Reflection 3: CALL in Language Learning & Language Teaching

In Lecture 2, we have discussed the topic of CALL in Teaching and Learning of English. For the topic, we have given three reading materials including one guidelines to do the next assignment in order to understand the whole topic of CALL in Teaching and learning English. The slides that are prepared by Dr. Rozina gave the full picture of CALL in listening, speaking skills and also, in grammar topic as well during the learning process. In listening skill, CALL helps in discriminating sounds, at the same time analyzing the part of grammatical rules and tries to connect linguistics with other cues. Other than that, in speaking and communication skills, CALL gives challenges in applying multimedia programs in learning and teaching process in both hardware and software technologies. Furthermore, in Grammar and vocabulary topic, it provides the platform to construct the grammar exercises and checker to explore deeper about grammar rules.

Throughout the text given entitled “a review of technology choice for teaching language skills and areas in the CALL literature” by Glenn Stockwell, it describes about technology functions in language teaching and learning as well as the developments of technology in learning and teaching process. The researcher explains about various kinds of technology that are used in the area of literature and also, instruments that are applied in the language classroom. The paper emphasizes on the comparison of researchers applying technology in teaching and learning skills and also, the traditional styles, non-CALL means as well.

Another text that is provided for the topic of CALL in teaching and learning process by Normah Yusof is entitled “Effective Uses of Computer-Based Software in Teaching the Listening Skill in ESL”. In the research, it concerns of the study on the effectiveness uses of computer-based software in teaching listening skill in English as a second language at the higher education level. The experiment takes place among 80 post-SPM candidates in an intensive English course at UniSZA and according to the result, the researcher has concluded that computer-based software gives good consequences as supplement for students to score better. However, it cannot be used as teacher replacement as students were unable to score well in the tests. Last but not least, the research showed that non-computerized treatment was more effective for teaching learning skill compared to computer-based software.

On the other hand, in Islamic perspectives, what we can ponder upon the topic is, we can help to recognize the Muslim products as well as writings throughout the computer-based software. Muslims should take this opportunity to work harder in the field of technology and computer-based software so that the world could see the progression of Islam along with the current state of technology looking into the current world that technology has been taken over by the non-Muslims.