Computer-assisted
language learning (CALL)
Computer-assisted
language learning (CALL) is succinctly defined in a seminal work by Levy
(1997: p. 1) as "the search for and study of applications of the
computer in language teaching and learning". CALL embraces a wide range
of information and communications technology 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 corpora and concordances, interactive
whiteboards, Computer-mediated communication (CMC), language learning in
virtual worlds, and mobile-assisted language learning (MALL).
The
term CALI (computer-assisted language instruction) was in use before CALL,
reflecting its origins as a subset of the general term CAI (computer-assisted
instruction). CALI fell out of favour among language teachers, however, as it
appeared to imply a teacher-centred approach (instructional), whereas language
teachers are more inclined to prefer a student-centred 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. The
current philosophy of CALL puts a strong emphasis on student-centred 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 and individualised learning. CALL is essentially a tool that helps
teachers to facilitate the language learning process. It can be used to
reinforce what has already been learned in the classroom or as a remedial tool
to help learners who require additional support.
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.
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 (Pegrum 2009: p. 27).
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