I read Computer Assisted Language Learning and English Language Teaching in Thailand: Overview research was written by Attapol Khamkhien. The research about
concept, particularly providing a global picture of how CALL emerged in language instruction. It also highlights the advantages and disadvantages of applying CALL to the success of language learning. Its roles in language teaching and learning, and specifically what types of learning activities are more likely to be successful when applying computer technology to English language teaching in Thailand.
📢 The Development of Computer Assisted Language Learning (CALL)
The development of CALL corresponds theoretically to a certain pedagogical approach. ts role has shifted from seeing its role as a tutor, a tool, to being as a virtual environment where learners can collaborate and interact in a wide variety of activities and with people from around the world. Students can explore, study, manage their own learning, and construct knowledge, according to their needs and interests to facilitate their learning.
⌛ Advantages and Disadvantages of CALL in language learning
Although CALL has some disadvantages, it is believed that CALL has great potential for use to facilitate the English language teaching and learning in Thailand. To maximize the benefits of existing CALL programs or materials, teachers and involved parties need to be informed about the options of the implementation and application of CALL and how CALL can be integrated into Thai teaching situations or learning context. Relevance to the theme of this paper, and particularly in the English language teaching context of Thailand, CALL materials, if well selected, seem to satisfy materials provide the initial and quality input for noticing to take place, a forum for learners to test how English works, and the means to reflect the quality of the language output.
👉 Educational CALL Programs and ELT in Thailand
The activities not only course software based CALL but also online programs, including web-based learning, learning management system, multimedia courseware, online communication, online assessment and online feedback, which the Internet and network system are required for running these programs. However, online programs are not probably viewed as ideal for CALL into English language teaching. In this regard, an attempt to try to develop and use CALL programs in the classroom in the Thai context continuously appears in a number of studies.
🚩 Studies on CALL in the Thai Context
These studies also indicated that the tasks or activities in the program can motive students' positive attitude in English language learning. However, most researchers prefer to use self-created CALL programs which suit a particular group of students, context and area they conduct the experiment. At this juncture, the researchers did not interpret the results in terms of which particular programs to be used in language learning, leading to the inconclusive results as to the potential of technology for replacing some aspects of classroom instruction. Therefore, these criticisms of this line of research can lead to the limitation of the generalization of the results of these studies. As suggested by these studies, future research is substantially needed to investigate different CALL software packages, characteristics of an effective CALL program, the effects of CALL on language achievement and attitude, background knowledge, more levels of independent variables, and a case study with larger population in the Thai context.
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