Computer Assisted Computer Assisted Language LearningLanguage Learning::

an Introductionan Introduction

Three Phases of CALLThree Phases of CALL

Though CALL has developed Though CALL has developed gradually over the last 30 years, this gradually over the last 30 years, this development can be categorized in development can be categorized in terms of three somewhat distinct terms of three somewhat distinct phases:phases:

behavioristic CALLbehavioristic CALL

communicative CALLcommunicative CALL

integrative CALL.integrative CALL.

Behavioristic CALLBehavioristic CALL

The first phase of CALL, conceived in the 1950s and implemented The first phase of CALL, conceived in the 1950s and implemented in the 1960s and '70s, was based on the thenin the 1960s and '70s, was based on the then--dominant dominant behaviorist theories of learningbehaviorist theories of learning. . Programs of this phase entailed Programs of this phase entailed repetitive language drills and can be referred to as repetitive language drills and can be referred to as ""drill and drill and practicepractice" (" (or, more pejoratively, as or, more pejoratively, as ""drill and killdrill and kill"). ").

Drill and practice courseware is based on the model of Drill and practice courseware is based on the model of computer computer as tutoras tutor . .In other words the computer serves as a vehicle for In other words the computer serves as a vehicle for delivering instructional materials to the student. The rationale delivering instructional materials to the student. The rationale behind drill and practice was not totally spurious, which explains behind drill and practice was not totally spurious, which explains in part the fact that CALL drills are still used today. Briefly put, in part the fact that CALL drills are still used today. Briefly put, that rationale is as follows: that rationale is as follows:

Repeated exposure to the same material is beneficial or even Repeated exposure to the same material is beneficial or even essential to learning essential to learning

A computer is ideal for carrying out repeated drills, since the A computer is ideal for carrying out repeated drills, since the machine does not get bored with presenting the same material machine does not get bored with presenting the same material and since it can provide immediate non-judgmental feedback and since it can provide immediate non-judgmental feedback

A computer can present such material on an A computer can present such material on an individualized basis, allowing students to individualized basis, allowing students to proceed at their own pace and freeing up class proceed at their own pace and freeing up class time for other activities time for other activities

Based on these notions, a number of CALL Based on these notions, a number of CALL tutoring systems were developed for the tutoring systems were developed for the mainframe computers which were used at that mainframe computers which were used at that time. One of the most sophisticated of these time. One of the most sophisticated of these was the PLATO system, which ran on its own was the PLATO system, which ran on its own special PLATO hardware, including central special PLATO hardware, including central computers and terminals. The PLATO system computers and terminals. The PLATO system included vocabulary drills, brief grammar included vocabulary drills, brief grammar explanations and drills, and translations tests at explanations and drills, and translations tests at various intervals.various intervals.

In the late 1970s and early 1980s, In the late 1970s and early 1980s, behavioristic CALL was undermined behavioristic CALL was undermined by two important factors. First, by two important factors. First, behavioristic approaches to language behavioristic approaches to language learning had been rejected at both learning had been rejected at both the theoretical and the pedagogical the theoretical and the pedagogical level. Secondly, the introduction of level. Secondly, the introduction of the microcomputer allowed a whole the microcomputer allowed a whole new range of possibilities. The stage new range of possibilities. The stage was set for a new phase of CALL. was set for a new phase of CALL.

Communicative CALLCommunicative CALL The second phase of CALL was based on the The second phase of CALL was based on the communicative approach to teaching which communicative approach to teaching which became prominent in the 1970s and 80sbecame prominent in the 1970s and 80s. . Proponents of this approach felt that the drill and Proponents of this approach felt that the drill and practice programs of the previous decade did not practice programs of the previous decade did not allow enough authentic communication to be of allow enough authentic communication to be of much valuemuch value. .

communicative CALL: communicative CALL: focuses more on using forms rather than on the focuses more on using forms rather than on the forms themselves; forms themselves; teaches grammar implicitly rather than explicitly; teaches grammar implicitly rather than explicitly; allows and encourages students to generate allows and encourages students to generate original utterances rather than just manipulate original utterances rather than just manipulate prefabricated language; prefabricated language;

does not judge and evaluate everything does not judge and evaluate everything the students nor reward them with the students nor reward them with congratulatory messages, lights, or bells; congratulatory messages, lights, or bells;

avoids telling students they are wrong and avoids telling students they are wrong and is flexible to a variety of student is flexible to a variety of student responses; responses;

uses the target language exclusively and uses the target language exclusively and creates an environment in which using the creates an environment in which using the target language feels natural, both on and target language feels natural, both on and off the screen; and off the screen; and

will never try to do anything that a book will never try to do anything that a book can do just as well. can do just as well.

critics of behavioristic CALL contend that all CALL critics of behavioristic CALL contend that all CALL courseware and activities should build on intrinsic motivation courseware and activities should build on intrinsic motivation and should foster interactivity and should foster interactivity - - both learnerboth learner--computer and computer and learnerlearner--learner.learner.

Several types of CALL programs were developed and used Several types of CALL programs were developed and used during this the phase of communicative CALLduring this the phase of communicative CALL. . First, there First, there were a variety of programs to provide skill practice, but in a were a variety of programs to provide skill practice, but in a nonnon--drill formatdrill format. . Examples of these types of programs Examples of these types of programs include courseware for paced reading, text reconstruction, include courseware for paced reading, text reconstruction, and language gamesand language games ..

In these programs, like the drill and practice programs In these programs, like the drill and practice programs mentioned above, the computer remains the mentioned above, the computer remains the ""knowerknower--ofof--thethe--rightright--answeranswer" " thus this represents an extension of thethus this represents an extension of the computer as tutorcomputer as tutor modelmodel. . But But - - in contrast to the drill and in contrast to the drill and practice programs practice programs - - the process of finding the right answer the process of finding the right answer involves a fair amount of student choice, control, and involves a fair amount of student choice, control, and interactioninteraction..

In addition toIn addition to computer as tutorcomputer as tutor,, another CALL another CALL model used for communicative activities involves themodel used for communicative activities involves the computer as stimuluscomputer as stimulus ..

In this case, the purpose of the CALL activity is not so In this case, the purpose of the CALL activity is not so much to have students discover the right answer, but much to have students discover the right answer, but rather to stimulate students' discussion, writing, or rather to stimulate students' discussion, writing, or critical thinkingcritical thinking. . Software used for these purposes Software used for these purposes include a wide variety of programs which may not include a wide variety of programs which may not have been specifically designed for language have been specifically designed for language learners, programs such aslearners, programs such as Sim CitySim City, , SleuthSleuth, , oror Where in the World is San Diego.Where in the World is San Diego.

The third model of computers in communicative CALL The third model of computers in communicative CALL involves theinvolves the computer as tool.computer as tool. In this role, the In this role, the programs do not necessarily provide any language programs do not necessarily provide any language material at all, but rather empower the learner to use material at all, but rather empower the learner to use or understand languageor understand language. . Examples ofExamples of computer as computer as tooltool include include word processorsword processors, , spelling and grammar spelling and grammar checkerscheckers, , deskdesk--top publishing programs, and top publishing programs, and concordancersconcordancers. .

Of course the distinction between these models is Of course the distinction between these models is not absolutenot absolute. . A skill practice program can be used A skill practice program can be used as a conversational stimulus, as can a paragraph as a conversational stimulus, as can a paragraph written by a student on a word processorwritten by a student on a word processor. . Likewise, there are a number of drill and practice Likewise, there are a number of drill and practice programs which could be used in a more programs which could be used in a more communicative fashion communicative fashion - - if, for example, students if, for example, students were assigned to work in pairs or small groups were assigned to work in pairs or small groups and then compare and discuss their answers and then compare and discuss their answers ((or, or, asas Higgins 1988Higgins 1988, , students can even discuss what students can even discuss what inadequacies they found in the computer inadequacies they found in the computer programprogram) ) In other words, the dividing line In other words, the dividing line between behavioristic and communicative CALL between behavioristic and communicative CALL does involves not onlydoes involves not only whichwhich software is used, but software is used, but alsoalso howhow the software is put to use by the teacher the software is put to use by the teacher and studentsand students. .

On the face of things communicative CALL On the face of things communicative CALL seems like a significant advance over its seems like a significant advance over its predecessorpredecessor. . But by the end of the 1980s, But by the end of the 1980s, many educators felt that CALL was still many educators felt that CALL was still failing to live up to its potentialfailing to live up to its potential ( (Critics Critics pointed out that the computer was being pointed out that the computer was being used in an ad hoc and disconnected used in an ad hoc and disconnected fashion and thus fashion and thus ""finds itself making a finds itself making a greater contribution to marginal rather greater contribution to marginal rather than to central elementsthan to central elements" " of the language of the language teaching process.teaching process.

These critiques of CALL dovetailed with broader These critiques of CALL dovetailed with broader reassessments of the communicative approach to reassessments of the communicative approach to language teachinglanguage teaching. . No longer satisfied with No longer satisfied with teaching compartmentalized skills or structures teaching compartmentalized skills or structures ((even if taught in a communicative mannereven if taught in a communicative manner)), a , a number of educators were seeking ways to teach number of educators were seeking ways to teach in a more integrative manner, for example using in a more integrative manner, for example using tasktask- - or projector project--based approaches based approaches . . The challenge The challenge for advocates of CALL was to develop models for advocates of CALL was to develop models which could help integrate the various aspects of which could help integrate the various aspects of the language learning processthe language learning process. . Fortunately, Fortunately, advances in computer technology were providing advances in computer technology were providing the opportunities to do just thatthe opportunities to do just that. .

Steps toward Integrative CALLSteps toward Integrative CALL: : MultimediaMultimedia

Integrative approaches to CALL are based on two Integrative approaches to CALL are based on two important technological developments of the last important technological developments of the last decade decade - - multimedia computersmultimedia computers and the and the InternetInternet. .

Multimedia technology Multimedia technology - - exemplified today by the exemplified today by the CDCD--ROM ROM - - allows a variety of media allows a variety of media ((text, text, graphics, sound, animation, and videographics, sound, animation, and video) ) to be to be accessed on a single machineaccessed on a single machine. . What makes What makes multimedia even more powerful is that it also multimedia even more powerful is that it also entailsentails hypermediahypermedia. . That means that the That means that the multimedia resources are all linked together and multimedia resources are all linked together and that learners can navigate their own path simply that learners can navigate their own path simply by pointing and clicking a mouseby pointing and clicking a mouse. .

Hypermedia provides a number of advantages for Hypermedia provides a number of advantages for language learninglanguage learning. .

First of all, a more authentic learning environment is First of all, a more authentic learning environment is created, since listening is combined with seeing, just created, since listening is combined with seeing, just like in the real worldlike in the real world. .

Secondly, skills are easily integrated, since the variety Secondly, skills are easily integrated, since the variety of media make it natural to combine reading, writing, of media make it natural to combine reading, writing, speaking and listening in a single activityspeaking and listening in a single activity. .

Third, students have great control over their learning, Third, students have great control over their learning, since they can not only go at their own pace but even since they can not only go at their own pace but even on their own individual path, going forward and on their own individual path, going forward and backwards to different parts of the program, honing in backwards to different parts of the program, honing in on particular aspects and skipping other aspects on particular aspects and skipping other aspects altogetheraltogether. .

Finally, a major advantage of hypermedia Finally, a major advantage of hypermedia is that it facilitates a principle focus on the is that it facilitates a principle focus on the content, without sacrificing a secondary content, without sacrificing a secondary focus on language form or learning focus on language form or learning strategiesstrategies. . For example, while the main For example, while the main lesson is in the foreground, students can lesson is in the foreground, students can have access to a variety of background have access to a variety of background links which will allow them rapid access to links which will allow them rapid access to grammatical explanations or exercises, grammatical explanations or exercises, vocabulary glosses, pronunciation vocabulary glosses, pronunciation information, or questions or prompts which information, or questions or prompts which encourage them to adopt an appropriate encourage them to adopt an appropriate learning strategylearning strategy. .

An example of how hypermedia can be used for An example of how hypermedia can be used for language learning is the programlanguage learning is the program DustinDustin which is being which is being developed by the Institute for Learning Sciences at developed by the Institute for Learning Sciences at Northwestern UniversityNorthwestern University

The program is a simulation of a student arriving at a The program is a simulation of a student arriving at a UU..SS. . airportairport. . The student must go through customs, find The student must go through customs, find transportation to the city, and check in at a hoteltransportation to the city, and check in at a hotel. . The The language learner using the program assumes the role language learner using the program assumes the role of the arriving student by interacting with simulated of the arriving student by interacting with simulated people who appear in video clips and responding to people who appear in video clips and responding to what they say by typing in responseswhat they say by typing in responses. . If the responses If the responses are correct, the student is sent off to do other things, are correct, the student is sent off to do other things, such as meeting a roommatesuch as meeting a roommate. . If the responses are If the responses are incorrect, the program takes remedial action by incorrect, the program takes remedial action by showing examples or breaking down the task into showing examples or breaking down the task into smaller partssmaller parts. . At any time the student can control the At any time the student can control the situation by asking what to do, asking what to say, situation by asking what to do, asking what to say, asking to hear again what was just said, requesting for asking to hear again what was just said, requesting for a translation, or controlling the level of difficulty of the a translation, or controlling the level of difficulty of the lessonlesson. .

Yet in spite of the apparent advantages of hypermedia for Yet in spite of the apparent advantages of hypermedia for language learning, multimedia software has so far failed to language learning, multimedia software has so far failed to make a major impactmake a major impact. . Several major problems have surfaced in Several major problems have surfaced in regarding to exploiting multimedia for language teachingregarding to exploiting multimedia for language teaching. .

First, there is the question of quality of available programsFirst, there is the question of quality of available programs. . While teachers themselves can conceivably develop their own While teachers themselves can conceivably develop their own multimedia programs using authoring software such asmultimedia programs using authoring software such as HypercardHypercard ( (for the Macintoshfor the Macintosh) ) oror ToolBookToolBook ( (for the PCfor the PC)), the fact , the fact is that most classroom teachers lack the training or the time to is that most classroom teachers lack the training or the time to make even simple programs, let alone more complex and make even simple programs, let alone more complex and sophisticated ones such assophisticated ones such as DustinDustin. . This has left the field to This has left the field to commercial developers, who often fail to base their programs commercial developers, who often fail to base their programs on sound pedagogical principleson sound pedagogical principles. . In addition, the cost involved In addition, the cost involved in developing quality programs can put them out of the market in developing quality programs can put them out of the market of most English teaching programsof most English teaching programs. .

Beyond these lies perhaps a more Beyond these lies perhaps a more fundamental problemfundamental problem. . Today's computer Today's computer programs are not yet intelligent enough to programs are not yet intelligent enough to be truly interactivebe truly interactive. . A program likeA program like DustinDustin should ideally be able to understand a should ideally be able to understand a user'suser's spokenspoken input and evaluate it not input and evaluate it not just for correctness but also orjust for correctness but also or appropriatenessappropriateness. . It should be able to It should be able to diagnose a student's problems with diagnose a student's problems with pronunciation, syntax, or usage and then pronunciation, syntax, or usage and then intelligently decide among a range of intelligently decide among a range of options options ((ee..gg. . repeating, paraphrasing, repeating, paraphrasing, slowing down, correcting, or directing the slowing down, correcting, or directing the student to background explanations. student to background explanations.

Multimedia technology as it currently exists thus Multimedia technology as it currently exists thus only partially contributes to integrative CALLonly partially contributes to integrative CALL. . Using multimedia may involve an integration of Using multimedia may involve an integration of skills skills ((ee..gg. . listening with readinglistening with reading)), but it too , but it too seldom involves a more important type of seldom involves a more important type of integration integration - - integrating meaningful and authentic integrating meaningful and authentic communication into all aspects of the language communication into all aspects of the language learning curriculumlearning curriculum. . Fortunately, though, another Fortunately, though, another technological breakthrough is helping make that technological breakthrough is helping make that possible possible - - electronicelectronic communicationcommunication and the and the InternetInternet. .

Steps toward Integrative CALLSteps toward Integrative CALL: : The The InternetInternet

Computer Mediated Communication Computer Mediated Communication ((CMCCMC)), which has , which has existed in primitive form since the 1960s but has only existed in primitive form since the 1960s but has only became widebecame wide--spread in the last years, is probably the single spread in the last years, is probably the single computer application to date with the greatest impact on computer application to date with the greatest impact on language teachinglanguage teaching. [. [

For the first time, language learners can communicate For the first time, language learners can communicate directly, inexpensively, and conveniently with other learners directly, inexpensively, and conveniently with other learners or speakers of the target language 24 hours a day, from or speakers of the target language 24 hours a day, from school, work, or homeschool, work, or home. . This communication can be This communication can be asynchronous asynchronous ((not simultaneousnot simultaneous) ) through tools such as through tools such as electronic mail electronic mail ((emailemail)), which allows each participant to , which allows each participant to compose messages at their time and pace, or in can be compose messages at their time and pace, or in can be synchronous synchronous ((synchronous, synchronous, ""real timereal time")"), using programs , using programs such assuch as MOOsMOOs, , which allow people all around the world to which allow people all around the world to have a simultaneous conversation by typing at their have a simultaneous conversation by typing at their keyboardskeyboards. . It also allows not only oneIt also allows not only one--toto--one communication, one communication, but also onebut also one--toto--many, allowing a teacher or student to share many, allowing a teacher or student to share a message with a small group, the whole class, a partner a message with a small group, the whole class, a partner class, or an international discussion list of hundreds or class, or an international discussion list of hundreds or thousands of peoplethousands of people. .

Computer Mediated Communication allows users Computer Mediated Communication allows users to share not only brief messages, but also lengthy to share not only brief messages, but also lengthy ((formatted or unformattedformatted or unformatted) ) documents documents - - thus thus facilitating collaborative writing facilitating collaborative writing - - and also and also graphics, sounds, and videographics, sounds, and video. . Using the World Using the World Wide Web Wide Web ((WWWWWW)), students can search through , students can search through millions of files around the world within minutes millions of files around the world within minutes to locate and access authentic materials to locate and access authentic materials ((ee..gg. . newspaper and magazine articles, radio newspaper and magazine articles, radio broadcasts, short videos, movie reviews, book broadcasts, short videos, movie reviews, book excerptsexcerpts) ) exactly tailored to their own personal exactly tailored to their own personal interestsinterests. . They can also use the Web to publish They can also use the Web to publish their texts or multimedia materials to share with their texts or multimedia materials to share with partner classes or with the general publicpartner classes or with the general public. .

It is not hard to see how computerIt is not hard to see how computer--mediated mediated communication and the Internet can facilitate communication and the Internet can facilitate an integrative approach to using technologyan integrative approach to using technology. . The following example illustrates well how the The following example illustrates well how the Internet can be used to help create an Internet can be used to help create an environment where authentic and creative environment where authentic and creative communication is integrated into all aspects of communication is integrated into all aspects of the coursethe course. .

Students of English for Science and Technology in La Paz Students of English for Science and Technology in La Paz Mexico don't just study general examples and write Mexico don't just study general examples and write homework for the teacher; instead they use the Internet to homework for the teacher; instead they use the Internet to actually become scientific writersactually become scientific writers ( (Bowers 1995Bowers 1995; ; Bowers 1996Bowers 1996). ). First, the students search the World Wide First, the students search the World Wide Web to find articles in their exact area of specialty and Web to find articles in their exact area of specialty and then carefully read and study those specific articlesthen carefully read and study those specific articles. . They They then write their own drafts online; the teacher critiques the then write their own drafts online; the teacher critiques the drafts online and creates electronic links to his own drafts online and creates electronic links to his own comments and to pages of appropriate linguistic and comments and to pages of appropriate linguistic and technical explanation, so that students can find additional technical explanation, so that students can find additional background help at the click of a mousebackground help at the click of a mouse. . Next, using this Next, using this assistance, the students prepare and publish their own assistance, the students prepare and publish their own articles on the World Wide Web, together with reply forms articles on the World Wide Web, together with reply forms to solicit opinions from readersto solicit opinions from readers. . They advertise their Web They advertise their Web articles on appropriate Internet sites articles on appropriate Internet sites ((ee..gg. . scientific scientific newsgroupsnewsgroups) ) so that interested scientists around the world so that interested scientists around the world will know about their articles and will be able to read and will know about their articles and will be able to read and comment on themcomment on them. . When they receive their comments When they receive their comments ((by by emailemail) ) they can take those into account in editing their they can take those into account in editing their articles for republication on the Web or for submission to articles for republication on the Web or for submission to scientific journalsscientific journals. .

The above example illustrates an integrative The above example illustrates an integrative approach to using technology in a course based approach to using technology in a course based on reading and writingon reading and writing. . This perhaps is the most This perhaps is the most common use of the Internet to date, since it is common use of the Internet to date, since it is still predominantly a textstill predominantly a text--based mediumbased medium. . This will This will undoubtedly change in the future, not only due to undoubtedly change in the future, not only due to the transmission of audiothe transmission of audio--visual material visual material ((video video clips, sound filesclips, sound files) ) World Wide Web, but also due World Wide Web, but also due to the growing use of the Internet to carry out to the growing use of the Internet to carry out realreal--time audiotime audio- - and audioand audio--visual chatting visual chatting ((this is this is already possible with tools such asalready possible with tools such as NetPhoneNetPhone andand CUCU--SeeMESeeME, , but is not yet widespread.but is not yet widespread.

Nevertheless, it is not necessary to wait for further Nevertheless, it is not necessary to wait for further technological developments in order to use the technological developments in order to use the Internet in a multiInternet in a multi--skills classskills class. . The following example The following example shows how the Internet, combined with other shows how the Internet, combined with other technologies, was used to help create an integrated technologies, was used to help create an integrated communicative environment for EFL students in communicative environment for EFL students in Bulgaria Bulgaria - - students who until recent years had little students who until recent years had little contact with the Englishcontact with the English--speaking world and were speaking world and were taught through a taught through a ""discrete topic and skill discrete topic and skill orientation.These Bulgarian students now benefit from orientation.These Bulgarian students now benefit from a higha high--techtech//lowlow--tech combination to implement an tech combination to implement an integrated skills approach in which a variety of integrated skills approach in which a variety of language skills are practiced at the same time with language skills are practiced at the same time with the goal of fostering communicative competencethe goal of fostering communicative competence. . Their course is based on a collaborative, interpreted Their course is based on a collaborative, interpreted study of contemporary American short stories, study of contemporary American short stories, assisted by three technological toolsassisted by three technological tools: :

Email communicationEmail communication.. The Bulgarian students correspond by The Bulgarian students correspond by email with an American class of TESOL graduate students to email with an American class of TESOL graduate students to explore in detail the nuances of American culture which are explore in detail the nuances of American culture which are expressed in the stories, and also to ask questions about idioms, expressed in the stories, and also to ask questions about idioms, vocabulary, and grammarvocabulary, and grammar. . The American students, who are The American students, who are training to be teachers, benefit from the concrete experience of training to be teachers, benefit from the concrete experience of handling students' linguistic and cultural questionshandling students' linguistic and cultural questions . .

ConcordancingConcordancing.. The Bulgarian students further test out their The Bulgarian students further test out their hypotheses regarding the lexical and grammatical meanings of hypotheses regarding the lexical and grammatical meanings of expressions they find in the stories by using concordancing expressions they find in the stories by using concordancing software to search for other uses of these expressions in a software to search for other uses of these expressions in a variety of English language corpora stored on CDvariety of English language corpora stored on CD--ROMROM. .

AudioAudio tapetape.. Selected scenes from the stories Selected scenes from the stories - - dialogues, dialogues, monologues, and descriptions monologues, and descriptions - - were recorded by the American were recorded by the American students and provide both listening practice students and provide both listening practice ((inside and outside inside and outside of classof class) ) and also additional background materials to help the and also additional background materials to help the Bulgarians construct their interpretation of the storiesBulgarians construct their interpretation of the stories. .

These activities are supplemented by a range of other classroom These activities are supplemented by a range of other classroom activities, such as inactivities, such as in--class discussions and dialogue journals, class discussions and dialogue journals, which assist the students in developing their responses to the which assist the students in developing their responses to the stories' plots, themes, and characters stories' plots, themes, and characters - - responses which can be responses which can be further discussed with their email partners in the USfurther discussed with their email partners in the US. .

ConclusionConclusion The history of CALL suggests that the computer can serve a The history of CALL suggests that the computer can serve a

variety of uses for language teachingvariety of uses for language teaching. . It can be a tutor which It can be a tutor which offers language drills or skill practice; a stimulus for discussion offers language drills or skill practice; a stimulus for discussion and interaction; or a tool for writing and researchand interaction; or a tool for writing and research. . With the With the advent of the Internet, it can also be a medium of global advent of the Internet, it can also be a medium of global communication and a source of limitless authentic materialscommunication and a source of limitless authentic materials. .

But as pointed out byBut as pointed out by Garrett Garrett ((19911991)), ", "the use of the computer the use of the computer does not constitute a methoddoes not constitute a method". ". Rather, it is a Rather, it is a ""medium in which a medium in which a variety of methods, approaches, and pedagogical philosophies variety of methods, approaches, and pedagogical philosophies may be implementedmay be implemented" (" (pp. . 7575). ). The effectiveness of CALL cannot The effectiveness of CALL cannot reside in the medium itself but only in how it is put to usereside in the medium itself but only in how it is put to use. .

As with the audio language lab As with the audio language lab ""revolutionrevolution" " of 40 years ago, of 40 years ago, those who expect to get magnificent results simply from the those who expect to get magnificent results simply from the purchase of expensive and elaborate systems will likely be purchase of expensive and elaborate systems will likely be disappointeddisappointed. . But those who put computer technology to use in But those who put computer technology to use in the service of good pedagogy will undoubtedly find ways to the service of good pedagogy will undoubtedly find ways to enrich their educational program and the learning opportunities enrich their educational program and the learning opportunities of their studentsof their students..

Computer Assisted Language LearningComputer Assisted Language Learning::an Introductionan Introduction

byby Mark Mark WarschauerWarschauer

Please cite asPlease cite as::Warschauer M. (1996) "Computer Assisted Language Learning: an Introduction". In Warschauer M. (1996) "Computer Assisted Language Learning: an Introduction". In

Fotos S. (ed.) Fotos S. (ed.) Multimedia language teachingMultimedia language teaching, Tokyo: Logos International: 3-20. , Tokyo: Logos International: 3-20.