DESIGN AND IMPLEMENTATION OF COMPUTERIZED AIDED LEARNING SYSTEM
(CASE STUDY OF ENGLISH LANGUAGE)
The term Aided learning system covers a range of computer-based packages, which aim to provide interactive instruction usually in a specific subject area, and many predate the Internet. These can range from sophisticated and expensive commercial packages to applications developed by projects in other educational institutions or national initiatives to simple solutions developed by individuals with no funding or support to tackle a very Interactive Tutor problem. The amount of time and money invested in development is high and partly because of the very subject specific nature of the education market as well as the very personalized nature of the teaching process.
In general, the use of computers in education through aided learning system has been sporadic a great deal of effort was expended with little general impact. Many of those academics that took part in that earlier crusade are now cyniInteractive Tutor about the effectiveness of computers in teaching.There are still good reasons to use aided learning system rather than Internet based technologies. Computerized aided learning system is run either straight from a CD or floppy disk drive, or over a loInteractive Tutor network so the constraint of the internet - slow download times for multimedia materials may not apply. This, coupled with the fact that aided learning system technology has been around a bit longer, means that aided learning system packages have the potential to offer more advanced, interactive, multimedia learning experiences than it is currently reasonable to expect from the Web. This has been changing as Web technologies develop and bandwidths improve but there are currently many things that can only be achieved with aided learning system rather than the Web and aided learning system has been an integral part of the curriculum in many departments at Warwick for some time
ORGANIZATION OF WORK
This project work is primarily designed to give an insight into aided learning system for English language.
Chapter one talks about introduction to computer aided learning, aided learning system software system, study of problem and objectives as well as definition of the scope.
Chapter two comprises the literature review. Chapter three gives the detailed information about the existing (old) system, while chapter four and five deals with the design and implantation of new system.
Chapter six documents the project work, while chapter seven summaries, conclusion and suggestions were made.
TABLE OF CONTENTS
Title page i
Table of contents vii
1.1 Background of the study 1
1.2 State of the problem 2
1.3 Purpose of the study 3
1.4 Aims and objectives 3
1.5 Scope of study 5
1.6 Limitations of study 5
1.7 Assumptions 6
1.8 Definition of terms 7
LITERATURE REVIEW 8
3.1 Description and analysis of existing system 15
3.2 Fact finding method used 17
3.3 Organization structure 19
3.4 Objectives of Existing system 21
3.5 Input, Process and Output Analysis 22
3.6 Information Flow Diagrams 26
3.7 Problems of the Existing System 27
3.8 Justification of the New System 28
4.1 Design of the New System 30
4.2 Input Specification and design 30
4.3 Output specification and design 32
4.4 File Design 34
4.5 Procedure chart 36
4.6 System flow chart 38
4.7 System requirements 40
5.1 Implementation 42
5.2 Program Design 45
5.3 Program Flowchart 48
5.4 Pseudo code 54
5.5 Source Program: Test Run 59
7.1 Recommendation 62
7.2 Conclusion 64
1.0 CHAPTER ONE
Computerized aided learning system is similar to the experiential model of learning. The adherents of experiential learning are fairly adamant about how we learn. Learning seldom takes place by rote. Learning occurs because we immerse ourselves in a situation in which we are forced to perform. You get feedback from the computer output and then adjust your thinking-process if needed. Unfortunately, most classroom courses are not learning systems. The way the instructors attempt to help their students acquire skills and knowledge has absolutely nothing to do with the way students actually learn. Many instructors rely on lectures and tests, and memorization. All too often, they rely on "telling." No one remembers much that's taught by telling, and what's told doesn't translate into usable skills. Certainly, we learn by doing, failing, and practicing until we do it right. The computer assisted learning serve this purpose.
If the learning environment is focused on background information, knowledge of terms and new concepts, the learner is likely to learn that basic information successfully. However, this basic knowledge may not be sufficient to enable the learner to carry out successfully the on-the-job tasks that require more than basic knowledge. Thus, the probability of making real errors in the business environment is high. On the other hand, if the learning environment allows the learner to experience and learn from failures within a variety of situations similar to what they would experience in the "real world" of their job, the probability of having similar failures in their business environment is low. This is the realm of simulations-a safe place to fail.
During the past two decades, the exercise of spoken language skills has received increasing attention among educators. Foreign language curricula focus on productive skills with special emphasis on communicative competence. Students' ability to engage in meaningful conversational interaction in the target language is considered an important, if not the most important, goal of second language education. This shift of emphasis has generated a growing need for instructional materials that provide an opportunity for controlled interactive speaking practice outside the classroom.
With recent advances in multimedia technology, computer-aided language learning (CALL) has emerged as a tempting alternative to traditional modes of supplementing or replacing direct student-teacher interaction, such as the language laboratory or audio-tape-based self-study. The integration of sound, voice interaction, text, video, and animation has made it possible to create self-paced interactive learning environments that promise to enhance the classroom model of language learning significantly. A growing number of textbook publishers now offer educational software of some sort, and educators can choose among a large variety of different products. Yet, the practical impact of CALL in the field of foreign language education has been rather modest. Many educators are reluctant to embrace a technology that still seeks acceptance by the language teaching community as a whole (Kenning & Kenning, 1990).
A number of reasons have been cited for the limited practical impact of computer-based language instruction. Among them are the lack of a unified theoretical framework for designing and evaluating CALL systems (Chapelle, 1997; Hubbard, 1988; Ng & Olivier, 1987); the absence of conclusive empirical evidence for the pedagogical benefits of computers in language learning (Chapelle, 1997; Dunkel, 1991; Salaberry, 1996); and finally, the current limitations of the technology itself (Holland, 1995; Warschauer, 1996). The rapid technological advances of the 1980s have raised both the expectations and the demands placed on the computer as a potential learning tool. Educators and second language acquisition (SLA) researchers alike are now demanding intelligent, user-adaptive CALL systems that offer not only sophisticated diagnostic tools, but also effective feedback mechanisms capable of focusing the learner on areas that need remedial practice. As Warschauer puts it, a computerized language teacher should be able to understand a user's spoken input and evaluate it not just for correctness but also for appropriateness. It should be able to diagnose a student's problems with pronunciation, syntax, or usage, and then intelligently decide among a range of options (e.g., repeating, paraphrasing, slowing down, correcting, or directing the student to background explanations). (Warschauer, 1996, p. 6)
Salaberry (1996) demands nothing short of a system capable of simulating the complex socio-communicative competence of a live tutor--in other words, the linguistic intelligence of a human--only to conclude that the attempt to create an "intelligent language tutoring system is a fallacy" (p. 11). Because speech technology isn't perfect, it is of no use at all. If it "cannot account for the full complexity of human language," why even bother modeling more constrained aspects of language use (Higgins, 1988, p. vii)? This sort of all-or-nothing reasoning seems symptomatic of much of the latest pedagogical literature on CALL. The quest for a theoretical grounding of CALL system design and evaluation (Chapelle, 1997) tends to lead to exaggerated expectations as to what the technology ought to accomplish. When combined with little or no knowledge of the underlying technology, the inevitable result is disappointment.
1.2 STATEMENT OF PROBLEM
(i) The difficulties people face during learning.
(ii) The vast scope of English language.
(iii) Inability of some people to understand English language pronunciation.
(iv) Improper ways of enlightening people on English language.
(v) Lack of conducive environment for learning.
(vi) Time wasted in impacting English language knowledge to the people.
The need arise for the development of software for computerized aided learning system on English language in order to solve these problems.
1.3 PURPOSE OF STUDY
The main purpose of this study is to develop Computerized aided learning system on English language. The program will assist people to know more about English language.
1.4 SIGNIFICANCE OF STUDY
With the growth in information technology, the study offers numerous examples in software tutor. People do not need to depend totally on English lecturers to know more about English language but slot aided learning system software on English language to listen to it. Time wasted in educating people on English language is reduced to the bare minimum as the software help to facilitate work. Individuals on their own can also buy the software in order to know more about English language.
1.5 AIMS AND OBJECTIVES
The aims and objectives of this project are listed below:
· Increase the awareness and understanding of the value of aided learning system on English language in our society.
· Achieve efficient and reasonable regulation of Computerized aided learning system.
· Interact with appropriate government agencies on reimbursement and technology assessment policies
· Expand the global acceptance of the Computerized aided learning system
· Improve regulatory harmonization of the global market for Computerized aided learning system
· Develop software that will assist people in knowing more about English language.
· To eliminate time wasted when educating people on English language.
All these contributed to show that the Computerized aided learning system are now been influence by information technology.
1.6 SCOPE OF STUDY
This project work is narrowed to Computerized aided learning system on English language for schools and individual use only.
1.7 LIMITATION OF STUDY
Owing to the scope of this project work as stated above, this project work is limited to the Computerized aided learning system on English language.
It is important to mention here that time was a major constraint in the course of fact finding. It is also wise to mention here that some information we need to work with were not collected because of the unwillingness of the some medical personnel in reviewing such vital information needed for this project work.
1.8 ASSUMPTION OF STUDY
One of the major assumptions made in this project work is that manual methods of enlightening on English language are times ineffective, time wasting and high level of energy dissipation.
It is also assumed that with the level of development in information technology, there is a serious demand to join this trend of information technology.
It is also assumed Computerized aided learning system on English language software will enhance and facilitate educational work.
1.9 DEFINITION OF TERMS