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Computer Assisted Language Learning (CALL)

Computer Assisted Language Learning (CALL)

Source : http://misterpeters.pbworks.com/f/1295119589/New%20Picture%20%282%29.jpg

               A.    What is CALL?

               There are some definitons 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).

Source : http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm#whatis

B.     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.

·         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.

·         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.

Source : http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm#program

C.    Types of CALL Activities

Some types of CALL activities such as, multiple-choice & true/false quizzes, gap-filling exercise/cloze, crossword puzzles, games, concordancing, web quests/searching, web publishing, online communication (synchronous and asynchronous), and simulations.

Source : http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm#program

D.    Kinds of CALL

1.      Traditional CALL

Traditional CALL programs presented a stimulus to which the learner had to provide a response. In early CALL programs the stimulus was in the form of text presented on screen, and the only way in which the learner could respond was by entering an answer at the keyboard.

2.      Explorative CALL

The explorative approach is characterised by the use of concordance programs in the languages classroom - an approach described 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 described in ICT4LT Module 2.4, Using concordance programs in the modern foreign languages classroom.

3.      Multimedia CALL

Early personal computers were incapable of presenting authentic recordings of the human voice and easily recognizable images, but this limitation was overcome by combining a personal computer and a 12-inch videodisc player, which made it possible to combine sound, photographic-quality still images and video recordings in imaginative presentations - in essence the earliest manifestation of multimedia CALL.

4.      Web-based CALL

The Web offers enormous potential in language learning and teaching, but it has some way to go before it catches up with the interactivity and speed of access offered by CD-ROMs or DVDs, especially when accessing sound and video files.

Source : https://www.llas.ac.uk/reSources/gpg/61

               E.     Roles of the Computer in Language Learning and Teaching

 

Source : http://www.apacall.org/member/sonjb/papers/PketaFig1.gif

·         computer as tutor for language drills or skill practice

·         computer as a tool for writing, presenting, and researching

·         computer as a medium of global communication

Source : http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm#how

               F.     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

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

Source : http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm#how

               G.    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)

Source : http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm#how

               H.    Advantages and Limitations of CALL

              Advantages of CALL :

·         CALL can adapt to the learners' abilities and preferences.

·         CALL can adapt to the learners’ cognitive and learning styles.

·         CALL provides strong motivation for learning. Students will often do on a computer what they are reluctant to do in a textbook or paper-pencil.

·         Some CALL features such as graphics, sounds, animation, video, audio are interesting and motivating for many learners.

·         CALL can provide immediate responsiveness and feedback.

·         CALL can change the relationship between teacher and student.

·         The teacher becomes a facilitator rather than a person who controls the learning environment.

·         CALL provides opportunities for mastery-learning language skills.

·         CALL can lower the amount of time required to master some materials. CALL (the internet) has no limitations regarding different time zones and places.

·         CALL is cost effective.

Limitations of CALL :

·         Schools may lack funds for CALL implementations. Some CALL hardware and software are very expensive. It is problematic in schools that have limited funding.

·         The design of good CALL software needs expensive equipment and cooperative team work.

·         Not all students can access CALL (e.g. the internet). In many developing countries, there is a problem of "have" and "have not" internet between the rich and the poor.

·         ELT teachers may have negative attitudes towards CALL.

·         There is fear that CALL might replace teachers.

·         A lot of ELT teachers still lack training and skills in using the CALL, and training costs are high.

·         Training learners to use computers takes students’ time away from other educational activities.

·         CALL presentation is sometimes restricted by the capabilities of the hardware (e.g. not enough RAM to run big CD-ROM programs).

·         There are many poor CALL software programs due to the lack of programmers with linguistic knowledge, language teaching approaches, and experiences.

·         A lot of CALL software (e.g. Drill and Practice type) focus on teaching separate, discrete language skills and component, ignoring discourse, contexts, and cultures.

·         Evaluation and exams on the net is still difficult. It may cause some in convenience and students might cheat since it is not closely supervised (compared to conventional tests using paper and pencil).

Source : http://web.warwick.ac.uk/CELTE/tr/ovCALL/booklet1.htm

Reflection

According Beatty (2003) CALL is defined as ‘any process in which a learner uses a computer, and as a result, improves his or her language’. It is essentially a tool that helps teachers to facilitate the language learning process. It can be used to reinforce what has been already learned in the classroom or to help learners who require additional support. There are some kinds of CALL programs, CALL activities, and also some kinds of CALL that can be applied in the classroom. As we know that CALL is important and gives many advantages for the the teachers as well as the learners. However, there are also some limitations of using CALL in the classroom that should be considered so that the implementation of of will be effective.