Computer-Assisted Language Learning (CALL)

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What is CALL?

Computer-Assisted Language Learning (CALL) is defined as "the search for and study of applications of the computer in language teaching and learning." (Levy, 1997: 1) The main aim of CALL is to find ways for using computers for the purpose of teaching and learning the language. More specifically, CALL is the use of computer technologies that promote educational learning, including word processing, presentation packages, guided drill and practice, tutor, simulation, problem solving, games, multimedia CD-ROM, and internet applications such as e-mail, chat and the World Wide Web (WWW) for language learning purposes.

There are several terms associated with CALL. CALL is variously known as Computer-Aided Language Learning (CALL), Computer-Assisted Language Instruction (CALI) and Computer-Enhanced Language Learning (CELL). The first two terms generally refer to computer applications in language learning and teaching, while CELL implies using CALL in a self-access environment (Hoven, 1999). 

Types of CALL Programs

CALL programs/materials include (from ICT4LT Module 1.4): 

-       CALL-specific software: applications designed to develop and facilitate language learning, such as CD-ROMs, web-based interactive language learning exercises/quizzes.

-   Generic software: applications designed for general purposes, such as word-processors (Word),  presentation software (PowerPoint, see an e-book made by students "Many Moons"), and spreadsheet (Excel), that can be used to support language learning.

- Web-based learning programs: online dictionaries, online encyclopedias, online concordancers, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, etc.

- Computer-mediated communication (CMC) programs: synchronous - online chat; asynchronous - email, discussion forum, message board

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Types of CALL Activities

-          Computer as Drill and Practice

-          Computer as Tutor

-          Computer as Simulation/Problem Solving

-          Computer as Game

-          Computer as Tool for ELT teachers and learners

-          Applications of Internet for ELT

 What Computers Can and Can’t “Do”

Computers CAN	Computer CAN’T
Judge predetermined right-or-wrong answers, e.g., multiple choice and fill-in-the-blanks	Judge unexpected input
Provide immediate, yet fixed, feedback, suggestions, and encouragement	Provide individualized feedback beyond a predetermined list of messages
Provide authentic information through multimedia - texts, images, sounds, videos, and animations	Engage learner in rich negotiation of meaning characteristic of face-to-face interaction
Motivate task persistence •Record learner’s writing, speech, and learning progress	Motivate depth and quality of engagement characteristic of human interaction

Tips in Using CALL

The use of computers as teaching media can be very helpful to the teachers. The following are tips for ELT teachers in using CALL:

1. Use CALL to serve educational purposes. Teachers should not jump in the bandwagon just because other people do. Many teachers use CALL because it is a new technology (like the language lab used to be about 30 years ago) without considering whether it serve or gives true value to educational objectives.
2. Do not isolate CALL from the rest of the curriculum. Try to integrate CALL with other subjects or disciplines in the curriculum. Using CALL across the curriculum will make it more integrative.
3. Consider CALL as one of many learning resources. Teachers should try to incorporate other learning resources and materials such as books, magazines, video, audio tape, with their teaching.
4. Choosing appropriate CALL software for the learner, such as age, need, and interest is important. Software evaluation guides are important tools for the teachers in choosing suitable software.
5. Using CALL is not the end in itself. Follow-up activities are also important. A lot of lessons end when CALL finishes in class. In fact, follow up activities such as group discussion, writing assignments, searching for more data from other learning sources e.g. interviews, and surveys are also important.
6. Do not expect that all students in class would enjoy working on the computer. A lot of students prefer human interaction (such as student – teacher or student – student ) than with the computer. Teachers should provide alternative activities for those students who prefer traditional learning approaches.
7. Do not expect that all students can work easily with the computer. Many students take much longer to learn certain skills such as using the keyboard, the mouse, etc., while other students pick up these skills easily. Teachers must be patient and willing to help the slow groups.
8. Try to incorporate a variety of activities on CALL such as desktop publishing (e.g. word processing), e-mail correspondence, web publishing (e.g. home pages, newspapers), chats and moos, and web based assessment.
9. Do not expect that teaching with computers would be easy for all teachers. It can be exhausting or may require a lot of preparation such as setting up the computer lab, preparing suitable software and materials (printed and online), including follow up activities. Team work seems to be the best solution for implementing CALL in school.

Teaching English using CALL can be a very good way to improve students and teachers’ ability, in learning English and technology nowadays. Students are tend to be interested in technologies and its development. So that, the use of technology or teaching using CALL as the method will be the most interesting way for the student in learning English. If CALL is used properly with clear goals, CALL can interest and motivate learners of English as stated before.

However, besides of the user-friendliness, and effectiveness of CALL, it will never replace the teacher. The effectiveness of CALL relies on how CALL is utilized to meet language learning goals for individualized learners in specific educational settings.