Computer
Assisted Language Learning and English Language Teaching in Thailand
1. Introduction
English becomes in
Thailand for ages, including trading, information technology , even
education. At the present, English language in the
teaching is encountered slow process. Thus, teacher and
people who is related creating education must pay immediate attention in order
to improve ETL in Thailand. They try to help student to
meet international demands and to be able to fully and successfully participate
in international community.
Computer have entered
have strongly influenced our life in every domain of community because of its
availability and education technology.\
These technologies have
become powerful tools to communicate with people and globe, since they are
faster, easier, and more convenient to use than other older media.
especially, role of computers in language education are increasing worldwide
because of leaner that use of internet and can communicate with other leaner or
speaker around the world. According to Warchauer (1996), technology and internet plat a role
in teaching the second and foreign language as an aid to teacher.
As is evident, including textbook, program course and dictionaries, CD, video.
In Thailand, the
technologies are used to help in education, is much easily facilitated. CALL has been adopted in language classroom with the hope to
improve the English language learning achievement. It is
in response to the demand for English language in workplace. The
English language curriculum in Thailand has been, shifted from English as an
elective to English as a compulsory
subject, with emphasis on autonomous learning, independent work, and innovation
and new technology in English language teaching (Kanosliaoatham,
2007; Khamkhien, 2010). Thus, it is undeniable that this
scenario has affected all spectrums of English language teaching in Thailand
form the standard models of English. The goals and
approaches in teaching and assessment, to teacher education and development.
As far as English
language teaching is concerned, despite the roles of computer and the internet
indispensable component of English language teaching in Thailand, the
inappropriate use and some factors hindering
English instruction from improving
language competence and
proficiency cannot be overlooked
2. The Development Of Computer
Assisted Language Learning (CALL)
As for development of CALL, Warchauer & Healey 9
1998) suggested that CALL can be generally categorized
based on three teaching mythologies domain in ETL: behavioristic
CALL, communicative CALL, and integrative CALL.
Behavioristic CALL
is
recognized as the first phase. It was introduced in the
1950s and implemented in the 1960s when the audio-lingual
method was widely used in language instruction. Most of CALL program in the phase
entailed repetitive language drill and practice activities. Tyler
(1980) referred to drill and practice
courseware as tutor presenting drill exercises without feed-back
component.
Communicative CALL,
the second phase of development of CALL, emerged in late 1970s and early 1980s. The focus of CALL is placed on using the language or functions
rather than analysis of language form. According to
Warschauer (1997), the communicative
CALL software( e.g. text
reconstruction and language games) continued to provide
students with the language skill practice, but not in drill format like in the
first phase. So, grammar is taught implicitly rather than
explicitly, allowing students create originality and flexibility in
their output of the language. The computer, thus,
functions as stimulus, where the stimulates students’ discussion
and writing through role-playing games.
Integrative CALL,
it started in the 1990s. As described Warshuar & Healey (1889),
integrative CALL was developed in an effort to address some criticism of the
communicative approach by the both integrating the teaching of four language skills
into tasks to provide direction and coherence and development of multimedia
technology. That is, CALL on this stage allows for a
combination of sound, graphics, and video presented in one computerized program together with
computer-mediated communication or CMC and further
facilitates effort to teach four macro skills, including listening, reading,
speaking and writing(Hubbard ,2009). In
this phase, computer serves as tool.
3. Advantages and Disadvantages of CALL in Language Learning
As far as English language teaching is concerned, it
is believe that CALL is capable of overcome some of limitstion hindering
success of English language learning and teaching in a number of ways (Barson & Debshi, 1996; Chapeelle, 1997;2003; Salaberry,
1999; Warschauear; 1996; 2002; 2004 Warshuar & Healey 1998, Warshuar & Kern 2005, Yanh, 2008) These studies seem to yield congruent results regarding the
influences and effort using in language teaching on learners’ performance. In this regard, computer assisted language learning has
provided a powerful tool for language learning for several reasons.
Frist, the use of CALL to support in language learning
provides students with authenticity of the input. The
students have chances to interact in one or more of four macro skills, since
they have to use or produce text meant for an audience in the target language,
not classroom (Garrett, 1982). Teacher
can use CALL to provide easy and access to a variety of language learning
resource and multimedia components in all area of language. Activities such as problem-solving,
information grab, language game, animated graphic which teacher lets students
to practice with target language. As a result, Skinner
& Austin (1996) claim students’ interact, motivation, and confident will be promoted.
Second, in alignment with the output hypothesis as
articulated by Swaim (2005) & Lapkin
(1995), CALL ,especially computer
mediated communication or CMC, help encourage foreign language learner to
produce comprehensible output. In the other hand, Thai
leaner being pushed to produce language output Though CALL, and not in the
classroom, can be undertaken with some comfort and ease to a certain extent. As a result, the use of CALL in language classroom help
improve students’ self-concept and
mastery of basic language skills, more stuent-centered
learning and engagement in the learning process more active processing, resulting
in higher-order thinking skill and better recall, and gain
confidences in directing their own learning.
Third, CALL is able to provide learners with the kinds
of information and support that they require to complete individual task and to response to the
diversity of learners even
with a single classroom.
Next, CALL can be used to promoted autonomous
learning, since CALL allows students to focus on development for their four
language skills, they can enjoy their own individually because they can choose and determine the own
level, pace, and time of language practice and development.
In addition, learner-centered
classes can be promoted by CALL. Warshuar & Kern (2005)
demonstrated that, while exposed to authentic and dynamic language task,
learners are pushed to control their learning time and effort to communicate
with peer, partner, class. Thus, it is believed that
learner themselves can progress in their ability to learn by becoming aware of
the processes though they learn.
Despite the preponderance of advantage offered by CALL
in language classroom, certain shortcomings are not overtaken. Chapalle
(1997) and Warshuar (2004) suggest that computer technology should not completely replace
the language classroom because advantage of CALL do exist. So,
teachers are, therefore, considered to be a resource person in language
classroom, as the presentation or authentic input might not be easily
comprehended by low proficiency learners or even relatively more proficiency
learners, without additional help from teacher.
Although CALL has some disadvantages, it is believed
that CALL has great potential for use to facilitate the English language
teaching ang learning in Thailand. To maximize the
benefits of existing CALL programs or materials, teachers, and involved parties
need to be informed about the option of implementation and application if CALL
and how CALL can be integrated into Thai teaching situation or learning context.
4.Educational CALL Program and ELT in Thailand
The Thai government has put a great effort to improve
the quality of English language teaching in several aspects. The implementation
of the 1999 National Education Act, has prompted a major reconsider in the
education sector in terms of both teaching and learning methods, as well as in
learning environment. The Ministry of Education has also put strategies by
supporting involved parties to create opportunities to enhance access to and
improve the standard of e – learning media through collaborative initiatives to
develop information in form of e –contents through different learning needs.
For teachers, a large class size (45-60 students), and inadequately equipped
classrooms and educational technology should be taken into account. In rural or
remote areas, using CALL materials with the Internet is still limited due to
budget allocation. Drill and practiseis to review the content background
knowledge, and to assist students to master their language skills such as
reading, listening, etc. Providing stimulus, receiving active response from the
students, and giving immediate feedback are core steps of this program.
Demonstration teaching and learning through computer based instruction is very
helping with self directed learning. With self – directed learning approaches,
students will be encouraged to learn by themselves. Particularly, they will
gain more experience in meaningful contexts. Simulation or so-called problem
solving is used, aiming to raise students critical thinking, discussion skills
and writing abilities. Games are used to provide a rich learning and teaching
environment. Testing is a tool for assessment and a method to determine what
students know and do not know. It can take the form of an informal quiz or a
formal evaluation. There are various types of computer – based learning tests.
The activities illustrated above, not only course software based CALL but also
online programs, including web – based learning, learning management system,
multimedia courseware.
Studies on CALL in the Thai Context
Researchers
|
studies
|
skills
|
Results
|
Maneekul (1996)
|
tried to
determine the effects of normal instruction supplemented by CAI program and
only giving lecture on achievement and attitude scores of Thai vocational
students.
|
-
|
showed
that that normal instruction supplemented by CALL achievement and attitude
scores.
|
Intratat
(2007)
|
focused
the importance of using CALL in their classroom practice.
|
-
|
the
participation appreciated most the advantages of using CALL material (freedom in study)
|
Wong-a-sa (2010)
|
investigate
the effectiveness of using supplementary task-incorporated
learning activities in CALL courseware
|
-
|
students'
interaction and participation greatly. Student positive
learning attitude towards CALL programs.
|
Phongnapharuk
(2007)
|
The
relationship between students’ English reading the
metacognitive strategies via CALL
|
-
|
The
summary writing ability and self-directed learning were
increased at good level after being taught through the metacognitive
strategies via CALL
|
Thongtua
(2008)
|
Improve
students’ English
reading comprehension. Developed CALL reading
comprehension program
|
reading
|
Students
had significantly highly achievement than those who studied the hard copies
or supplementary textbooks. Showed positive attitude
toward using CALL program in learning English.
|
Torut
and Torut
|
They
designed and developed a multimedia CALL material for graduate students
|
-
|
The
students learning through multimedia
CALL program and textbooks outperformed those learning through a
textbook alone in the final reading comprehension test. Positive
opinion on the use of multimedia CALL.
|
Banditvilai (2000)
|
Discovered
that learners increased their motivation
|
Reading
|
Increased
their motivation when they used the internet as an integral part of reading
course.
|
Yangklang
(2006)
|
To
investigate the improvement of English pronunciation
|
pronunciation
|
The
students were significantly improve after using the CALL program. Positive reaction toward the use of CALL program for
improving their pronunciation
|
Keawpaitoon
(2003)
|
Developed
an English language learning
|
Listening
and Speaking
|
Positive
attitudes towards using the computer program.
|
Tongpoon
(2001)
|
Studied the development of grammar CALL
courseware on phrasal verbs.
|
-
|
The
result also showed that the developed courseware was efficient in enhancing
language learning.
|
Intratat
(2003)
|
Evaluated the effectiveness of these
CALL materials on how students deal with English grammar.
|
-
|
The
result revealed that the post-test scores were
significantly higher than those of the pre-test, showing
students development in proficiency performance.
|
Intratat
(2009)
|
Developed a self-access
CALL material to improve English writing skills for Thai undergraduate
students.
|
Writing
skill
|
The
results from the questionnaire revealed that exercises in levels of
difficulty, could help them to improve their English writing ability.
|
Gubtapol
(2002)
|
Explored what editing strategies Thai
students commonly used and how they used their strategies with word
processing programs to improve their English writing.
|
-
|
Helped
the Thai students improve their writing skills in several aspects.
The
study also showed that basic word processing features.
|
Shen
et al. (2007)
|
employed questionnaires and interview to
Thai university students using website for practice listening skill. Students could choose the topic they were studying English
class, helping them improve listening skill.
|
Listening
|
improve
listening skill.
|
Gubtapol
(2002)
|
Explored what editing strategies Thai
students commonly used and how they used their strategies with word
processing programs to improve their English writing.
|
-
|
Helped
the Thai students improve their writing skills in several aspects.
The
study also showed that basic word processing features.
|
Shen
et al. (2007)
|
employed questionnaires and interview to
Thai university students using website for practice listening skill. Students could choose the topic they were studying English
class, helping them improve listening skill.
|
Listening
|
improve
listening skill.
|
Puakpong, (2005)
|
who develop CALL and then use with 20
Thai university students from different proficiency level.
|
-
|
The
results, both midterm and final examinations although
the difference was not at statistically significant level.
|
Conclusion
Although the utilization of CALL in language
instruction is beneficial heavy reliance on CALL cannot be healthy
(Kanoksilapatham,2009). Indeed, CALL should not be considered a replacement or
substitution for classroom teachers. It is believed that the learners will be
able to make valid generalization from individual cases and thus implement
these technologies capitalizing their specific features. For Thai learners,
they need to be able to continuously use, experiment and evaluate appropriate
and meaningful CALL activities to enhance English proficiency and master
English language skills which is the goals of language learning.
Bangkok