It´s an introduction to CALL Evolution on Language Acquisition Process

1. SOFTWARES IN LANGUAGE LEARNING
PROCESS
Ask not what computers can
do for language teaching;
instead, ask what you can do
for language teaching using
computers
Takako Kawabata
Aichi Gakuin University

2. COMPUTER ACCELERATED INSTRUCTION (CAI)
Present data in a straight forward manner or fill in the
role of a tutor in which the student is tested on his ability
to understand meanings. The term CALI (Computer-
assisted language instruction) was in use before CALL,
reflecting its origins as a subset of the general term CAI
(COMPUTER 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. 3)

3. • COMPUTER ASSISTED LANGUAGE LEARNING (CALL)
Originated from CAI. It is a symbiotic relationship between
Technology and Pedagogy ( Principles and Methods of
Instruction). Computer Assisted Language Learning lays strong
emphasis on self-learning and has two features: Interactive and
Individualized Learning.

4. COMPUTER ASSISTED LANGUAGE LEARNING
(CALL)
• Founded in the 1960's, Computer-Assisted
Language Learning (CALL) is adequately
described as the design, development and use of
computing resources to promote improved
language learning environments.
• Related branches of CALL include: Technology
Enhanced Language Learning; Computer Aided
Language Testing; Online Language Instruction,
Computer-Aided Learning; and more recently
Computer Applications in Second Language
Acquisition (CASLA).

5. COMPUTER ASSISTED LANGUAGE LEARNING (CALL)
Warschauer (1996) and Warschauer & Healey (1998) took a different
approach. Rather than focusing on the typology of CALL, they identified three
historical phases of CALL, classified according to their underlying Pedagogical
and Methodological Approaches
• STRUCTURAL (1970S): Formal representational systems that focused on
drill and practice exercises. Learner accuracy was the primary learning
outcome. Users assume a passive learner role.
• COMMUNICATIVE (1980S): Cognitive-driven systems (influenced by
memory models and schema representations) that promoted
communicative, interactive exercises. Learner fluency was the primary
learning outcome. Users assume a reactive learner role.
• INTEGRATIVE (1990S - PRESENT): Socio-cognitive systems (reflecting
the importance of social and cognitive interaction) that promoted authentic
discourse. Here the learner is accorded greater autonomy and agency in
the learning process. Users assume a more proactive role.

6. CALL ACTIVITIES
- MULTIPLE-CHOICE & TRUE/FALSE QUIZZES
- GAP-FILLING EXERCISE/CLOZE
- MATCHING
- RE-ORDERING/SEQUENCING
- CROSSWORD PUZZLES
- GAMES
- SIMULATIONS
- WRITING & WORD-PROCESSING
- CONCORDANCING
- WEB QUESTS/SEARCHING
- WEB PUBLISHING
- ONLINE COMMUNICATION (SYNCHRONOUS AND ASYNCHRONOUS)

7. • CALL SPECIFIC SOFTWARE: Applications designed to develop and facilitate
language learning, such as CD-ROMs, web-based interactive language learning
exercises/quizzes (see CD-ROM examples for language learning)
• -GENERIC SOFTWARE: Applications designed for general purposes, such as word-
processors (Word), presentation software (PowerPoint, see an e-book made by
students "Many Moons“), and spreadsheet (Excel), that can be used to support
language learning (see examples of usingExcel for language learning &
teaching) *Also see Microsoft Office Online Templates
• WEB BASED LEARNING PROGRAMS: Online dictionaries, online encyclopedias,
online concordancers, news/magazine sites, e-texts, web-quests, web publishing,
blog, wiki, etc.
• COMPUTER MEDIATED COMUNICATION (CMC) PROGRAMS:
 SYNCHRONOUS. Online Chat.
 ASYNCHRONOUS. E-Mail, Discussion Forum, Message Board

8. TRADITIONAL CALL PROGRAMS
• Traditional CALL programs presented
a stimulus to which the learner had to provide
a response. In early CALL programs the
stimulus was in the form of text presented on
screen, and the only way in which the learner
could respond was by entering an answer at
the keyboard.
http://www.camsoftpartners.co.uk/clef.htm

9. EXPLORATIVE CALL
More recent approaches to CALL have favoured a learner-
centred, explorative approach rather than a teacher-centred, drill-based
approach to CALL. The explorative approach is characterised by the use
of concordance programs in the languages classroom - an approach
described as Data-Driven Learning (DLL) by Tim Johns (Johns & King 1991).
There are a number of concordance programs on the market,
e.g. MonoConc, Concordance,Wordsmith and SCP - all of which are described
in ICT4LT Module 2.4, Using concordance programs in the modern foreign
languages classroom: http://www.ict4lt.org/. See also Tribble & Jones (1990).
The explorative approach is widely used today, including the use of Web
concordancers and other Web-based CALL activities

10. Multimedia CALL
• Characteristics:
• They create a more authentic learning environment using different media.
• Language skills are easily integrated through multimedia.
• Students have a high degree of control over their learning through
hypermedia.
• It facilitates a principle focus on the content without sacrificing a secondary
focus on language form.

11. WEB BASED CALL
• Characteristics:
• A) CMC –Computer-Mediated Communication (CMC) Programs.
• It providesauthentic synchronous and asynchronous communication channels.
Language learners can communicate directly, inexpensively, and conveniently with
other learners or native speakers of the target language at any time and in any place.
• CMC can be carried out in several forms; it can be one-to-one, one-to-many, or
many-to-one.
• B) The Web –
• Students can search through millions of files around the world within minutes to
locate and access authentic materials exactly tailored to their own personal interests.
• Students can use the Web to publish their texts or multimedia materials to share with
partner classes or with the general public.

12. PROFESSIONAL ASSOCIATIONS FOR
CALL
• EUROCALL: The leading European professional association for CALL. The ReCALL journal is
published by Cambridge University Press on behalf of EUROCALL: http://www.eurocall-
languages.org
• CERCLES: The European Confederation of Language Centres in Higher
Education. http://www.cercles.org/. CERCLES embraces a similar constituency to IALLT in North
America.
• CALICO: The leading North American professional association for CALL. Publishes the CALICO
Journal:http://www.calico.org/
• IALLT: International Association for Language Learning Technology, based in North
America: http://www.iallt.org/. IALLT publishes the IALLT Journal of Language Learning
Technologies and embraces a similar constituency to CERCLES in Europe.
• CCALL/ACELAO: Currently in the process of establishing itself as a formal professional association in
Canada. No website is available at present.
• LLA: The Language Laboratory Association of Japan, also known as LET, which now embraces a
wider range of language learning technologies:. http://langue.hyper.chubu.ac.jp/lla
• ATELL: The Australian Association for Technology Enhanced Language Learning
consortium:http://www.arts.uq.edu.au/ATELL. ATELL used to publish On-CALL, which has now
merged with CALL-EJ (Japan).

13. Computer Assisted on Second
Language

14. REFERENCE
LINKS
• www.youtube.com(http://youtu.be/evY4zv990z)
• http://www2.nkfust.edu.tw/~emchen/CALL/unit
1.htm#program
• http://www.llas.ac.uk/resources/gpg/61#toc_2
• http://www.hcsnet.edu.au/about/disciplines/call
• http://edufire.com/content/articles/33-
computer-assisted-language-learning-vs-
classroom-learning