Benefits
of CALL
While there are those who are still sceptical about
the use of a computer to teach language (an inherently human activity), the many
benefits of a CALL program have been generally accepted. Some of these come
from the general field of CAI, while some are specific to language learning.
Learner
Autonomy
Probably the
most important benefit is that of Learner Autonomy. Learner Autonomy has been
discussed in section 2.5, p24. With a CALL program, learners can work at their
own pace. The learner can spend more time on those topics that are causing
difficulty. Information can be reviewed and tasks can be repeated until the
learner is happy to move on to a new topic. The learner feels in control, which
usually enhances satisfaction levels with the learning process. Successful
language learners assume responsibility for their own learning (Naiman et al.,
1977).
Privacy
Another benefit of CALL programs is the private
environment it offers for self-conscious language learners (Brett, 1996). Many
learners are shy in a traditional classroom setting, not participating as much
as they would like, for fear of making mistakes and being the object of
ridicule. The computer offers a forum where learners can lose their
self-consciousness. The computer will not expose them when they make any
mistakes (although the errors may be stored for review). The learners can learn
within the sheltered, protected confines of the CALL program. Krashen (1985)
notes that this may serve to lower affective filters.
Feedback
It is generally agreed that the provision of
(almost) immediate feedback is beneficial for the learner (Neri, et al., 2001).
Again, in the traditional classroom setting, it may not be possible to provide
immediate feedback to each individual learner. However, the computer can give
feedback at the touch of a button. Thus, learners can test their knowledge and
learn from their mistakes. It is important that errors are corrected before
they are converted into part of the learner’s “language knowledge”. CALL
programs can not only correct errors but also reinforce the knowledge shown in
correct answers.
Motivation
Motivation is an important factor in language
learning (Gardner, 1983; Scarcella and Oxford, 1992; Okada et al., 1996).
Motivation encourages greater learner effort and thus greater language
performance (Clément et al., 1977; Samimy and Tabuse, 1991). When looking at
motivation in the field of language learning, consideration is given to the
difference between foreign and second language learning (Au, 1988). Foreign
language (FL) learning occurs when the language being learnt is not used as the
medium of communication (e.g. learning French in Ireland). Second language (SL)
learning occurs in an environment where the language being learnt is that used
in everyday communication (e.g. learning English in Ireland). In the FL
situation, the learner has to seek opportunities to engage in the target language.
Although integrative motivation is generally
considered very important in language learning (Gardner’s Socio-Education
Model, (Gardner, 1983)), instrumental motivation is increasingly been seen as
important, especially for FL learners. Dörnyei (1990a, 1990b) reports that
instrumental goals significantly contribute to motivation for FL learners.
Integrative motivation is more important for SL learners than FL learners
(Oxford, 1996a).
While Gardner’s model has been very influential,
researchers are expanding on this model. Oxford (1996a) identifies other
factors, including stimulation and setting a personal challenge. She notes also
that developmental change may occur, where motivational factors may change over
time. Culture also has an affect on motivation (Markus and Kitayama, 1991).
CALL generally increases students’ levels of motivation. Anything that
increases motivation will be helpful to the learning process.
Access
to Information
Another benefit of CALL is the control over access
to information. A CALL program has the potential to provide more information to
the learner (via links to electronic dictionaries, more detailed screens and
links to other sites) (Egbert and Hanson-Smith, 1999), while conversely,
learners can avoid information overload if they feel they are being
overwhelmed. They can leave a program to give themselves time to absorb the new
knowledge. In a traditional classroom setting, students cannot usually leave if
they feel overloaded. They must wait until the class has ended, possibly not
paying attention to what the teacher is saying and missing out on the topic
being taught. With a CALL program, the user can leave when s/he wishes and come
back to where s/he left off and start again. Thus, users have more control over
the cognitive load they bear during a lesson.
Also, non-linear access to that information is
possible. The learner does not have to “follow the text exactly”. Links can be
followed and dictionaries can be looked up. A learner may feel more inclined to
read extra information if it is only a click away, as opposed to having to open
another book.
Interactivity
Computers promote interactivity. Learners have to
interact with the computer and cannot hide behind their classmates. If the
learner does nothing, nothing happens. At the very least, learners have to
start the CALL program. The program can only pass from one section to another
with the “consent” of the learner. Thus learners have to drive the program.
Usually they have to use the target language in exercises within the program.
They have plenty of opportunities to practise the language in a one-on-one
situation. They can practise the exercises as many times as they like, until
they are satisfied with their results.
CALL programs promote interactivity using many
senses. Not only is text presented, sound can be heard and videos viewed.
Sub-titles to videos can be switched on and off. Videos can be viewed in mute
mode, so that learners can use various strategies to ascertain what is
happening. Graphics can be used to demonstrate not just grammar items (for
example, moving words around to form questions) but also for spatial related
language topics (for example, the use of “in front of” and “behind”).
If a sound does not exist in their own language,
learners may have difficulty producing it. Alternatively, learners cannot
“hear” the difference between their pronunciation and that of a native speaker.
For example, native Japanese speakers find it very difficult to distinguish
between /r/ and /l/. Learners can practise their pronunciation using visual
models of the voice-producing region of the body showing the required position
of the tongue and lips to produce the correct sound. Graphics of their speech
output compared with the ideal can be viewed, so that discrepancies can be identified.
This multi-sensory approach can enrich the learning process for the learner.
Non-Traditional
Features
CALL programs should not just imitate what happens
in a traditional classroom situation but enhance the learning process by doing
things that are only possible with the use of the computer (Felix, 1999). One
such area is that of examples. New exercise types have been introduced which
can not only test the learner’s knowledge, but also avoid the boredom
associated with constant repetition of the same types of exercises. The variety
of exercises available helps to maintain the student’s interest. Audio and
video are features possible in CALL that cannot be as smoothly integrated into
the more traditional learning courses.
Repetition
Another benefit of CALL is the ability to repeatedly
review information (Brett, 1996). This repetition can aid reinforcement, which
is an important element in learning (Hebb, 1949). This can either be text,
audio or video. Learners can listen to audio portions of a CALL program until
they are satisfied that they have understood what is being said. Video segments
can be watched in various modes (with/without sound, with/without subtitles) as
many times as the learner wishes. This is obviously beneficial to the learner and
is a definite advantage over the traditional classroom situation in which it is
not that easy to ask the teacher to repeat something a number of times until it
is understood.
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