CALL APPLICATION

Computer-Assisted Language Learning and Teaching

Computer-Assisted Language Learning and Teaching

Introduction

Much of the early history of computers in language learning, in the 1980s and 1990s, was concerned with keeping abreast of technological change. Mainframe computers were at first seen as the taskmaster: a number of content courses, particularly in English grammar and computer science were provided by the PLATO system at many universities. Students 'mastered' each topic - which consisted of presentation and 'practice' in the form of tests - in solitary confinement, in a language laboratory. However, the continual miniaturization of electronics has given us increasingly smaller, faster and more powerful desktop computers. At the start of the twenty-first century, 'multimedia' has become virtually synonymous with 'computer'. With these changes, issues in computer-assisted language learning (CALL) have also evolved from an early emphasis on how to use the new technology to research on technology's effects on learning. There have been debates in the 1980s and early 1990s over whether the computer was 'master' of or 'slave' to the learning process: Was the computer to be a replacement for teachers, or merely an obedient servant to students?

Discussion

Scope and Rational

While the theory of CALL advanced considerably over the days of the mainframe, one difficulty was that, until recently, most published articles on CALL were concerned with how to implement a system rather than what the best systems for language learning might be. An additional effect of rapid change is the difficulty of performing longitudinal studies on computers and their uses (Levy 2006, pp. 114).

The scope and rational of early CALL studies presented the comparison of computer-enhanced classes with 'traditional' classes. However, comparable research variables are difficult to establish, since the kinds of activities students carry out in the computer environment may be very different from those in traditional classes. For example, what possible problems are there for a researcher who compares a class contacting 'key pals' (by analogy to 'pen pals') using email (or the real-time system 'MOO') to a conventional letter-writing class with the longer time scales of conventional post? Researchers attempted to avoid this by comparing informal online writing with face-to-face class discussion.

Another area of interest is comparing computer use with other technologies, e.g. computer-based listening activities and audio-taped language materials in a 'traditional' (one student, one machine) language lab. In the audio lab, students spent 50 per cent more time off task because of the necessity of physically rewinding and locating tape segments. In contrast, computer-assisted students spent less time replaying items because they could guess at answers and receive immediate feedback. They were often satisfied with feedback and did not re-listen. Interestingly, both student groups scored about the same on the post-test, with no statistically significant difference.

Problems during development and their solution

The development of computer-assisted language learning application is a complex and difficult work, which requires high skills of the participating experts. In addition, the development of this application required work done on an intuitive level, formalized techniques based on art, practical experience, expertise, and expensive, experimental ...