FUNDAMENTALS

OF CALL

CALL REFERS TO;

Computer Assisted Language Learning

CALLS DEFINITION

The search for and study of

applications of the computer in

language teaching and learning
(Levy 1997, p.1).

THE HISTORY OF CALL

1- Computers have been used for language
teaching ever since the 1960's.
2- According to Warschauer & Healey (1998), this
40-year period can be divided into three main.
3- Each stage corresponds to a certain level of
technology and certain teaching methods.

STAGES OF CALL
Behaviorist CALL
stage1

Communicative CALL
Stage 2

Integrative CALL
Stage 3

STRUCTURAL / BEHAVIORISTIC
CALL (1960S -1970S)
View of Language: Structural (a formal
structural system)
English Teaching Paradigm: GrammarTranslation & Audio-lingual
Principal Use of Computers: Drill and
Practice
Objective: Accuracy

CHARACTERISTICS OF STRUCTURAL /
BEHAVIORISTIC CALL:1- Continues exposure to the same material
is essential to learning.

2-A computer is a perfect tool for such repeated

drills. In addition to the feature of immediate nonjudgmental feedback.
3-A computer is used as a source of learning on an
individualized basis. It allows students to proceed
at their own pace.

COMMUNICATIVE CALL
1- emerged in the 1970's and 1980's.

2- Proponents of communicative CALL stressed

that CALL should focus more on using forms
rather than on the forms themselves.

3- Grammar should be taught implicitly and

students should be encouraged to generate original
utterances instead of manipulating prefabricated
forms (Jones & Fortescue, 1987; Philips, 1987)

INTEGRATIVE CALL
-It emphasizes real language use in a meaningful,
authentic context.
-Integrative CALL seeks both to integrate the
various skills of language learning (listening,
speaking, writing, and reading) and to integrate
technology more fully into language teaching
(Warschauer & Healey, 1998).

WHY TO USE CALL?

Motivation

a Single
Source of
Greater
Information

Interaction

Independence from a
Single Source of
Information

Global
Understanding

Global
Motivation
Understanding

Experiential Learning

ROLES OF THE COMPUTER IN LANGUAGE

LEARNING AND TEACHING AS A :

medium of
global
communication

Tutor for
language
drills
Tool for
writing,
presenting,
and
researching

CALL TYPES:A) MULTIMEDIA CALL

Characteristics:
1-They create a more authentic learning
environment using different media.
2-Language skills are easily integrated through
multimedia.
3-Students have a high degree of control over their
learning through hypermedia.
4-It facilitates a principle focus on the
content without sacrificing a secondary focus on
language form.

B) WEB-BASED CALL
Characteristic1)CMC It provides authentic synchronous and
asynchronous communication channels. Language
learners can communicate directly, inexpensively,
and conveniently with other learners or native
speakers of the target language at any time and in
any place.
CMC can be carried out in several forms; it
can be one-to-one, one-to-many, or many-to-one.

2-) THE WEB BASED

1- Students can seek through infinite number of
links around the world within minutes to locate
and access authentic materials exactly tailored to
their own personal interests.
2-Students can use the Web to share their texts or
multimedia materials with friends and other public
figures.

PRINCIPLES OF USING AND DESIGNING

CALL PROGRAMS IN LANGUAGE LEARNING
AND TEACHING
1- student/learner-centeredness (to promote
learner autonomy)
2-meaningful purpose
3-comprehensive input
4- multiple modalities (to support various
learning styles and strategies)
5- High level of interaction (human-machine and
human-human)

POP-QUIZ
It only consists of 5 questions, try to write full
answer. Click on the link to start. Good Luck.
https://docs.google.com/forms/d/1euYISutKCn6IIP
WKoGBIq4Fy21wYwTagSZIXwL8ZX8c/edit

REFERENCES
References
This article is called Computer Assisted in Language
Learning and Teaching: CALL
Bax, S. (2003). CALL past, present and future.System,
31, 13-28. Available:
Beatty, K. (2003). Teaching and researching computerassisted language learning.New York: Longman.
Chapelle, C. A. (2001). Computer applications in second
Cambridge. language acquisition. New York:
Kern, R., & Warschauer, M. (2000).Theory and practice
of network-based language teaching. In M. Warschauer
& R. Kern (Eds.), Network-based language teaching:
Concepts and practice (pp. 1-19). New York: Cambridge
University Press
Kern, R., Ware, P., & Warschauer. M.(2004).Crossing
frontiers: New directions in online pedagogy and
research.Annual Review of Applied Linguistics, 24, 243260.

Levy, M. (1997) CALL:Context and

conceptualization. Oxford: Oxford University
Press.
Meskill, C. (2002). Teaching and learning in real
time: Media, technologies, andlanguage
acquisition. Houston, TX: Athelstan
Warschauer, M. (1996).Computer-assisted
language learning: An introduction. In S. Fotos
(Ed.), Multimedia language teaching (pp. 3-20).
Tokyo:
Logos International. Available:
http://www.ict4lt.org/en/warschauer.htm
Warschauer, M., & Healey, D. (1998). Computers
and language learning: An overview. Language
Teaching, 31, 57-71. Available:
http://www.gse.uci.edu/person/warschauer_m/overview.html

Warschauer, M., & Meskill, C. (2000). Technology

and second language learning. In J.Rosenthal
(Ed.),Handbook of undergraduate second
language education (pp.303318). Mahwah, New Jersey: Lawrence Erlbaum.
Adapted from the Internet TESL Journal, Vol.
No. 12, December 2000. Accessed at VI,
http://iteslj.org/Articles/Lee-CALLbarriers.html

Lee - English teachers barriers to the use of

computer-assisted language learning
(TESL/TEFL) (no date) Available at:

http://iteslj.org/Articles/Lee-CALLbarriers.html

(Accessed: 23 December 2016).

In-text citations: (Lee - English teachers barriers
to the use of computer-assisted language learning
(TESL/TEFL), no date)