ENG517 Midterm Past Papers Spring 2025

ENG517

Mid-Term

ABSTRACT This comprehensive collection of notes is accurately crafted to empower students to excel academically, ensuring they achieve a minimum of 80% marks in their examinations. The content is organized with clarity and precision, focusing on key concepts, critical analyses, and practical applications tailored to the syllabus. These notes serve as a reliable resource for both thorough preparation and last-minute revision. Designed to inspire confidence and mastery, this guide is an essential tool for students striving for academic excellence.

Maha Malik

Spring 2025

Define CALL

" The search for and study of applications of the computer in language teaching and learning." – Levy (1997)

Approaches of CALL

1. Behavioristic CALL – drill & practice (1950s–70s)
2. Communicative CALL – communicative exercises (1970s–80s)
3. Integrative CALL – multimedia + internet (1990s–today)

Applications of CALL (5 examples)

Word processing Tutorials/drills Games Simulations (e.g., “A la rencontre de Philippe”) Internet tools like email & chat

Characteristics of CALL

Learner-controlled pacing Interactivity Feedback-rich Use of multimedia (text/audio/video) Emphasis on both form and meaning

Principles and Implications of CALL

Encourages autonomous learning Tailors content to cognitive style & pace Offers interactive environments with immediate feedback Not a replacement for teachers, but a strong supplement

CALL as a Distinct Field

Gained identity in the 1980s with rise of PCs Supported by professional organizations (e.g., CALICO) Draws on linguistics, SLA, HCI, AI, and education

Model of CALL

Based on Dunkin & Biddle’s model:

Presage (teacher/learner background) Context (physical & institutional setting) Process (learning tasks, interaction) Product (learning outcomes)

Aim of CALL

To explore and implement ways computers can aid language learning through interaction, tools, and practice

Emergence of CALL

Became distinct in the 1980s with personal computers Early CALL existed in mainframe settings like Stanford & MIT (PLATO project)

How can CALL be used to effectively teach language?

Offers multimedia-rich environments Enables individualized learning paths Supports real-time communication (chat, forums) Encourages learner autonomy Provides consistent and adaptive feedback

Five Types of Optimal Input in CALL

1. Comprehensible
2. Interesting and relevant
3. Not overly simplified
4. Ample in quantity
5. Tailored to learner’s proficiency level ("learner fit")

Concept of "Learner Fit" in CALL

Materials and tasks should suit the learner’s language level, interests, and learning style to optimize acquisition

5 Ways to Establish a CALL Environment

1. Install multimedia-equipped computers
2. Provide internet access
3. Use virtual learning platforms
4. Train teachers in CALL tools
5. Support student autonomy in labs or BYOD settings

Problems in Developing CALL Programs (3 major)

1. Lack of funds
2. Lack of technical and pedagogical expertise