Introduction to CALL

by Porntip Bodeepongse

Task 1: Discussion

What do you think computerassisted language learning (CALL) is?

What advantages or disadvantages do you think there might be in using computers as a means of learning and/or teaching a language?

What is CALL?
is the acronym for Computer Assisted Language Learning and it is related to the use of computers for language teaching and learning.

Different acronyms you may have heard of:

CAI (computer-assisted instruction) CALL (computer-assisted language learning) TELL (technology-enhanced language learning) WELL (web-enhanced language learning)

Phases of CALL

Warschauer (1996) distinguishes 3 phases of CALL: Behaviouristic CALL Communicative CALL Integrative CALL

Behaviouristic CALL
late 70s, early 80s computer as a mechanical tutor, serving mainly as a vehicle for delivering instructional materials to the learner computer as a tutor which never grew tired or judgmental and allowed students to work at an individual pace

Communicative CALL (1)

emerged in the late 1970s and early 1980s used for skill practice, but in a non-drill format and with a greater degree of student choice, control and interaction. focus more on using forms, teaching grammar implicitly, allowing and encouraging students to generate original utterances, and using the target language predominantly or even exclusively (Jones & Fortescue, 1987; Phillips, 1987; Underwood, 1984).

Communicative CALL (2)

This phase also includes

(a) using the computer to stimulate discussion, writing or critical thinking (e.g. using programs such as Sim City, reading mazes, etc.) (b) using the computer as a tool or workhorse - examples include wordprocessors, spelling and grammar checkers, and concordancers.

Integrative CALL
seeks both to integrate various skills

(e.g., listening, speaking, reading, and writing) and also integrate technology more fully into the language learning process This phase is marked by the introduction of two important innovations:

(a) Multimedia (b) The Internet

Approaches to CALL

Bax (2003) prefers to talk about approaches rather than phases. Restricted CALL Open CALL Integrated CALL

Restricted CALL

"I call the first approach 'Restricted CALLsince it allows us to refer not only to a supposed underlying theory of learning but also to the actual software and activity types in use at the time, to the teachers' role, to the feedback offered to students and to other dimensions - all were relatively 'restricted', but not all were 'behaviourist'. The term is more comprehensive, more flexible and therefore more satisfactory as a descriptor." (Bax 2003:20)

Open CALL

According to Bax, this variety of CALL is more open in terms of feedback given to students, software types and the role of the teacher. It includes simulations and games. Bax argues that we are still using the Open CALL approach.

Integrated CALL

"This concept is relevant to any kind of technological innovation and refers to the stage when the technology becomes invisible, embedded in everyday practice and hence 'normalised'. To take some commonplace examples, a wristwatch, a pen, shoes, writing - these are all technologies which have become normalised to the extent that we hardly even recognise them as technologies." (Bax 2003:24)

Benefits of CALL (1)

multimodal practice with feedback individualization in a large class pair and small group work on projects, either collaboratively or competitively the fun factor variety in the resources available and learning styles used real-life skill-building in computer use

Benefits of CALL (2)

exploratory learning with large amounts of language data Interest and Motivation Compatible Learning Style Immediate Feedback Optimal Use of Academic Learning Time (ALT) = amount of time a student spends attending to relevant academic tasks while performing those tasks with a high rate of success.

CALL Disadvantages
no "free expression" (CALL answer judging presently can handle a word, a phrase and a sentence, but very long and very complex sentences, especially if they are "free form", are impossible to judge given the present limitations of hardware and software) high implementation costs (CALL requires that several computers be made available) perceiving most of the available material as being "trivial question and answer drills" reluctance, technophobia and on a part of teachers a fear of losing face by having less technological expertise than students

How can computer be used in language teaching?

As a resource (e.g. a source of material to be used in the class) on line or printed out? As a means of communication Between teacher and learner(s) Between learners

As a tool Word-processing web-based teaching or learning materials As a replacement for teacher How does it replace a teacher? Presenting the language content Giving students language practice Giving students feedback or suggestions

CALL Typology (1)

the type of CALL packages that were available at the time (Davies & Higgins, 1982 and Davies & Higgins 1985):
Gap-filling exercises Multiple-choice exercises Free-format exercises

CALL Typology (2)

Writing - word-processing Re-ordering exercises Simulations Adventures Action mazes Games Total Cloze: text manipulation Exploratory programs

Tips for using CALL

Software is more important than the hardware. Get to know the software before you use it. Software varies in its complexity. Co-operate with your students. Dont panic when something goes wrong.

Skills teachers need in order to use CALL:

Searching Evaluating Communicating Creating