CALL (computer assisted language learning)

A definition of CALL

Computer Assisted Language Learning (CALL) is often perceived, somewhat narrowly, as an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element. Levy (1997:1) defines CALL more succinctly and more broadly as "the search for and study of applications of the computer in language teaching and learning". Levy's definition is in line with the view held by the majority of modern CALL practitioners. For a comprehensive overview of CALL see ICT4LT Module 1.4, Introduction to Computer Assisted Language Learning (CALL): http://www.ict4lt.org/.

A brief history of CALL

CALL's origins can be traced back to the 1960s. Up until the late 1970s CALL projects were confined mainly to universities, where computer programs were developed on large mainframe computers. The PLATO project, initiated at the University of Illinois in 1960, is an important landmark in the early development of CALL (Marty 1981). In the late 1970s, the arrival of the personal computer (PC) brought computing within the range of a wider audience, resulting in a boom in the development of CALL programs and a flurry of publications. Early CALL favoured an approach that drew heavily on practices associated with programmed instruction. This was reflected in the term Computer Assisted Language Instruction (CALI), which originated in the USA and was in common use until the early 1980s, when CALL became the dominant term. There was initially a lack of imagination and skill on the part of programmers, a situation that was rectified to a considerable extent by the publication of an influential seminal work by Higgins & Johns (1984), which contained numerous examples of alternative approaches to CALL. Throughout the 1980s CALL widened its scope, embracing the communicative approach and a range of new technologies. CALL has now established itself as an important area of research in higher education: see the joint EUROCALL/CALICO/IALLT Research Policy Statement: http://www.eurocall-languages.org /research/research_policy.htm. See also the History of CALL website: http://www.history-of-call.org/.

Types of CALL Programs

 CALL programs/materials include (from ICT4LT Module 1.4): 

- CALL-specific software: applications designed to develop and facilitate language learning, such as CD-ROMs, web-based interactive language learning exercises/quizzes (see CD-ROM examples for language learning)

- Generic software: applications designed for general purposes, such as word-processors (Word),  presentation software (PowerPoint, see an e-book made by students "Many Moons"), and spreadsheet (Excel), that can be used to support language learning (see examples of using Excel for language learning & teaching)  *Also see Microsoft Office Online Templates)

- Web-based learning programs: online dictionaries, online encyclopedias, online concordancers, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, etc.

- Computer-mediated communication (CMC) programs: synchronous - online chat; asynchronous - email, discussion forum, message board

The development of CALL – from the pedagogical perspective

I) Warschauer's Analysis (Kern & Warschauer, 2000; Warschauer, 1996; Warschauer, 2004)

(*Note: the three stages have not occurred in a rigid sequence. As each new stage has emerged, previous stages continue.)

·           Structural / Behavioristic CALL (1960s -1970s)

View of Language: Structural (a formal structural system)

English Teaching Paradigm: Grammar-Translation & Audio-lingual

Principal Use of Computers: Drill and Practice

Principal Objective: Accuracy

Characteristics:

1.      Repeated exposure to the same material is believed to be beneficial or even essential to learning.

2.      A computer is ideal for carrying out repeated drills, since the machine i) does not get bored with presenting the same material and ii) it can provide immediate non-judgmental feedback.

3.      A computer is used as a tutor, presenting material and feedback on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities.

·           Communicative / Cognitive CALL (1980s -1990s)

View of Language: Cognitive (a mentally constructed system through interaction)

English Teaching Paradigm: Communicative Language Teaching

Principal Use of Computers: Communicative Exercises (to practice language use; non-drill format)

Principal Objective: Fluency

Characteristics:

1.      Grammar is taught implicitly rather than explicitly.

2.      Computers are used to stimulate discussion, writing or critical thinking. Students are encouraged to generate original utterances rather than just manipulate prefabricated language.

3.      The programs avoid telling students that they are wrong and are flexible to a variety of student responses.

4.      Computers are used as a tool (e.g., word processors, spelling and grammar checkers, and concordancers) and the target language is used exclusively.

·           Integrative / Sociocognitive / Socioconstructive CALL (1990s -present)

View of Language: Sociocognitive (developed in social interaction through discourse communities)

English Teaching Paradigm: Content-based & ESP/EAP

Principal Use of Computers: Authentic Discourse (to perform real-life tasks)

Principal Objective: Agency (*definition: "the satisfying power to take meaningful action and see the results of our decisions and choices" Murray, 1997, p. 126)

Two types: Multimedia CALL (CD-ROMs) and Web-based CALL (on the Internet)

A) Multimedia CALL

Characteristics:

1.      They create a more authentic learning environment using different media.

2.      Language skills are easily integrated through multimedia.

3.      Students have a high degree of control over their learning through hypermedia.

4.      It facilitates a principle focus on the content without sacrificing a secondary focus on language form.

B) Web-based CALL

Characteristics:

  A) CMC –

1.      It provides authentic synchronous and asynchronous communication channels. Language learners can communicate directly, inexpensively, and conveniently with other learners or native speakers of the target language at any time and in any place.

2.      CMC can be carried out in several forms; it can be one-to-one, one-to-many, or many-to-one.

B) The Web –

1.      Students can search through millions of files around the world within minutes to locate and access authentic materials exactly tailored to their own personal interests.

2.      Students can use the Web to publish their texts or multimedia materials to share with partner classes or with the general public.

3.      How Computers can be used in the Language Class

1) Teaching with one computer in the class

                - delivery of content (PowerPoint, word-processor, Webpages, etc.)

                - classroom activities/discussions mediated by the computer

                - Interactive whiteboard

2) Teaching in the computer network room (network-based language teaching)

                - task-based group work /activities

                - computer-mediated communication (CMC): asynchronous/synchronous

                - tandem learning

                              

3) Self-access learning (independent learning)

                - drills and exercises

                - word processing

                - resource searching

4) Distance learning (i.e. individual learners working by themselves, at a place and time of their choice and, to some extent, at a pace and in an order also chosen by themselves.)

                - delivering online course content

                - CMC activities: email, discussion forum, chat rooms

                - tandem learning

                - community building

4.      Principles of Using and Designing CALL Programs in Language Learning and Teaching   

        - student/learner-centeredness (to promote learner autonomy)

        - meaningful purpose

        - comprehensive input

        - sufficient level of stimulation (cognitively and affectively)

        - multiple modalities (to support various learning styles and strategies)

        - high level of interaction (human-machine and human-human)

(Source: www2.nkfust.edu.tw)