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Camilo Mndez Romero
Computer assited language learning1
Computer Assisted Language LearningCamilo Mndez Romero
Institucin universitaria colombo americana nica
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COMPUTER ASSISTED LANGUAGE LEARNING
The computer assisted language or CALL is the use of computers in the learning of
another language, we can use all the tools that computers and Internet bring us to
develop our skills when learning another language because nowadays the online tools
is the most used all around the world. (see more)
(CALL) is succinctly defined as "the search for and study of applications of the
computer in language teaching and learning". CALL embraces a wide range of ICT
applications and approaches to teaching and learning foreign languages, from the
"traditional" drill-and-practice programs that characterized CALL in the 1960s and
1970s to more recent manifestations of CALL, e.g. as used in a virtual learning
environment and Web-based distance learning. It also extends to the use of corporal and
concordances, interactive whiteboards, Computer-mediated communication (CMC),
language learning in virtual worlds, and Mobile-assisted language learning (MALL).
The term CALL (Computer-assisted language instruction) was in use before
CALL, reflecting its origins as a subset of the general term CALL (Computer-assisted
instruction). CALL fell out of favour among language teachers, however, as it appeared
to imply a teacher-centered approach (instructional), where as language teachers are
more inclined to prefer a student-centered approach, focusing on learning rather than
instruction. CALL began to replace CALI in the early 1980s (Davies & Higgins 1982:
p. 3) and it is now incorporated into the names of the growing number of professional
associations worldwide.
An alternative term, Technology-enhanced language learning (TELL), also emerged
around the early 1990s: e.g. the TELL Consortium project, University of Hull.
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The current philosophy of CALL puts a strong emphasis on student-centered
materials that allow learners to work on their own. Such materials may be structured or
unstructured, but they normally embody two important features: interactive learning,
which describes a method of acquiring information through hands on, interactive means.
The opposite of interactive learning is passive learning, which is merely observing a
learning process or just listening to information. Interactive learning is a common
method employed in schools today and often involves the use of computers and other
tangible equipment; and individualized learning which is an instructional method that
personalizes instruction to the needs and learning style of the learner. CALL is
essentially a tool that helps teachers to facilitate the language learning process. It can be
used to reinforce what has been already been learned in the classroom or as a remedial
tool to help learners who require additional support. All this Indicated in (Davies, 2012)
The design of CALL materials generally takes into consideration principles of
language pedagogy and methodology, which may be derived from different learning
theories (e.g. behaviourist, cognitive, constructivist) and second language learning
theories such as Stephen Krashen's monitor hypothesis (To see moresk, 2007)
A combination of face-to-face teaching and CALL is usually referred to as
blended learning. Blended learning is designed to increase learning potential and is
more commonly found than pure CALL.
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ADVANTAGES AND DISADVANTAGES OF CALL(COMPUTER ASSISTED
LANGUAGE LEARNING)
Many educators (Jonassen 1996, Salaberry 1999, Rost 2002 in Lai 2006)
indicate that the current computer technology has many advantages for second language
learning. The following are the advantages as stated by many experts: Interest and
motivation, Individualization, Immediate feedback, Error analysis.
In regards to Interest and motivation, It says that classical language teaching in
classroom can be monotonous, boring, and even frustrating, and students can loose
interest and motivation in learning. CALL programmers can provide student ways to
learn English through computer games, animated graphics, and problem-solving
techniques which can make drills more interesting (Ravichandran 2000).
According to Individualization, CALL allows learners to have non-sequential
learning habit; they can decide on their own which skills to develop and which course to
use, as well as the speed and level by their own needs.
To illustrate immediate feedback, It tells us that Students receive maximum
benefit from feedback only if it is given immediately. A delayed positive feedback will
reduce the encouragement and reinforcement, and a delayed negative feedback affect
the crucial knowledge a student must master. Computer can give instant feedback and
help the students ward off his misconception at the very first stage. Brown (1997) listed
the advantages of CALL as giving immediate feedback, allowing students at their own
pace, and causing less frustration among students.
According to Error analysis, Computer database can be used by teacher to
classify and differentiate the type of general error and error on account of the influence
of the first language. A computer can analyze the specific mistakes that students made
and can react in different way from the usual teacher, which make students able to make
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self-correction and understand the principle behind the correct solution. (Ravichandran,
2007)
-Guided and repetitive practice
Students have freedom of expression within certain bounds that programmers
create, such as grammar, vocabulary, etc. They can repeat the course they want to
master as many as they wish. According to Ikeda (1999) in Kilikaya (2007), drill-type
CALL materials are suitable for repetitive practice, which enable students to learn
concepts and key elements in a subject area.
-Pre-determined to process syllabus
Computer enhances the learning process from a pre-determined syllabus to an
emerging or process syllabus. For example, a monotonous paper exercise of fill-in-the-
blanks type can be made more exciting on the screen in the self-access mode, and
students can select their own material. Therefore, CALL facilitates the synthesis of the
pre-planned syllabus and learner syllabuses through a decision-making process
undertaken by teacher and learners together (Breen 1986 in Ravichandran 2000).
DISADVANTAGES OF CALL
Although there are many advantages of computer, the application of current
computer technology still has its limitations and disadvantages. Some disadvantages of
CALL are as follows:
According to Ansel etal (1992) in Hartoyo (2006, 31), the CAL program is
different from traditional books that can be carried around and studied wherever and
whenever they wish: on a train, at home, in the middle of the night, and so on. School
computers or language laboratory can only be accessed in restricted hours, so CALL
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program only benefits people who have computers at home or personal notebook.
Disadvantages and disadvantages come from (Indrawati, 2008 )
WHAT DO I NEED TO USE CALL?
English teachers -and language teachers in general- should put many important
factors into consideration before embarking on the adventure of CALL. First of all, they
should evaluate the computer skills of learners. Learners with little or no knowledge
of computers will first require a thorough introduction in basic computer skills
including word processing, e-mail usage and the operation of browser software.
The second factor is related to the learners4 language level and navigation on
the web. If teachers want their students to work with ESL web sites, they will have to
take into account that only intermediate or advanced level learners will ensure an
effective navigation on the web, since most of the ESL web sites require high
knowledge of the English language.
Thirdly, a few technical issues should be taken into account. It is obvious that
availability of a computer room on a regular basis is the first thing that teachers need
for CALL to be successful. The experience of many teachers has revealed that three
students per computer is the maximum for the teaching experience to be effective.
Besides, teachers should have at their disposal software especially designed for ESL.
On the other hand, navigation on the web implies other specific requirements.
a) Access to a reliable network environment. The most important thing is to
count on a reliable internet provider.
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b) Use of modern equipment and browser software. The use of outdated
equipment may result in unacceptable download times and thus failure of the
experience. The fastest modems should be used (at least 28,800 bps) and, if possible,
the best computers to work on the web would be Power PC or Power Macintosh as they
possess the large amounts of memory required to operate the new generation of plug-in
multimedia applications. Besides, teachers should note that many newer sites are
designed to be used only with the latest versions of browser software, such as
Netscape`sNavigator and Communicator or Microsofts Internet Explorer.
c) Teachers should be familiar with basic internet technology in order to
anticipate potential problems. Furthermore, they should be ready to contact support
staff and on-line help resources in case major technical problems occur.
It would be an ideal situation if learners could fulfill all these requirements. We have to
be realistic, though, and take into account that this will be the case just on very few
occasions. In this case, the advice given by teachers who have worked with computers
is the use of imagination in order to counterbalance the lack of technological
availabilities. If software is not available, they should be ready to look for free software
that can be found in the web; if working on-line is forbidden by the institution, they
should take the most of the possibilities that working off-line offers. Even if there is no
possibility to work with specialized software, the decision of giving the current teaching
method a new format is a right one. Indeed, it has been demonstrated that the students4
motivation and interest raise if they do a typical fill-in-the-gap exercise on the computer
rather than if they do it on a piece of paper or a book. In this case, though, (that is, in
case students use computers to do traditional exercises) students should be encouraged
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to discover by themselves (whenever possible) modern software especially designed for
the study of languages. (Annimos
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REFERENCES
Annimos. (s.f.). Wikipedia. Recuperado el 20 de Marzo de 2012, de Wikipedia:
http://en.wikipedia.org/wiki/Computer-assisted_language_learningDavies, P. G. (2012). Llas. Recuperado el 20 de Febrero de 2012, de Llas:
http://www.llas.ac.uk/resources/gpg/61
Indrawati, E. D. (1 de August de 2008 ). wordpress. Recuperado el 20 de Marzo de
2012, de wordpress: http://efidrew.wordpress.com/2008/08/01/assignment-4-article-on-
call/