ENG517 Midterm Solved Papers Set 2

ENG517

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 Computer Assisted Language Learning CALL is the acronym for computer-assisted language learning. We will see that this field or significant parts of it sometimes go by other names; CALL seems to be the most widely accepted generic term. In this course, CALL will be used in a broader sense to refer to any endeavor involving the computers and associated technologies of all types’ desktops, laptops, tablets, smart phones, mp3 players, interactive whiteboards, etc. in some significant way in language teaching and learning.

Q. Aim of CALL ( )

Computer-Assisted Language Learning (CALL) is defined as “the search for and study of applications of the computer in language teaching and learning.” (Levy, 1997: 1) The main aim of CALL is to find ways for using computers for the purpose of teaching and learning the language. More specifically, CALL is represented by the use of computer technologies that promote educational learning, including word processing, presentation packages, guided drill and practice, tutor, simulation, problem solving, games, multimedia CD-ROM, and internet applications such as e-mail, chat and the World Wide Web (WWW) for language learning purposes. There are several terms associated with CALL. CALL is variously known as Computer-Aided Language Learning (CALL), ComputerAssisted Language Instruction (CALI) and Computer-Enhanced Language Learning (CELL). The first two terms generally refer to computer applications in language learning and teaching, while CELL implies using CALL in a self-access environment (Hoven, 1999).

Q. Three ways in which education can conceptualize the field of call, ( )

CALL has important potential for English language teaching. If used properly with clear educational objectives, CALL can interest and motivate learners of English. CALL can increase information access to the learner, provide flexibility to instruction and thereby better serve the individual's learning pace, cognitive style and learning strategies.

Early work with what were then called “microcomputers, ” such as the BBC computer, Apple II, and IBM PC, began to increase in the early 1980s. This new wave continued to include academic projects involving teams of designers, programmers and language teachers, but this era was also marked by the emergence of teacher programmers, typically using the BASIC language to create activities for their own students. Meeting first as informal user groups at larger conferences, they were instrumental in founding organizations such as CALICO, the CALL interest section of TESOL, and EuroCALL Although the AI elements were not fully realized, the project did produce some intriguing materials, notably A la rencontre de Philippe, a participatory drama where students play a character trying to find an apartment in Paris (Murray, Morgenstern, & Furstenberg, 1989). In addition to academic initiatives, there have been hundreds of commercial software projects, a few of which have managed to survive and thrive. Two of the more successful enterprises in business terms have been Auralog (founded in 1987) with its flagship Tell Me More series and Fairfield Language Technologies (founded in 1992), creator of Rosetta Stone.

Q. Random access laser videodisc ( )

At about the same time that microcomputers were spreading, the random-access laser videodisc brought a new dimension to language learning in the 1980s, the beginnings of multi-media education. Several large-scale projects, such as Montevidisco, a simulation for learning Spanish, were developed during this time (Gale, 1989). Among the most ambitious undertakings in the history of language teaching was MIT’s Athena Language Learning Project, an attempt to bring together interactive videodisc and artificial intelligence (AI) applications to revolutionize language learning.

Q3. rationale of drill n practice ( )

Repeated exposure to the same material is beneficial or even essential to learning

A computer is ideal for carrying out repeated drills, since the machine does not get bored with presenting the same material and since it can provide immediate non-judgmental feedback

A computer can present such material on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities.

Among the first and most significant applications for the teaching and learning of language at the computer were those used on the Programmed Logic / Learning for Automated Teaching Operations (PLATO) system, developed in 1959 by the University of Illinois working with a business partner, Control Data Corporation. PLATO combined some of the best CALL features being developed at other universities but differed from many other attempts to use computers to teach language in that PLATO’s computer and its programming languages were custom designed for the purpose of teaching language, as well as a range of other university-wide disciplines. Much of PLATO’s first-language learning work was done in teaching Russian using a grammar