In my 4 lessons, the online tools I used are slides, Wordwall, Kahoot, and Ziteboard. There are only 2 tools among the above can help them practice their English-speaking ability. First of all, Wordwall has a function which is when the player clicks the word, it will pronounce the word (you can even choose the accent and gender). That enhances their memory of how to pronounce the words correctly. As for Kahoot, I usually ask them to say the right answer after a question. For example, if the correct answer is “stinky tofu”, I would say the word first, and then they have to repeat after me.

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      When I went to MSJH for the first time to write the analysis report, I noticed that the foreign teacher didn’t actually use a lot of digital tools (except for the slides) while teaching. Instead, the materials he brought were mostly actual items like flashcards, stationary, and boxes. So, I was thinking how technology can help enhance the lesson after the class observation. When I started to plan my lessons, using CALL for designing and developing is what I do most of the time throughout the whole lesson planning. Creating lesson plans is a complex task itself, so technology like ChatGPT integrated my unorganized ideas to a complete lesson plan.

 

      Sometimes when I run out of ideas, it can generate tons of results for me to choose what to use. I gradually learned how to arrange each activity in a better sequence after ChatGPT helped me for a few times. All in all, it was a good experience. As for implementing, it’s exciting to see my lesson plans turn into action in class. I got to witness how these digital online tools made language learning more interactive and enjoyable. Of course, there were some difficulties on the way, but eventually I learned to troubleshoot and adapt my approach when it’s needed. The evaluation stage is important for understanding what worked well and what could be better. Therefore, recording videos during the class and writing observation notes after the class helped me reflect on my teaching, whether is good or bad.

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      Overall, the design of CALL lessons enriched my teaching experience in ways I didn’t expect. On one hand, it showed me that technology can be a convenient and efficient tool for a teacher. It saved a lot of time for creating many teaching materials, such as posters and cards. On the other hand, I found out that CALL cannot take over the all the language learning process. Although technology is a great tool, students still need some actual items, like paper worksheet, to practice. Throughout the practicum, the experience of applying CALL not only expanded my knowledge of teaching, but also inspired me to explore more innovative methods to help students to develop English proficiency in the future.