COMPUTER ASSISTED LANGUAGE
LEARNING (CALL)
A. What is CALL?
Computer Assisted Language
Learning (CALL) may be defined as the
search for and study of applications of the computer in language teaching and
learning (Levy, 1997, p.1).
(Source: http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm)
B. History of CALL Development
This section gives a brief history of CALL development. The review aims at
showing, chronologically, the development of CALL over the last 30 years by
linking to important technological developments, theories of learning and
language teaching approaches. Some key examples of CALL programs and projects
developed in this period are also shown. Warschauer (1996) divides CALL into
phases of development as follows: Behavioristic CALL, Communicative CALL,
Integrative CALL (Multimedia CD-ROM), and Integrative CALL (Internet). The
beginning of a new phase does not necessary mean the end of programs and
methods of the previous phase, rather the old is included within the new
(Warschauer, 1996).
C. Types of CALL Programs
1. CALL-specific
software: applications designed to develop and facilitate language learning, such
as CD-ROMs, web-based interactive language learning exercises/quizzes.
2. Generic
software: applications designed for general purposes, such as word-processors (Word),
presentation software (PowerPoint), and spreadsheet (Excel),
that can be used to support language learning.
3. Web-based
learning programs: online dictionaries, online encyclopedias, online
concordancers, news/magazine sites, e-texts, web-quests, web publishing, blog,
wiki, etc.
4. Computer-mediated communication
(CMC) programs: synchronous-online chat; asynchronous-email,
discussion forum, message board.
D. 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. Some programs were very imaginative in the way text was
presented, making use of colour to highlight grammatical features (e.g. gender
in French and case endings in German) and movement to illustrate points of
syntax (e.g. position of adjectives in French and subordinate clause word order
in German).
E. Explorative CALL
More recent approaches
to CALL have favoured a learner-centred, explorative approach
rather than a teacher-centred, drill-based approach to CALL. The explorative
approach is characterised by the use of concordance
programs in the languages classroom-an approach described as Data-Driven Learning (DLL)
by Tim Johns (Johns &
King 1991).
F. 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.
G. Web-based CALL
In 1992 the World Wide Web was launched,
reaching the general public in 1993. 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.
H. Why Would We Need to Use CALL in our EFL Classrooms?
As technology becomes increasingly ubiquitous, it is expected from the teachers to integrate it into the language classes. This means not only bringing technology into the classroom, but offering learners technology–enhanced options outside the class time.
(Source: http://constructivisminelt.wikispaces.com/Constructivism+and+CALL)
As technology becomes increasingly ubiquitous, it is expected from the teachers to integrate it into the language classes. This means not only bringing technology into the classroom, but offering learners technology–enhanced options outside the class time.
(Source: http://constructivisminelt.wikispaces.com/Constructivism+and+CALL)
I. How is it connected to contructivisim?
The design of CALL materials generally takes into
consideration principles of language pedagogy and methodology, which may be
derived from different second language learning theories (e.g. behaviourist,
cognitive, constructivist). Constructivist-based instruction often includes
providing the learner with skills or support (e.g. modelling, coaching,
scaffolding) and encouraging the learner to actively construct his or her own
personal learning experience. The teacher’s role is to aid the learner in this
construction rather than simply providing that information to her or him
(Bowers et al., 2010).
J. How to start using constructivist CALL
in our classrooms?
In a proper CALL-aided course we would like to create
an online Constructivist Learning Environment were the task instructions would
be kept, students’ work could be sent to and their opinions shared. If we are
ready to start with implementing CALL into the classroom, there are plenty of
tools to choose from.
Constructivist CALL in the classroom:
·
Group e-mail
·
Multimedia projects
Reflection
On week 4, I studied Computer Assisted Language
Learning (CALL). Computer Assisted Language Learning (CALL) may be defined as the search for and study of applications of
the computer in language teaching and learning. There are four types of CALL programs; CALL-specific
software, Generic
software, Web-based
learning programs, and Computer-mediated communication (CMC)
programs. Why we need to use CALL in
our EFL classrooms because technology becomes
increasingly ubiquitous, it is expected from the teachers to integrate it into
the language classes. This means not only bringing technology into the
classroom, but offering learners technology–enhanced options outside the class
time.
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