DEGANO S. KEHYLEE N.
VÉLEZ V. VANESSA D.
COMPUTER-ASSISTED LANGUAGE LEARNING
Computer-assisted language learning (CALL) is the approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element.
Early CALL favored an approach that drew heavily on practices associated with programmed instruction. This was reflected in the term Computer Assisted Language Instruction (CALL), which originated in the USA and was in common use until the early 1980s. Throughout the 1980s CALL widened its scope, embracing the communicative approach and a range of new technologies, especially multimedia and communications technology. An alternative term to CALL emerged in the early 1990s, namely Technology Enhanced Language Learning (TELL), which was felt to provide a more accurate description of the activities which fall broadly within the range of CALL.
What computers bring to language learning?
- delivery of a wide variety of multimedia content with pedantic and authentic language models, accessed with individual control
- another source of target language knowledge and examples—as opposed to the teacher being the sole font of target language knowledge in the classroom
- other channels of communication among class members and others
- supplemental practice exercises and tutorial feedback
- tools for creation of individual and group projects
- Outlet to publish student writing and projects to a larger audience via e-mail and web pages, wikis, etc.
· Computers are playing an increasingly important role in second and foreign language instruction as they are in virtually all fields of instruction.
EDUCATIONAL SOFTWARE
Most software used in Computer Assisted Language Learning environments are tutorials designed specifically for foreign/second language learning or adapted for this purpose.
Typical CALL programs present a stimulus to which the learner must respond. The stimulus is presented in any combination of text, still images, sound, and motion video. The learner responds by typing at the keyboard, pointing and clicking with the mouse, or speaking into a microphone. The computer offers feedback, indicating whether the learner’s response is right or wrong and, in sophisticated CALLS programs, attempting to analyze the learner’s response and to pinpoint errors. Branching to help and remedial activities is a common feature of CALL programs. This allows the instructor to program in the material to be learned.
Internet activities vary considerably, from online versions of software (where the learner interacts with a networked computer), to computer-mediated communication (where the learner interacts with other people via the computer), to applications that combine these elements. Students individually adjust the pace of their work to accommodate different proficiencies, and learning styles. In addition to classroom enhancement, learning technologies also play a major role in full-time distance teaching. There is increased use of e-tutoring through forums, instant messaging, video-conferencing, courses addressed to smaller groups frequently use blended or hybrid designs that mix presence courses (usually in the beginning and at the end of a module) with distance activities and use various pedagogical styles (e.g., drill & practice, exercises, projects, etc.).
Students become engaged in the learning process with computers, where they are in control. Beside this, learners can communicate in the target language with other real speakers cheaply, 24 hours a day.
REFERENCES
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