Computer-assisted language learning: Difference between revisions

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{{Use British English|date=November 2013}}

'''Computer-assisted language learning''' ('''CALL'''), British,known as '''computer-aided instruction''' ('''CAI''')/ in British English and '''computer-aided language instruction''' ('''CALI'''), in American English,<ref>{{Cite journal|last=Higgins|first=John|date=1983|title=Computer assisted language learning|journal=Language Teaching|volume=16|issue=2|pages=102–114|doi=10.1017/S0261444800009988|s2cid=145169394 }}</ref> is briefly defined in a seminal work by Levy (1997: p.&nbsp; 1) briefly defines it as "the search forexploration and study of computer applications of the computer in language teaching and learning"."<ref name="levy1997">Levy, M. (1997). ''CALL: contextContext and conceptualisation'',Conceptualisation. Oxford: Oxford University Press.</ref> CALL embraces a wide range of [[information and communications technology]] "applications and approaches to teaching and learning foreign languages, ranging from the "traditional" drill-and-practice programs that characterisedcharacterized CALL in the 1960s and 1970s to more recent manifestations of CALL, e.g.such as usedthose in autilized [[virtual learning environment]] and Web-based [[distance learning]]. It also extends to the use of [[#Corpora and concordancers|corpora and concordancers]], interactive whiteboards,<ref name="schmidcutrim2009">Schmid, Euline Cutrim. (2009). ''Interactive whiteboardWhiteboard technologyTechnology in the languageLanguage classroomClassroom: exploringExploring newNew pedagogicalPedagogical opportunities'',Opportunities. Saarbrücken, Germany: VDM Verlag Dr. Müller.</ref> computer-mediated communication (CMC),<ref name="lamyhampel">Lamy M.-N. & Hampel R. (2007) ''Online communication in language learning and teaching'', Houndmills: Palgrave Macmillan.</ref> [[#Virtual worlds|language learning in virtual worlds]], and [[Mobile-assisted language learning|mobile-assisted language learning (MALL)]].<ref name="shieldkukulska">Shield, L., & Kukulska-Hulme, A. (edsEds.). (2008). Special edition of ''ReCALL'' (20, 3) on ''Mobile Assisted Language Learning''.</ref>

The term CALI (computer-assisted language instruction) was in useused before CALL, reflecting its originsoriginating as a subset of the generalbroader term CAI (computer-assisted instruction). CALI fell out of favourfavor among language teachers, however, asbecause it appearedseemed to implyemphasize a teacher-centredcentered approach (instructional), whereasapproach. languageLanguage teachers areincreasingly more inclined to preferfavored a student-centredcentered approach, focusingfocused on learning rather than instruction. CALL began to replace CALI in the early 1980s (Davies & Higgins, 1982: p.&nbsp; 3).<ref>Davies G. & Higgins J. (1982) ''Computers, language and language learning'', London: CILT.</ref> and it is now incorporated into the names of the growing number of [[#Professional associations|professional associations]] worldwide.

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 onemphasizes student-centredcentered materials that allowempower learners to work on their ownindependently. SuchThese materials maycan be structured or unstructured, but theytypically normally embodyincorporate two importantkey features: interactive learning and individualisedindividualized learning. CALL usesemploys tools that helpassist teachers facilitatein thefacilitating language learning, process.whether Theyreinforcing canclassroom belessons usedor providing additional support to reinforcelearners.The whatdesign hasof alreadyCALL beenmaterials learnedtypically inintegrates theprinciples classroomfrom orlanguage helppedagogy learnersand whomethodology, requiredrawing additionalfrom supportvarious learning theories such as behaviourism, cognitive theory, constructivism, and second-language acquisition theories like Stephen Krashen's. [[monitor hypothesis]].

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>