Computer-assisted language learning: Difference between revisions

Revision as of 06:08, 12 September 2023

Revision as of 06:11, 12 September 2023

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An alternative term, technology-enhanced language learning (TELL),<ref>Bush M. & Terry R. (1997) (eds.) ''Technology-enhanced language learning'', Lincolnwood, Illinois: National Textbook Company.</ref> 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 isuses essentially a tooltools that helpshelp teachers to facilitate the language learning process. ItThey 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.&nbsp;27).<ref>Pegrum M. (2009) ''From blogs to bombs: The future of digital technologies in education'', Perth: University of Western Australia Press.</ref>