Computer-assisted language learning: Difference between revisions

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'''Computer-assisted language learning (CALL)''' is succinctly defined in a seminal work by Levy (1997: p.&nbsp;1) as "the search for and study of applications of the computer in language teaching and learning".<ref name=levy1997>Levy M. (1997) ''CALL: context and conceptualisation'', Oxford: Oxford University Press.</ref> CALL embraces a wide range of [[Informationinformation and communications technology]] applications and approaches to teaching and learning foreign languages, from the "traditional" drill-and-practice programs that characterised 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 concordancers|corpora and concordancers]], interactive whiteboards,<ref name=schmidcutrim2009>Schmid Euline Cutrim (2009) ''Interactive whiteboard technology in the language classroom: exploring new pedagogical 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|Mobilemobile-assisted language learning (MALL)]].<ref name=shieldkukulska>Shield L. & Kukulska-Hulme A. (eds.) (2008) Special edition of ''ReCALL'' (20, 3) on ''Mobile Assisted Language Learning''.</ref>

The term CALI (Computercomputer-assisted language instruction) was in use before CALL, reflecting its origins as a subset of the general term CAI (Computercomputer-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.&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, Technologytechnology-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 is essentially a tool that helps teachers to facilitate the language learning process. It can be used to reinforce what has been 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>

See Davies ''et al.'' (2011: Section 1.1, ''What is CALL?'').<ref name=davieswalkeretal>Davies G., Walker R., Rendall H. & Hewer S. (2011) Introduction to Computer Assisted Language Learning (CALL). Module 1.4 in Davies G. (ed.) ''Information and Communications Technology for Language Teachers (ICT4LT)'', Slough, Thames Valley University [Online]: http://www.ict4lt.org/en/en_mod1-4.htm</ref> See also Levy & Hubbard (2005), who raise the question ''Why call CALL "CALL"?''<ref>Levy M. & Hubbard P. (2005) Why call CALL "CALL"? ''Computer Assisted Language Learning'' 18, 3: 143-149143–149.</ref>

==History==