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Integrative CALL: Its Theory and Practice

Integrative CALL: Its Theory and Practice. Blanka Frydrychova Klimova University of Hradec Kralove , Faculty of Informatics and Management blanka. klimova @ uhk.cz. Integrative CALL: Its Theory and Practice. Outline Introduction – integrative CALL and its perception

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Integrative CALL: Its Theory and Practice

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  1. IntegrativeCALL: ItsTheory and Practice Blanka Frydrychova Klimova University of Hradec Kralove, Faculty of Informaticsand Management blanka.klimova@uhk.cz EDULEARN 2014

  2. IntegrativeCALL: ItsTheory and Practice Outline • Introduction– integrative CALL and itsperception • Importanceofmultimedia in ELT • A survey • Conclusion EDULEARN 2014

  3. IntegrativeCALL: ItsTheory and Practice Introduction CALL - one of the approaches in ELT classes; a blended part of traditional teaching (Veselá, 2012). Integrative CALL - uses multimedia and the Internet as the main technologies for ELT. EDULEARN 2014

  4. IntegrativeCALL: ItsTheory and Practice Multimedia is characterized as a combination of text, audio, still images, animation, video, or interactivity content forms delivered by a computer (Vaughan, 1993). • - must be carefully chosen to suit a particular teaching/ learning situation (Mayer and Moreno, 2002); • - evaluation always needed. EDULEARN 2014

  5. IntegrativeCALL: ItsTheory and Practice Importanceofmultimedia in ELT • theyaffect more senses(Dale’s ConeofExperience, 1946); • they aremodern/fashionable; • theyareup-to-date; it can be usually easily modified; • theyareuser-friendly; • theyarerelatively inexpensive; • theyareeye-catching/appealing to students; • theyarestimulating; and • simply, theyarea natural means of student’s everyday use. EDULEARN 2014

  6. IntegrativeCALL: ItsTheory and Practice Use ofmultimedia in ELT classes: A survey • held in autumnof 2013 atthe Pedagogical Faculty of Constantine the Philosopher University in Nitra, Slovakia; • 17 part-timestudentsofEnglish (16 females, 1 male); • the biggest group (41%) of the respondents was between 31-35 years old, while 29% of the respondents were between 26-30; • educationalinstitutions: basic, secondary and languageschools. EDULEARN 2014

  7. IntegrativeCALL: ItsTheory and Practice Surveyfindings Time spent on using multimedia in ELT classes EDULEARN 2014

  8. IntegrativeCALL: ItsTheory and Practice Use of multimedia in the teaching of language skills and structures EDULEARN 2014

  9. IntegrativeCALL: ItsTheory and Practice Time spent on using multimedia during an English lesson EDULEARN 2014

  10. IntegrativeCALL: ItsTheory and Practice Types of multimedia used in Englishclasses EDULEARN 2014

  11. IntegrativeCALL: ItsTheory and Practice Benefitsofmultimedia in ELT classes • lessons are more interesting for students; • students get more involved into learning; they are more motivated and active; • lessons offer a bigger variety of teaching; • students develop real-life communication; • students can develop four basic language skills, grammar, realia and intercultural communication; • students develop their remembering and thinking skills; • students are exposed to real English; • multimedia affect more students’ senses; and • both students and teachers have an easier access to authentic materials. EDULEARN 2014

  12. IntegrativeCALL: ItsTheory and Practice Discussion and Conclusion • Teachers use multimedia on a dailybasis (motivation and equipment); • Web-sites + CD ROMs (5-15 min); • Speaking and listeningskills; Although multimedia have a positive effect on the development of L2 language acquisition, they must be carefully chosen to suit a particular teaching situation and to meet specific needs of students. Furtherresearch: a widerrangeofteachers + beyondtheborders. EDULEARN 2014

  13. IntegrativeCALL: ItsTheory and Practice Thank you for your attention. EDULEARN 2014

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