Computer Assisted Language Learning

Introduction

This report discusses some features for Computer Assisted Language Learning in relation to the development of a Digital Learning Object. The digital learning object is potentially based upon using one of the very handy applications of the computer systems known as the PowerPoint based illustrative presentation on English level pronunciation in the British accent. This digital learning object will be likely to be shared with one of the interactive digital platform skillshare.com which will provide the maximum level of visibility among the potential other stakeholders and learners. This task of designing the DLO also includes the appropriate theoretical basis for the understanding of this particular concept in the light of Vygotskys Cognitive Development Theory. This particular theory provides the basis for the development of the argument that the cognitive abilities are potentially guided in the social sense and different cultures can provide the best level of the radiation in order to formulate and develop the specific level of the ability is for learning and others out of the problem solving activities.  The Computer aided learning language and mobile edit learning language may be considered as one of the significant concepts and frameworks which can be deployed in the different areas and the courses in order to increase the learning oriented objectivity. This was one of the great salt of the educational tool which can be deployed within the education at the different levels providing the students with an ability to use these particular tools and objects in order to make their study more significant and learning specific. The different learning theories can be better integrated with these particular concepts in order to increase their effectiveness and the teaching staff can use these particular techniques in order to develop the maximum level of product awareness within the classroom. This particular technique of the computer aided learning language can be considered as significant for the students belonging to any of the fields nowadays and specifically, the linguistic students can develop the maximum level of productivity on the basis of utilizing the technology oriented solutions within the fulfillment of their academic commitments (Yang, 2020).

Specification of learning outcomes

The learning outcome of developing the potential DLO is to utilize CALL in the real learning environment and also to learn relevant skills applicable features. Computer aided learning language can be better integrated in order to devise a significant level of the digital learning object which can be transformed and translated in the best interest of the potential audience. The development of a particular digital learning object can help the learners of this particular course to find out the most effective ways to use this particular concept in the different academic levels and commitments. There is a great deal of possibility connected with the effective use of the computer specific aided learning language within the classroom and also at the home for the students to conduct their tasks and educational perspectives (Tafazoli, Gómez Parra and Huertas Abril, 2020).

The sources (spoken, written, website, video) on which activities/tasks are based

Spoken/ Demonstration and Written

One of the potential source subjected to the digital learning objective discussed in this particular study is to speak as well as write down the important points and also to demonstrate them by using the multimedia to other potential audience.

Website

The use of the interactive presentations holding website skillshare.com will be ee another important source connected with the digital learning objective in this particular study.

DLO: The three tasks, addressing a combination of skills

1. The first and the fundamental task associated with the development and design of the digital learning object is to understand the functioning of the word processing and its subset PowerPoint. This particular software comes with a user guide and helps manual which can be consulted in case of any query related to the different functions which this application can perform.

2. The second task associated with the development and design of the digital learning object is to create the presentation itself on the basis of the brainstorming and other manual notes taken concerning the illustrative topic of the English level pronunciation in the British accent.

3. The third task associated with the design and delivery of the digital learning object is to present and demonstrate the prepared presentation in front of the potential audience. This task is also subjected to the upload of one copy on the digital share platform of Skillshare.com in order to reach out to the virtual audience and other students for the sake of sharing the research oriented activity.

An assessment

The formative assessment approach can be introduced and connected with this particular digital learning object specific development and design. The audience which is potentially targeted for the sake of the delivery of demonstration and representation will be checked out with the level of the learning they are acquiring at the time of presenting it using the multimedia. There is also a possibility to get this particular formative assessment on the basis of getting and in writing feedback from each of the potential participants among the audience about its individual level of understanding connected with the participation within this particular digital learning object specific demonstration. The tendency of the individuals towards learning is considered as one of the natural things which exist among all of the students and the cultural collaboration provides them with the chance to get near to each other in order to exchange the knowledge they have (Parmaxi, 2020).

Critically reflection

I have found out some of the extensive methods of computer aided learning language skills during the development of design for the digital learning object. This provides me with an ability to think out of the box solution for the sake of reaching out to the maximum number of the potential audience after delivering the physical audience which can be targeted and spoken to. I also had an opportunity to develop a better degree of understanding about conducting Research and also to utilize the different Computer aided applications and the software which are necessary in order to conduct the basic level of the tasks and the associated professional benchmarking. This particular task and specifically the design of the digital learning object provided me with an opportunity to enhance and increase my level of the understanding which I had acquired within the classroom by complementing it with one of the additional research oriented task. This particular knowledge which I learned through CALL can be better articulated using the computer edit learning language in order to maximize the product awareness of the study and also to use the different skills in order to find out the solutions to different challenges coming in the way of the learning classes as well as groups. The mobile aided learning language can be considered as a subset of the Computer aided learning language as the use of Smart phones and digital devices is increasing among the potential students as well as the Academic Staff members. Similar concepts can be deployed in the mobile edit learning language in order to fulfill the different academic commitments. There is a great deal of knowledge in hands mint which can be expected by utilizing the Different techniques and the tools used in the Computer aided learning language. It becomes significantly important to develop adequate frameworks which can respond to the different learners on the basis of utilizing the technology in order to increase the productive Ness of delivering educational concepts to the different stakeholders in the best possible way.

References

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Buendgens Kosten, J., 2020. The monolingual problem of computer assisted language learning. ReCALL, 32(3), pp.307 322.

?or?evi?, J., 2020. Improved understanding of meanings of modal verbs in Legal English and increased motivation through Computer Assisted Language Learning. Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), (39), pp.295 317.

Enayati, F. and Gilakjani, A.P., 2020. The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learners’ Vocabulary Learning. International Journal of Language Education, 4(2), pp.96 112.

Guodong, J., 2007. Computer Assisted Language Learning—Theory and Practice.

Parmaxi, A., 2020. Virtual reality in language learning: A systematic review and implications for research and practice. Interactive Learning Environments, pp.1 13.

Tafazoli, D., Gómez Parra, M.E. and Huertas Abril, C.A., 2020. A Cross Cultural Qualitative Study on Students Attitudes towards Computer Assisted Language Learning. The Qualitative Report, 25(7), pp.1841 1855.

Yang, Z., 2020. A study on self efficacy and its role in mobile assisted language learning. Theory and Practice in Language Studies, 10(4), pp.439 444.