Theoretical and Pedagogical concerns in CALL

Computers, software and WWW-based services are not seen solely as positive agents of change
in the classroom; they also face criticism.

I. Concerns for software development:

1. Lack of a clearly determined scope and sequence.
2. Learners using the WWW who lack clear direction and proper research and critical
thinking skills can often become muddled, distracted and lost in the enormous sea of
information: For such resources and materials to work, learners may need more
guidance in the form of on-screen help that appears not just when requested, but also
whenever the learner appears to be stalled or engaging in what are perceived to be
unproductive strategies.
3. Another problem with CALL is affordances and misaffordances: Affordances should
be made available to the learner: what a program can do and can offer a learner should
be made clear to that learner. All affordances should be considered in order to
minimize those misaffordances that simply dis-tract the learner.

II. Pedagogical concerns for classroom practice:

The role of the computer as a kind of virtual teacher: Different software programs have been
variously promoted as a virtual teacher, a teacher’s helper, a guide, an instrument, a teaching tool
and a learning tool. However, software programs have a long way to go before they can be seen
to offer comprehensive, effective and efficient language teaching without human intervention.
There are clearly limits to the ways in which software is able to take the place of a teacher.

Software Objectives:

1. An effective CALL environment perhaps needs to offer different interfaces or

combinations of interfaces to accommodate different learning styles as appropriate to
different skills.
2. Creating a schema, or mental map, of learners’ needs along with notes on the software
packages which match each need is a good way to allow learners to organize their own
learning.

Making better use of existing materials: When a CALL program is not suitable, learners and
teachers might need to examine ways in which it can be adapted. Layers of tasks can be added to
materials to make them more challenging or more appropriate to the user.

Establishing an environment where CALL may take place: For collaboration at the computer
to be successful, a supportive environment needs to be established. Individual laptop ownership
and wireless networks have made many schools completely flexible learning environments where
students are free to study anywhere. If computer access is restricted, either in terms of time or
space then CALL is discouraged.
III. Evaluating software:

If CALL software packages are to be properly evaluated and matched with learning needs, they
need to be classified by teachers. One way for teachers to do so is by collecting reviews of
software from professional publications such as Computer-Assisted Language Learning.
Another, more personalized, way to classify materials is through the creation of in-house reviews,
similar to book reviews, which outline key aspects of the program.

IV. Learning and working styles: Learners need to develop multiple learning styles.
Learners should examine how they prefer to learn, but they should also consider on an
ongoing basis whether their current learning style(s) is efficient and, if not, where it is in
need of some improvement.

V. Evolving technology: Materials created only a few years ago on one version of an
operating system may not function properly or at all on the latest versions. Other problems
can be as follows:
a. Lack of funds: Few commercial organizations spend even a fraction of this
amount on software development and non-commercial programs.
b. Lack of expertise: Those creating CALL software programs are often experts in
computer programming, design or pedagogy, but are seldom experts in all three
fields.
c. Lack of suitable authoring programs: Many authoring programs are limited in
the question types and information-collection systems that they offer.

VI. Commercial software

The cost involved in the creation of interactive educational software means that it is often
designed on the basis of what engineers decide is possible and what marketing executives
decide can be sold. software programmers, engineers and marketing executives, rather than
educational academics and teachers, make many of the critical decisions on the creation of
popular educational software.

VII. Making better use of existing materials

a. Determining expertise, motivation and roles: When making use of a CALL
program, learners need to determine what they know and what they do not know.
b. Determining the working process: A challenge to CALL is to create materials
which encourage learners to shape their roles and working process. In CALL
materials using behaviourist models of learning, this is predetermined, but in more
constructivist CALL materials, where learners must make decisions about what
to do and how and when to do it, there could be some prodding on the part of the
program.
c. Determining goals and priorities: Determining goals and priorities is a central
concern of CALL because computer-based multimedia presents a new
pedagogical problem: too many materials. Learners must balance task completion
with exploration.
 d. Perceptions of the technology: For some learners, a new CALL program can
present an interesting challenge to be addressed through exploration. To others, it
can appear as an impenetrable and frustrating barrier that discourages exploration.

VIII. Copyright and plagiarism

All computer-based information, whether text, graphics, music or software programs, is

essentially digital in nature. what we see on the computer can be copied and manipulated.
Student projects often feature text and images borrowed from existing websites. tools such as
those found at www.plagiarism.org can be of some help to teachers who suspect their students
of failing to acknowledge what they have borrowed.

IX. Viruses

Viruses are distributed through the WWW and email and can destroy files. It is difficult and
sometimes expensive to maintain anti-virus software to handle the latest versions of viruses. A
common way to receive such files is through unsolicited email or through the purchase of
illegal software.

X. Safety online
a. Censorship: Governments have used censorship to control some of the negative
aspects of the WWW, for example by shutting down Internet Service Providers
(ISP) who carry negative content or content they do not like.
b. Cyberbullying: Teachers need to be aware of cyberbullying issues and ensure
that students are confident about reporting such abuse.