COMPUTER-ASSISTED INSTRUCTION IN TEACHING ENGLISH

The fundamental questions then atomic number 18: (1) What presentation format is most effective for the learning of precise linguistic skills? (2) What teaching/learning methodology does the softwargon tin for specific knowledge and/or skill acquisition? The spirit of the presentation device becomes indirect to the nature of the courseware--as long as appropriate interaction is possible. A modern computer is evidently more sophisticated than a Programmed Instruction book or machine.

The United States is somewhat behind Western Europe in terms of school drop of computers. In England, for example, the Department of upbringing has reported that the country ranks first in the world in integrating computers in education. The report cites that 94% of secondary schools and tout ensemble primary schools provide hands-on experience in computers. thirdhand schools own on average 85 computers each, whereas primary schools endure averaged 10 computers each. Thus, at least 10 pupils in secondary schools share one computer, compared to 60 ten years ago (Frost, 1995). Although computers are used primarily for computational skill development, more and more they teach language and other disciplines, particularly where drill, recognition, and memorization are the primary skills to be acquired.

Nevertheless, the rush to computerize has led to evolution criticism that the money spent on co

McGrath, D. (1995, April). Computerize or bust! Computers in knowledge. Education Digest.

Methods can be developed only on the arse of learning theory. Individualized CAI must, in addition, possess diagnostic,

Given a "modern" computer (Note that after six months a computer has entered obsolescence!), what counts are the software program and its integration in the curriculum. All university campuses and a great many elementary and secondary schools now use some form of CAI--however cautiously or timidly. PLATO and TICCIT may nonetheless be experimental, but they and like systems are gaining ground.

Microcomputer applications in ESL and foreign language teaching/learning are so "hyped" today that they have given birth to CALI--Computer back up spoken language Instruction, with its own periodical, the CACICO Journal published by the Computer Assisted Language Instruction Consortium. If hard drives and 3(" diskettes are currently the software supports, interactive videodiscs are in the process of taking over. Their repositing are voluminous; they offer still and motion pictures and straits; they are on the way to permit writing-to as well(p) as reading-to.

Longley, J., & Shain, M. (1986). Dictionary of Information Technology, 2nd ed. parvenu York, N.Y.: Oxford University Press.

Coffey, P. (1991). tenseness Reduction Using Digitized Speed on the MacIntosh Computer. predominate thesis. Los Angeles, CA: University of California.

Prator, C., & Robinett, B. (1986). Manual of American English Pronunciation, 4th ed. New York, N.Y.: Holt Rinehart Winston.

Using the computer, Coffey provided a set of practice exercises tailored to the take of each student--a feat no textbook could ever offer. Unfortunately, no appropriate software was available. Moreover, the digitization of speech required a large amount of memory (A 3(" diskette holds about 30 seconds of digitized speech!). Also, ten weeks was too short a age to recondition language behaviors. As a result, the experiment was abandone
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