COMPUTER ASSISTED/AIDED

LANGUAGE LEARNING

(CALL)

● The search for and study of applications of the computer in language teaching and learning. (Levy)

● any process in which a learner uses a computer and as a result, improves his or her language.

● The use of computer to help learn languages.

● A research field which explores the use of computational methods and techniques as well as new media for language learning and teaching.

● How old is CALL?

About 40 years.

● What kind of field of study is it?

Interdisciplinary.

● What gave birth to CALL?

Invention of computer.

The proliferation of computers will on day dispense us

with teachers.

CALL’s advantage over traditional teaching/learning

methods has been questioned, because its performance is

difficult by the lack of resources.

CRITICISM

CAMERON’S REPLY:

Computer is here to stay and its use both inside and

outside the classroom will increase.

Computers are not replacement for teachers, but

helpful accessories to teaching, facilitative

instruments for distance language learning and

providers of a great wealth of cultural material

which can provoke learning.

WIDE SCOPE OF CALL

Warschauer divides the history of CALL into three stages:

1- Behaviorist CALL

2- Communicative CALL

3- Integrative CALL

HISTORY OF CALL

-Conceived in 1950s - Implemented in the 60s and 70s

- Informed by behaviorist learning model

stimulus – response – reinforcement + skill & drill exercises

- Computer as tutor ; helps the language learner as an instrument for

delivering instructional materials to the students.

BEHAVIORIST CALL

- Repetitive language drills (drill and practice)

● necessity of repeated exposure to the same material

● indefatigability of computer

● immediate non-judgmental feedback

● ability of computer to present instructional material on an

individualized basis

Weakening point of behavioristic CALL : late 1970s and early

1980s

Because of : 1- behavioristic approaches to language learning were

ignored both at the theoretical and pedagogical levels.

2- The introduction of the microcomputer allowed a whole

new range of possibilities, so the stage was set for a new

phase.

- Late 70s and early 80s, coincident with the end of previous phase.

-Focusing more on using the forms than on the forms themselves.

-Implicit grammar teaching

- Allow and encourage students to generate original utterances rather than just manipulate prefabricated language and use the target language with mastery.

COMMUNICATIVE CALL

Authentic communication is important.

The computer remains the knower-of-the-right-answer

and tutor, but the process of finding the right answer

involves a fair amount of student choice, control, and

interaction.

- Late 80s and early 90s

-Critics still consider computers ad hoc and disconnected fashion

Warschauer defines integrative CALL as : “a perspective which seeks both to integrate various skills and also integrate technology more fully into the language learning process.

INTEGRATIVE CALL

Despite all the hesitations and doubts, CALL is a necessary part of L2 classrooms.

Advantages of the CALL according to Ariew and Frommer:

Interaction

Immediate feedback

Error analysis

Self-correction

Reinforcement

Warschauer brings up 3 typologies of CALL program:

a. Computer as a tutor

b. Computer as stimulus

c. Computer as a tool

Computer as a tutor:

Grammar : drills on a single topic/variety of topics, games, tests

of readiness, comprehensive multimedia packages.

Listening : multimedia programs for children, general public, etc.

Pronunciation: record and playback your own voice

Reading: reading programs for ESL learners, for children, games.

Text reconstruction: putting texts together, managing letters,

words, sentences, etc. Usually cheap.

Vocabulary : drill and practice programs, e.g. synonyms. Games.

Writing: mostly “computer as a tool “ software.

Comprehensive tutorial programs: planned to teach ESL students

a variety of skills.

Software not as a tutorial in itself, but as an instrument to generate :

Analysis

Critical thinking

Discussion

Writing

COMPUTER AS STIMULUS

Word processing: e.g. Microsoft Word®

Grammar checkers: designed for native speakers, confusing and not

recommended to ESL/EFL learners

Concordancers: search through huge files of texts (corpora; plural of

corpus) in order to find all the uses of a particular word or collocation.

Confusing for beginners, but useful for advanced levels.

COMPUTER AS A TOOL

Collaborative writing: help students to work on their writing

collaboratively on computers linked in a local area network.

Reference: numerous encyclopedias and dictionaries on CD or DVD and

online version.

Internet: World Wide Web (W.W.W) – Email

Authoring: enable teachers to insert new texts or dress up the activities.

From

TraditionalPassive

To

DiscoveryExplorationExcitement

CALL

Enhancing learner’s critical thinking, problem solving, communication skills.

CALI: Computer-Assisted Language Instruction more teaching oriented

CALL: Computer-Assisted Language Learning

CBLT: Computer-Based Language Training definable, measurable objectives

CELL: Computer-Enhanced Language Learning ; computer makes learning better

IT: Information Technology ICT: Information and Communication Technologies IT or ICT for LT

NBLT: Network-Based Language Teaching

TALL: Technology-Assisted Language Learning

TELL: Technology-Enhanced Language Learning : more than just computers

Outside the language teaching

Thank You

ZEYNAB SALMANI 1392.7.10