Hello e-friends,
Talking about CALL (Computer-Assisted Language Learning) for Oral/Aural Skills has become more attractive to those who live in this machine age. The paradigm has changed, namely from the teacher- centered to the learner-centered approach. Using IT as a means of supporting media has become one of the ways to improve quality of language exposure, and students’ experience is important to support the learning process in classroom as well. The use of computer is unavoidable and important to improve the effectiveness and efficiency of learning process itself. As IT develops and becomes closer to people’s daily life, the challenge to use computer and IT for learning and teaching purposes becomes stronger.
As quoted by Gong, (Levy 1997: 1) offers an unrivalled range of possibilities to provide learning experiences that are impossible without a computer. In the past, language learning was restricted by the six-sided classroom and many language learners did not have the opportunity to interact with native speakers in a meaningful way. Nowadays, the CALL environment becomes an ideal safe haven for learners to practice interaction. The computers, accompanying software packages and network have been used in a number of ways to assist language learning.
Further, Gong quoted some experts saying that, the potential of the computer medium for teaching language speaking skills has been realized by researchers, programmers and language teachers. In second/foreign language classrooms, the CALL environment creates situations that stimulate interest, allows dialogue and communication, enhances reactivity, fosters a sense of personal worth, facilitates collaboration among students working together, permits rich learning experiences for all students and strengthens communication skills (Borras 1993; Pennington 1995, 1996; Cameron 1999; Hardisty et al. 1989; Inoue 1999; Kohn et al. 1997; Powell 1998).
The paradigm has changed from lecturer-centered to students-centered. It is obvious that computers can facilitate the gap between lecturer and students. Lecturer can easily use computer and access the internet to have opportunities to improve their teaching method which can be adapted to current conditions and students can put themselves into better communication skills in modern and more fun ways.
And then, Meita: 2010 in her paper “IT Suporrted SALL” mentioned that English is often still a handicap for its users. Knowing and learning English since primary school to university level was not a guarantee for the students to be able to absorb and use them optimally. It is quite often learners and teachers and curriculum are bound by the conditions of that in fact the theoretical and not practical course also limited by time and opportunity to practice as an individual, especially in classes with large numbers of students. We must pause and ask: What has been taught in class?How many of us / students who have been able to use English to communicate? Many of the students simply learn English only because they have to, not because they need to or know what benefits are. They have not been forced to use them. How then can we encourage our students to learn and to communicate properly. Therefore this reason is enough for us to be more innovative in supporting and providing conditions for effective learning and efficient.
Stephen Krashen said ‘… two independent systems of second language performance:
'Language acquisition (language acquisition) was obtained naturally and subconsciously, which is like a child who is learning his first language, the speaker on this system does not only focus on the speech but also its meaning, while in the learning system was obtained consciously in the form of formal instructions, such as the grammar lesson that we are achieving in school. Both systems must be conducted , depending on the skill, and the creativity of the teachers
So, CALL for Oral/Aural skills is becoming a compulsory to enhance the students’ speaking ability.
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