This document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present day. It traces the development of CALL from early behavioristic approaches using mainframe computers to current integrated CALL using mobile devices and online exchanges. The document also examines different CALL approaches and pedagogies, emphasizing the importance of teacher attitude and shifting control to learners. It argues that modern networked environments and virtual exchanges can enhance language learning through asynchronous and synchronous dialogue.

1. A PERSONAL JOURNEY
THROUGH CALL
COMPUTER-ASSISTED LANGUAGE LEARNING
TERESA MACKINNON
@WARWICKLANGUAGE

2. THE 1960’S The University of
Warwick Language
Centre opened in 1964
View the archive

3. WHAT IS CALL?
• "the search for and study of applications of the computer in
language teaching and learning“ (Levy, 1997)
• Early CALL favoured an approach that drew heavily on practices
associated with programmed instruction.
• Started with university experimentation using mainframe
computers, democratised by the arrival of the personal
computer and the internet.

4. MY JOURNEY TO LANGUAGE TEACHING

5. My professional practice blog Next Steps

6. OF TOOLS AND THEIR USES:
• Behaviouristic CALL: language labs, drills, translation tests
• Communicative CALL: CD-ROMs, multimedia applications,
structured interaction, early gamification.
• Integrated CALL: devices for internet use (MALL), Online
Intercultural Exchange, task based learning.

7. UBIQUITOUS TECHNOLOGY
• "In a statistical sense, we may one day communicate with each
other far more via computer mediation than in direct
interaction.” Crystal (2001, p.241)
The internet is “ a communication space through which people
can communicate” Tim Berners-Lee.

8. APPROACHES AND PEDAGOGIES
• Importance of teacher attitude and confidence (Levy, 1997)
Importance of shifting the locus of control: (Benson & Voller,
1997)
• Teaching practices should be based on negotiation with
learners
• Teachers should monitor and reflect upon their practices

9. CALL AND TRANSFORMATION
“networked multimedia environments provide opportunities for
asynchronous and synchronous dialogue in which meaning can
be negotiated in modes other than written or printed text. The
interactions between and among learners… enhance the
“learning as knowledge” process.”
Warshauer, 2000
Virtual Exchange: “technology-enabled, sustained, people to
people education programmes”

10. REFERENCES
• Benson, P and Voller, P. (1997) Autonomy and Independence in
Language Learning. Routledge.
• Levy, M. (1997). CALL: Context and Conceptualisation. Oxford:
Oxford University Press.
• Warschauer, M., & Healey, D. (1998). Computers and language
learning: An overview. Language Teaching, 31, 57-71.