Principles and Guidelines of Using CALT

Principles and Guidelines of Using CALT

​Kho Chung Wei

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To be successful in this topic, I can:

• Analyse the principles of using CALT in the primary ESL classroom

• Relate the guidelines for technology use in educational settings to real-life contexts

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(Egbert & Shahrokni, 2018, p.13)

...the basis for using technology to support language learning comprises four central components:

1. Language learning principles, which overlap with

2. Task engagement principles, which are included in

3. The Teachers of English to Speakers of Other Languages (TESOL) technology standards for teachers and learners (Healey, Hanson-Smith, Hubbard, Ioannou-Georgiou, Kessler, & Ware, 2011), which address

4. Guidelines for technology use in educational settings.

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Language Learning Principles

1. Comprehensible input

• Krashen's (1985) Input Hypothesis claims that humans acquire language in only one way - by understanding messages, or by receiving 'comprehensible input'.

​(Yamisha, 2023)

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Language Learning Principles

2. Output

• Swain's (1995) Comprehensible Output hypothesis claims that producing the language might be the trigger that forces the learner to pay attention to the means of expression needed in order to successfully convey his or her own intended meaning.

• Roles of output:

  • improve fluency

  • check comprehension and linguistic awareness

  • focus on form

  • notice the gap in learning

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Language Learning Principles

3. Noticing

• Schmidt's (1995) Noticing Hypothesis claims that what learners notice in input is what becomes intake for learning.

• According to Robinson (1995), noticing can be identified with what is both detected and then further activated following the allocation of attentional resources from a central executive.

​(Ellis, 1997, p. 119)

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Language Learning Principles

4. Social Interaction

• Long's (1996) Interaction Hypothesis states that interaction facilitates language acquisition because it connects input, internal learner capacities particularly selective attention, and output in productive ways.

• Interactional adjustments make input comprehensible.

• Negotiation of meaning leads to modified interaction.

• The feedback draws learner's attention to the mismatches between the input and the learner's output.

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Language Learning Principles

5. Feedback (can influence motivation)

• Corrective feedback = explicit corrections provided to a learner

  • unlikely to occur in a natural communicative situation

• Implicit correction = ensure that the learner's output is true

• Negative feedback = send the message to the learner that there is some problem with the message they are attempting to send

  • result in the elicitation of a correct response from the learner

• Positive feedback = provide the learner with positive evidence that the learner's output has been accepted and is likely correct

  • may result in fossilization

• Indirect feedback = clarification requests, confirmation checks

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Open Ended

How do you ensure that your tasks can engage students in language learning?

Task Engagement Principles

1. Authentic

• Learners perceive that they will use the topic, process, content, or other element in the tasks outside of class in their real world

• Parallels or replicates real functions beyond the classroom

2. Interesting

• Hold deep interests for learners

• Meaningful

3. Opportunities for social interaction

• Two-way communication, conversation, cooperation and/or collaboration between peers, teachers, experts and others

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Task Engagement Principles

4. Challenge/skills balance

• Create optimal stress by matching degree of difficulty to learner's skills

5. Autonomy/structure balance

• Allow learners to control some aspects of the task, away from rigid teacher-directed syllabus

6. Effective scaffolding

• Give right amount of time and administering appropriate feedback

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Guidelines for Technology Use in Educational Settings

1. Technology as support for pedagogical goals

• Should not use technology simply for its own sake

• Technology use should be subordinated to the learning goals.

2. Technology as an accessible tool to learners

• Address learners' needs taking into account multiple intelligences, styles of learning, background experiences, etc.

3. Technology as an effective and efficient tool

• A tool that supports learning in a variety of ways, not as a teacher

• Effective = learn language better/faster using technology

• Efficient = technology accomplishes learning goals with less time and work for teachers and learners

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