Computer Assisted Language Learning (CALL) uses computer technology to aid language learning. CALL has developed over three phases from 1960s-today: behaviouristic CALL focused on drill practice, communicative CALL emphasized authentic communication, and integrative CALL allows learners to navigate multimedia resources. CALL programs can be CALL-specific software, web-based materials, or generic software like word processors. Using CALL provides benefits like individualized practice, collaboration, variety, and real-world computer skills. Research studies have found multimedia and interactive elements improve retention, and computer-mediated communication like the Internet has transformed language learning by enabling online interaction.

1. Computer Assisted Language
Learning
Introduction and Research
Fajar R

2. Definitions
• Computer Assisted Language Learning (CALL)
represents a side of e-learning where
computer technology is used in the context of
language learning. (Yuan, 2007: 416)
• Computer Assisted Language Learning (CALL)
is widely used to refer to the area of
technology and second language teaching and
learning (Chapelle, 2001: 3).

3. History
• According to Warschauer (1996), CALL has
developed gradually over the past thirty years
and can be categorised into three phases:
1. Behaviouristic CALL (1960s-1970s),
2. Communicative CALL (1970s-1980s),
3. Integrative CALL (1990s-today).

4. How each phase supposed to be?
• Behaviouristic CALL: the computer serves as a
vehicle for delivering instructional materials to
the student.
• Communicative CALL: Proponents of this
approach felt that the drill and practice programs
of the previous decade did not allow enough
authentic communication to be of much value.
• Integrative CALL: The multimedia resources are
all linked together and that learners can navigate
their own path simply by pointing and clicking a
mouse.

5. Types of CALL Programmes
Programmes which have been specifically designed
for English language teaching:
• CALL-specific software (CD-ROMs, online),
– Specific software can be accessed both online and
offline.
• Web-based learning materials (in websites, blogs,
wikis, etc.).
– The Web-based learning materials are including web-
quests, treasure hunt, and any other form of materials
that can ONLY be accessed online.

6. Programmes which have not been specifically
designed for English language teaching:
• Generic software (e.g. word-processors,
presentation software, spreadsheet),
• Computer-mediated communication (CMC)
programs (e.g. synchronous: online chat;
asynchronous: email and discussion forum).

7. Why using CALL?
• The benefits of adding a computer component to
language instruction are many, and include:
– Multimodal practice with feedback,
– individualisation in a large class
– pair and small group work on projects, either
collaboratively or competitively,
– the fun factor,
– variety in the resources available and learning styles used
– exploratory learning with large amounts of language data
– real-life skill-building in computer use

8. Research on CALL
• Research on the effectiveness of new technologies in
education, including the use of computers in language
teaching, has been an ongoing process.
• Research on computers incorporate the areas known to
be relevant in language acquisition, such as learner
field dependence/independence and learning
strategies. (Chapelle and Jamieson 1986, 1989, 1991;
and Chapelle, 1990 and 1995)
• As both teachers and students become more familiar
with the technology, they respond to it in different
ways.

9. • Some of the major areas of software-related
research in CALL have been the amount and
types of interaction at the computer; effects of
skill-building software, particularly writing;
responses to multimedia; and attitudes toward
computers and CALL.
• Chen (1997) points out an interesting result in her
study on the use of a grammar checker
specifically designed to help Taiwanese students
with their writing.

10. • She found that students who got
computerised error feedback did more editing
and improved their writing, but those who
received more detailed and personalised error
feedback improved their writing more than
those who received only generalised
feedback. (Chen, 1997)

11. Multimedia Effectiveness
• Verano's (1989) study of interactive video for
Spanish teaching found that the more interactive
the video work, the more students retained.
• De Felix et al. (1990) also had favourable results,
showing that ESL students in a fourth grade class
were motivated by the use of interactive
videodisc.
• Liu (1992) found that computer-based
hypermedia enhanced vocabulary learning.

12. The Internet
• It is the rise of computer-mediated
communication and the Internet, more than
anything else, which has reshaped the uses of
computers for language learning at the end of the
20th century. (Eastment, 1996)
• With the advent of the Internet, the computer-
both in society and in the classroom-has been
transformed from a tool for information
processing and display to a tool for information
processing and communication.

13. The Computer Mediated
Communication
• Synchronous or 'real-time' communication.
– Video Call
– Voice Call
• Asynchronous communication.
– Instant Messenger
– SMS
– Chat-room
– Comment sections

14. CALL Now
• The World Wide Web
– Youtube
– ESL websites
– Social Media
– Search Engines
• Electronic Literacies
– E-books
– Online Articles
– Wikipedia
• Intelligent CALL
– Natural Language Processing (NLP)

15. Conclusion
• Technological developments now allow us to
fully integrate computer technology into the
language learning process without eliminating
the roles of teachers.