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Most CALL programs in Warschauer & Healey's first phase, Behavioristic CALL (1960s to 1970s), consisted of drill-and-practice materials in which the computer presented a stimulus and the learner provided a response. At first, both could be done only through text. The computer would analyse students' input and give feedback, and more sophisticated programs would react to students' mistakes by branching to help screens and remedial activities. While such programs and their underlying pedagogy still exist today, behaviouristic approaches to language learning have been rejected by most language teachers, and the increasing sophistication of computer technology has led CALL to other possibilities.
The second phase described by Warschauer & Healey, Communicative CALL, is based on the [[communicative approach]] that became prominent in the late 1970s and 1980s (Underwood 1984).<ref>Underwood J. (1984) ''Linguistics, computers and the language teacher: a communicative approach'', Rowley, Massachusetts: Newbury House.</ref> In the communicative approach the focus is on using the language rather than analysis of the language, and grammar is taught implicitly rather than explicitly. It also allows for originality and flexibility in student output of language. The communicative approach coincided with the arrival of the PC, which made computing much more widely available and resulted in a boom in the development of software for language learning. The first CALL software in this phase continued to provide skill practice but not in a drill format—for example: paced reading, text reconstruction and language games—but the computer remained the tutor. In this phase, computers provided context for students to use the language, such as asking for directions to a place, and programs not designed for language learning such as [[Sim City]], ''Sleuth'' and [[Where in the World Is Carmen Sandiego? (1985 video game)|Where in the World is Carmen Sandiego?]] were used for language learning. Criticisms of this approach include using the computer in an ad hoc and disconnected manner for more marginal aims rather than the central aims of language teaching.
The third phase of CALL described by Warschauer & Healey, Integrative CALL, starting from the 1990s, tried to address criticisms of the communicative approach by integrating the teaching of language skills into tasks or projects to provide direction and coherence. It also coincided with the development of multimedia technology (providing text, graphics, sound and animation) as well as Computer-mediated communication (CMC). CALL in this period saw a definitive shift from the use of the computer for drill and tutorial purposes (the computer as a finite, authoritative base for a specific task) to a medium for extending education beyond the classroom. Multimedia CALL started with interactive laser videodiscs such as ''Montevidisco'' (Schneider & Bennion 1984)<ref>Schneider E.W. & Bennion J.L. (1984) "Veni, vidi, vici, via videodisc: a simulator for instructional courseware". In Wyatt D.H. (ed.) ''Computer-assisted language instruction'', Oxford: Pergamon.</ref> and ''A la rencontre de Philippe'' (Fuerstenberg 1993),<ref>Fuerstenberg G. (1993) ''A la rencontre de Philippe'': Videodisc, Software, Teacher's Manual and Student Activities Workbook: Yale University Press [Online]: http://web.mit.edu/fll/www/projects/Philippe.html</ref> both of which were simulations of situations where the learner played a key role. These programs later were transferred to CD-ROMs, and new [[role-playing games]] (RPGs) such as ''Who is Oscar Lake?'' made their appearance in a range of different languages.
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