This document discusses the history and evolution of computer-assisted language learning (CALL) in three phases: 1) Behavioristic CALL in the 1950s-1970s focused on repetitive drills and practice. 2) Communicative CALL in the 1970s-1980s emphasized implicit grammar instruction and generating original student responses. 3) Integrative CALL from the 1990s onward uses multimedia like CD-ROMs and the internet to integrate language skills through authentic materials.

1. Computer Learning
Assisted Language
CALL

2. CALL
CALL can be
categorized
in terms of
three some
what
distinct
phases
which I will
refer to as:
Behavioristic CALL
Communicative CALL
Integrative CALL

3. Behavioristic CALL
• The first phase of CALL conceived in the 1950s and implemented
in the 1960s and '70s. Programs of this phase entailed repetitive
language drills and can be referred to as "drill and practice“.
• Drill and practice courseware is based on the model of computer
as tutor (Taylor 1980) .
Repeated exposure to the same material is beneficial or even
essential to learning.
A computer is ideal for carrying out repeated drills and it can
provide immediate non-judgmental feedback.
A computer can present such material on an individualized basis,
allowing students to proceed at their own pace and freeing up
class time for other activities

4. Communicative CALL
• The second phase of CALL was based on the communicative
approach to teaching which became prominent in the 1970s and
80s.
• One of the main advocates of this new approach was John
Underwood, who in 1984 proposed a series of "Premises for
'Communicative' CALL" (Underwood 1984:52).
Teaches grammar implicitly rather than explicitly.
Allows and encourages students to generate original utterances
rather than just manipulate prefabricated language.
Avoids telling students they are wrong and is flexible to a variety
of student responses.
will never try to do anything that a book can do just as well.

5. INTEGRATIVE CALL
Multimedia
technology -
exemplified
today by the
CD-ROM -
allows a variety
of media (text,
graphics, sound,
animation, and
video) to be
accessed on a
single machine.
skills are easily
integrated,
since the
variety of
media make it
natural to
combine
reading,
writing,
speaking and
listening in a
single activity.
Using the WWW,
students can search
through millions of
files around the
world within
minutes to locate
and access
authentic materials:
newspaper and
magazine radio
broadcasts, short
videos.

6. ICT and Development.
• ICT is a fundamental part of economic growth especially for
the so-termed knowledge economy.
• The history of the internet is part of the reason for the
sknew in conectivity between developed and developing
countries.
• Most measures of ICT deal with infraestructure, or indirect
measures of user capacity, such as literacy.
• Many applications of ICT for developing regions today are
trickle-down instead of purposely developed.

7. References
• http://www.ict4lt.org/en/warschauer.htm
• Higgins J. (1988) Language, learners and computers, London: Longman.
• Kenning M-M. & Kenning M. J. (1990) Computers and language learning: current
theory and practice, New York: Ellis Horwood.
• Rüschoff B. (1993) "Language learning and information technology: state of the
art", CALICO Journal 10, 3: 5-17.
• https://www.cs.cmu.edu/~rtongia/ICT4SD_Ch_2--ICT.pdf
• http://www.developmentgateway.org//download/222153/JohnDaly-Main.doc