have elaborated ideas, rich with vivid details; or an introduction that draws the listener in while setting up what is to follow; or engaging, expressive voice. These criteria, which describe what it means to learn well, not only serve as a guide to practice, but CALL provides students with a vocabulary for thinking, talking and writing about learning. Students who internalized these criteria could use them to do their work, reflect on it, and set goals.

It needs to be advocated that new teaching techniques involves CALL into the language classroom. Though there are still some difficulties using language laboratories it is empirically proven to be the potential that many of its advocates advantages.

English Language Laboratory Features

Interactive software solutions that enable educators to demonstrates monitor and interact with the students. Teacher can do this on a whole class basis, to selected groups of the students, or even to individual students. Provides a comprehensive range of features such as the ability to display Teacher's screen on the student’s workstations or view their screens on Teacher's console. Distribute files, send and collect course work automatically, perform online chat, and much more.

Hardware

• Workstations 25 : Monitor, CPU, Keyboard, Mouse, Headphone

• Teacher's console

• Server Machine

• Local Area Network Machine

• Interactive whiteboard (smart board)

Digital Multimedia Lab features

1. Supports DVD-ROM, DVD-Video Photo-CD, and CD-Text formats

2. Automatic recognition of title, album, and artist for audio CDs

3. CDs can be organized in folders.

4. Improved data compression.

5. Editing with existing CD with the CD Editor.

6. Drive editor enables easy changes of the number of virtual drives

7. Self access Lab is password-protected from unauthorized access

Programs

This is dashboard of Teacher’s console.

An interactive whiteboard is made 'Interactive' by being linked to a computer whichuses special IWB Software (Webster). The three essential components are whiteboard itself, a computer which has a IWB software Webster installed and a data projector or LCD Proximo which projects the image from a computer screen onto the whiteboard. What makes the interactive whiteboard different from a normalwhiteboard is that the teacher uses a special pen or with his finger to manipulate content on the whiteboard itself, rather than using a mouse to manipulate images on the computer screen,which the teacher can also do.

Phonetics:

Pronunciations guidelines

This groundbreaking undergraduate textbook on modern Standard English textbooks is the best access to be based on the revolutionary advances for the benefit of students to read, exercise, refer instantly, and to prepare on multiple repository of library. It contains exercises, and they will provide a basis for introductions to grammar and courses on the structure of English, not only as English for general purpose but also as English for competitive examinations

In process of teaching learning process teacher uses something to make his teaching learning process effective. The material and aids which are used by teacher to make his teaching very effective is called teaching aids and instructional material. We know that English is second or foreign language. So the teaching material and instructional material light and learners’ friendly.

Computer Assisted Language Testing

Computer-assisted language testing (CALT) is most widely accepted implacable test is globally being conducted generally defined as “an integrated procedure in which language performance is elicited and assessed in standard. It need further be noted that, however, jargons with regards to computer technology used in this area has to be learnt. Computer Assisted Language Testing (CALT) is also referred to as computer based testing (CBT). It is compared students working in pairs in front the computer and students working alone and found no difference in language gains between the two groups. Learners’ autonomy is reinforced and found immediate results and encourages to participate interactive sessions with technology. It is most curious way of leaning. Others compared classroom performances without the use of multimedia and found that different learning situations required different pedagogical approaches.

The teacher in a multimedia English Language Communication Skills Laboratory needed to understand the role of a facilitator. Students working in pairs in front the computer and students working in the classroom alone and found difference in language gains between the two groups. In the study of learner autonomy, it is found that full autonomy to use the technology did not ensure completion of tasks since the students needed feedback and structure to complete the assignments. And learners compared classroom performances with or without the use of multimedia have differences. So it is necessary to rationalize the use of computer in language learning situations with multiple textual repertoires.

Limitations

The results of this study should be interpreted carefully for several reasons. First, given the limited number of the students, the findings of this study remain inconclusive and call for subsequent studies analyzing a larger group of participants. Next, as discussed in the literature, it is possible that pronunciation competence of the learners might be influenced by other pertinent variables e.g. age, field of study, phonetic ability, etc. In addition, there is a limitation in selecting words covered in the test from two textbook s used to assess the learners’ word stress scores, future research, thus, should be systematically supplemented with other sources which might provide and support the ways to assess pronunciation competence of the learners. Moreover, further investigation should investigate the relationship between the learner’s English language pronunciation competence and actual performance.