# data[].attributes.body
Task-based learning
1) Introduces a topic
2) Describes the task

2) Provides web resources and a description of the process students are to follow in order to accomplish the task

# data[].attributes.headline
1990: Computers in second language writing classes                                                                          1990: Collaborative Tasks

# data[].attributes.subject
1990: Computers in second language writing classes                                                                          1990: Collaborative Tasks

# data[].attributes.body
Software are used to assit the writting process
teachers show the ability to have input into the students’ writing
Teachers developed collaborative projects that required students to engage in tasks with a real purpose (eg. peer-review, motivation)

# data[].attributes.headline
1980 : Computer simulation software in language classroom 

# data[].attributes.subject
1980 : Computer simulation software in language classroom 

# data[].attributes.body
Teachers can create programs to meet the specific need of their students
Focus on process approach: Using computer as a tool to communicante and interac

# data[].attributes.body
through podcasting, students can develop projects that require them to create and share audio or video files via an iPod or computer for a particular purpose or task.

# data[].attributes.body
Using technologies cuts the human interactions when we are doing speech practices. The computers may not assess an individual's speech level

# data[].attributes.body
"Speech and pronunciation programs were now able to use charts, videos, sound, and graphics to demonstrate the phonological features of language and provide voice comparisons between students and native speakers" (Butler-Pascoe, 2011)

# data[].attributes.body
students had an incentive to negotiate meaning and be precise in their writing in order to convey their message to the new readers.

# data[].attributes.body
students exercise autonomy as they work collaboratively in small groups or respond independently online at their own pace.

# data[].attributes.body
CALL values autonomy. The teacher is the facilitator and gives the online ressources so the students can go at their own pace, work individually or collaboratively with colleagues while using the online ressouces.

# data[].attributes.body
Behaviorist/Skinner  60's to 70's
The "computer-assisted instruction" was based on the psychological approach of B.F. Skinner's (1957)

This approach relies mostly on positive reinforcement.

Audio-lingual method was prominent. If you need a reminder on the method please click on the link above! :)

Cognitive psychologist such as Piaget and Chomsky began to doubt the relevance of the audio-lingual method.

# data[].attributes.body
-In online chat rooms, they would be able to communicate via text messages and in virtual 3-D environments.
ex: Second Life (Silva, 2008) assumes the identity of avatars to interact with the environment.
- use web resources to work independently and collaboratively with peers on real-world tasks and projects.

# data[].attributes.body
Because regular class was more stressful at the time, CALL provided a less stressful environment. Hence why students performed better

Furthermore, students are more willing to take risks because they can answer wrongly without being embarassed: a computer would never judge you

# data[].attributes.body
Suggestopedia : promotion relaxation
Goal : Reduce anxiety
Silent Method: 1) discovery or creative learning
2) manipulation of physical objects
3) problem-solving activities related to the material being studied

# data[].attributes.body
Students were required to type answers to questions in Russian and perform various type of transformations exercices.

# data[].attributes.body
Tests scores showed that students who had computer-based instruction had better reading and writing skills than conventional classroom learners

# data[].attributes.body
Can use video clips, animation, sound, and hypertext, which can all enhance student comprehension

# data[].attributes.body
The technology that was available was not adequate to support the experiments of methods of language teachings

# data[].attributes.body
Gives immediate feedback; teachers do not need to wait for the teacher
Therefore, students can work at their own speed

# data[].attributes.body
Signs of anxiety, lack of motivations even low self-esteem can hinder the input to be processed even if the learner understood. (Gardner & Lambert, 1972) & (Heyde, 1977)

# data[].attributes.body
CALL -> Computer Assisted Language Learning

# data[].attributes.body
Communicative approach 80's to 90's

Teacher seen as a facilitator.

Stephen Krashen and language learning development:
He believed that learners will learned the L2 through comprehensible input. That grammar will be acquired automatically just by being exposed to it.

# data[].attributes.body
There is a limitation of technology as it is not available to everyone. We have to also keep in mind that not everyone is equipped to use technologies