Introduction
Scope of CALL
Adnavtages of using computer in language learning
Disadnavtages of using computer in language learning
Evaluation
Drawbacks of Hot Potatoes
Summary of Drabacks
Bibliography
 
 

In Pakistan the use of computer for language learning is still novel, especially on secondary level. Therefore introducing this innovation at school level needs a thorough consideration of the whole project to avoid failure or disappointment. In this report I will discuss pros and cons of using computer in language learning with reference to the context of this particular institution. I will also evaluate the software that I recommend. However all my discussion and recommendations would focus on the following data of your institution. I understand that at this juncture, the institution intends to use computer for language learning on experimental basis to know how far it can be effective in language classroom.
 
 

Learners	Age: 14-16; in their 9th/10th year of school; learning English as foreign language. They need English language for higher studies within and outside the country.
Teachers	N/Native speakers of English with wide experience of teaching; teaching method mainly depends on translation-grammar method.
Existing computer facilities	A computer lab consisting of 20 computers, mainly used for the subject Computer Science; never been used for language learning.
Availability of Internet	Available, but students are not allowed to use it independently, but only during their class sessions.
Computer for recreational/self-access activities	None.
Technical know-how	Language teachers and all the students are supposed to be acquainted with computer and Internet.

 As the institute already maintains a computer lab, therefore I presume that there is no need to describe how to maintain and manage CALL Lab as it require the same measurements.
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While discussing the scope of CALL I would show my concern more with its disadvantages than its advantages, as the latter are obvious. But I don’t intend to magnify them as this report aims at introducing the computers for language learning rather than discouraging it. Moreover disadvantages would be discussed particularly in the context of your institution.

Advantages
 

                       "If entertainment were the only advantage in using a computer in our language classroom, we might perhaps
                        be ill advised to ignore it, but quite justified in placing it a fair away down our list of priorities."
                        (Beaton et al 1986)
 
Fortunately computer has more important part to play in language classroom rather than serving as a source of entertainment. In the words of Ahmad et al (1985) the use of computer in language learning is advantageous on three levels: first it has advantage in its inherent nature, as it is the only technological aid that can collect and display data and information in large quantity. Secondly, it can interact with the learner in the sense that it displays information, responds to the learner and can take him to another section as a result of progress in an on going activity. The computer has an error free information and repetition of any activity. It is flexible in a number of significant ways and it is impartial and unbiased. It is available for answering questions, which is valuable when it is used for testing purposes.

On the second level the computer has advantages from the teacher's viewpoint. It offers versatility in handling different kinds of material and learning activities. Unlike the textbook, the teacher can change the text in a computer-based activity and manipulate it according to the situation and the learners' needs. Moreover it frees the teacher from some constraints imposed by heavy teaching schedule, though it occupies the teacher's time and efforts in an other way as well.

For the students, computer is easily accessed. They can use it without shyness, any fear of, rejection or ridicule because if they fail in some activity, their mistake will remain to them.  The use of computers gives a prompt feedback, which makes the learner not only aware of his mistakes but also leads him to check and evaluate his work himself, a trait which traditional classroom environment does not provide (Ahmad et al 1985 & Maddison et al 1987). This factor leads them towards autonomous learning. Experience has shown that learning with a computer is rated highly by students (Ahmad 1985). The computer can be a powerful motivating force for productive studies. Unlike classroom situation, students feel like interacting with some partner or an ally and they try to beat it. While learning through computers the learners do not face hesitation, shyness or lack of confidence. Therefore this technology is particularly useful for introvert and shying students to perform as much as they are capable of.

Moreover use of computer helps the teacher and students to organise their work. Without a good planning and well-organised lesson preparation the teacher cannot use computer to teach the lesson effectively. On the other hand the learners cannot make full use of the lesson unless they follow the instructions carefully and act accordingly. With the use of computers, the students become familiar with the machine that might play an important part in their future academic as well as professional life.

The CALL Lab can also be advantageous for the institution itself if the resources are manipulated wisely. Once the Lab is established, it can be used as a language teaching school for elders after school time and may be a good source of income for the institution. English is increasingly entering the common life in Pakistan, so this step will be very popular and gainful.

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Disadvantages

Computers may be superior to human beings in the speed with which they can process the data; hence they cannot compete with human beings in the process of natural language use (Ahmad et al 1985). To cover different aspects of language with a free exercise is beyond the computer's scope. However it does not mean that the learners will be confined strictly to a few grammatical exercises. By authoring software skilfully we can present simulation on computers. In fact working on a computer and solving some problem, in itself, is a real life situation as Higgens et al (1984) noticed that often the computer is the implicit 'enemy' and the learners compete with each other and with teacher in an effort to beat the machine. But despite that it is a hard reality that no exercise is possible which requires the computer to 'understand' and interpret the spoken input from the learners. CALL programmes do exist where the learner is required to speak but the computer cannot check or respond to this speech (Ahmad et al 1985). However aural, writing and reading tasks can be accomplished neatly and satisfactorily through computers. The advantage of doing these activities on computer is that it will add new attraction for the learner whose motivation in this area, as can be observed, is usually low.

Translation is a very important component of English language teaching in Pakistan as the whole syllabus and examination pattern mainly depends upon this aspect. This factor is also a bit problematic for CALL. Any CALL programme, which is based on translation, either into or out of the foreign language, will run into trouble if the answer is in the control of the learner (Ahmad et al 1985). If the learner has to fill a multiple-choice exercise to choose one correct answer, it does not involve structuring a sentence himself and thus he does not get an opportunity to make a sentence himself. If the learner translates the sentence himself, the answer may vary and it might have been presented in a number of ways. Unless the computer is not fed with all the possible answers, it can create annoyance or confusion for the learner. And such a larger text with all possible answers requires imagination and ingenuity as well as a lot of hard work. But with cloze tests, teaching vocabulary, supplying synonyms or antonyms and reading comprehension can be accomplished neatly. Furthermore through programmes that offer restructuring option, translation can be taught to advanced learners.

In computer assisted language teaching, the teacher needs to give extra time to lesson preparation. Moreover for such kind of teaching, the teacher also needs a constant enthusiasm as well as keen interest to motivate the learners. If the teacher loses interest in the task, s/he will not be able to conduct a CALL session successfully as a traditional class can be conducted. Following the prevalent traditional teaching style can reduce the scope of success. For a smooth process of CALL in your institution you need to find teachers in your staff who are really interested and enthusiastic to make the project a success.  Moreover students being stranger to this kind of teaching style, may feel uneasy in the beginning, or may take the computer sessions for sheer enjoyment. In order to avoid this sort of situation where teachers need to be consistent to remind the students of the importance and usefulness of this sort of learning, the administration, on the other hand, also needs to be patient to for fruitful result of the whole exercise. The positive results cannot be achieved within a week or a month, though completely desirable results cannot be expected even within a term. However during this period you will have a clear idea of the scope of CALL in the institution.

In the current situation, it is beneficial for the institution to use authoring software for teaching. Authoring software, though does not need any technical skill in IT, it however does require a fair understanding of pedagogical as well as syllabus designing theories. Authoring a language software is just like designing a syllabus. A careless authoring of the material might not ensure the enviable results.

While working on computers, some teachers or students may not find themselves at ease for any reason. They can feel annoyed or confused if they are not able to understand the new teaching/learning environment because every individual is not equally flexible. Therefore it is important to ensure that every concerned person is clear and satisfied about what is going on. If there is some problem, it needs to be solved with mutual discussion. Especially teachers should know clearly that computer is not their rival but an assistant in their teaching process in the classroom.

An important aspect of CALL LAB may be its environment that is likely to be very much different from the traditionally disciplined classroom. The teachers and administration as well, would have to be very patient to cope this new situation. In the CALL LAB, students will normally work in pairs or groups. They will talk and even sometimes joke. Moreover students of this institution are also not used to work in such environment. Therefore it will take some time to get them acquainted with this kind of learning and teaching. Once they learnt it, it will be a benefit for them, highly useful even outside the CALL LAB.

Recommendation of Suitable Software

In this institution, like most of other Pakistani institutions, students learn examination-orientated language. They have to follow certain course books to qualify the annual test. Furthermore grammatical structure is more emphasised than communicative aspect of language. Apart from advantages and disadvantages of this sort of approach in language learning, I find two types of software suitable for the situation of your institution.

1. Wida Authoring Suit.
2. Hot Potatoes.
Both of these are authoring packages and do not require technical knowledge of IT to author exercises for language learning. I will prefer hot Potatoes to Wida software for a couple of reasons. Although both packages may be used for teaching text-based lessons, the latter can be manipulated in a variety of modes than the former. Furthermore Wida Software needs to be bought to use individually or within an institution whereas Hot Potatoes is free for non profit individuals, with the condition that the materials produced are freely available to anyone via the web (Winke et al 2001). Economically this software is ideal, as the institution will not need to spend extra amount for this experimental phase of introducing computers for language learning. The rest of my arguments will focus on the evaluation of Hot Potatoes.

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Evaluation

While evaluating any software there are a number of aspects that need to be analysed. Let us discuss them one by one.
Does the programme permits the creation of language learning exercises that are considered with school language acquisition theory? (Winke et al 2001)

Hot Potatoes is ideal for the school language acquisition theory of this particular institution. A quick look at the specimen exercises based on this software will show that they serve the purpose of teaching the lesson, fulfilling the aims and objectives set by the institution and required by the external examination board. The exercises not only give an over view of the topic in hand through top-down approach, but also prepare the students from examination point of view. While referring to the benefits of using technology in language learning Winke argues that it increases the amount of exposure to and potential interaction with the target language outside the classroom (Winke et al 2001). Having an easy access to Hot Potatoes via Internet, students can also use it even when they are remote from the classroom.

The second question to evaluate any language software may be put whether it is user friendly or not? Are the on-screen instructions clear and concise? The language of the programme as well as the programme itself is suitable for the whole class or not (Winke et al 2001 & Jones et al 1987).

Hot Potatoes is quite simple and easy to use both for students and teachers. The designed exercises can confirm the point. It does not require programming knowledge, yet still it is flexible for teachers who have more advanced knowledge of programming. Instructions for the students are always clear and can be made as much specific as the teacher requires. The level of language as well as that of programme entirely depends upon the teacher’s discretion.

Vamparys (1999) refers: An important principle of user interface design is that the user should always feel in control of the software, rather than feeling controlled by the software. (The WindowsÒ Interface guidelines for Surface Design).

Again Hot Potatoes comes up to the standard in this term. While working with Hot Potatoes software, it is the student who initiates the action. The user always plays active rather than reactive (Hicken, et al., 1992; Kinzie, et al., 1988; Pollock and Sullivan, 1990; Williams, 1993 in Yoell, Steven). Instead of controlling the student, it serves as assistant providing help and hints to get the students forward.

It also offers a variety of exercises-----six----and there is always help or hint for the students if s/he feels stuck. Thus it never leaves the learner in the lurch. Feedback can also be designed in a way that it reflects the idea of discovery learning so that a response to an incorrect answer may be used to expand vocabulary or grammar in some way, an extra benefit (Tippett 1998). It has potential to give a variety of all possible answers where applicable. Graphics and pictures can be added to all the exercises to make it more colourful and interesting for students. These graphics and picture also give hints to the students to find a correct answer. Thus it is tolerant enough for the students, if exercises are designed wisely and carefully.

Hot Potatoes has potential of creating task-based activities as well. According to Skehan (1998) one of the characteristics of task-based activities is that it places a function of the learner engagement in interaction. Winke et al (2001) give an example how Hot Potatoes can be used for task-based activities. She refers to the assumption of two or more students, new to school, could share a computer terminal and cooperate to a JMatch Exercise in which they must identify various buildings on the campus. Thus Hot Potatoes can be used not only for structured traditional grammar but also gives the learners to interact in real life situation, to some extent.
 

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However Hot Potatoes has some drawbacks as well.

Garrett (1995 in Yoell) writes of the tendency of learners to operate a binary correction strategy (if X is the wrong answer then Y must be correct).  This means that the learner is using a logical process to formulate the correct answers without really learning the language at all. (Garrett 1995:349).  In everyday communication it may lead to grammatical fossilisation with learners believing, for instance that if the use of article “a” is wrong then “the” must be the correct choice (and therefore using articles entirely erratically). Using “Hot Potatoes” may further entrench such strategies (Yeoll, Steven).

Another question is that of language testing whether the programme is capable or not for testing the learner’s language. Winke et al (2001) emphasises that Hot potatoes is not a test design package nor it should be used as such. Moreover the learners can easily access to the answers (Yeoll). This aspect of the programme is a drawback especially in the context of Pakistani educational system that is examination oriented and students are trained only for examination-oriented study. Discussing other drawbacks of the programme Winke continues that its limited nature does not include information regarding students’ responses to individual items and thus the teacher is unable to identify student’s strengths and weaknesses. Due to this limitation of the programme teacher cannot arrange the order of his strategies to improve his/her students’ language skills. The programme only permits the creation of exercises that allow students to work their way towards correct answers based on feedback. However it is clear that at this juncture the institution does not intend to use computer specifically for testing the language skills of the students. If the administration feels that the project is a success and use of computers in language learning may be enhanced, using other programmes like WinWIDA Question Mark or Test Pilot with secure option and statistical test report functions can compensate the limited nature of this programme. However these programmes are not specifically designed for the purpose, but can be adopted for such use (Winke 2001).

An other limitation with the programme, as with many other language software as well, is that of communicative skills. Seedhouse (1992) noted that although computers can currently interact with learners to a limited degree, this hardly meets Nunan’s definition of genuine interaction as the interaction between the learners of computer is solely by means of written sentences. This limitation is a hard reality that cannot be denied. At the moment it is unlikely that use of computer will enhance communicative competence in the real sense, though it serves the purpose to some extent as discussed in the second part of the report in the section of dis/advantages of computer in language classroom. Though Yeoll is of the opinion that on the surface Hot Potatoes is offering pedagogically sound instruction, and can be seen as a “communicative” CALL tool (Yeoll 2000).

However this drawback can be overcome to some extent by not depending too much on computer based language learning, as it is an aid to the teacher, not a substitute for the teacher or the textbook. It should be taken as scaffolding activity in the classroom as other material like projector, video or tape recorders are used. Furthermore the option of manipulating the programme for your specific purposes is always open for talented, enthusiastic and potential teachers.

There is a major drawback in feed back that I noticed while authoring exercises on this programme. The designer cannot change the feedback comments according to the performance of the learner. For example if the learner clicks correct answer in the first attempt, the programme rightly provides feedback, appreciating performance. But if learner finds correct answer after checking incorrect answers, the programme does give lower score but the comments are the same as will be in case where the answer was correct in first attempt. Furthermore, if learner finds a complete answer with the help of Hints, the programme, though, does not give any score, it still shows the same comments that have been used for an answer searched in the first attempt. This draw back can create doubts and unreliability in the learner’s mind about response and feedback from computer.

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Summary of Evaluation