CALL (Computer Assisted Language Learning)

1. Introduction
Michael Levy (Computer-Assisted Language Learning: Contexts and
Conceptualization, OUP, 1997) defined CALL as "the search for and study of applications of
the computer in language teaching and learning". It is a field which has been constantly
evolving both in terms of pedagogical changes and technological advances. To the possible
advantages of multimedia applications, the use of the Internet has added real and global
communication (how to learn with Computer Mediated Communication is a growing field of
investigation) and a huge amount of materials, linguistic data and online resources. New
web 2.0 tools (blogs, wikis, and podcasts) are offering new possibilities to communicate,
collaborate and share learning and knowledge.
Ken Beatty (Teaching and Researching CALL, Pearson, 2003) gives a broader
definition of CALL that takes into consideration its changing nature: "any process in which a
learner uses a computer and, as a result, improves his or her language".
A further definition for CALL can be found in the Wikipedia article: Computer-assisted
language learning (CALL) is an 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.
The purpose of this short paper originated with, and has been motivated by, the
idea of describing an ideal CALL/multimedia laboratory system to provide both language
teachers with a possible new teaching style and students with a different learning style
through multimedia.

2. CALL History
Reviewing CALL history can be something useful. As Davies (1997) points out, it is
important that we learn from the lessons of the past - so that we don't repeat the same
mistakes. Or as Beatty (2003) says: It is important to preserve such history not just to give a

1
sense of the changing focus of CALL over time, but also to ensure that researchers do not
overlook earlier issues and developments and waste time reinventing the wheel.
The use of computers in language learning is not something new, as we all know. It
began with large mainframe computers in some American universities in the 1960s. The
most famous system of those times was PLATO (Programmed Logic/Learning for Automated
Teaching), which was a pioneering platform developed by the University of Illinois working
with a business partner (Control Data Corporation); its programming language was not only
designed for the purpose of teaching languages and although it was finally turned off in the
1990s, the name is still used today. However, it was in the 1980s, with the appearance of
micro or personal computers, when the use of computers for learning purposes started to
spread. The evolution of its pedagogical possibilities has been related to technological
change. The very few options of computers such as the Timex-Sinclair or the first
Commodore cannot be compared with multimedia computers with CD-ROMs (Compact Disk
Read-Only Memory), which have been replaced at present by larger volume media such as
DVDs (Digital Videodiscs). Hundreds of new CALL programs were published in the 1990s, but
it was the arrival of Internet connections what changed many things. In the last years
broadband penetration has been growing quickly; however, we shouldn't forget that in
many countries the vast majority of people simply don't have the computers and high speed
net connections needed. New web social tools are the last technological evolution which
have given computers greater communicative power (and learning a language has a lot to
do with learning to communicate).
We have a complete description of CALL history in Delcloque (2000). He has divided
the publications on CALL history into two categories; Objective description of events and
projects and Interpretative description of different phases.
Warschauer (2000), a revised version of Warschauer & Healey (1998) , is considered
the most influential interpretative description of CALL history, which is divided into three
stages:

2
 Stage I : Structural CALL (1970s-1980s): Grammar-translation & audiolingual teaching; view
of language as a formal structural system; mainframe technology; drill and practice as
principal use of computers; accuracy as main objective.

Stage II : Communicative CALL (1980s-1990s): Communicative language teaching; cognitive

view of language (mentally constructed system); microcomputers as technology and
communicative exercises as principal use; not only accuracy as main objective, but also
fluency.

Stage III: Integrative CALL (21st century): Content based, ESP/EAP teaching; socio-cognitive
view of language (developed in social interaction); multimedia and internet technologies;
authentic discourse as principal use; agency is added to accuracy and fluency as main
objective.

I do not want to suggest that these stages have occurred sequentially, with one following
the other, from "bad CALL" to "good CALL". At any one time, any of these may be combined
for different purposes. However, there has been a general trend or development over the
years, with new ideas and uses of computers being introduced in combination with those
previous.

3. Use of CALL for the Four Skills

A number of studies have been done concerning how the use of CALL affects the
development of language learners’ four skills (listening, speaking, reading and writing). Most report
significant gains in reading and listening and most CALL programs are geared toward these receptive
skills because of the current state of computer technology. However, most reading and listening
software is based on drills. Gains in writing skills have not been as impressive as computers cannot
assess this well.
However, using current CALL technology, even with its current limitations, for the
development of speaking abilities has gained much attention. There has been some success in using
CALL, in particular computer-mediated communication, to help speaking skills closely linked to

3
 “communicative competence” (ability to engage in meaningful conversation in the target language)
and provide controlled interactive speaking practice outside the classroom. Using chat has been
shown to help students’ routines certain often-used expressions to promote the development of
automatic structure that help develop speaking skills. This is true even if the chat is purely textual.
The use of videoconferencing gives not only immediacy when communicating with a real person but
also visual cues, such as facial expressions, making such communication more authentic.
However, when it comes to using the computer not as a medium of communication (with
other people) but as something to interact with verbally in a direct manner, the current computer
technology’s limitations are at their clearest. Right now, there are two fairly successful applications
of automatic speech recognition (ASR) (or speech processing technology) where the computer
“understands” the spoken words of the learner. The first is pronunciation training. Learners read
sentences on the screen and the computer gives feedback as to the accuracy of the utterance,
usually in the form of visual sound waves. The second is software where the learner speaks
commands for the computer to do. However, speakers in these programs are limited to
predetermined texts so that the computer will “understand” them.

4. Role Changing in Teachers and Students

Teachers
Although the integration of CALL into a foreign language program can lead to great
anxiety among language teachers, researchers consistently claim that CALL changes,
sometimes radically, the role of the teacher but does not eliminate the need for a teacher
altogether. Instead of handing down knowledge to students and being the center of
students’ attention, teachers become guides as they construct the activities students are to
do and help them as students complete the assigned tasks. In other words, instead of being
directly involved in students’ construction of the language, the teacher interacts with
students primarily to facilitate difficulties in using the target language (grammar,
vocabulary, etc.) that arise when interacting with the computer and/or other people.
Elimination of a strong teacher presence has been shown to lead to larger quantity
and better quality of communication such as more fluidity, more use of complex sentences
and more sharing of students’ personal selves. However, teacher presence is still very

4
 important to students when doing CALL activities. Teachers should be familiar enough with
the resources to be used to anticipate technical problems and limitations. Students need the
reassuring and motivating presence of a teacher in CALL environments. Not only are they
needed during the initial learning curve, they are needed to conduct review sessions to
reinforce what was learned. Encouraging students to participate and offering praise are
deemed important by students. Most students report preferring to do work in a lab with a
teacher’s or tutor’s presence rather than completely on their own. The student too are able
to enjoy various opportunities which are not enjoyed before invention of computer, there
are opportunities for slow learners to still learn what is not clear to him in the school lesson
if the computer based system is applied.

Students

Students, too, need to adjust their expectations, of their participation in the class in
order to use CALL effectively. Rather than passively absorbing information, learners must
negotiate meaning and assimilate new information through interaction and collaboration
with someone other than the teacher, be that person a classmate or someone outside of
the classroom entirely. Learners must also learn to interpret new information and
experiences on their own terms. However, because the use of technology redistributes
teachers’ and classmates’ attentions, less-able students can become more active
participants in the class because class interaction is not limited to that directed by the
teacher. Moreover more shy students can feel free in their own students'-centered
environment. This will raise their self-esteem and their knowledge will be improving. If
students are performing collaborative project they will do their best to perform it within set
time limits.

5. Planned CALL: Room Design and Layout

We wanted a well-designed layout that was fresh and innovative, but we also
wanted a clear space in the room for teachers to move students into for physical activities
such as small group work.

5
Layout of the CALL room

POOR LAYOUT

This laboratory layout is very common however from a teaching viewpoint is very
limited.

 Student visibility is very

poor (particularly from
the rear).

 The teacher cannot see

what the students are
doing.

 Access for the teacher to

work individually with the
students is very difficult.

 Cabling is difficult and

requires under-floor cables (not easily changed).

 Students are prone to bumping the equipment as they enter and leave (reliability
problems).

 If a computer needs attention (or a minor repair) at the front of the class it can
distract all the other students.

GOOD LAYOUT

This laboratory layout is far better from a teaching viewpoint.

 Students can turn in their

seats and visibility is fair.
 The teacher can monitor
the activities of all students
during the class.
 Access for the teacher to
work individually with the
students is excellent.

6
  Cabling is easy and easily modified.
 Students do not have access to the cabling (at the rear) and reliability is good.
 If a computer needs attention (or a minor repair) other students are not distracted.
 If your room is large enough the center area with seating allows the teacher to teach
principles at the beginning of the lesson or to review common problems that many or
all of the students maybe encountering. Far more flexible.

6. Advantage of CALL
Motivation
Generally speaking, the use of technology inside or outside the classroom tends to
make the class more interesting. However, certain design issues affect just how interesting
the particular tool creates motivation. One way a program or activity can promote
motivation in students is by personalizing information, for example by integrating the
student’s name or familiar contexts as part of the program or task. Others include having
animate objects on the screen, providing practice activities that incorporate challenges and
curiosity and providing a context (real-world or fantasy) that is not directly language-
oriented.
For example, a study comparing students who used “CornerStone” (a language arts
development program) showed a significant increase in learning (compared to students not
using the program) between two classes of English-immersion middle-school students in
language arts. This is because CornerStone incorporates personalized information and
challenging and imaginative exercises in a fantasy context. Also, using a variety of
multimedia components in one program or course has been shown to increase student
interest and motivation.
One quantifiable benefit to increased motivation is that students tend to spend
more time on tasks when on the computer. More time is frequently cited as a factor in
achievement.

Adapting learning to the student

Computers can give a new role to teaching materials. Without computers, students
cannot really influence the linear progression of the class content but computers can adapt

7
to the student. Adapting to the student usually means that the student controls the pace of
the learning but also means that students can make choices in what and how to learn,
skipping unnecessary items or doing remedial work on difficult concepts. Such control
makes students feel more competent in their learning. Students tend to prefer exercises
where they have control over content, such as branching stories, adventures, puzzles or
logic problems. With these, the computer has the role of providing attractive context for the
use of language rather than directly providing the language the student needs.

Authenticity
“Authenticity” in language learning means the opportunity to interact in one or
more of the four skills (reading, writing, listening, and speaking) by using or producing texts
meant for an audience in the target language, not the classroom. With real communication
acts, rather than teacher-contrived ones, students feel empowered and less afraid to
contact others. Students believe they learn faster and better with computer-mediated
communication. Also, students learn more about culture in such an environment. In
networked computer environments, students have a conscious feeling of being members of
a real community. In situations where all are learners of a foreign language, there is also a
feeling of equality. In these situations students feel less stressed and more confident in a
language learning situation, in part because surface errors do not matter so much. This
works best with synchronous CMC (e.g. chats) as there is immediate feedback but email
exchanges have been shown to provide most of the same benefits in motivation and
student affect.

Critical thinking skills

Use of computer technology in classrooms is generally reported to improve self-
concept and mastery of basic skills, more student-centered learning and engagement in the
learning process, more active processing resulting in higher-order thinking skills and better
recall, gain confidence in directing their own learning. This is true for both language and
non-language classrooms.

8
7. Conclusion
Both students and teachers have obtained the opportunity to the new style of
learning environment with more ease and enthusiasm than they used to have. It is certain
that this establishment was a timely one and that CALL will significantly contribute to an
improvement in language learning and teaching across not only the university but also the
technical or junior colleges throughout Japan that has a strong inter-relationship with TUT.
Although we must train or familiarize ourselves with such an innovative system first, we will
certainly be able to provide a series of workshops, symposiums, and even conferences for
the progressive language teachers or those who are interested in new educational
technologies. In addition to language education in general, CALL can extensively be used by
non-language major teachers for other basic areas such as science, technology, social
studies, mathematics, communication, etc.

9
 References

http://englishteachinglab.blogspot.com/2006/11/computer-assisted-language-learning.html

http://englishteachinglab.blogspot.com/2006/12/call-history-1.html

http://englishteachinglab.blogspot.com/2007/01/call-history-2.html

http://en.wikipedia.org/wiki/Computer-assisted_language_learning

http://educationtechnology.us/kbme.html

http://en.wikipedia.org/wiki/Language_lab

10