1. SOFTWARES IN LANGUAGE LEARNINGPROCESS Ask not what computers can do for language teaching; instead, ask what you can do for language teaching using computersTakako KawabataAichi Gakuin University

2. COMPUTER ACCELERATED INSTRUCTION (CAI) Present data in a straight forward manner or fill in therole of a tutor in which the student is tested on his abilityto understand meanings. 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-centredapproach (instructional), whereas language teachers aremore inclined to prefer a student-centred approach,focusing on learning rather than instruction. CALL beganto replace CALI in the early 1980s (Davies & Higgins 1982: p. 3) 3. COMPUTER ASSISTED LANGUAGE LEARNING (CALL) Originated from CAI. It is a symbiotic relationship betweenTechnology and Pedagogy ( Principles and Methods ofInstruction). Computer Assisted Language Learning lays strongemphasis on self-learning and has two features: Interactive andIndividualized Learning. 4. COMPUTER ASSISTED LANGUAGE LEARNING(CALL) Founded in the 1960s, Computer-AssistedLanguage Learning (CALL) is adequatelydescribed as the design, development and use ofcomputing resources to promote improvedlanguage learning environments. Related branches of CALL include: TechnologyEnhanced Language Learning; Computer AidedLanguage Testing; Online Language Instruction,Computer-Aided Learning; and more recentlyComputer Applications in Second LanguageAcquisition (CASLA). 5. COMPUTER ASSISTED LANGUAGE LEARNING (CALL)Warschauer (1996) and Warschauer & Healey (1998) took a differentapproach. Rather than focusing on the typology of CALL, they identified threehistorical phases of CALL, classified according to their underlying Pedagogicaland Methodological Approaches STRUCTURAL (1970S): Formal representational systems that focused ondrill and practice exercises. Learner accuracy was the primary learningoutcome. Users assume a passive learner role. COMMUNICATIVE (1980S): Cognitive-driven systems (influenced bymemory models and schema representations) that promotedcommunicative, interactive exercises. Learner fluency was the primarylearning outcome. Users assume a reactive learner role. INTEGRATIVE (1990S - PRESENT): Socio-cognitive systems (reflectingthe importance of social and cognitive interaction) that promoted authenticdiscourse. Here the learner is accorded greater autonomy and agency inthe learning process. Users assume a more proactive role. 6. CALL ACTIVITIES - MULTIPLE-CHOICE & TRUE/FALSE QUIZZES- GAP-FILLING EXERCISE/CLOZE- MATCHING - RE-ORDERING/SEQUENCING - CROSSWORD PUZZLES- GAMES - SIMULATIONS - WRITING & WORD-PROCESSING - CONCORDANCING- WEB QUESTS/SEARCHING - WEB PUBLISHING- ONLINE COMMUNICATION (SYNCHRONOUS AND ASYNCHRONOUS) 7. CALL SPECIFIC SOFTWARE: Applications designed to develop and facilitatelanguage learning, such as CD-ROMs, web-based interactive language learningexercises/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 bystudents "Many Moons), and spreadsheet (Excel), that can be used to supportlanguage learning (see examples of usingExcel for language learning &teaching) *Also see Microsoft Office Online TemplatesWEB BASED LEARNING PROGRAMS: Online dictionaries, online encyclopedias,online concordancers, news/magazine sites, e-texts, web-quests, web publishing,blog, wiki, etc. COMPUTER MEDIATED COMUNICATION (CMC) PROGRAMS: SYNCHRONOUS. Online Chat. ASYNCHRONOUS. E-Mail, Discussion Forum, Message Board 8. TRADITIONAL CALL PROGRAMS Traditional CALL programs presenteda stimulus to which the learner had to providea response. In early CALL programs thestimulus was in the form of text presented onscreen, and the only way in which the learnercould respond was by entering an answer atthe keyboard.http://www.camsoftpartners.co.uk/clef.htm 9. EXPLORATIVE CALLMore recent approaches to CALL have favoured a learner-centred, explorative approach rather than a teacher-centred, drill-basedapproach to CALL. The explorative approach is characterised by the useof concordance programs in the languages classroom - an approachdescribed as Data-Driven Learning (DLL) by Tim Johns (Johns & King 1991).There are a number of concordance programs on the market,e.g. MonoConc, Concordance,Wordsmith and SCP - all of which are describedin ICT4LT Module 2.4, Using concordance programs in the modern foreignlanguages classroom: http://www.ict4lt.org/. See also Tribble & Jones (1990).The explorative approach is widely used today, including the use of Webconcordancers and other Web-based CALL activities 10. Multimedia CALL Characteristics: They create a more authentic learning environment using different media. Language skills are easily integrated through multimedia. Students have a high degree of control over their learning throughhypermedia. It facilitates a principle focus on the content without sacrificing a secondaryfocus on language form. 11. WEB BASED CALL Characteristics: A) CMC Computer-Mediated Communication (CMC) Programs. It providesauthentic synchronous and asynchronous communication channels.Language learners can communicate directly, inexpensively, and conveniently withother learners or native speakers of the target language at any time and in any place. CMC can be carried out in several forms; it can be one-to-one, one-to-many, ormany-to-one. B) The Web Students can search through millions of files around the world within minutes tolocate and access authentic materials exactly tailored to their own personal interests. Students can use the Web to publish their texts or multimedia materials to share withpartner classes or with the general public. 12. PROFESSIONAL ASSOCIATIONS FORCALL EUROCALL: The leading European professional association for CALL. The ReCALL journal ispublished by Cambridge University Press on behalf of EUROCALL: http://www.eurocall-languages.org CERCLES: The European Confederation of Language Centres in HigherEducation. http://www.cercles.org/. CERCLES embraces a similar constituency to IALLT in NorthAmerica. CALICO: The leading North American professional association for CALL. Publishes the CALICOJournal:http://www.calico.org/ IALLT: International Association for Language Learning Technology, based in NorthAmerica: http://www.iallt.org/. IALLT publishes the IALLT Journal of Language LearningTechnologies and embraces a similar constituency to CERCLES in Europe. CCALL/ACELAO: Currently in the process of establishing itself as a formal professional association inCanada. No website is available at present. LLA: The Language Laboratory Association of Japan, also known as LET, which now embraces awider range of language learning technologies:. http://langue.hyper.chubu.ac.jp/lla ATELL: The Australian Association for Technology Enhanced Language Learningconsortium:http://www.arts.uq.edu.au/ATELL. ATELL used to publish On-CALL, which has nowmerged with CALL-EJ (Japan). 13. Computer Assisted on SecondLanguage 14. REFERENCELINKS www.youtube.com(http://youtu.be/evY4zv990z) http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm#program http://www.llas.ac.uk/resources/gpg/61#toc_2 http://www.hcsnet.edu.au/about/disciplines/call http://edufire.com/content/articles/33-computer-assisted-language-learning-vs-classroom-learning