C omputer A
ssisted L anguage
L earning
Nurdin Noni
[email protected]
I. Introduction to CALL
• CALL seems to be the most widely accepted generic term.
In this course, CALL will be used in a broad sense to refer to
any endeavor involving the computers and associated
technologies of all types--desktops, laptops, tablets, smart
phones, mp3 players, interactive whiteboards, etc.--in some
significant way in language teaching and learning.
What is CALL?
• CALL - Computer Assisted Language Learning
• The term was agreed upon at the 1983 TESOL
convention
• Revisions for the term are suggested regularly but
none has been long-lasting and widespread. (E.g. TELL)
What is CALL?
• Given the breadth of CALL and its changing
nature, an appropriate CALL definition is:
• Any process in which a learner uses a computer
or related technologies and, as a result,
improves his or her language learning.
• a form of computer-based learning which carries
two important features, bidirectional and
individualized learning.
Related Acronyms
• CALL - Computer-assisted language learning, sometimes expanded as computer-aided language learning
• CELL - Computer-enhanced language learning: suggests the computer's role is to make learning better
• TELL - Technology-enhanced language learning: this accommodates more than just computers, often
bringing in video and seeing the computer as just one part of a larger system.
• TALL - Technology-assisted language learning: variant of CALL and TELL
• CALI - Computer-assisted language instruction: with "instruction" in it, it's more teaching oriented
• CBLT - Computer-based language training: views elements of language learning as "training" and tends to
use an approach with definable, measurable objectives
• IT and ICT - Information Technology/Information and Communication Technologies are common acronyms
outside of language teaching, particularly in Europe; sometimes this is presented as IT or ICT for LT
(Language Teaching)
• NBLT - Network-Based Language Teaching: focuses on computers linked in networks, both locally and
through the Internet, especially for computer-mediated communication
• DLL - Digital Language Learning: a relatively new term encompassing computers and other digital devices
• MALL - Mobile Assisted Language Learning: learning with mobile devices like mobile phones, tablets, and
mp3 players (sometimes also used for Multimedia Assisted language Learning)
CALL History
• It began in the 1960s with mainframe-based drill and practice materials,
especially those based on the University of Illinois' PLATO system.
• Since the spread of the microcomputer into educational settings in the early
1980s, early programs were written by teacher-developers on Apple II, IBM
PC, and BBC computers, and were often distributed for free.
• In the late 1980s and early 90s, the Apple Macintosh replaced the Apple II in
many educational settings in the US and became an immediate favorite
among teacher-developers because of the support of HyperCard, a powerful
but easy-to-use authoring program.
• During this period, the use of the computer as a tool increased, especially as
teachers developed innovative techniques for using email and word
processors became integrated into writing classes.
• Two major changes came starting in the mid-1990s. One was the dramatic
increase in commercial multimedia for language learning as CD-ROMs
became standard in home computers. The other was the development of the
world wide web.
Types of CALL Programs
• Generic software
• Word, PowerPoint, Excel, etc.
• CALL- specific software
• CD/DVDs & web-based language learning
software/programs
• Web-based generic learning programs/materials
• Online dictionaries, news/magazines, blog, wiki
• Computer-mediated communication programs
• Online chat, email, discussion, etc.
Roles of Computers in Language
learning
• Computer as a tutor for language drills or practices
(reading, speaking, etc)
• Computer as a tool for language learning (writing,
presenting, and researching, etc)
• Computer as a medium for communication
(synchronous & asynchronous)
How Computers Can be Used?
• Teaching with one computer
• Content delivery/presentation, smart board
• Teaching in a computer networked room
• Group activities, CMC, team learning, etc.
• Self-access learning
• Exercises, drills, word processing, etc.
• Distance learning
• Course content delivery, CMC activities, discussion,
community building
TEACHERS AND CALL
Teachers interested in using technology can get involved in a number of different ways, which
can be seen as different teacher roles.
• As researchers: into second language acquisition, human-computer interaction, what works
for CALL
• As consumers of CALL for class use or for homework or other outside student activities
• As directors, helping students find and use supplementary CALL materials or web resources
• As managers of computer-mediated communication among learners in and out of class
• As software or web developers, either "from scratch" or adding new materials to existing
templates
• As coaches to help students develop software, websites, and general computer literacy
• As CALL experts for your program, helping other teachers and administrators with CALL
implementations
• As CALL professionals, consulting on external projects, doing software reviews for journals,
making conference presentations, writing papers, interpreting and applying CALL research,
and/or providing input to the field at large.
TESOL Technology Standards
The Standards are meant to serve a number of purposes, including the
following:
• Lead teachers to learn to use digital technology appropriately and
effectively for language learning and insure their students can do likewise
• lay out a clear set of targets for judging technology competencies for
language learning;
• Motivate teacher educators and teacher education program to integrate
technology training and use into their curricula
• Guide administrators and policy makers as they develop curriculum,
arrange training for in-service teachers, and make new hiring decisions
II. Finding and Evaluating CALL
Resources
• Language teachers identify and evaluate technological
resources and environments for suitability to their teaching
context.
• Relevant resources can include CALL courseware, online
materials for teachers, online materials for students, and
resources for connecting teachers and students.
• The focus here is the process of identifying candidate
resources and more importantly evaluating their suitability
for your curriculum and students.
Identifying Resources
• Finding suitable resources is not an easy task despite the increasingly large
amount available for English and other commonly taught languages.
• To locate desired materials on the web, good searching skills are needed.
• The TESOL CALL Interest Section has a virtual library with hundreds of tagged
resources: http://www.diigo.com/user/call_is_vsl.
• TESOL CALL Interest Section Software List:
www.eltexpert.com/softlist/index.html
• CALICO Journal Software Reviews: https://www.calico.org/page.php?id=523
• Textbook: www.pearsonelt.com/classroomresources
• Good writing exercises and other quick grammar, reading, etc. activities: http
://www.stickyball.net/
• Vocabulary learning: www.teachingenglish.org.uk/article/vocabulary-activities
Identifying Resources
• 25 Terrific Online Games for English Language Learners:
www.onlinecollegecourses.com/2012/08/27/25-terrific-online-games-for-
english-language-learners
• English interactive: englishinteractive.net
• ESLvideo.com: www.eslvideo.com
• Starfall: www.starfall.com
• English Media Lab Homepage: www.englishmedialab.com
• Learn English Using Online Resources:
www.nypl.org/help/community-outreach/immigrant-services/learn-esol-o
nline-resources
• American English Resources: americanenglish.state.gov/resources
• ManyThings.org ESL Videos: www.manythings.org/b/e
Identifying Environments
The overall technology environment includes both the local
environment and the online environment.
• The local environment consists of a number of factors:
• The hardware resources available: computers, other digital devices
such as mp3 players, audio and video recorders, peripherals like
printers and scanners, and so on.
• The software tools: applications such as word processors,
communication applications, audio and video recording software, and
media players.
• Openness to the Internet, including bandwidth
• Accessibility: availability of institutional and online resources. For
example, if there is a computer lab, how open is it to your students for
class or drop-in use? What commercial software are you licensed to
use?
Cont’
• The online environment has some of these same considerations
plus some additional ones.
• Delivery formats: are your local machines able to use the resources
you find? For example, audio and video material may require players
capable of handling Adobe Flash, Windows Media, Real Media, or
Apple Quicktime.
• Free or fee: online materials and applications vary as to cost.
• Security: security and safety are issues at any time online for both
students and teachers.
• Uptime and downtime: it is important for an online site to be
available when you need it.
• Speed: although this seems to be changing for the better, sometimes
popular free educational sites may be slow during the school day.
Evaluating Courseware
• The term courseware, which refers to software that is used
to support formal language learning.
• It is worth noting that more and more free courseware is
showing up on the web on institutional sites or those
supported by advertzising.
• Also, there is educational, native-speaker courseware that
can sometimes be adapted for language learning purposes.
Organizing Principles
• Development, evaluation, and implementation are part of a
logical progression in any situation that has an end product.
• Evaluation can be done judgmentally at the level of initial
selection, based on how well-suited a piece of software appears
to be, and it can also be done empirically, based on data
collected from actual student use.
• Development, evaluation, and implementation are thus
simultaneously part of a logical progression of a courseware
project and interacting manifestations of its reality. This is true
whether the project is for CALL or for some other educational
purpose.
What Computer Can/Can’t Do?
• Grade quizzes?
• Provide feedback?
• Provide authentic information through multimedia?
• Engage learner in knowledge construction?
• Anything else?
