This document outlines the three stages in the development of Computer-Assisted Language Learning (CALL): Behavioristic CALL, Communicative CALL, and Integrative CALL. Behavioristic CALL began in the 1960s and focused on drills and practice of language forms. Communicative CALL emerged in the 1980s and emphasized using language for communication over analyzing forms. Integrative CALL developed in the 1990s with multimedia and the Internet, allowing for more authentic and integrated language learning through tasks and communication.

1. Computer
Applications to
EFL/ESL:
An overview

2. C B S or Computer
Based Testing is one of
the many ways
computers are used at
present;

3. In 1935, in the USA, the
computer was used for testing
for the first time. Multiple-
choice tests were the
preferred type (though not
precisely for teaching English).

4. The acronym C A L L is
used to make reference to the
search for and study of
applications of the computer in
language teaching and
learning.

5. From its appearance in the
1960s, the history of CALL
embraces ELT’s and
computer’s history and
evolution

6. The Three Stages of CALL
Though CALL has developed gradually over
the last 45 years, this development can be
categorized in terms of three distinct
phases:
 Behavioristic CALL
 Communicative CALL
 Integrative CALL

7. Behavioristic of Structural CALL
 CALL started in the 1960s with
an approach on behaviorism,
which was the pedagogical
school of the moment.
Computers were exclusive of
universities (as regards education)

8. CALL started in the 1960s with
an approach on behaviorism,
which was the psycho-
pedagogical school of the
moment. Computers were
exclusive of universities (as
regards education)

10. This phase was
structural because the
focus of the programs
was on the form of the
language.

11. The PLATO system was one of
the most sophisticated
tutoring software designs of
the time

12. The advent of new technology
and a shift in ELT insight
brought about the end of
Behavioristic CALL.

13. ELT researchers thought that
the purpose of the language
and of language teaching was
communication rather than
language form.
The ‘Drill and Practice’
technique was called ‘Drill and
Kill’

14. Communicative CALL
Developed in the 1980s and early 1990s,
the focus was set on using the language
rather than analysis of the language, and
grammar is taught implicitly rather than
explicitly
The PC (Personal Computer) was the
innovative technology.
The introduction of the microcomputer
offered new possibilities.

15. A point was made on
Cognitivism (cognitive mental
structures).
Activities and exercises were
communicative in the first
place.

16. Software designed for
communicative purposes
included benefits like:
Students could generate original
utterances.
Programs do not judge and evaluate
(behavioristic).
Flexibility to students’ response.
Creation of a more natural environment
with genuine language.

17. Examples of these programs
include courseware for paced
reading, text reconstruction,
language games, word
processors, spelling and
grammar checkers, desk-top
publishing programs, and
concordancers.

20. That is, integrating the
teaching of language skills into
tasks or projects to provide
direction and coherence.

21. The integrative CALL of the 1990s
Two important technological
developments provided
the scenerio for a more
integrative use of
computers: Multimedia
and the Internet.

22. By means of the CD-ROM text,
graphic, sound, animation and
video were accessible in a
single machine.
Hypermedia (linking sources)
was also a powerful resource.

23. Advantages were represented
in:
more authentic learning
environment
more easily integrating skills
more self control of learning
focus on contents without
sacrificing the language.

24. With the Integrative CALL
learners develop their socio-
cognitive skills (in social
interaction) by means of
authentic discourse.

25. Some examples of applicatios of
this phase include interactive
videodiscs like:
Montevidisco
Expodisc
A la Rencontre de Philippe
Who is Oscar Lake?
They were all simulated situations
in which the learners play a role.

27. Fortunately, the lack found in
Multimedia, namely, the need
to integrate meaninful and
authentic communication into
all aspects of the language
learning curriculum, came to
be met by electronic
communication and the
Internet.

28. In 1992, the World Wide Web was
launched reaching general use in
1993. For the first time, language
learners could communicate
directly, inexpensively, and
conveniently with other learners
or speakers of the target language
24 hours a day, from school, work,
or home.

29. Some of the most important uses
in the 1990s in ELT were:
E-mail (not much exploited by
teachers)
Synchronous chat, for example,
Daedalus InterChange, a
synchronous discussion tool for
real-time written conversations
Digital videos

30. This is considered the
greatest impact on
language learning.