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CALL METHOD IN MATERIALS DEVELOPMENT FOR ENGLISH LESSON
CLASSROOM
Feruza Ashurova Maxamadyusupovna
English teacher at Foreign Languages
Department of Academic lyceum under Ferghana State University
https://doi.org/10.5281/zenodo.14551468
Annotation.
This research explores the role of Computer-Assisted Language Learning
(CALL) in designing effective teaching materials for English classrooms. The study highlights
how CALL integrates technology to enhance language acquisition through interactive and
adaptive tools. Key focus areas include the development of multimedia resources, gamified
learning environments, and student-centered activities that promote engagement and
autonomy. The paper also evaluates challenges such as accessibility, teacher training, and the
balance between digital and traditional methodologies. Findings suggest that incorporating
CALL can significantly improve learners' linguistic competencies when applied thoughtfully in
lesson planning and material development.
Methods.
My current teaching place, the academic lyceum provides dormitories, a
library, an internet connection, and other amenities so that “students can study a language
successfully” (Tomlinson, 2011, p. 2). I have been teaching English as a foreign language to
first- and second-year students, ages 16 to 18, for 12 or 13 students in one group. They are
learners of the English language with
B1
and
B2
level certificates following the
CEFR
and
bands 5 and 6 from the
IELTS
assessment. According to national testing standards of our
syllabus my learners have to get
B2
and
C1
certificates whether
CEFR
or
IELTS
or any
admitted international assessment type to gain the highest grade from The Entrance Exams.
My selected learners are the students of the 21
st
century with having great access to the
Internet, and digital tools beyond language learning. They find it quite interactive and
engaging as Hanson-Smith (2018) mentions these tools involve creativity and critical thinking
of students in an active learning environment. Also, they are capable of creating
MCHQ, filling
out forms tasks, reading comprehension questions, presentations, portfolios, and grammar
quizzes
to use pre-, while, and post-part of the classroom lessons from various types of digital
tools like
Kahoot, Quizlet, Wordwall, and Google docs.
As Hanson-Smith (2018) states, the
teacher’s role should observe and motivate students to use and organize materials
appropriately to their needs.
Even though my learners are confident using different digital tools to create and share
materials for the lessons, they lack in generating writing activities due to difficulties in
creating precise examples or tasks for this skill. Writing is a compulsory part of any
assessment, so I frequently include this skill in my developed materials by supplementing my
own created ones related to essays and letters. I found Google Docs fairy integrated with
group work and convenient to access whether on mobile phones or laptops. Educators simply
may observe students’ engagement while they are doing digital tool activity, as it saves time
and improves the quality of the task achievement.
Observation. A Brief Description of Writing Activity.
The advancement of technology
in education creates a dramatic change in teaching and learning (Mishra, Koehler, 2006). This
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opens new doors to education as being a significant effort for both learners, like “creating
their materials, and educators with wide access to digital tools” (Hanson-Smith, 2018, p. 1).
For my
writing activity
regarding writing essays, I generated paraphrasing tasks as my
student's needs, because they have to pass writing essays in any assessments. I selected
Google Docs
as a digital tool because it allows multiple students to work on the same
document simultaneously. This fosters collaboration, encourages peer learning, and helps
students learn from each other's writing styles and ideas. Students can access their
documents from any device with an internet connection. This eliminates the need for physical
paper copies and ensures that everyone has the necessary materials (Kiddle, 2013). Google
Docs provides built-in spellcheck and grammar tools that help students improve their
accuracy and fluency. These tools can be helpful for B1 and B2 learners who are still
developing their language skills to pass their Writing exams.
Google Docs is a free platform, making it accessible to all students, regardless of their
socioeconomic background, so even shy students can easily access and participate in this
platform without fear of mistakes. As Kiddle (2013) states “open” phase approaches help
students “in-game plays and extended writing tasks” (p. 189) which leads to confidence to
pass writing exams both in paper-based and computer-based assessments (e.g. TOEFL iBT,
IELTS).
CALL Activity.
Students are required to use either mobile forms or laptops to do this writing task.
Firstly, they have to follow the link of the task from Google Docs;
https://docs.google.com/document/d/1e5BvOEP-
pD1gAzQhu6cC3LsuHPtIZMAAt6K0JfUVldc/edit
, the given name is
https://docswriting task
for 5.23
, where they can easily find their task.
By clicking the link they find the vision of the original task; there are two tasks in the
writing activity; group work discussion and writing paraphrasing sentences to given
examples.
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Students have some time to discuss which components of the sentences can be changed
without avoiding the main ideas. All selected sentences come from similar essay topics to
prepare learners to write great essays with paraphrasing structures.
With this digital tool while discussing learners can label altered words in different colors
to allow others to revise and boost vocabularies.
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After pair work, they have individual tasks for paraphrasing sentences, it is visible
teacher what each student is doing to comprehend the task, and great way to give feedback
simultaneously.
While modifying their answers students should follow grading criteria to make the right
sentences.
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Conclusion.
Teachers can track student progress over time by reviewing the version
history and noting improvements in writing skills. Students can easily share their documents
with teachers and peers, facilitating efficient assessment and feedback. The Google Doc’s
collaborative features, accessibility, and built-in tools make it an ideal choice for a range of
writing activities, promoting active learning, engagement, and improvement. From this task,
teachers can observe students' fluency, coherence, and vocabulary use during their answers,
and can evaluate their ability to engage in a discussion and express their opinions regarding
writing essay topics.
References:
1.
Hanson-Smith, E. (2018). CALL (computer-assisted language learning) materials
development. In J. I. Liontas (Ed.),
The TESOL encyclopedia of English language teaching
(pp. 1–
https://doi.org/10.1002/9781118784235.eelt0401
2.
Kiddle, T. (2013). Developing digital language learning materials. In B. Tomlinson (Ed.),
Developing materials for language teaching
(pp. 189–206). Bloomsbury Publishing.
3.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A
framework for teacher knowledge.
Teachers College Record
, 108(6), 1017–1054.
https://doi.org/10.1111/j.1467-9620.2006.00684.x
4.
Tomlinson, B. (2011). Introduction: Principles and procedures of materials
development. In B. Tomlinson (Ed.),
Materials development in language teaching
(pp. 1–31).
Cambridge University Press.
5.
Tomlinson, B. (2013). Second language acquisition and materials development. In B.
Tomlinson (Ed.),
Applied linguistics and materials development
(pp. 11–29). Bloomsbury
Academic.
