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Computer-Assisted Language Learning

CALL

 

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☻Definitions of CALL:

Computer Assisted Language Learning may be defined as the search for and study of applications of the computer in language teaching and learning.

Credit: http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm
 

Beatty (2003) defines CALL as ‘any process in which a learner uses a computer, and as a result, improves his or her language’.

Credit : http://constructivisminelt.wikispaces.com/Constructivism+and+CALL
 

“The search for and study of applications of the computer in language teaching and learning."

Credit : http://web.warwick.ac.uk/CELTE/tr/ovCALL/booklet1.htm

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.

Credit : https://www.llas.ac.uk/resources/gpg/61

☻Interactivity

The term interactivity in the context of CALL has traditionally been associated with human-computer interaction - the stimulus / response / feedback paradigm - involving the use of a range of stimuli (text, images, audio or video), learner responses using a range of input devices (keyboard, mouse, touch screen or speech) and various types of feedback (text, images, audio or video).

Credit : http://www.ict4lt.org/en/en_mod1-4.htm

☻Types of CALL Programs:
    

1. CALL-specific software: CD-ROMs, web-based interactive language learning exercises/quizzes.

2.  Generic software: word-processors (Word),  presentation software (PowerPoint) and spreadsheet (Excel).

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

☻Types of CALL Activities :

     -  multiple-choice & true/false quizzes

     -  gap-filling exercise/cloze

     -  crossword puzzles

     -  games

     -  concordancing 

     -  web quests/searching

     -  web publishing

     -  online communication (synchronous and asynchronous) 

☻Roles of the Computer in language learning and teaching:

- computer as tutor for language drills or skill practice

- computer as a tool for writing, presenting, and researching

- computer as a medium of global communication

Credit: http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm

☻Kinds of CALL :

-          Traditional CALL

Traditional CALL programs presented a stimulus to which the learner had to provide a response. In early CALL programs the stimulus was in the form of text presented on screen, and the only way in which the learner could respond was by entering an answer at the keyboard. 

-          Explorative CALL

More recent approaches to CALL have favoured a learner-centred, explorative approach rather than a teacher-centred, drill-based approach to CALL. 

-          Multimedia CALL

Early personal computers were incapable of presenting authentic recordings of the human voice and easily recognizable images, but this limitation was overcome by combining a personal computer and a 12-inch videodisc player, which made it possible to combine sound, photographic-quality still images and video recordings in imaginative presentations - in essence the earliest manifestation of multimedia CALL.

-          Web-based CALL

The Web offers enormous potential in language learning and teaching, but it has some way to go before it catches up with the interactivity and speed of access offered by CD-ROMs or DVDs, especially when accessing sound and video files.

-          CALL authoring programs

They were originally developed to enable programmers to simplify the entry of data provided by language teachers. Modern CALL authoring programs are designed to be used by language teachers who have no knowledge of computer programming.

Credit: https://www.llas.ac.uk/resources/gpg/61

☻ Three phases of CALL

1.       Behavioristic CALL

Programs of this phase entailed repetitive language drills and can be referred to as "drill and practice" (or, more pejoratively, as "drill and kill"). Programs of this phase entailed repetitive language drills and can be referred to as "drill and practice" (or, more pejoratively, as "drill and kill").

The rationale behind drill and practice was not totally spurious, which explains in part the fact that CALL drills are still used today. Briefly put, that rationale is as follows:

·  Repeated exposure to the same material is beneficial or even essential to learning

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

·  A computer can present such material on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities

2.      Communicative CALL

Proponents of this approach felt that the drill and practice programs of the previous decade did not allow enough authentic communication to be of much value.

According to Underwood, communicative CALL:

·  Focuses more on using forms rather than on the forms themselves;

·  Teaches grammar implicitly rather than explicitly;

·  Allows and encourages students to generate original utterances rather than just manipulate prefabricated language;

·  Does not judge and evaluate everything the students nor reward them with congratulatory messages, lights, or bells;

·  Avoids telling students they are wrong and is flexible to a variety of student responses;

·  Uses the target language exclusively and creates an environment in which using the target language feels natural, both on and off the screen, and

·  Will never try to do anything that a book can do just as well.

3.      a. Steps toward integrative CALL: multimedia

Integrative approaches to CALL are based on two important technological developments of the last decade - multimedia computers and the Internet. Multimedia technology - exemplified today by the CD-ROM - allows a variety of media (text, graphics, sound, animation, and video) to be accessed on a single machine. What makes multimedia even more powerful is that it also entails hypermedia. That means that the multimedia resources are all linked together and that learners can navigate their own path simply by pointing and clicking a mouse.

Hypermedia provides a number of advantages for language learning. First of all, a more authentic learning environment is created, since listening is combined with seeing, just like in the real world. Secondly, skills are easily integrated, since the variety of media make it natural to combine reading, writing, speaking and listening in a single activity. Third, students have great control over their learning, since they can not only go at their own pace but even on their own individual path, going forward and backwards to different parts of the program, honing in on particular aspects and skipping other aspects altogether. Finally, a major advantage of hypermedia is that it facilitates a principle focus on the content, without sacrificing a secondary focus on language form or learning strategies.

b. Steps toward integrative CALL: the Internet

Computer Mediated Communication (CMC), which has existed in primitive form since the 1960s but has only became wide-spread in the last five years, is probably the single computer application to date with the greatest impact on language teaching.

For the first time, language learners can communicate directly, inexpensively, and conveniently with other learners or speakers of the target language 24 hours a day, from school, work, or home. This communication can be asynchronous (not simultaneous) through tools such as electronic mail (email), which allows each participant to compose messages at their time and pace, or in can be synchronous (synchronous, "real time"), using programs such as MOOs, which allow people all around the world to have a simultaneous conversation by typing at their keyboards. It also allows not only one-to-one communication, but also one-to-many, allowing a teacher or student to share a message with a small group, the whole class, a partner class, or an international discussion list of hundreds or thousands of people.

Credit: http://www.ict4lt.org/en/warschauer.htm