Introduction

(source)

Assalamualaikum,

First and foremost, we would like to welcome you to our blog. Alhamdulillah, after a fair few discussions, we manage to make a blog and call it The CALL. This blog is our E-Portfolio for ENGL 4740: Computer Application in Language Studies, coordinated by Madam Rozina Abdul Ghani. So basically, we will post all our assignments on this blog whereby we can share them with all of you, insyaAllah. Hopefully, by doing so, we can benefit others with the knowledge that we share, insyaAllah.

Wassalam.

What is Islamic Literature?

Islamic Literature is a core subject for students pursuing a degree in English Language and Literature at the International Islamic University Malaysia (IIUM). For those of you who do not know what Islamic Literature is all about, it is literature written manuscripts with an Islamic perspective, in any language. People sometimes tend to generalize that any works in Arabic are islamic. Whereas, the famous "Arabian Nights" has no islamic value in it.

We studied this subject with Dr. Mahmudul Hasan, a very knowledgeable lecturer for this course. He knows what he is talking about. Among the works we studied were:

Hadrat Hassan bin Thabit’s (RA) poetry and a supporting article titled “Love of Muhammad”

Prophet Muhammad’s (SAWS) sermon at his last pilgrimage

Halide Edib’s “Turkish Women”

James Kritzeck’s “Introduction”

Jami’s “The Women of Memphis”

Sari Muhammad Pasha’s “Bribery”

Ibn Hazm’s “Falling in Love” and “Anxiety”

Nizam Al-Mulk’s “Advice to Governors”

Muhammad Kutb’s Islam the Misunderstood Religion

The objective of this course is to develop and create awareness among students about literary works, written and produced by Muslim scholars.

Task 1: Journal on CALL

1.      International Journal of Pedagogies & Learning, suppl. Working with Computer-Assisted Language Learning. Park, Chan Nim; Son, Jeong-Bae5. 2 (Dec 2009): 80-101.

      http://search.proquest.com/docview/215871379/134CB7CAC299AD2287/3?accountid=44024

2.      International Journal of Education and Development using Information and Communication Technology. Murugaiah, Puvaneswary; Azman, Hazita; Ya'acob, Azizah; Thang, Siew Ming6. 3 (Oct 2010): 73-87. http://search.proquest.com/docview/817558493/134CB7CAC299AD2287/18?accountid=44024

3.      COMPUTER ASSISTED SECOND LANGUAGE VOCABULARY ACQUISITION Peter J. M. Groot Utrecht University

       http://llt.msu.edu/vol4num1/groot/default.html

4.      CALL: Media, Design, & Applications. Keith Cameron (Ed.) 

       http://llt.msu.edu/vol4num2/review1/default.html

5.      Education and Information Technologies. Isik, Cem; Yilmaz, Sümeyra16. 1 (Mar 2011): 71-88. http://search.proquest.com/docview/853408152/134CBB996485549D2D7/24?accountid=44024

6.      Journal of Educational Techniques and Technologies. Mydlarski, Donna20. 1 (1987): 26-29. http://search.proquest.com/docview/63272085/134CBC101D05A78851B/83?accountid=44024

7.      Language Learning & Technology. Handley, Zoe; Hamel, Marie-Josee. 9. 3 (Sep 2005): 99-119. http://search.proquest.com/docview/61875436/134CBC101D05A78851B/93?accountid=44024

8.      Computers and Education 21. van der Linden, Elisabeth. 1-2 (Jul 1993): 61-65. http://search.proquest.com/docview/62790346/134CBC101D05A78851B/107?accountid=44024

9.      British Journal of Educational Technology 10. King, P K; Last, R W.3 (Oct 1979): 194-197. http://search.proquest.com/docview/63722900/134CBC101D05A78851B/106?accountid=44024

10.  Computers and the Humanities 23. Chapelle, Carol. 1 (Jan 1989): 59-70.  

      http://search.proquest.com/docview/63142602/134CBC101D05A78851B/117?accountid=44024

11.  Computer Assisted Language Learning 23. Morton, Hazel; Jack, Mervyn.  4 (Oct 2010): 295-319. http://search.proquest.com/docview/762456841/134CBC101D05A78851B/63?accountid=44024

12.  British Journal of Educational Technology 41. Wang, Shudong; Heffernan, Neil.5 (Sep 2010): 796-813. 

      http://search.proquest.com/docview/757171041/134CBC101D05A78851B/68?accountid=44024

13.  Journal of Research on Technology in Education 34. Liu, Min; Moore, Zena; Graham, Leah; Lee, Shinwoong.3 (Spring 2002): 250-273.  

      http://search.proquest.com/docview/274704072/134CBB996485549D2D7/41?accountid=44024

14.  Journal of Educational Computing Research 22. Meskill, Carla. 3 (2000): 239-241. http://search.proquest.com/docview/62336664/134CBC101D05A78851B/128?accountid=44024

15.  Knowledge-Based Systems 24. Lee, Sungjin; Lee, Jonghoon; Noh, Hyungjong; Lee, Kyusong; Lee, Gary Geunbae. 6 (Aug 2011): 868-876. 

      http://search.proquest.com/docview/896164008/134CBC101D05A78851B/136?accountid=44024

16.  Educational Technology Research and Development 43. Jakobsdottir, Solveig; Hooper, Simon. 4 (1995): 43-59.  

      http://search.proquest.com/docview/62657951/134CBC101D05A78851B/148?accountid=44024

17.  Computers and Education 3. Ariew, Robert. 4 (1979): 331-333. 

       http://search.proquest.com/docview/63722063/134CBC101D05A78851B/163?accountid=44024

18.  Programmed Learning and Educational Technology 24. Stratil, Marie; And Others.4 (Nov 1987): 309-316.  

      http://search.proquest.com/docview/63175072/134CBC101D05A78851B/181?accountid=44024

19.  CALICO Journal 13. Meunier, Lydie.2-3 (Jan 1996): 47-72.

      http://search.proquest.com/docview/62573689/134CBC101D05A78851B/190?accountid=44024

20.  Preparing language teachers to teach language online: a look at skills, roles, and responsibilities. http://www.tandfonline.com/doi/full/10.1080/09588220802613831

21.  How can the use of blog software facilitate the writing process of English language learners?http://www.tandfonline.com/doi/pdf/10.1080/09588221.2010.486575

22.  Speech technology in computer-aided language learning: Strengths and limitations of a new call paradigm.http://llt.msu.edu/vol2num1/article3/

23.  Computer Assisted Language Learning.http://jlls.org/Issues/Volume1/No.2/nazligunduz.pdf

24.  The Effect of Computer Assisted Language Learning in Teaching English Grammar on the Achievement of Secondary Students in Jordan.http://www.ccis2k.org/iajit/PDF/vol.6,no.4/452.pdf

25.  The effects of computer assisted language learning on Turkish learners’ achievement on the TOEFL exam.  http://www.tewtjournal.org/VOL%207/ISSUE%201/06_THEEFFECTOFCOMPUTER.pdf

26.  Will mobile learning change language learning?http://oro.open.ac.uk/16987/2/AKH_ReCALL_Will_mobile_learning_change_language_learning.pdf

27.  Computer Assisted Language Learning (CALL)

Software: Evaluation of its Influence in a Language Learning Process

http://www.ajol.info/index.php/ujah/article/viewfile/71744/60700

28.  Massively multiplayer online roleplaying games as arenas for second language learninghttp://www.tandfonline.com/doi/pdf/10.1080/09588221.2010.520673

29.  English Language Activities In Computer-Based Learning Environment: A Case Study In ESL Malaysian Classroomhttp://www.ukm.my/ppbl/Gema/GEMA%20vol%207%20(1)%202007/Vol7Issue1_Page33_49.pdf

30.  Overview of computer assisted language learning research with second language acquisition perspectives.

http://www.tewtjournal.org/VOL%203/ISSUE%203/OVERVIEWOFCOMPUTERASSISTED.pdf

31.  English teachers’ attitudes toward computer-assisted language learning.http://www.ijls.net/volumes/volume4issue3/bordbar2.pdf

32.  The Effect of Computer Assisted Language Learning (CALL) on  EFL High School Students’ Writing Achievement.

http://www.europeanjournalofsocialsciences.com/ISSUES/EJSS_27_2_01.pdf

33.  The Internet TESL Journal
For Teachers of English as a Second Language
http://iteslj.org/

34.  CALL-EJ
Computer-Assisted Language Learning-Electronic Journal
http://callej.org/archives.html

35.  Asian EFL Journal
http://www.asian-efl-journal.com/pta_April_07_ml&hh.php

Reflection on Task 1

We have been applying integrative CALL stage the most in our courses. Basically, the computer is one of the most important tools in life. It is no longer a luxury, it has become a necessity. We can see almost every student have their own computer and access to the internet. The computer assists students in all sorts of way; from enhancing knowledge to organizing  assignments and sourcing information from online journals, articles, and many more.

In all courses, we use Facebook, Twitter, E-mail, Google Group as well as IIUM's LMS to share information, online discussion while doing our homework, seek answers to questions, update each other and we have also had submission of assignments made through e-mail! That was for Language for Occupational Purposes and Romantic and Victorian Literature. It does not only save money and paper but most importantly can save our time. We are grateful having the chance to make a full use of technologies that we have today, Alhamdulillah.

Currently, we are on Blogger for our Computer Application course. Another integrative CALL stage applied! We practice Integrative CALL because this approach provide alternative contexts for social. CALL really help students and teachers a lot. We should continue using computer to assist learning. Perhaps, with this approach, we can benefits others too. InsyaAllah.

Islamic Literature (Part I)

          Love has certain signs which the intelligent man quickly detects and the shrewd man readily recognizes. Of these the first is the brooding gaze. The eye is the gateway of the soul, the scrutinizer of its secrets, conveying its most private thoughts and giving expression to its deepesthid feelings. The lover will direct his conversation to the beloved even when he purports, however earnestly, to address another: the affection is apparently to anyone with eyes to see. When the loved one speaks, the lover listens with rapt attention to his every word; he marvels at everything the beloved says. Other signs of love are sudden confusion and excitement betrayed by the lover when he unexpectedly sees the one he loves coming upon him unawares, that agitation which overmasters him on beholding someone who resembles his beloved or on hearing his name suddenly pronounced. In addition, signs of love are the clod suddenly become sharp-witted, the boor turned into the perfect gentleman, the stinker transformed into the elegant dandy, and the sloucher smartened up. And all because of love.

          Another sign is when you find the lovers almost entreating to hear the loved one's name pronounced, taking an extreme delight in speaking about him. It can happen that a man sincerely affected by love will start to eat his meal with an excellent appetite. It is the same if he is drinking or talking. You will notice the change in his manner of speaking, the sure signs are his long silence and the way he stares at the ground. Besides that, another sign of love is that you will see the lover loving his beloved's kith and kin and the intimate ones of his household, to such an extent that they are nearer and dearer to him than his own folk.

Another sign of love is the way the lover pays attention to the beloved; remembering everything that falls from his lips; searching out all the news about him, so that nothing small or great that happens to him may escape his knowledge.

( Ibn Hazm has been called the greatest scholar and the most original thinker in Spanish Islam. His greatest work is a gigantic study of comparative religion, but his most popular and beautiful work is a treatise about love and lovers called The Dove's Necklace. He was imprisoned several times for his political associations. He died in 1064.)

Task 2: Study Plan

(source)

List of links for studying grammar:

1. Conjunction Song
2.  Fun English Games
3. English Exercises: Conjunctions
4. Better English
5. BBC




Lesson Plan

Time                           : 60 minutes

No. of students           : 35 – 40

Level of proficiency    : Intermediate to Advanced

Level of students         :Standard 3 Primary School

Theme                         : Grammar

Topic                           : Conjunction

General objective        : To enable students to use conjunction correctly

Specific objectives      : By the end of the lesson, students will be able to:

1.      respond to questions by giving the correct answer

2.       use conjunction ‘and’, ‘but’, ‘because’ and ‘so’ correctly at  sentence level.

                                   

Skills involved            : Grammar

                                     

Content                       : 1. Whole-class discussion

                                     2. Pair-work

                                     3. Individual work

Teaching Aids             : 1.Handout

                                     2. Teaching Courseware provided by the Ministry of Education

Stage/Time	Content	Presentation/Rationale
Set Induction 10 minutes	Whole-class discussion	Teacher comes to class and greet the students by asking how they are doing.  Teacher asks the students what they have learned during last class. Teacher explains in brief what aspect of grammar he/she is going to teach. Rationale To start off the lesson and get the student’s attention.
Development Stage 1 15 minutes	Pair-work (Online exercise)	Teacher explains what conjunction is all about and how to use it correctly.  Students listen to the teacher and answer questions asked by the teacher. They are required to listen for information to complete the given task. Students answer the questions in pair.  Rationale Students communicate with their friends and it helps to develop their understanding about conjunction.
Stage 2 15 minutes	Individual work Material: 1. LCD 2. Teaching Courseware       provided by the Ministry     of Education. 3. Worksheet(Appendix B)	Teacher explains the usage of conjunction ‘and’, ‘but’ and ‘because’ throughout the text students listened to. Using the notes provided in this lesson, teacher explains how  to use those conjunctions correctly. Students answer the exercises given. Teacher discusses the answers with students. Rationale Students will know how to use conjunction ‘and’, ‘but’, ‘so’ and ‘because’ correctly.
Stage 3 5 minutes	Individual work	Students are asked to construct few sentences by using conjunction correctly. Students are expected to understand the role of conjunction in constructing sentences.
Stage 4 5 minutes		The teacher reflects what he/she has taught. The teacher asks the students whether they understand what conjunction is all about.
Closure 10 minutes		Teacher goes through the day’s lesson and recapitulates about the day’s lesson.