2. The definition of CALL
• In general CALL can refer to any language
learning or teaching that involves the
computer in a significant way.
• Any process in which a learner uses a
computer and, as a result, improves his or her
language (Beatty, 2003, p. 7).
3. Types of CALL
• CALL-specific software: applications designed to develop and
facilitate language learning, such as CD-ROMs, web-based
interactive language learning exercises/quizzes
• Generic software: applications designed for general
purposes, such as word-processors (Word), presentation
software (PowerPoint), and spreadsheet (Excel), that can be
used to support language learning
• Web-based learning programs: online dictionaries, online
encyclopedias, online concordancers, news/magazine sites, e-
texts, web-quests, web publishing, blog, wiki, etc.
• Computer-mediated communication (CMC) programs:
synchronous - online chat; asynchronous - email, discussion
forum, message board
4. CALL development
Behavioristic CALL (1960s -1970s)
The Audio-lingual method was mostly used, and provided
students with drills and practice. This model used the
computer as a tutor, presenting drills and non-judgmental
feedback.
Communicative CALL (1980s -1990s)
The communicative CALL programmes provide skill practice
in a non-drill format, through language games, reading and
text reconstruction. This approach still uses the computer
as a tutor, although it gives students choices, control and
interaction.
Another CALL model used for communicative activities
involves the computer as stimulus, as in programmes that
stimulate
5. writing or discussions, and which may not be specifically
designed for language learners.
Finally, communicative CALL also uses the computer as a
tool, in programmes that do not provide language material,
but enable the learner to understand and use the language
(e.g., word processors, desk–top publishing, spelling and
grammar checks programmes, as used for instance in
process writing)
Integrative CALL (1990s -present)
Based on multimedia computers and the Internet. These
technological developments have brought text, graphics,
sound, animation and video to be accessed on a single
inexpensive computer. These resources are all linked and
called ‘hypermedia’, enabling learners to navigate through
CD-ROMS and the Internet at their own pace and path,
using a variety of media. ( Warschauer, 1996)
6. History of CALL
• Computer-aided language learning began in the 60ies
• 70ies/80ies: applications on PCs which where didactically
quite backward
• 90ies to present: development of multi-media results in
more and more CALL applications
7. CALL began in the 1960s with mainframe-based drills, especially
those based on the University of Illinois' PLATO system. It
remained an insignificant alternative for language learning
until the spread of the microcomputer into educational
settings in the early 1980s. Early programs were written by
teacher-developers on Apple II, IBM PC, and BBC computers,
and were often distributed for free.
In the late 1980s and early 90s, the Apple Macintosh replace the
Apple II in many educational settings and became a favorite
among teacher-developers because of the support of
HyperCard, a powerful but easy-to-use authoring program.
Two major changes came starting in the mid-1990s. One was the
dramatic increase in commercial multimedia for language
learning as CD-ROMs became standard in home computers.
The other was the development of the world wide web.
