CALL and MALL

Computer-Assisted
Language Learning
Development of CALL

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◦ Computers can be tremendously useful tools for English
language instruction. They can process data quickly and
integrate voice, music, video, pictures, and text into lessons.
They can be programmed to tailor instruction and tests for
“ each individual learner. They can even be used to make
students feel more comfortable and willing to take risks,
because of their "untiring, nonjudgmental nature.”

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WHAT IS CALL?
Computer Assisted Language Learning (CALL)
represents a side of e-learning where computer
technology is used in the context of language learning.
(Yuan, 2007: 416)

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 WHAT IS CALL?
◦ Over the years, with the emergence of the World Wide
Web or the Internet, CALL widened its scope. It has
become communicative, interactive and explorative
such that audio and video exercises or activities can
easily be integrated.

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The Roles of a Computer in Language
Learning

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 Computer has the following main roles in the language
classroom:
 teacher - the computer teaches students new language
 tester - the computer tests students on language already learned

“  tool - the computer assists students to do certain tasks

 data source - the computer provides students with the information
they need to perform a particular task
 communication facilitator - the computer allows students to
communicate with others in different locations

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Types of Computer-Assisted Language
Learning

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 TYPES OF CALL
◦ CALL has developed gradually over the past thirty
years and can be categorized into three phases: 
 Behavioristic CALL
 Communicative CALL
 Integrative CALL

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1. BEHAVIORISTIC CALL
Learning is broken into chunks and the learner is
drilled to mastery before moving on to the next level.
Programmed instruction entailed repetitive (mindless)
drills, commonly referred to as drill and practice.

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2. COMMUNICATIVE CALL
Focuses more on using forms (content) rather than on
the forms themselves. It allows and encourages
students to generate utterances rather than just
manipulate prefabricated language. Programs allow
students to manipulate letters, words, sentences, or
paragraphs in order to put texts together.

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2. COMMUNICATIVE CALL
◦ The communicative CALL programs provide skill
practice in a non-drill format, through language
games, reading and text reconstruction. This
approach still uses the computer as a tutor,
although it gives students choices, control and
interaction.

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3. INTEGRATIVE CALL
◦ Focus more on authentic learning environments –
listening is combined with seeing. Spontaneous
talk around the computer is a natural
communication task occurring as part of a larger
interaction and is valuable because it is purposeful
rather than contrived as many classroom activities
are forced to be.

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Computers and Grammar Teaching

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Any
Questions?

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Mobile-Assisted
Language Learning

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AN INTRODUCTION

Mobile-Assisted Language Learning (MALL)

deals with the use of mobile technology in
language learning. In contrast to classroom
learning, in MALL there is no need for the
learners to sit in a classroom or at a computer to
get learning materials. In fact, MALL can be
considered an ideal solution to language learning
barriers in terms of time and place.

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 IT IS BELIEVED THAT...
◦ Mobile learning (m-learning) has the potential for learning
process to be personalized, spontaneous, informal and
ubiquitous. Although learning through mobile phones may
take longer time compared to computers, the learners feel a
greater sense of freedom of time and place, so that they
can take the advantage of spare time to learn a second
language when and where they are.

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Characteristics of MALL

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 CHARACTERISTICS OF MALL
◦ Mobile devices are not substitute for existing learning
devices, but they serve as extension for learning in new
environment having new capabilities, though, not all
learning content and activities are appropriate for
mobile devices.
◦ Mobile learning is characterized by its potential for learning
to be spontaneous, informal, personalized and
ubiquitous.

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EXAMPLES OF MOBILE
LEARNING

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EXAMPLES OF MOBILE LEARNING
SMS-based learning is a development in the use of wireless technologies in
education in which receiving wanted text messages supports learning outside
of classroom and helps learners benefit from their teacher's experimentation
with mobile technology.

The m-learning games can also be used to teach second language skills such
as vocabulary, pronunciation, grammar, listening and reading comprehension
and spelling

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MOBILE-ASSISTED
LANGUAGE LEARNING
(MALL)

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 IN 1973...
◦ the mobile devices were invented for the first time, no one
ever thought some day they would become an important
part of routine life.

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 IN LEARNING VOCABULARY..
◦ Learners can be provided with some tailored vocabulary practices based
on activities performed in the classroom. They are, then, asked to
complete them on their mobile phones and send them back to the
instructors.
◦ Learning vocabulary can also be accompanied by the pictorial
annotation shown on learners‘ mobile devices for better understanding
of new words.

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 IN LISTENING COMPREHENSION...
◦ with the advent of the second generation of mobile phones, it is now
possible to design a mobile multimedia system for learning listening
skills through listening exercises.
◦ It is possible to design a platform in which learners listen to a text by
vocal service on their mobile phones, followed by a listening
comprehension quiz based on the text.

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 IN LEARNING GRAMMAR...
◦ Grammatical points can be learnt through a specifically designed
program installed on mobile devices, in which grammatical rules are
taught, followed by multiple-choice activities where learners select the
correct answer from the given alternatives. Grammatical exercises can
be in the form of 'true-false' or 'fill-in the blanks' which are to be
responded by the learners. Grammatical explanations may also be
presented to learners via vocal service or short message service.

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 IN READING COMPREHENSION...
◦ Reading practices help learners to enhance their vocabulary, and
vocabulary knowledge, in turn, helps them to promote reading
comprehension. Reading activities can be offered to learners either via
a well-designed learning course installed on the mobile devices or
through SMS sent to the learners. In either case upon finishing the
reading activity, the learners are provided with a reading text function
to evaluate their reading comprehension skill.

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IN CONCLUSION...

◦ The rising speed of mobile technology is increasing

and penetrating all aspects of the lives so that this
technology plays a vital role in learning different
dimensions of knowledge.

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IN CONCLUSION...

◦ Today, a clear shift from teacher-led learning to

student-led learning that m-learning allowed causes
the students feel using the technology more
effective and interesting than before. In fact, we
can provide a richer learning environment through
mobile phones for our language learners.

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FIN.