Definition
Computer-assisted language learning (CALL), British,
or Computer-Aided Instruction (CAI)/Computer-Aided Language Instruction (CALI),
American, is briefly defined in a seminal work by Levy (1997: p. 1) as
"the search for and study of applications of the computer in language
teaching and learning". CALL embraces a wide range of information and
communications technology applications and approaches to teaching and learning
foreign languages, from the "traditional" drill-and-practice programs
that characterised CALL in the 1960s and 1970s to more recent manifestations of
CALL, e.g. as used in a virtual learning environment and Web-based distance
learning. It also extends to the use of corpora and concordancers, interactive
whiteboards, Computer-mediated communication (CMC), language learning in
virtual worlds, and mobile-assisted language learning (MALL).[5]
The term CALI (computer-assisted language instruction)
was in use before CALL, reflecting its origins as a subset of the general term
CAI (computer-assisted instruction). CALI fell out of favour among language
teachers, however, as it appeared to imply a teacher-centred approach
(instructional), whereas language teachers are more inclined to prefer a
student-centred approach, focusing on learning rather than instruction. CALL
began to replace CALI in the early 1980s (Davies & Higgins 1982: p. 3) and
it is now incorporated into the names of the growing number of professional
associations worldwide.
An alternative term, technology-enhanced language
learning (TELL), also emerged around the early 1990s: e.g. the TELL Consortium
project, University of Hull.
The current philosophy of CALL puts a strong emphasis
on student-centred materials that allow learners to work on their own. Such
materials may be structured or unstructured, but they normally embody two
important features: interactive learning and individualised learning. CALL is
essentially a tool that helps teachers to facilitate the language learning
process. It can be used to reinforce what has already been learned in the
classroom or as a remedial tool to help learners who require additional
support.
The design of CALL materials generally takes into
consideration principles of language pedagogy and methodology, which may be
derived from different learning theories (e.g. behaviourist, cognitive,
constructivist) and second-language learning theories such as Stephen Krashen's
monitor hypothesis.
A combination of face-to-face teaching and CALL is
usually referred to as blended learning. Blended learning is designed to
increase learning potential and is more commonly found than pure CALL (Pegrum
2009: p. 27).
Technologies Used in
CALL Instruction
·
Software
Software used in a CALL environment can be designed
specifically for foreign/second language learning or adapted for this purpose.
Most language textbook publishers offer educational software of some sort,
whether it is meant to support a paper textbook or to stand alone for
self-study.
Most programs designed for language learning are
tutorials. These generally are drill programs that consist of a brief
introduction plus a series of questions to which the learner responds and then
the computer gives some kind of feedback. With these kinds of programs, the
material to be learned may already be programmed in by the publisher, which is
more common, or may allow the instructor to program in the material to be
learned.
·
Internet-based
The World Wide Web was launched in 1992 reaching the
general public by 1993, opening up new possibilities in CALL.
Internet activities vary considerably, from online
versions of software (where the learner interacts with a networked computer),
to computer-mediated communication (where the learner interacts with other
people via the computer), to applications that combine these two elements.
Role Changes For
Teachers And Students
·
Teachers
Although the integration of CALL into a foreign
language program can lead to great anxiety among language teachers, researchers
consistently claim that CALL changes, sometimes radically, the role of the
teacher but does not eliminate the need for a teacher altogether. Instead of
handing down knowledge to students and being the center of students’ attention,
teachers become guides as they construct the activities students are to do and
help them as students complete the assigned tasks. In other words, instead of
being directly involved in students’ constructions of the language, the teacher
interacts with students primarily to facilitate difficulties in using the
target language (grammar, vocabulary, etc.) as use the language to interact
with the computer and/or other people.
·
Students
Students, too, need to adjust their expectations of
their participation in the class in order to use CALL effectively. Rather than
passively absorbing information, learners must negotiate meaning and assimilate
new information through interaction and collaboration with someone other than
the teacher, be that person a classmate or someone outside of the classroom
entirely. Learners must also learn to interpret new information and experiences
on their own terms. However, because the use of technology redistributes
teachers’ and classmates’ attentions, less-able students can become more active
participants in the class because class interaction is not limited to that
directed by the teacher. Moreover more shy students can feel free in their own
students'-centered environment. This will raise their self-esteem and their
knowledge will be improving. If students are performing collaborative project
they will do their best to perform it within set time limits.
Problems and Criticisms
of CALL Instruction
The impact of CALL in foreign language education has
been modest. [4] Several reasons can be attributed to this.
The first is the limitations of the technology, both
in its ability and availability. First of all, there is the problem with cost
and the simple availability of technological resources such as the Internet
(either non-existent as can be the case in many developing country or lack of
bandwidth, as can be the case just about anywhere). However, the limitations
that current computer technology has can be problematic as well. While computer
technology has improved greatly in the last three decades, demands placed on
CALL have grown even more so. One major goal is to have computers with which
students can have true, human-like interaction, esp. for speaking practice;
however, the technology is far from that point. Not to mention that if the
computer cannot evaluate a learner’s speech exactly, it is almost no use at
all.
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