1. What did you learn from the design of the CALL lesson?                                  

The lesson I've learned from the design of the CALL was that I have to manage the time of my lesson plan and the material which are suitable for my students to learn. Most students are low motivation, so I have to pay more attention to considering the material I have used in the class not to crush their confidence. . Affective factors are one of the most important factors that able to affect a student's speaking ability. (Oxford, 1990) My students think that they are bad at speaking English and feel anxious while speaking English. They complained that they are unable to think of anything to say and they have no motivation to express themselves. They often lack confidence and less vocabulary in their speaking ability and also feel insufficient in language skills to express what they want to say. Although they did not know how to answer the question I asked, I kept giving hints to lead them to find the answer and speak out. But I was glad to see that my students did not avoid speaking English in front of the computer, they seemed to be not that nervous. Computer-assisted decrease their anxiety about speaking English.

 

All in all, I have gained a lot from the procedure of the design of the CALL lesson. I’m pretty sure that if I have enough computer equipment. I will provide more information for students to learn.

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2.  How did the design of the CALL lesson enrich your professional knowledge?    The design of the CALL lesson helps me get more information about the way of using some websites to attract students to learn and increase their confidence. Students’ confidence increases when they work on the tasks they are assigned, and therefore their knowledge is improved. CAL programs have been referred to as a modern teaching method, as opposed to the more traditional teacher-centered, and a growing number of questions, have been raised about they this teaching method. Before class begins, teachers must test the system and anticipate and fix any problems that may occur during the class session. As a result of the generation gap, CAL teachers must update their orientation and competence to what may seem to be a completely new teaching framework.

 

Crook (1994) explores how computers may help students learn and the

effectiveness of drill exercises. To commence with, he argues out that computers never truly became "intellectual" because of the inherent limitations in producing accurate that could respond sensitively to learner profiles. The specialized hardware required to achieve this goal was virtually exclusively available in the military and intelligence occupational settings at the time. Nonetheless, tutorial drills continue to appeal to educators for two reasons, according to Crook indicates that teachers who are unhappy with imaginative uses of technology might very well implement the relatively speaking obvious fix of focusing their own devotion on straightforward, ego programs and many instructors believe that repeated exposures to such techniques and structures are beneficial to students. Crook’s findings can be used in the context of CALL. Indeed, to create an effective tutorial CALL that corresponds to those structures. Computers play a significant role in the supply of products.