This document provides an overview of computer-assisted language learning (CALL). It defines CALL and outlines its history from behavioral CALL in the 1960s-1970s, which used drills and grammar instruction, to communicative CALL in the 1970s-1980s, which focused on using language forms, to integrative CALL today, which fully integrates technology into teaching. The document also discusses the main roles of computers in language classrooms as tutors, tools, and tutees. It lists advantages, such as increased motivation and individualization, and disadvantages, like insufficient speaking programs and handling unexpected situations.
2. OUTLINE
What is CALL ?
History of CALL
Application of CALL
Advantages and Disadvantages
Conclusion
3. What is CALL ?
Levy ( 1997:1) defines CALL more broadly as ‘’ the
search for and study of applications of the computer in
language teaching and learning.
4. • Computers being used for
language learning since 1960’s
• Behaviorist CALL,
Communicative CALL,
Integrative CALL
• Certain level of technology and
certain pedagogical theories
HISTORY OF CALL
5. Behaviorist CALL
The first form of CALL ( in the 1960’s-
70’s)
Repetitive language drills
Based on the behaviorist learning model
First designed and implemented in the era
of PLATO System (Mainly used for
extensive drills, explicit grammar
instruction, and translation tests)
6. Communicative CALL
Emerged in the 1970s and 1980s
A reaction to the Behaviorist approach to language learning
Focusing more on using forms rather than on the forms
themselves
Grammar should be taught implicitly, students should
create original sentences
Corresponds to cognitive theories
Cognitive theories Creative process of discovery,
expression, and development
Personal computers
Software used in the era included text reconstruction
programmers and simulations
7. Integrative CALL
The most recent stage of CALL
Integrating technology more fully into language
teaching
Communicative CALL being criticized for using the
computer in an ad hoc and disconnected fashion
Teachers moving away from a cognitive view of
communicative language teaching to a socio-cognitive
view (Real language use in a meaningful, authentic
context)
Multimedia-networked computers (Provides a range of
informational, communicative, and publishing tools
available to every student)
8. WHAT ARE THE MAIN ROLES OF
COMPUTERS PLAY LANGUAGE
CLASSROOMS?
9. COMPUTER AS TUTOR IN CLASSROOM.
- To function as a tutor in some subject, the computer must be
programmed by "experts" in programming and in that subject.
-The computer presents some subject material, the student
responds, the computer evaluates the response, and, from the
results of the evaluation, determines what to present next.
10. COMPUTER AS TOOL IN CLASSROOM.
To function as a tool, the classroom computer need only
have some useful capability programmed into it such as
statistical analysis, calculation, or word processing.
For learners, it assists reading, allow students to produce and
arrange texts easily.
Ex: Word processing program
• .
11. COMPUTER AS TUTEE.
To use the computer as tutee is to tutor the computer; for
that, the student or teacher doing the tutoring must learn to
program, to talk to the computer in a language it
understands.
The computer makes a good "tutee" because of its
dumbness, its patience, its rigidity, and its capacity for being
initialized.
12. Advantages and
Disadvantages of CALL
Advantages
Interest and motivation
Individualization
Appropriate learning style
Effective use of learning time
Immediate feedback
Error analysis
13. Advantages
Guided and repetitive practice
Being able to get materials that would not be reached
in real life
