CALL Intro

8/12/2019 CALL Intro

1/22

Introduction to CALL

byPorntip Bodeepongse


2/22

Task 1: Discussion What do you think computer-

assisted language learning (CALL)is?

What advantages or disadvantagesdo you think there might be in using

computers as a means of learningand/or teaching a language?


3/22

What is CALL?

is the acronym for ComputerAssisted Language Learningandit is related to the use ofcomputers for language teaching

and learning.


4/22

Different acronyms you may

have heard of: CAI(computer-assisted instruction)

CALL(computer-assisted languagelearning)

TELL(technology-enhanced languagelearning)

WELL(web-enhanced languagelearning)


5/22

Phases of CALL

Warschauer (1996) distinguishes3 phases of CALL:

Behaviouristic CALL Communicative CALL

Integrative CALL


6/22

Behaviouristic CALL late 70s, early 80s computer as a mechanical tutor,

serving mainly as a vehicle for

delivering instructional materials tothe learner

computer as a tutor which nevergrew tired or judgmental and allowed

students to work at an individualpace


7/22

Communicative CALL (1)

emerged in the late 1970s and early1980s

used for skill practice, but in a non-drillformat and with a greater degree of

student choice, control and interaction. focus more on using forms, teaching

grammar implicitly, allowing andencouraging students to generate original

utterances, and using the targetlanguage predominantly or evenexclusively (Jones & Fortescue, 1987;Phillips, 1987; Underwood, 1984).


8/22

Communicative CALL (2)

This phase also includes(a) using the computer to stimulatediscussion, 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 word-processors, spelling and grammarcheckers, and concordancers.


9/22

Integrative CALL

seeks both to integrate various skills(e.g., listening, speaking, reading, andwriting) and also integrate technologymore fully into the language learningprocess

This phase is marked by the introductionof two important innovations:

(a) Multimedia(b) The Internet


10/22

Approaches to CALL

Bax (2003) prefers to talk aboutapproachesrather thanphases.

Restricted CALL

Open CALL

Integrated CALL


11/22

Restricted CALL

"I call the first approach 'RestrictedCALLsince it allows us to refer not only to asupposed underlying theory of learning but alsoto the actual software and activity types in useat the time, to the teachers' role, to thefeedback offered to students and to otherdimensions - all were relatively 'restricted',but not all were 'behaviourist'. The term ismore comprehensive, more flexible and

therefore more satisfactory as a descriptor."(Bax 2003:20)


12/22

Open CALL

According to Bax, this variety ofCALL is more open in terms offeedback given to students,

software types and the role ofthe teacher. It includessimulations and games. Bax

argues that we are still using theOpen CALL approach.


13/22

Integrated CALL

"This concept is relevant to any kind oftechnological innovation and refers tothe stage when the technology becomesinvisible, embedded in everydaypractice and hence 'normalised'. To takesome commonplace examples, awristwatch, a pen, shoes, writing - these

are all technologies which have becomenormalised to the extent that we hardlyeven recognise them as technologies."(Bax 2003:24)


14/22

Benefits of CALL (1) multimodal practice with feedback

individualization in a large class

pair and small group work onprojects, either collaboratively orcompetitively

the fun factor

variety in the resources availableand learning styles used

real-life skill-building in computeruse


15/22

Benefits of CALL (2) exploratory learning with largeamounts of language data

Interest and Motivation

Compatible Learning Style Immediate Feedback

Optimal Use of Academic Learning

Time (ALT)= amount of time astudent spends attending to relevantacademic tasks while performingthose tasks with a high rate ofsuccess.


16/22

CALL Disadvantages

no "free expression" (CALL answer judgingpresently can handle a word, a phrase and asentence, but very long and very complexsentences, especially if they are "free form", areimpossible 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

teachersa fear of losing face by having lesstechnological expertise than students


17/22

How can computer be used

in language teaching?

As a resource(e.g. a source of material tobe used in the class)

on line or printed out?

As a means of communication

Between teacher and learner(s)

Between learners


18/22

As a tool

Word-processing

web-based teaching or learningmaterials

As a replacement for teacher

How does it replace a teacher? Presenting the language content

Giving students languagepractice

Giving students feedback orsuggestions


19/22

CALL Typology (1) the type of CALL packages thatwere available at the time

(Davies & Higgins, 1982 andDavies & Higgins 1985): Gap-filling exercises

Multiple-choice exercises

Free-format exercises


20/22

CALL Typology (2)

Writing - word-processing

Re-ordering exercises

Simulations

Adventures

Action mazes

Games

Total Cloze: text manipulation

Exploratory programs


21/22

Tips for using CALL

Software is more important than thehardware.

Get to know the software before you

use it. Software varies in its complexity.

Co-operate with your students.

Dont panic when something goeswrong.


22/22

Skills teachers need in

order to use CALL:Searching Evaluating Communicating Creating

Documents

CALL Intro