This document discusses the history and definitions of Computer Assisted Language Learning (CALL). It describes CALL as using computers to aid in language teaching through presentation, reinforcement, and assessment of material, with an interactive element. The origins of CALL date back to the 1960s, starting with the PLATO project at the University of Illinois in 1960. Early CALL programs presented stimuli for learners to respond to via keyboard. More recent explorative CALL uses concordance programs and data-driven learning to allow learners to explore language patterns on their own.

1. “Actividad 9-10”
Carmen Karina Contreras Valenzuela
June 18th 2015

2. CALL (COMPUTER
ASSISTED LANGUAGE
LEARNING)
By: Graham Davies

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

4. CALL's origins can be traced back to the 1960s.
Up until the late 1970s CALL projects were
confined mainly to universities
The PLATO project, initiated at the University
of Illinois in 1960, is an important landmark in
the early development of CALL (Marty 1981).
Early CALL favored an approach that drew
heavily on practices associated with
programmed instruction. This was reflected in
the term Computer Assisted Language
Instruction (CALI), which originated in the USA
and was in common use until the early 1980s,
when CALL became the dominant term.
HISTORY OF CALL

5. Traditional CALL programs presented a
stimulus to which the learner had to
provide a response.
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.
Discrete error analysis and feedback were
a common feature of traditional CALL, and
the more sophisticated programs would
attempt to analyze the learner's response.
A typical example of this approach is the
CLEF package for learners of French, which
was developed in the late 1970s and early
1980s by a consortium of Canadian
universities
TRADITIONAL CALL

6. 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).
Some programs on the market are: MonoConc,
Concordance, Wordsmith and SCP
EXPLORATIVE CALL

7. EXTRA INFORMATION
Web-based CALL
CALL authoring programs
Professional associations for CALL
Suppliers of CALL materials

8. SOME BIBLIOGRAPHY…
Bickerton, D. (1999). Authoring and the Academic Linguist: the Challenge of MMCALL. In
K. Cameron (ed.) CALL: Media, Design and Applications, 59-79. Lisse: Swets & Zeitlinger.
Bickerton, D., Stenton, T. & Temmermann, M. (2001). Criteria for the Evaluation of
Authoring Tools in Language Education. In A. Chambers & G. Davies (eds), ICT and
Language Learning: a European Perspective, 53-66. Lisse: Swets & Zeitlinger.
Davies, G.D. (1991). Expodisc - an Interactive Videodisc Package for Learners of Spanish.
In H. Savolainen & J. Telenius (eds), EUROCALL 91: Proceedings, 133-39. Helsinki:
Helsinki School of Economics. Available at:
http://www.camsoftpartners.co.uk/expodisc.htm
Felix, U. (2001). Beyond Babel: Language Learning Online. Melbourne: Language
Australia. Reviewed at http://www.camsoftpartners.co.uk/FelixReview.htm
Fuerstenberg, G. (1993). A la rencontre de Philippe: Videodisc, Software, Teacher's
Manual and Student Activities Workbook. Yale University Press. See also
http://web.mit.edu/fll/www/projects/Philippe.html