Computer-assisted language learning (CALL) originates from CAI (Computer-Assisted Instruction). The philosophy of CAI or CALL is that the lessons should allow the learners to learn on their own using structured and/or unstructured interactive lessons. These lessons carry 2 important features: bidirectional (interactive) learning and individualized learning. CALL is not a method. It is a tool that helps teachers to facilitate language learning process. CALL can be used to reinforce what has been learned in the classrooms. It can also be used as remedial to help learners with limited language proficience

Some people may call it a courseware, an educational computerized program. CALL is not a software in the sense that it is not an application program or a utility program. This basic definition will distinguish CALL from other software applications. Therefore, given the definition and features of CALL, word processing program, spreadsheet program, graphic presentation software such as PowerPoint, Internet (a general term) are not considered as CALL. Chat, e-mail, and forum cannot be categorized as CALL since they do not provide interactive learning materials and individualized learning. Interactive does not simply mean giving reaction to learners’ input. Interactive in CALL means feedbacks are given after learners’ inputs are assessed by the system to help learners improve their language competency, which may include language skills. In addition, interactive features in CALL ensure that learning process takes place when learners engage in the lessons. Well-programmed interactive CALL lessons will provide feedbacks in terms of scores, guidelines, and customized lessons that are suitable for individual learners to move on. The design of CALL lessons must take into considerations some language pedagogical principles which may be derived from learning theories (behaviorism, cognitive, and constructivism) and second language learning such as Krahshen’s Monitor Theory.

Others may call CALL an approach to teaching and learning foreign languages whereby the computer and computer-based resources such as the Internet are used to present, reinforce and assess material to be learned. CALL can be made independent of the Internet. It can stand alone for example in a CDROM format. Depending on its design and objectives, it may include a substantial interactive element especially when CALL is integrated in web-based format. It may include the search for and the investigation of applications in language teaching and learning. [1] Except for self-study software, CALL is meant to supplement face-to-face language instruction, not replace it. [2]

CALL has also been known by several other terms such as technology-enhanced language learning (TELL), computer-assisted language instruction (CALI) and computer-aided language learning but the field is the same. [3] For further information see the ICT4LT website, especially Section 1 of Module 1.4, headed “What is CALL?”: http://www.ict4lt.org/en/en_mod1-4.htm
Theoretical basis for CALL instruction design

Computers have become so widespread in schools and homes and their uses have expanded so dramatically that the majority of language teachers now think about the implications. Technology brings about changes in the teaching methodologies of foreign language unless they are used simply to automate fill-in-the-gap exercises.  The use of the computer in and of itself does not constitute a teaching method, but rather the computer forces pedagogy to think in new ways to exploit the computers benefits and work around its limitations. To exploit computers’ potential we need language teaching specialists who can promote a complementary relationship between computer technology and appropriate pedagogic programs.

A number of pedagogical approaches have developed in the computer age, including the communicative and integrative/experimentative approaches outlined above in the History of CALL. Others include constructivism, whole language theory and sociocultural theory although they are not exclusively theories of language learning. With constructivism, students are active participants in a task in which they “construct” new knowledge based on experience in order to incorporate new ideas into their already-established schema of knowledge. Whole language theory postulates that language learning (either native or second language) moves from the whole to the part; rather than building sub-skills like grammar to lead toward higher abilities like reading comprehension, whole language insists the opposite is the way we really learn to use language. Students learn grammar and other sub-skills by making intelligent guesses bases on the input they have experienced. It also promotes that the four skills (reading, writing, listening and speaking) are interrelated.Sociocultural theory states that learning is a process of becoming part of a desired community and learning that communities rules of behavior.

What most of these approaches have in common is taking the central focus away from the teacher as conveyor of knowledge to giving students learning experiences that are as realistic as possible where they play a central role. Also, these approaches tend to emphasize fluency over accuracy to allow students to take risks in using more student-centered activities and to cooperate, rather than compete. The computer provides opportunity for students to be less dependent on a teacher and have more freedom to experiment on their own with natural language is natural or semi-natural settings.

References

  1. ^ a b c “CALL (computer assisted language learning) Guide to Good Practice 3“. Davies Graham. Retrieved on 2007-12-01.
  2. ^ a b c d e f g h i j k l m n o p “Computer-assisted language learning: Increase of freedom of submission to machines?” (Domingo Noemi). Retrieved on 2007-12-10.
  3. ^ “Role Playing Games and the English as a Foreign Language Classroom” (journal article). Retrieved on 2007-11-12.
  4. ^ “MOO: The virtual classroon” (Journal article). Retrieved on 2007-12-01.