IN THE NAME OF ALLAH

• Lecturer: Morteza Rezaei

COMPUTER-ASSISTED LANGUAGE EDUCATION

G. DAVIES (PP. 261-271)

COMPUTER ASSISTED LANGUAGE LEARNING (CALL)

PAUL GRUBA (CHAPTER 25)

Computer Assisted Language Learning (CALL) Definition:

“the search for and study of applications of the computer in language teaching and learning” (Levy, 1997, p.1)

A broad definition would be:

an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement, and assessment of material to be learned, usually including a substantial interactive element.

Main Objective of CALL:“improve the learning capacity of those who are being taught a language through computerized means” (Cameron, 1999a, p.2)

A Brief History of CALLCALL’s origins can be traced back to early experiments in the 1960s.The advent of microcomputers in the late 1970s resulted in a boom in the development of CALL programs.A major landmark in the history of CALL was the advent of the World Wide Web.Most of the CALL programs that were produced in the early 1980s consisted of a series of drills, multiple-choice exercises, and Cloze exercises, focusing on grammar and vocabulary. Then nondrill-based approaches added to CALL.

The applications tend to fall into two distinct types:

• (a) those that involve the use of generic software tools such as word processors, presentation software, e-mail packages, and Web browsers, and

• (b) those designed specifically to promote language learning. This type falls into the category of Computer Assisted Language Learning (CALL)

Connectionist model:CALL Typology :

1) programs that focus on traditional exercise types such as multiple-choice, gap-filling, free-format, reordering, and Cloze; and 2) programs such as simulations and adventures, action mazes, text manipulation, and exploratory programs.

Davies and Higgins (1982 , 1985)

According to (1) and (2): programs focus on (a) grammar or vocabulary; (b) the four essential language skills of reading, writing, listening, speaking; with (c) separate categories for adventures, exploratory programs, and authoring programs.

Connectionist model:Four broad categories of CALL by Hardisty and Windeatt (1989)

• School: traditional exercise types• Office: generic programs such as word processors and

communications software• Library: concordancing programs• Home: games such as simulations and adventures

Connectionist model:Historical development of CALL by Warschauer (1996), crook (1994), koschmann (1996)

Role of the computer Information carrier; as a “tutor”

Technology focus Materials delivery

Theory of learning Behaviorist

Model and process of instruction Programmed instruction; assimilation

View of second language acquisition Structural (a formal system)

Dominant approaches to second Grammar-translation & audiolinguallanguage teaching

Learner status Dependant

Principal use of computers in CALL Drill and practice

Principal Learning objective of CALL Accuracy

Primary research concern Instructional efficacy, instructional

competence

Structural/behavioral CALL (1970-1980)

Connectionist model:Historical development of CALL by Warschauer (1996), crook (1994), koschmann (1996)

Role of the computer Workstation; as a “pupil”

Technology focus Cognitive augmentation

Theory of learning Information processing theory; cognitive

constructivist learning

Model and process of instruction interactive, discovery-based learning; interaction

View of second language acquisition Cognitive (a mentally constructed system)

Dominant approaches to second Communicative language teachinglanguage teaching

Learner status Independent

Principal use of computers in CALL Communicative exercises

Principal Learning objective of CALL Accuracy and Fluency

Primary research concern Instructional transfer, learner proficiency

Communicative CALL (1980s-1990s)

Connectionist model:Historical development of CALL by Warschauer (1996), crook (1994), koschmann (1996)

Role of the computer Unified info management system; as a “toolbox”

Technology focus Group orchestration

Theory of learning Sociocultural theories of learning

Model and process of instruction collaborative learning’ “intra-action”

View of second language acquisition Socio-cognitive (developed in social interaction)

Dominant approaches to second Content based; specific purposeslanguage teaching

Learner status Collaborative

Principal use of computers in CALL Authentic discourse

Principal Learning objective of CALL Accuracy and Fluency and Agency

Primary research concern Instruction as enacted practice, team “coficiency”

Integrative CALL (twenty-first century)

Integrative CALL: This phase is marked by two important technological developments:

- Multimedia personal computers (MPCs), which enabled reading, writing, speaking, and listening to be combined in a single activity, with the learner exercising a high degree of control over the path through the learning materials.- The Internet, which offered new opportunities for computer-mediated

communication (CMC) between learners and teachers, and a wide range of activities centered on the World Wide Web.

- Integrative CALL seeks to use networked computers as a means to engage learners in meaningful, large-scale collaborative activities.

Agency: is a power to take meaningful action and sees the result of decisions and choices.

Key difference in communicative CALL (C-CALL) and integrative CALL (I-CAll):

C-CALL: Task-based approaches to syllabus design direct learner choice and self-management. Syllabus is designed in advance according to learner needs.

I-CALL: syllabus is dynamic and learning happens through “accidents” produced by projects.

Role of Computers, Students, Teachers, and Researchers

Structural/behavioral stage(CALL): Role of Computer: computer is as “tutor” who patiently delivered repetitive drills

Materials: focus on technology

Role of learner: students were dependent of programs which delivered grammar and vocab

Role of Teacher: the teacher often served as a mediator between the computer and students.

Role of researcher: they examined ways in which the use of the computer helps with the efficacy of instruction.

Role of Computers, Students, Teachers, and Researchers

Communicative CALL: Role of Computer: computer is as “pupil”. Practitioners used computer to stimulate conversations amongst students

Materials: served as prompts for both discussion and practice

Role of Learner: learners had independent relationships with computer, learners had interactive relationships with applications

Role of Teacher: the teacher often served as a mediator between the computer and students.

Role of researcher: investigation focused on variety of factors which were thought to influence the “distributed cognition” amongst computers, learners, and instructors.

Role of Computers, Students, Teachers, and ResearchersIntegrative CALL: (including networked-based and socio-cognitive approaches)

Role of Computer: computer is “unified information manager” with a lot of applications. Computer environment can create “social space”

Role of learner: students work collaboratively (in groups) and use computer as “toolbox” for group project work.

Role of Teacher: teacher has less intrusive role, and can deepen students’ understanding between text and context

Role of Researcher: sociocultural theories of language learning and second language acquisition gained focal attention.

Electronic Literacy Framework

Three areas:

1. Communication: learners must be able to interact and collaborate

2. Construction: students should know how to blend written text, graphics, audio and video together.

3. Research:

Distinguishment of CALL

. Early CALL

. Communicative CALL

. Multimedia CALL

. Web-based CALL

. CALL authoring programs

. Intelligent CALL (ICALL)

. Computer Aided Assessment (CAA)

. Whole-class teaching and CALL

Early CALL

Early CALL programs – many of which fell into Warschauer’s behavioristic category which simply presented a series of stimuli to which the learner had to respond.

the stimulus was usually in the form of text displayed in monochrome on a computer screen, and the only way in which the learner could respond was by entering an answer at the keyboard, either by entering a letter or number as a response in a multiple-choice exercise or by typing the answer in full as a response in a free format exercise. Such programs consisted mainly of a sequence of repetitive drills.

Communicative Call

Before Communicative CALL, teacher-centered, drill-based approach was important. Computer was provider of drills.

But later learner-centered, task-based, or explorative approach became important.

the computer was as an informant, with the learner asking the questions and the computer providing the answers.

Multimedia CALL

- stimulus could now consist of any combination of text, still images, sound, and motion video.

- CD-ROMs

- All of these offered the learner the opportunity to record and playback his/her own voice.

Web-based CALLIn 1992, the World Wide Web was launched, reaching the general public in 1993. It offered remarkable changes to teaching and learning, such as Web-based multimedia, integration of CD-ROMs and the Web.

Whole-Class Teaching and CALL

- Teacher brings a single computer and a large TV monitor into the classroom and teach the whole class, using the TV monitor as the focus of attention.

- the interactive whiteboard, a touch-sensitive projection screen

Computer Aided Assessment and Language Learning