Introduction to Computer-Assisted Language Learning

 

CALL (Computer-Assisted Language Learning)

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.