With the advance of computer technology and the growth of interest in the use of computers for education, it is necessary for language teachers to become aware of the application of computers in second language learning and teaching. In other words, language teachers need to know about the basics of Computer-Assisted Language Learning (CALL) in order not to be left behind in the use of instructional technology for enhancing learning and teaching.

This course provides language teachers with an introduction to theory and practice of CALL. Course topics include theoretical bases for CALL; current trends and issues of CALL research; language teachers' roles in CALL environments; the development and use of CALL applications such as multimedia/hypermedia materials and Internet tools; and strategies for integrating CALL into second language programs.

On successful completion of this course students will be able to:

1. demonstrate a basic understanding of second language teaching methodology in relation to computer technology;
   
2. show an awareness of research directions in CALL;
   
3. identify language teachers' roles in CALL contexts;
   
4. demonstrate a knowledge of the practical uses of CALL in second language learning and teaching.
   

Description	Weighting (%)
1. Background	10
2. Research on CALL	15
3. Language teachers in CALL environments
3.1 Observation	15
3.2 Design	15
3.3 Implementation	15
3.4 Evaluation	15
3.5 Management	15

There is no prescribed text.

Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge: Cambridge University Press.

Son, J.-B., (Ed.). (2004). Computer-assisted language learning: Concepts, contexts and practices. Lincoln, NE: iUniverse.

Son, J.-B. (Ed.). (2009). Internet-based language learning: Pedagogies and technologies. Raleigh, NC: Lulu.

Warschauer, M., & Kern, R. (Ed.). (2000). Network-based language teaching: Concepts and practice. Cambridge: Cambridge University Press.

Activity	Hours
Directed Study	90
Private Study	50
Assessment	35

No	Due	Description	Weighting (%)
1	Week 14	Evaluation Report	60
2	Weeks 1-15	Discussion Group Contribution	40

1. Students should have basic computer literacy skills and regular access to a computer connected to the Internet.
2. Over the evaluation report and the discussion group contribution, students will be expected to achieve at least half the marks.
3. Students must submit all two assignments and participate in the on-line discussion group to pass the course.