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Computer Assisted Language Learning (CALL) Software: Evaluation of Its Influence in A Language Learning Process
Computer Assisted Language Learning (CALL) Software: Evaluation of Its Influence in A Language Learning Process
Abstract
Evaluating the nature and extent of the influence of Computer
Assisted Language Learning (CALL) on the quality of
language learning is highly problematic. This is owing to the
number and complexity of interacting variables involved in
setting the items for teaching and learning languages. This
paper identified and characterised features and processes
through which computer assisted language learning impacts
upon learning language. It offers a framework for analysing
the effects of computer assisted language learning in
combination with other factors which may enhance or
ameliorate the positive impact of it in the classroom and
beyond.
Introduction
Recent research has shown that human language is much
more complex than it was previously thought.
So
development and usage of computer assisted language
learning often requires the services of members of
interdisciplinary teams. Hence, computer assisted language
learning draws upon the involvement of computer scientists,
engineers, linguists, experts in artificial intelligence,
cognitive psychologists, mathematicians, logicians, amongst
others. (Ellis 2004)
Computer assisted language learning (CALL) is a
form of computer-based learning which carries two important
features: bidirectional learning and individualized learning. It
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given the free hand to use the language to interact with the
computer and/or other people.
Elimination of a strong teacher presence has been
shown to lead to larger quantity and better quality of
communication such as more fluidity, more use of complex
sentences and more sharing of students personal selves.
However, teacher presence is still very important to students
when doing CALL activities. Teachers should be familiar
enough with the resources to be used to anticipate technical
problems and limitations. Students need the reassuring and
motivating presence of a teacher in CALL environments. Not
only are they needed during the initial learning process, they
are needed to conduct review sessions to reinforce what was
learned. Encouraging students to participate and offering
praise are deemed important by students. Most students
prefer doing work in a laboratory with a teachers or tutors
presence to depending completely on their own.
Role Changes for Students with the Use of CALL
Students, too, need to adjust their expectations of their
participation in the class in order to use CALL effectively.
Rather than passively absorbing information, learners must
negotiate meaning and assimilate new information through
interaction and collaboration with someone other than the
teacher. CALL provides students with a psychological
privacy that promotes their speaking ability. It reduces the
inhibitions felt in normal classroom situations and encourages
the shy student to speak. The use of a language learning
system encourages student to talk freely and loose their
inhibitions when talking in front of their peers. Learners must
also learn to interpret new information and experiences on
their own terms. Moreover, shy students can feel free in their
own students'-centered environment. This will raise their self82
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