All about teaching English

CALL dates back to the 1960s, when it was first introduced on university mainframe computers. The PLATO project, initiated at the University of Illinois in 1960, is an important landmark in the early development of CALL (Marty 1981).The advent of the microcomputer in the late 1970s brought computing within the range of a wider audience, resulting in a boom in the development of CALL programs and a flurry of publications of books on CALL in the early 1980s.

Dozens of CALL programs are currently available on the internet, at prices ranging from free to expensive, and other programs are available only through university language courses. There have been several attempts to document the history of CALL. Sanders (1995) covers the period from the mid-1960s to the mid-1990s, focusing on CALL in North America. Delcloque (2000) documents the history of CALL worldwide, from its beginnings in the 1960s to the dawning of the new millennium. Davies (2005) takes a look back at CALL's past and attempts to predict where it is going. Hubbard (2009) offers a compilation of 74 key articles and book excerpts, originally published in the years 1988-2007, that give a comprehensive overview of the wide range of leading ideas and research results that have exerted an influence on the development of CALL or that show promise in doing so in the future. A published review of Hubbard's collection can be found in Language Learning & Technology 14, 3 (2010).

Butler-Pascoe (2011) looks at the history of CALL from a different point of view, namely the evolution of CALL in the dual fields of educational technology and second/foreign language acquisition and the paradigm shifts experienced along the way. See also Davies et al. (2011: Section 2, History of CALL).

TYPES OF CALL PROGRAMS:

·         CALL-specific software

·         Generic software

·         Web-based learning programs

·         Computer-mediated communication (CMC) programs

TYPES OF CALL ACTIVITIES

·         multiple-choice & true/false quizzes

·         crossword puzzles

·         games

·         simulations

·         web quests/searching

·         web publishing

·         online communication

Three phases of CALL

Though CALL has developed gradually over the last 30 years, this development can be categorized in terms of three somewhat distinct phases based on Barson & Debski 1996:

·         Behavioristic CALL

·         Communicative CALL

·         Steps toward integrative CALL: multimedia

Above are the explanation of CALL history and its development. Actually, for making us easier to read a historical story or historical events, we can use timeline for make it easier to read. Not only for arranging historical story or historical events, timeline also can be use as a tool in English language learning. Using timeline for English learning will be very interesting for students in any grades. Here, we have tried for using online tool for making timeline, it is Tiki toki. You can open it at http://www.tiki-toki.com/ . This tool is very easy to use. Don’t worry, below, will be explained about how to make Tiki toki.

The Steps of using Tiki Toki:

Step 1 goes to http://www.tiki-toki.com/

Step 2

∙ Click on “free sign up”

∙ Create a username, your email and password.

∙ Write down your username and password in your tracker

∙ Check the “Agree to terms and condition”

Step 3

∙ Click on “login” type your username and password

∙ On “Create new timeline” type your title for your page as : Daily Activities

Step 4

∙ Click on “Create new timeline”

∙ Underneath “ADMIN” tab, click on “create new story”

∙ Type in correct date information (start and end date)

∙ In “Intro” type little description of the event.

∙ Click “save”

Step 5

∙ Click on “stories”

∙ Click on “Media” if you want to insert some picture

∙ Copy the link of the picture

∙ Click “save”

Step 6

∙ Copy the link of your tiki toki and then you can share it to your friends, students, or anyone that needs media for teaching English

Just click "Here" to see my timeline guys.

The application of using timeline in teaching and learning process

When teaching English using timeline it is very interesting. It is because timeline can give students the visual appearance and make them easier to understand the story or steps on it. The content of timeline depends on the teacher, what the teacher wants to teach on that meeting. In this case, the content of our timeline is about daily activities. This material is appropriate with young learners or junior high school students. When we want to teach about daily activities in chronologically order to young learners, we can use this timeline. Why? Because this timeline provides many pictures that shows about the activities. In the other hand, if we want to teach about grammar for junior high school students we also can use this timeline with the content of daily activities. As we have already known, when telling about daily activities or habits we use simple present tense to show the sentence or expression. So, the activities can be arranged by the teacher like asking the students to make their own timeline. For young learner, they can make their timeline to show or tell their activities in a day chronologically and for Junior high school students can be asked to make sentences using simple present tense based on the timeline from the teacher or they can be asked to make a story based on the timeline but still using the simple present tense. Many things can be done with timeline, it just needs the creativity of the teacher.

Sources:

https://en.wikipedia.org/wiki/Computer-assisted_language_learning

http://www.ict4lt.org/en/warschauer.htm
https://drive.google.com/drive/folders/0B-zNLTzO-9XWYzNta0kwWUpPUm8
https://www.tiki-toki.com/

https://www.tiki-toki.com/timeline/entry/809064/DAILY-ACTIVITIES-/