Computer-assisted language learning: Difference between revisions

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Since the advent of the Web there has been an explosion in online learning, but to what extent it is effective is open to criticism. Felix (2003) takes a critical look at popular myths attached to online learning from three perspectives, namely administrators, teachers and students. She concludes: "That costs can be saved in this ambitious enterprise is clearly a myth, as are expectations of saving time or replacing staff with machines."<ref>Felix U. (2003) "Teaching languages online: deconstructing the myths", ''Australian Journal of Educational Technology'' 19, 1: 118–138 [Online]: http://www.ascilite.org.au/ajet/ajet19/felix.html {{Webarchive|url=https://web.archive.org/web/20110314045708/http://www.ascilite.org.au/ajet/ajet19/felix.html |date=14 March 2011 }}</ref>

As for the effectiveness of CALL in promoting the four skills, Felix (2008) claims that there is "enough data in CALL to suggest positive effects on spelling, reading and writing", but more research is needed in order to determine its effectiveness in other areas, especially speaking online. She claims that students' perceptions of CALL are positive, but she qualifies this claim by stating that the technologies need to be stable and well supported, drawing attention to concerns that technical problems may interfere with the learning process. She also points out that older students may not feel comfortable with computers and younger students may not possess the necessary metaskillsmeta-skills for coping effectively in the challenging new environments. Training in computer literacy for both students and teachers is essential, and time constraints may pose additional problems. In order to achieve meaningful results she recommends "time-series analysis in which the same group of students is involved in experimental and control treatment for a certain amount of time and then switched – more than once if possible".<ref>{{cite journal | last1 = Felix | first1 = U | year = 2008 | title = The unreasonable effectiveness of CALL: what have we learned in two decades of research? | journal = ReCALL | volume = 20 | issue = 2| pages = 141–161 | doi=10.1017/s0958344008000323| s2cid = 26766962 }}</ref>

Types of technology training in CALL for language teaching professionals certainly vary. Within second language teacher education programs, namely pre-service course work, we can find "online courses along with face-to-face courses", computer technology incorporated into a more general second language education course, "technology workshops","a series of courses offered throughout the teacher education programs, and even courses specifically designed for a CALL certificate and a CALL graduate degree"<ref>{{cite journal | last1 = Hong | first1 = K. H. | year = 2010 | title = CALL teacher education as an impetus for 12 teachers in integrating technology | journal = ReCALL | volume = 22 | issue = 1| pages = 53–69 | doi = 10.1017/s095834400999019X | s2cid = 27700801 }}</ref> The Organization for Economic Cooperation and Development has identified four levels of courses with only components, namely "web-supplemented, web-dependent, mixed mod and fully online".<ref>Murray, D. E. (2013) A Case for Online English Language Teacher Education. The International Research Foundation for English Language Education. http://www.tirfonline.org/wp-content/uploads/2013/04/TIRF_OLTE_One-PageSpread_2013.pdf</ref>