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COMPUTER ASSISTED LANGUAGE LEARNING (CALL)
BY: TANZILA AFZAL
CALLO Definitions : “the search for and
study of applications of the computer in language teaching and learning.” (Levy, 1997: 1)
O Three componentsO ComputerO LearnerO teacher
CALLO CALL Computer Assisted Language
LearningO CAI Computer Assisted InstructionO ICALL Intelligent Computer Assisted
Language LearningO CELL Computer Enhanced Language
LearningO TELL Technology Enhanced Language
LearningO WELL Web Enhanced Language Learning
Behavioristic CALLO 1960-1970sO Drill and practice: also known as drill and killO Software PLATOO Stimulus response, reinforcementO Model: “He has one car”, Response “No, he has two cars”. “He has
one computer”, “No, he has two computers” … The user input can be either text or speech through the computer microphone.
O Vocabulary training programeO Statement to question: e.g., I like ice cream. To: Do you like ice
cream?O • One tense to another tense: e.g., I’m going shopping. To: Yesterday
I wentO shopping.O • Active to passive: e.g., The teacher gave them the answers. To:
They were given theO answers by the teacher.
Theoratical perspective
Structural CALL
Role of the computer Information carrier; as a“tutor”
Technology focus Materials deliveryTheory of learning BehavioristView of second languageAcquisition
Structural (a formalsystem)
Dominant approaches tosecondlanguage teaching
Grammar-translation &audiolingual
Learner status DependentPrincipal use of computersin CALL
Drill and practice
Principal learning objectiveof CALL
Accuracy
Primary research concern
instructional efficacy,instructional competence
Communicative CALLO 1970-1980O Language as communication
Ofocuses more on using forms Oteaches grammar implicitlyOoriginal utterancesONo light bulbs or bells, intrinsic motivationOprovide skill practice, but in a non-drill format. Examples: paced reading, text reconstruction, and language gamesOComputer as stimulusOComputer as tool: word processors, spelling and grammar checkers, desk-top publishing programs, and concordances. Paced reading, cloze exercisesOSimulations: which are role plays e.g. strike
Theoratical perspective
Communicative CALL
Role of the computer Workstation; as a “pupil”Technology focus Cognitive augmentationTheory of learning Information processing
theory; cognitive constructivist learning
View of second languageAcquisition
Cognitive (a mentallyconstructed system)
Dominant approaches tosecondlanguage teaching
Communicative languageteaching
Learner status IndependentPrincipal use of computersin CALL
Communicative exercises
Principal learning objectiveof CALL
fluency
Primary research concern
Instructional transfer,learner proficiency
Integrative CALLO 1990- till nowO Multimedia technology - by the CD-ROM - allows a
variety of media (text, graphics, sound, animation, and video) to be accessed on a single machine
O HypermediaO Dustin programmeO CMCO Synchronous: Chat online, pc to pc calling, video
conference, chatrooms, , skype video/audio chatO Asynchronous: twitter, tandem language learning,
Theoretical perspective
Integrative CALL
Role of the computer Unified information management system; as a “toolbox”
Technology focus Group orchestrationTheory of learning Sociocultural theories of
learningView of second languageAcquisition
Socio-cognitive (developed insocial interaction)
Dominant approaches toSecond language teaching
Content based; specific purposes
Learner status CollaborativePrincipal use of computersin CALL
Authentic discourse
Principal learning objectiveof CALL
agency
Primary research concern
Instruction as enacted practice,team “efficiency”
CALL ActivitiesO Electronic dictionariesO Hot potatoes exercises: Matching words, sentences, or
pictures , Multiple Choice O Adventure games: certain situation and role playO Cross wordsO Hot wordsO Listening exercisesO MUDO Writing & word-processingO Computer mediated communication: blogs, emails,
collaborativeO Multimedia: hypermedia, vodcast, podcasts, graphics,
pictures, animation, textO Concordancers
WEB-BASED LEARNING PROGRAMS
CALL-SPECIFIC SOFTWARE-
GENERIC SOFTWARE
COMPUTER-MEDIATED
COMMUNICATION (CMC)
PROGRAMS
Hot Potatoes
Hot Potatoes
Why CALL?
Adaptable for learnersGives learner control
Individualized activitiesMotivation and attitudesFeedback and progress
recordCollaborative learning
authentic CommunicationTime saving
Cost effectiveprivacy
what stops us from using CALL?
Teachers’ attitude and anxiety
Lack of Training No access to the internetUnsatisfactory evaluation
Poor CALL softwareIncompatible hardware
Costly
