What is CALL?
Definitions of CALL:
- Computer-assisted language learning (CALL) was the expression agreed upon at the 1983 TESOL convention in a meeting of all interested participants. This term is widely used to refer to the area of technology and second language teaching and learning despite the fact that revisions for the term are suggested regularly (Chapelle, 2001, p. 3).
- 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).
- Given the breadth of what may go on in computer-assisted language learning (CALL), a definition of CALL that accommodates its changing nature is any process in which a learner uses a computer and, as a result, improves his or her language (Beatty, 2003, p. 7).
- CALL has come to encompass issues of materials design, technologies, pedagogical theories and modes of instruction. Materials for CALL can include those which are purpose-made for language learning and those which adapt existing computer-based materials, video and other materials (Beatty, 2003, pp. 7-8).
Types of CALL Programs
CALL programs/materials include (from ICT4LT Module 1.4):
- CALL-specific software: applications designed to develop and facilitate language learning, such as CD-ROMs, web-based interactive language learning exercises/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 by students "Many Moons"), and spreadsheet (Excel), that can be used to support language learning (see examples of using Excel for language learning & teaching) *Also see Microsoft Office Online Templates)
- Web-based learning programs: online dictionaries, online encyclopedias, online concordancers, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, etc.
- Computer-mediated communication (CMC) programs: synchronous - online chat; asynchronous - email, discussion forum, message board
Types of CALL Activities
- multiple-choice & true/false quizzes
- gap-filling exercise/cloze
- matching
- re-ordering/sequencing
- crossword puzzles
- games
- simulations
The development of CALL – from the pedagogical
perspective
I)
Warschauer's Analysis (Kern & Warschauer, 2000; Warschauer, 1996;
Warschauer, 2004)
* Structural / Behavioristic CALL (1960s -1970s)
View of Language: Structural (a formal structural
system)
English Teaching Paradigm: Grammar-Translation &
Audio-lingual
Principal Use of Computers: Drill and Practice
Principal Objective: Accuracy
Characteristics:
Repeated exposure to the same material is believed
to be beneficial or even essential to learning.
A computer is ideal for carrying out repeated
drills, since the machine i) does not get bored with presenting the same
material and ii) it can provide immediate non-judgmental feedback.
A computer is used as a tutor, presenting material
and feedback on an individualized basis, allowing students to proceed at their own
pace and freeing up class time for other activities.
*Communicative / Cognitive CALL (1980s -1990s)
View of Language: Cognitive (a mentally constructed
system through interaction)
English Teaching Paradigm: Communicative Language
Teaching
Principal Use of Computers: Communicative Exercises
(to practice language use; non-drill format)
Principal Objective: Fluency
Characteristics:
Grammar is taught implicitly rather than explicitly.
Computers are used to stimulate discussion, writing
or critical thinking. Students are encouraged to generate original utterances
rather than just manipulate prefabricated language.
The programs avoid telling students that they are
wrong and are flexible to a variety of student responses.
Computers are used as a tool (e.g., word processors,
spelling and grammar checkers, and concordancers) and the target language is
used exclusively.
*Integrative / Sociocognitive / Socioconstructive
CALL (1990s -present)
View of Language: Sociocognitive (developed in
social interaction through discourse communities)
English Teaching Paradigm: Content-based &
ESP/EAP
Principal Use of Computers: Authentic Discourse (to
perform real-life tasks)
Principal Objective: Agency (*definition: "the
satisfying power to take meaningful action and see the results of our decisions
and choices" Murray, 1997, p. 126)
Two types: Multimedia CALL (CD-ROMs) and Web-based
CALL (on the Internet)
A) Multimedia CALL
Characteristics:
1.
They create a
more authentic learning environment using different media.
2.
Language skills
are easily integrated through multimedia.
3.
Students have a
high degree of control over their learning through hypermedia.
4.
It facilitates
a principle focus on the content without sacrificing a secondary focus on
language form.
B) Web-based CALL
Characteristics:
A) CMC –
1.
It provides
authentic synchronous and asynchronous communication
channels. Language learners can communicate directly, inexpensively, and
conveniently with other learners or native speakers of the target language at
any time and in any place.
2.
CMC can be
carried out in several forms; it can be one-to-one, one-to-many, or
many-to-one.
B) The Web –
1.
Students can
search through millions of files around the world within minutes to locate and
access authentic materials exactly tailored to their own personal interests.
2.
Students can
use the Web to publish their texts or multimedia materials to share with
partner classes or with the general public.
How Computers can be used in the Language Class
1) Teaching with one computer in the class
- delivery of content (PowerPoint, word-processor, Webpages, etc.)
- classroom activities/discussions mediated by the computer
- Interactive whiteboard
2) Teaching in the computer network room (network-based language teaching)
- task-based group work /activities
- computer-mediated communication (CMC): asynchronous/synchronous
- tandem learning
3) Self-access learning (independent learning)
- drills and exercises
- word processing
- resource searching
4) Distance learning (i.e. individual learners working by themselves, at a place and time of their choice and, to some extent, at a pace and in an order also chosen by themselves.)
- delivering online course content
- CMC activities: email, discussion forum, chat rooms
- tandem learning
- community building
Principles of Using and Designing CALL Programs in Language Learning and Teaching
- student/learner-centeredness (to promote learner autonomy)
- meaningful purpose
- comprehensive input
- sufficient level of stimulation (cognitively and affectively)
- multiple modalities (to support various learning styles and strategies)
- high level of interaction (human-machine and human-human)
http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm#principles
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- writing & word-processing
- concordancing
- web quests/searching
- web publishing
- online communication (synchronous and asynchronous)
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