Karim Benzema Biography

An immensely-talented striker, Benzema (due mainly to his Algerian heritage) was tipped to fill the boots of Zinedine Zidane for France and comparisons only gained pace when he signed for Real Madrid.

Born in Lyon to Algerian parents, the North African nation did approach him about making himself available to them, but he declined saying: "Algeria is in my heart but sporting-wise I'm 100% French."

With his international future sorted, his first four seasons as a professional at Lyon were nothing less than sensational, scoring goal upon goal in both Ligue 1 and Champions League. However, after sealing a £30 million deal to Real Madrid in July 2009, he was demoted to the bench by the excellent form up front of the Argentine Gonzalo Higuain and was overlooked for the 2010 France World Cup squad.

TASK 2: Article Review

Click HERE for the research.

Title: Computer-Assisted Language Use: An Internet Survey

Author: Richard Watson Todd (King Mongkut's University of Technology Thonburi, Thailand)

Journal: CALL – EJ Vol. 9, No. 1, July 2007

Summary

Second language English learners often used computers to enhance their English level. It is stated in the article that Computer-Assisted Language Use (CALU) are the terms used to describe the applications/softwares used by learners in improving their English. It is also noted that learners who are non-native speakers of English used CALU without necessarily trying to learn the language (English) first while many current CALU applications are not designed for these users and do not promote incidental learning. This research examined how non-native speakers who are not engaged in formal learning of English use computers to enhance their use of English. Therefore, this internet survey is conducted to investigate how frequently such CALU applications are used.

As for the methods of data collection for the research, a questionaire-based Internet survey was used. It is due to the low amount of cost spent in preparing questionaires and they also allow wide sampling to be conducted relatively easy since the in-depth data is not required for the research. Links for the questionnaire were placed on popular websites and anyone who wished to could follow these links and complete it by themselves. The survey aimed to collect two types of data. The first one is to determine whether the respondent was currently studying or working while the second one is to determine how often the respondent used computer applications in English based on the seven categories listed in the survey.

There were 95 participants who answered the questionaires and since this is an internet survey, there is no definite number of surveys being distributed. The survey aims to obtain results from a broad population. However, most of the respondent are the ones who frequently used computers and the internet as the medium to learn English.

The survey concluded that CALL applications are used so infrequently that they are of little importance. However, there are four considerations provided in the research. Firstly, while the 95 respondents in the survey generally use CALU applications more frequently than CALL applications, the generalisability of this finding to other computer users is unclear since the survey was self-selected. Secondly, the target population of the survey was computer users not engaged in formal study of English. Next, frequency of use of applications may not reflect their importance. Lastly, the distinction between CALL and CALU applications is an unreal dichotomy. Therefore, the results of the survey do suggest that computer applications that primarily concern CALU are used frequently and thus are likely to be of importance to computer users.

Review

Personally, I think this research capture my interest only in the aspect of differentiating CALL and CALU. I strongly believe that these two things are related to each other. For learners who are not seeking to learn English first before trying with the CALL applications, they absolutely need to know how to use CALU application. In a way, CALU applications can become learners’ language improvement tools. In my opinion, both applications are important for learner as they served to the purpose of improving the English level.

I think this research is well conducted as it follows all methodology needed when gathering information and data. However, due to the questionnaire-based internet survey where respondents determined themselves whether to answer or not, it somehow lacks in terms of reliability. It is hard to determine specifically which particular groups are answering the question even though it is assumed in the research methodology that respondents are sub-groups, such as students who are not studying English or workers at a specific company. The research even stated that a broader perspective is needed. Even more, the potential errors listed (coverage errors, low response errors etc.) could somehow affect the result of the survey answered. In my opinion, selecting particular target groups by distributing questionnaires and interviews are more appropriate compare to the internet survey as it is more reliable. This is because internet survey requires volunteers and researcher won’t be able to know specifically about the background details of the respondents where the problem of over generalization might occurs.

This research is helpful in helping educators identifying their students' needs in learning English through technology. CALU applications might be suitably recommended first as this will help students to adapt to English-based application. When students are able to master the use of CALU application, they will find it easy to use the CALL application as the language helping tools in CALU has already provided them the basic knowledge they needed in navigating/ using the CALL applications or websites. Other than that, I see this research only intended to explore the usage frequency of CALU applications. So maybe we can increase the frequency if we feel that is not enough. That is how I see the implication of this research into the teaching and learning of ESL.

My Hotpot story so far...

In the first few CALL classes, I had no idea about the term Hot Potatoes repeatedly mentioned by Dr Izaham. I thought it was some kind of ESL websites where teacher and students need to browse for materials (just like the dave's cafe site). Later I found out that this is a free software designed for teachers to design a web based tasks for students. It includes five applications that enable us to create a test which are JCloze, JMatch, JMix, JCross and JQuiz. The exercises created from this software are viewed in Html format. It is noted that users are able to customize the design and the format of the exercises created. There are variety of tools provided in creating and customizing any exercise. Honestly, I felt some kind of strange when started to learn about this software. I mean why hot potato? The word potato itself doesn't reflect anything on test construction. Quite funny! :)

In my opinion, this software is such an interesting tool in helping teachers to prepare exercises for the students. For those who are looking to integrate the ICT in the classroom, this might well be the medium. I believe that this software is also user friendly. For a slow learners in terms of computers (like me) , they don't have to understand all those codings for the html to create exercises. It is all about generating ideas on what to test the students on and fill the questions on the column provided. It is not difficult to learn as users are able to try again and again. I was amazed when I tried the JCloze feature for the first time as I never expected a normal paragraph containing words can be changed into a fill-in-the-blank exercise with variety of answers. In a way, it helps greatly in terms of time consumption in preparing materials for the students. Rather than typing to prepare the multiple choice answers, we can just use the tools provided to make it happen. More, the design and layouts of the exercises created may become a motivational factor for students as it is interactive and less formal compare to the paper handouts.

However, I saw one obvious weakness in this application so far. This software is unable to record the marks of the students. It only publish the total marks of a task after the students finish answering it. So for teachers who are looking to fully utilize it in a lesson, they need to monitor and keep track of their students' performance every time they completed an exercise. Students are also able to change the wrong answers into the correct ones as there is no mechanism to punish or deduct the marks if the same question is being answered twice. For this matter, I strongly suggest that this software is used as a supplementary tools in giving exercise to students. Teachers might not be able to know the progress of every single students in the classroom (whether they really understand the topic or not) especially in the classroom with so many students... Well I had 47 boys when I did my practicum last semester. If I were using this software as a medium of testing and evaluating their English performance, I'm sure all of them would score 100% for every test given.

In conclusion, I can say that Hot Potatoes is a really interesting and interactive tool for teachers to prepare exercises for their students. Even though I still have several difficulties in using it (the picture didn't appear, selecting suitable authentic materials, etc), it saves a lot of time and energy required compared to preparing paper handouts. However, as the weakness being pointed out before, I strongly suggest that the software is used as a supplement rather than main sources in preparing exercises for the students.

Thank you.

JMatch Exercise

I've put a background picture and tried to upload it several times but it never appears.

To download the exercise, click HERE.