Reflection on Egbert (2005) and Warschauer (2010)

Egbert, J. (2005). CALL essentials: principles and practice in CALL classrooms. Alexandria, Virginia: TESOL Publication.

In her first chapter, Egbert provides both general and specific CALL definitions that help novice CALL practitioners to grasp the idea of what CALL is. She points out three key points of CALL in which it is focused on language learning, not on technology, it can be used in various contexts and diverse participants, and its pedagogy should be supported by the theory and practice of interdisciplinary fields. In addition, CALL practitioners might make the best use of CALL research results to effectively and efficiently integrate computers into their classroom.

Egbert also thoroughly explains the four fundamental principles of using technology to support language learning. First, CALL must be aimed to create optimal classroom language learning environments.  Second, CALL has to integrate ESL standards that the technology will support. In other words, computer technologies will assist learners toward the goal stated in the standards within environments that support their learning. The third principle is that CALL designers must refer to guidelines for using educational technology in language classroom. Basically the design must be based on the instructional goal and problems and must support effective learning. The fourth principle states that CALL must integrate the national educational standards in the design.

This chapter helps me, as novice CALL practitioner, to get to know CALL, its standards, conditions, and guidelines need to be considered in designing CALL activities. The explanation is easy to understand because it is so practical and followed by examples.

Then, in chapter 7 Egbert briefly discusses content-based instruction (CBI) which is beneficial for both language and content teachers. In her overview of CBI she emphasizes that content is purposeful and language is a tool for content learning. She also provides two important techniques in supporting content-based language instruction and tips for designing the instruction. The designed instruction incorporates measurable objectives that  address language, content, and use of technology. I like the final part, which present practical examples of using content, language, and technology objectives. I have never thought of some activities in the examples like using SimTown in content area of Mathematics. I particularly agree with the idea that language teachers should carefully plan how to use commercial software and Web sites intended for native speaking audiences. Otherwise, it would create problems in class and would not meet the instructional goals.


Warschauer, M. (2010). New paradigms in technology-Mediated Learning

Warschauer points out a trend showing that the numbers of English learners and speakers globally keeps on increasing. Today English becomes a global language. Another trend shows that the number of Internet users is also increasing. Meanwhile, global literacy needs one's mastery of English, information and technology tools, and communication skills to deploy English and information technology effectively. Thus, Warschauer conclude that  the use of information technology for international communication in English becomes an important strategies to develop global literacy. He then explain about situated learning in CALL from structural, cognitive, and sociocognitive point of view. He extensively discusses two types of computer mediated communicatin, e.g. Blogs and Wikis. Blogs is powerful for language learning because it bridges speech and writing , and genre. Wikis enable teachers to design interesting and engaging collaborative writing project. The example of a teacher creating Wiki for his/her class and assign collaborative writing projects is interesting to me. However, I wonder whether it is possible to design such activities for a large class of 40 - 50 students and how to assess the activity.

I particularly like this quote: "The blogosphere is a community that might produce a work, whereas a Wiki is a work that might produce a community " (Ward Cunningham). It really explains the role of Blogs and Wiki in education.