Computer-assisted language learning: Difference between revisions

Content deleted Content added

Inline

Revision as of 18:15, 27 October 2004

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.

History

The History of CALL website traces the development of CALL from it's origins on mainframe computers in the 1960s to the present day: http://www.history-of-call.org

Early CALL favoured an approach that drew heavily on practices associated with programmed instruction. This was reflected in the term Computer Assisted Language Instruction (CALI), which originated in the USA and was in common use until the early 1980s, when CALL became the dominant term. 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. The term TELL has not , however, gained as wide an acceptance as CALL.

Typical CALL programs present a stimulus to which the learner must respond. The stimulus may be 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 the more sophisticated CALL programs, attempting to analyse the learner’s response and to pinpoint errors. Branching to help and remedial activities is a common feature of CALL programs.

Wida Software was one of the first specialist businesses to develop CALL programs for microcomputers in the early 1980s. Typical software of the first generation of CALL included Wida's "Matchmaster" (where students have to match two sentence halves or anything else that belongs together); "Choicemaster" (the classic multiple-choice test format); "Gapmaster" (for gapped texts); "Textmixer" (which jumbles lines within a poem or sentences within a paragraph); "Wordstore" (a learner's own private vocabulary database, complete with a definition and an example sentence in which the word to be learned is used in a context); or "Storyboard" (where a short text is blotted out completely and has to be restored from scratch). Wida's packages continue to be popular and are now merged into one general-purpose, multimedia authoring program, known as "The Authoring Suite". Another specialist business, Camsoft, has enjoyed similar success with its "Fun with Texts" authoring package, which was first produced in 1985 and is now available in an updated multimedia version.

Other CALL activities in the early days of computer use in schools included working with generic packages such as word-processors, which revolutionised text production assignments by enabling language learners to continually revise and have peer reviewed what they are writing before printing out the final version of their composition.

Current CALL software has enbraced CD-ROM and DVD technology, and there is growing interest in Web-based CALL.

Methodological considerations

Fascinated by the new technology, many users within the school environment focused on technological issues, at the same time neglecting pedagogical and methodological questions and not realising that innovative pedagogy and methodology was required to satisfactorily integrate the use of computers into the languages curriculum. One point of criticism which could easily be refuted was the claim that students tended to be isolated from their classmates when working in a computer lab - the "battery chicken" syndrom. It was found out, however, that using computers in language classes could promote team work among students and, if planned well, could also encourage them to use the target language to communicate in front of their PCs, thus increasing the time they spent practising their oral skills.

Generally speaking, the pedagogy and methodology continues to lag behind the technology.

The current situation

The ICT4LT website contains a wealth of information on CALL that describes the current situation in CALL. The site was set up with the aid of European Commission funding, aiming to provide a comprehensive set of ICT training resources for language teachers: http://www.ict4lt.org

Professional Associations

EUROCALL, a Europe-based professional association devoted to CALL: http://www.eurocall-languages.org

CALICO, a US-based professional association devoted to CALL: http://www.calico.org

IALLT, US-based International Association for Language Learning Technology. IALLT is a professional organisation dedicated to promoting effective uses of media centres for language teaching, learning, and research: http://www.iallt.org

WorldCALL, a worldwide association devoted to CALL and embracing other leading professional associations: http://www.worldcall.org

@@ Line 1: / Line 1: @@
-'''Computer-assisted language learning (CALL)''' is a method of teaching and learning languages by means of [[computer software]] specially designed to be used in the classroom. CALL came up in the [[1980s]] in the wake of the computer revolution, which eventually also led to the availability of [[personal computer|PC]]s in schools.
+'''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.
 ==History==
+The History of CALL website traces the development of CALL from it's origins on mainframe computers in the 1960s to the present day: http://www.history-of-call.org
-At the outset, the methodological discussion triggered by educationalists and practitioners soon focused on the possible advantages and disadvantages of CALL over traditional teaching methods. In the days before the popularisation of the [[Internet]] and the commercialization of self-study programs all material to be used by learners had to be provided by the teacher, and it became one of the tenets that each teacher who wanted to make use of the new technology should be able to write their own programs for classroom use. However, this idea was soon abandoned in favour of professionally written programs.
+Early CALL favoured an approach that drew heavily on practices associated with programmed instruction. This was reflected in the term Computer Assisted Language Instruction (CALI), which originated in the USA and was in common use until the early 1980s, when CALL became the dominant term. 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. The term TELL has not , however, gained as wide an acceptance as CALL.
-[[London]]-based Wida Software were one of the first to offer such programs. Typical software of the first generation of CALL included ''Matchmaster'' (where students have to match two sentence halves or anything else that belongs together); ''Choicemaster'' (the classic multiple choice test format); ''Gapmaster'' (for gapped texts); ''Textmixer'' (which jumbles lines within a poem or sentences within a paragraph); ''Wordstore'' (a learner's own private vocabulary database, complete with a definition and an example sentence in which the word to be learned is used in a context); or ''Storyboard'' (where a short text is blotted out completely and has to be restored from scratch).
+Typical CALL programs present a stimulus to which the learner must respond. The stimulus may be 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 the more sophisticated CALL programs, attempting to analyse the learner’s response and to pinpoint errors. Branching to help and remedial activities is a common feature of CALL programs.
-The early versions of these language programs were extremely small: For example, the whole Wida package could be stored on one 5¼" [[floppy disk]] with 360 [[kilobyte|kB]] of storage space. Sound effects were limited to the occasional beep if a wrong answer had been entered, and the use of a [[computer mouse|mouse]] was not enabled. However, the educational value of these programs was high because they ideally consisted of a student and a teacher version. The latter included an '''authoring program''', where the individual teacher was encouraged to type in their own texts (rather than make do with the example texts provided by the manufacturers) which then would be jumbled, gapped, blotted out, or whatever. This way teachers were put in a position to cater for their classes' individual needs much better.
+Wida Software was one of the first specialist businesses to develop CALL programs for microcomputers in the early 1980s. Typical software of the first generation of CALL included Wida's "Matchmaster" (where students have to match two sentence halves or anything else that belongs together); "Choicemaster" (the classic multiple-choice test format); "Gapmaster" (for gapped texts); "Textmixer" (which jumbles lines within a poem or sentences within a paragraph); "Wordstore" (a learner's own private vocabulary database, complete with a definition and an example sentence in which the word to be learned is used in a context); or "Storyboard" (where a short text is blotted out completely and has to be restored from scratch). Wida's packages continue to be popular and are now merged into one general-purpose, multimedia authoring program, known as "The Authoring Suite". Another specialist business, Camsoft, has enjoyed similar success with its "Fun with Texts" authoring package, which was first produced in 1985 and is now available in an updated multimedia version.
-Other CALL activities in the early days of computer use in schools included working with [[text editor]]s, which, it was hoped, would revolutionize text production assignments by enabling language learners to continually revise and have [[peer review]]ed what they are writing before printing out the final version of their composition.
+Other CALL activities in the early days of computer use in schools included working with generic packages such as word-processors, which revolutionised text production assignments by enabling language learners to continually revise and have [[peer review]]ed what they are writing before printing out the final version of their composition.
+Current CALL software has enbraced CD-ROM and DVD technology, and there is growing interest in Web-based CALL.
 ==Methodological considerations==
-Fascinated by the new technology, many users within the school environment focused on technical issues, at the same time neglecting pedagogical questions and not realising that an innovative methodology was required to satisfactorily integrate the use of computers in language classes. One point of criticism which could easily be refuted was the claim that, within a class, each student should be able to work alone in front of a screen so as not to be disturbed by their classmates. It was found out that using computers in language classes could, as a side effect, promote team work among students and, if planned well, might also encourage them to use the target language to communicate in front of their PCs, thus increasing the time they spend practising their oral skills.
+Fascinated by the new technology, many users within the school environment focused on technological issues, at the same time neglecting pedagogical and methodological questions and not realising that innovative pedagogy and methodology was required to satisfactorily integrate the use of computers into the languages curriculum. One point of criticism which could easily be refuted was the claim that students tended to be isolated from their classmates when working in a computer lab - the "battery chicken" syndrom. It was found out, however, that using computers in language classes could promote team work among students and, if planned well, could also encourage them to use the target language to communicate in front of their PCs, thus increasing the time they spent practising their oral skills.
-Generally, it turned out that methodology was always lagging behind the software that had recently been put on the market.
+Generally speaking, the pedagogy and methodology continues to lag behind the technology.
 ==The current situation==
+The ICT4LT website contains a wealth of information on CALL that describes the current situation in CALL. The site was set up with the aid of European Commission funding, aiming to provide a comprehensive set of ICT training resources for language teachers: http://www.ict4lt.org
-Today, the term CALL is rarely used. In many contexts, it has been replaced by '''TELL''' (Technology enhanced language learning), this way recognizing the massive use of [[CD-ROM]]s, the [[Internet]] and [[multimedia]] in classroom situations (see also [[E-learning]]).
 ==Further reading==
+CALL (Computer Assisted Language Learning) journal, Taylor & Francis, Abingdon, Oxfordshire.
-* Scott Windeatt, David Hardisty & David Eastment: ''The Internet'' (''Resource Books for Teachers'', ed. Alan Maley) (OUP, 2000) (ISBN 0194372235)
+http://www.tandf.co.uk/journals/
+Davies G.D. (1997) "Lessons from the past, lessons for the future: 20 years of CALL". In Korsvold A-K. & Rüschoff B. (eds.) New technologies in language learning and teaching, Strasbourg: Council of Europe. Also on the Web at:
+http://www.camsoftpartners.co.uk/coegdd1.htm
+Felix U. (2001) Beyond Babel: language learning online, Melbourne: Language Australia.
+Fitzpatrick A. & Davies G.D. (eds.) (2003) "The Impact of Information and Communications Technologies on the Teaching of Foreign Languages and on the Role of Teachers of Foreign Languages". This is a comprehensive report commissioned by the EC Directorate General of Education and Culture, which can be downloaded in PDF or Word format from the ICC website: http://www.icc-europe.com - click on "Report on ICT in FLL".
+Levy M. (1997) CALL: context and conceptualisation, Oxford: Oxford University Press.
+Language Learning and Technology: A specialist CALL journal available only on the Web: http://llt.msu.edu
+ReCALL: The Journal of EUROCALL, now published by Cambridge University Press - login at http://www.journals.cup.org. Back numbers are available at: http://www.eurocall-languages.org/ecpubs.htm
+See the ICT4LT Resource Centre for a select bibliography on CALL: http://www.ict4lt.org
+See also EUROCALL's CALL bibliography:
+http://www.eurocall-languages.org/resources/bibliography/
+This is a comprehensive list of CALL publications, including other bibliographies on the Web.
+==Professional Associations==
+EUROCALL, a Europe-based professional association devoted to CALL: http://www.eurocall-languages.org
+CALICO, a US-based professional association devoted to CALL: http://www.calico.org
+IALLT, US-based International Association for Language Learning Technology. IALLT is a professional organisation dedicated to promoting effective uses of media centres for language teaching, learning, and research: http://www.iallt.org
-==External links==
+WorldCALL, a worldwide association devoted to CALL and embracing other leading professional associations: http://www.worldcall.org
-* [http://learn.how.to ''200 Memorization Software Titles, Reviewed''] (flashcard-style vocabulary learning programs)
-* [http://www.e-lisa.at/magazine/tellcall/01_03.asp ''TELL & CALL'' magazine] (partly in German)
-* [http://www.wida.co.uk/ The WIDA website] (including updates on most of their original programs, now called ''The Authoring Suite'')
-* [http://www.rikai.com/ Rikai] A web-mediator to help students of English or Japanese read web-pages
-* [http://www.ericdigests.org/1993/language.htm  Computer-Assisted Language Learning: Current Programs and Projects]
 [[Category:Linguistics]]