The English Communication ToolKit
 | To provide a cost effectiveteaching/Learning tool for as many different levels of users as possible | |
| To
provide a tool for clinical speech defects. a) Students with impaired speechcaused by physical anatomicaldisabilities. b) Students with dyslexia. c) Mature age students with heavyresidual mother tongue accents. |
|
| To provide teachers with a meansto zero in on weaknesses withouthaving a structured lesson typeapproach. | |
| To give slow learning students atool to learn at their own pace. |
As
the use of computers in schools increases, a better understanding of how students relate
to technology becomes increasingly important, and the degree to which students accept and
feel comfortable using technology becomes crucial in maximizing its potential in education
settings. Researchers have found that technology can enhance the instructional process,
enrich the learning experiences, and expand and exploit learners’ cognitive
strategies as well as provide teachers with additional resources for handling multi- level
classes.
By being able to diagnose learning disorders early, education resources can be maximized
to their full potential.
Today, CALL (Computer Assisted Language Learning) is used for a variety of pedagogical
objectives through software such as grammar checkers, pronunciation feedback systems,
intelligent tutoring systems, concordance programs, word processing, and computer mediated
communication programs.
Research shows that computer based spelling instruction can accommodate various learning
strategies used by students whose cognitive processing reflects either greater visual or
phonological strength. Computerized spelling programs can provide a multitude of learning
options due to their ability to incorporate sound and graphics in addition to drawing on
large databases of words.
"The English Communication Toolkit" addresses a variety of issues. The key feature of this software is to assist the student to progress from a learned response, where the motor neural network co-ordinate the movement of the tongue, lips palate until the response becomes a reflex action. It enables a teacher to focus on weaknesses of each individual by giving unlimited drilling exercises which the student practices in the CALL lab, self access or at home.
What are the practical aspects of the teaching/learning methodology in the CALL environment? How much self access? How much teacher guidance? How to utilize CALL to maximize teacher effectiveness in obtaining results. Pro-Nunciation's phonological approach to Literacy, dyslexia, reading disorders, ESL, EFL, and ELICOS programs, linked to reinforced learning techniques incorporating multimedia, and lateral thinking, give assistance to students and teachers, alike.
A major problem teachers have to contend with is lack of time. How do you allocate sufficient teaching resources and time to achieve noticeable results? This is where the CALL center becomes essential. However, it is not just sufficient to have the state of the art hardware and software. You must have teachers and students willing to utilize the tools provided, to assist them in their task.