A General Introduction To Computer Assisted Language Learning Revised

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summary of the text by Hubbard, P., 2009

summary of the text by Hubbard, P., 2009

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  • 1. A General Introduction to Computer Assisted Language Learning Philip Hubbard, Stanford University In P. Hubbard (Ed.) (2009) Computer Assisted Language Learning: Critical Concepts in Linguistics. Volume I – Foundations of CALL. New York: Routledge, pp. 1-20.
  • 2. Introduction
    • Any process in which a learner uses a computer and, as a result, improves his or her language” (Beatty, 2003: 7).
    Any process in which a learner uses a computer and, as a result, improves his or her language” (Beatty, 2003: 7).
  • 3.  
  • 4. CALL also improves:
    • Teacher’s productivity
    • Material development
    • Teacher’s education
    ANOTHER DEFINITION: Any use of computer technology in the domain of language learning
  • 5. “… educators do not need a discrete theory of CALL to understand the role of technology in the classroom; a clear theory of SLA and its implications for the learning environment serves this goal” (Egbert & Hanson-Smith, 2007: 3)
  • 6. Different approaches: interacionist and sociocultural Quantitative, qualitative and mixed-method studies
  • 7.
    • Initial criticism : CALL was overly technology-driven
    • Two recent influential views:
    • Chapelle (2001): CALL design & principles of the interactionist perspective SLA
    • Bax (2003): integration: technology & language teaching. Technology is no longer special or unusual .
  • 8. Felix (1999) afirma que a tecnologia está deixando de ocupar uma posição central nas discussões pedagógicas para se tornar o pano de fundo. A autora acrescenta, ainda, que o fascínio inicial pelos recursos tecnológicos está dando lugar a uma pedagogia focada no aluno, não no que a tecnologia pode fazer por ele, mas no que ele pode fazer com a tecnologia.
  • 9.
    • 1980s
    • Academic projects (designers, programmers and language teachers)
    • The CALL interest section of TESOL
    • Introduction of Laser videodisc
    • MIT’s Athena Language Learning Project
    • Some commercial software projects (Auralog and Fairfield Language Technologies)
  • 10.
    • CHECKLISTS - to determine whether or not to use a given program in their classes,
    • METHODOLOGICAL FRAMEWORKS – to describe the key elements involved in making the checklists
    • APPLICATIONS OF SLA PRINCIPLES : Chapelle (2001) identifies six research-based criteria for the evaluation of CALL tasks that can be used for both judgmental and empirical evaluation.
  • 11.  
  • 12.  
  • 13.  
  • 14.  
  • 15.  
  • 16. ‘ Just the word’ An example of collocations of the chunk ‘wide range’ in a concordancer
  • 17.  
  • 18.  
  • 19.  
  • 20.
    • Synchronous - chat, instant messaging, and MOOs (multi-user domain, object oriented) in the text mode and VOIP
    • Asynchronous - email, bulletin or discussion boards and voice boards in the audio mode
    Blogs allowing posted comments and SMS text messaging on mobile phones
  • 21. A MOO setting is a virtual environment which differs from chat in that the interaction is embedded in a context, where the participants describe through text where they are and what they are doing along with the dialogue
  • 22.
    • E-mails
    • Keypals
    • Tandem language learning
    • Discussion boards / blog postings (development of writing skills)
    • Mixed CMC (projects involving discussion board applications,chats and emails). Ex: Blackboard and WebCT
  • 23.
    • Online learning
    • Computer-based assessment
    • Teacher and learner training
    • Intelligent CALL (ICALL)
    • Future directions
      • web 2.0
      • mobile language learning
      • Virtual worlds
  • 24.
    • independent learning through the Internet,
    • materials delivered online with or without CMC linkage to instructional assistance,
    • one-to-one synchronous tutorials,
    • the same class taught face-to-face to some but remotely to others,
    • classes taught partly face-to-face and partly online (hybrid or blended learning),
    • classes taught synchronously to an online group,
    • any combination of the preceding
  • 25.  
  • 26.
    • Adaptive testing : items are presented to the student at a targeted level of challenge, becoming easier or harder depending on the answers to preceding questions
    • Ordinate’s SET-10 : an oral proficiency exam that is taken over the phone and is entirely machine scored using automatic speech recognition (ASR)techniques
    control of time, greater security, automatic scoring and reporting
  • 27. A need for CALL learner training to foster autonomy 2002 - a special issue of Language Learning & Technology entirely devoted to this topic. 2005 - a special interest group for teacher education: CALICO (Computer Assisted Language Instruction Consortium) 2007 - compilation of articles to provide research and practice 2008 - EuroCALL conference
  • 28. “ The computer takes on more of the role of the teacher”
    • Abilities of ICALL:
    • identify errors in student input and provide customized feedback
    • manage a student’s learning based on building a model of the student’s achieved proficiency and providing customized materials and tasks
    • interact with the student through conversational agents that simulate the linguistic facility of a human
  • 29.
      • Web 2.0 (collaboration and democratization)
            • participation in wikis and social networks,
            • publications of texts and videos
      • Mobile language learning
      • Virtual worlds – learners’ ‘avatars’ explore, create, and interact in the target language.
  • 30.