CALL typology and Blending

Learning
CALL typology
Davies & Higgins (1985) mention different types of CALL packages that were
available at the time, namely: Gap-filling exercises, Text mazes, Multiple choice
exercises,Adventures, Free-format exercises, Games, Tutorial programs, Cloze,
Re-ordering exercises, Text Manipulation, Simulations, Exploratory programs
and Writing – word processing.

Gap-fill: in language teaching, is an exercise in which words are removed from

a text and replaced with spaces

CLEF is a comprehensive French grammar revision package which was

originally developed by language teachers in a consortium of Canadian
universities

Simulations are programs in which real world scenarios are re-created in a

computer environment in a convincing, life-like way - the simulation program
behaves exactly as the real thing

Montevidisco" is a computer assisted instruction/interactive videodisc program

that takes the student on a simulated visit to a northern Mexican town and in
the process exposes students to real-life situation with natives speaking to
them in Spanish at native speed

A maze is an educational activity hypertext structure that, in very general

terms, is
provides students with information to make a first decision on a question or
problem

Games: Develop and distribute language learning programs throughout the

world. Programs running under Windows and the Macintosh are available by
mail order for English as a foreign language, for French, German, Spanish,
Italian and Russian.

Fun with Texts is an easy-to-use authoring package for creating text

manipulation activities for language learners of almost any age. It has been
Camsoft's best-selling software package for Modern Foreign Languages since
1985
Jones & Fortescue (1987)

A programme for matching up to ninety nine pairs ranging from a single word
to a short
paragraph with three activities:
”Matchit": with items for matching in two columns.
”Memory": is a game to find a match by turning two cards.
“Snap": to “catch a match" by pressing a key or clicking the mouse

A programme for question and answer activities with up to ninety nine items.

It can have a wide range of alternative answers, messages for the learner and
comments on particular errors the learners might make.

There are two modes:

Exploratory mode with immediate feedback.
Examination mode with delayed feedback.

Word-processing programs transform the computer into a sophisticated and

flexible writing aid that can improve learners' writing skills and their attitude
toward writing. The main principle of word-processing programs is based on the
ability to manipulate text freely

Listening activities that use the computer are more complex than the other
kinds of CALL materials since they involve equipment other than the computer
itself. One of the simplest ways of giving practice in listening comprehension is
to use a multiple-choice or fill-in program in conjunction with a cassette
recorder or the latest multimedia containing a recorder.
 Blending learning
By: pete shaima
Using technology in Factors influencing the
language teaching blended learning
-It can be monitoring -Positive and negative
-Students like multimedia Attitude
exercises -Level
-Add variety to the class -Cost
-Get instant feedback -Teacher training is a
-They can get scores. vital factor in the
-The use of technology uptake of new
outside the language technology
classroom can make -Teachers acquire a
learners more basic knowledge about
autonomous. using technology.
-Time saving
Balancing traditional
approaches and
technology
-Teacher roles
-Technology roles
-deal with unexpected
outcomes
-teach in principle way
-first pedagogy then
technology
-technology
complements face to
face activities
- lesson has to be similar
to online material