CALL can take various forms, including interactive language learning software, online courses, mobile applications, virtual reality simulations, language learning websites, and multimedia resources. These tools provide learners with opportunities to practice and develop their language skills in a dynamic and interactive manner.
Computer-Assisted Language Learning (CALL) refers to the use of technology, specifically computers and software applications, to support language learning and teaching. It encompasses a wide range of digital tools and resources designed to enhance language learning experiences for learners of all ages and proficiency levels.
The main goal of CALL is to complement traditional language instruction by leveraging technology to create a more engaging, personalized, and learner-centered learning environment. It offers several advantages over traditional methods.
Characteristics of "CALL"
CALL Related Acronyms
Warschauer (1996) divides CALL history into three phases:
Warschauer (1996) proposed a division of Computer-Assisted Language Learning (CALL) history into three phases. These phases represent different stages of development and the changing focus of CALL over time. The three phases are as follows:
Behavioristic CALL (1960s-1980s):
The behavioristic phase of CALL was influenced by behaviorist theories of learning, which emphasized the importance of repetition, reinforcement, and stimulus-response patterns. During this phase, CALL programs primarily focused on drill-and-practice exercises, where learners would engage in repetitive tasks to reinforce grammar rules, vocabulary, and sentence structures. The main goal was to provide learners with controlled and structured practice opportunities.
Communicative CALL (1980s-1990s):
The communicative phase of CALL emerged as a reaction to the limitations of behavioristic approaches. It aligned with the communicative language teaching (CLT) approach, which emphasized the importance of meaningful and authentic communication. CALL programs during this phase aimed to provide learners with interactive and communicative activities that simulated real-life language use. The focus shifted from repetitive drills to activities that promoted language production, such as role-plays, simulations, and information exchange. The emergence of multimedia technology allowed for the integration of audio, video, and graphics into CALL programs.
Integrative CALL (1990s-present):
The integrative phase of CALL represents a shift towards the integration of technology into the overall language learning curriculum. It recognizes that CALL is not an isolated component but should be seamlessly integrated into the broader language-learning process. During this phase, CALL tools and resources are seen as complementary to face-to-face instruction rather than a replacement. The focus is on using technology to support a wide range of language learning activities, including reading, writing, listening, speaking, and cultural understanding. Integrative CALL incorporates internet-based resources, online communication tools, multimedia materials, and mobile applications to enhance language learning experiences.
The production of training and support materials directly oriented toward classroom teachers.
A small but growing
literature in CALL teacher
education itself at the levels
of both research and
practice
Frameworks that attempt to
define CALL practice on the
basis of principles derived
from particular language
teaching approaches,
especially those supported
by SLA.
The use of online
collaborative learning
techniques in CALL teacher
education with a growing
interest in the quality of the
transfer of skills and
expertise from formal
courses to the language
classroom.
Theory and practice in teaching project-oriented CALL
The design of CALL is based on involving sets of multiple theories based on education, using interactive technological tools that favor the process, and carrying out activities and exercises that promote communication. Applying and creating didactic materials for all types of classrooms, either with few students or with many students.
Elements in the CALL design process
Authoring Packages:
It is a software used to create applications and websites on multiple platforms including tablets and browsers to collaborate on any aspect in this educational case.
The Internet and Email:
Are components of the Internet. It is a fast and cheap way to send messages to individuals and groups of people. Messages can include text, images, or animations so that students can communicate more freely and quickly.
Teacher and pupil classroom behaviour:
activities used in CALL
CALL covers a wide range of information and communication technology applications and various methods of teaching and learning foreign languages: from "traditional" practice and repetition programs such as the use of a virtual learning environment in a learning to distance over the internet Use also extends to an interactive whiteboard, computer-mediated communication, language learning in virtual worlds, and mobile-assisted language learning.
CALL provides an interactive and engaging learning environment that encourages active participation. Learners can interact with multimedia content, such as videos, audio recordings, and interactive exercises, enhancing their understanding and retention of the language. CALL allows learners to access language learning materials anytime, anywhere, as long as they have a computer or mobile device and an internet connection. This flexibility enables learners to fit language learning into their busy schedules and learn at their own pace.
Disadvantages of CALL
CALL heavily relies on technology, and technical issues such as software glitches, network connectivity problems, or hardware malfunctions can disrupt the learning process. These issues may cause frustration and interruptions in the learning experience. One of the primary drawbacks of CALL is the reduced opportunity for face-to-face human interaction. Language learning involves not only acquiring language skills but also developing communicative abilities. CALL, especially when used in isolation, may limit opportunities for authentic human interaction, negotiation of meaning, and social and cultural exchange.
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