This document discusses computer-assisted language learning (CALL). CALL uses information and communications technology to teach and learn foreign languages. It ranges from early drill-and-practice programs to more recent applications like virtual learning environments and mobile-assisted language learning. Computers can serve as tools, tutors, facilitators, and stimuli for language learning. Computer-mediated communication allows for synchronous and asynchronous communication. Computer-aided assessment can evaluate listening, reading, and to a limited extent, speaking and writing skills. CALL supports language research through databases and search engines. It also aids in teaching and developing listening, speaking, reading, writing, pronunciation and translation skills.

1. Computer Assisted Language Learning
Dr. Hassan Saleh Mahdi
University of Bisha, Saudi Arabia

2. Computer-assisted language learning (CALL), or Computer-Aided
Instruction (CAI)/Computer-Aided Language Instruction (CALI), is briefly defined
in a seminal work by Levy (1997: p. 1) as "the search for and study of applications
of the computer in language teaching and learning". CALL embraces a wide range
of information and communications technology (ICT) applications and approaches
to teaching and learning foreign languages, from the "traditional" drill-and-practice
programs that characterized CALL in the 1960s and 1970s to more recent
manifestations of CALL, e.g. as used in a virtual learning environment, Web-
based distance learning, Computer-mediated communication (CMC), language
learning in virtual worlds, and mobile-assisted language learning (MALL)

3. Advantages of Computers in Language
Learning
• Using computer in language teaching and learning offer
interactive learning, where learners participate in the learning
process and become more active.
• Using computer encourages self–study. This leads to
“autonomous language learning” which helps students to study at
their own pace.
• Using computer in language learning enhances learner’s
motivation

4. • Computer provides a more positive learning environment.
This can promote enthusiasm.
• With the help of computers, authenticity can be added to the
learning process.
• Computer use in language teaching and learning makes the
task of language learning a more meaningful and exciting
one.
• Computer use in language learning involves a variety of
skills and it handles a much wider range of activities.

5. Disadvantages of Computer in Language
Learning• Lack of computer knowledge can lead to failure.
• The irrelevance of some computer-assisted language learning software packages
is another problem.
• Class management is the most challenging. Students may work as prescribed or
they may play irrelevant games, videos…etc., which are stored in the computer.
• Malfunctioning and misuse of the computer by students can create negative
attitudes towards computer-assisted language programs.
• Some students, when searching the web, may lose time in navigation (i.e. moving
from one website to another).

6. The Roles of Computers in Language
Learning
• 1-Computer as a Tool (Mechanical Aid)
• 2. Computer as a Tutor / Instructor
• 3. Computer as a Facilitator
• 4. The Computer as Stimulus

7. Computer-mediated communication

8. CMC
CMC is divided along two main
dimensions: time-synchronous
and asynchronous – and modality
– text, audio and video.

9. CMC
Synchronous, or real-time, CMC includes
chat, instant messaging and MOOs
(multi-user domain, object-oriented) in
the text mode and most commonly VOIP
(Voice Over Internet Protocol) in the
audio mode.

10. Asynchronous CMC, where there is a delay
between sending and reading/responding,
includes email, bulletin or discussion boards
and voice boards in the audio mode.
There are also a number of newer formats
such as blogs allowing posted comments and
SMS text messaging on mobile phones.

11. Benefits of CMC
• CMC interaction seems to allow more balanced
participation than a face-to-face discussion.
•One reason for this may be the absence of visual
cues as to who is holding the floor and the
possibility of maintaining anonymity in some
cases.

12. Another may be technical – most chat programs
allow the composer to type the message and review
it before sending, letting those of a reflective nature
participate without having to either interrupt or be
concerned about being interrupted.
CMC environments can also lead to greater language
production in terms of messages and turns than face-
to-face.

13. Computer Aided Assessment (CAA) and language
learning

14. Computer Aided Assessment (CAA) and
language learning
Some of the principle examples of CAA in language
learning are:
•Interactive exercises and tests completed on a computer:
•Use of computers to produce coursework, e.g. using a
word-processor
•On-screen marking of students' word-processed writing.
•Using a spreadsheet or database to keep a record of
students' marks.

15. •Use of email to send coursework to
students and (for students) to receive
marks and feedback:
•Use of Web pages to set tasks for students
and to provide tutor support:
•Use of plagiarism detection software.

16. Which skills can be assessed?
Listening
•At a basic level it is simple to assess listening
comprehension, e.g. with multiple-choice, drag-
and-drop and fill-in-the-blank tests.
•Completely open-ended answers cannot be
assessed. Single-word answers or answers
consisting of very short sentences can be assessed
to a limited extent.

17. Moreover, computer-based listening
comprehension can combine sound
with text, still images, video,
animation and on-screen interactivity
which creates thereby a much richer
environment than is otherwise
possible.

18. Speaking
•Limited assessment of speaking skills is possible.
Self-assessment and peer assessment can be
managed if facilities are available (e.g. microphone
and headphones) to allow students to record
themselves and listen to the playback. A number of
multimedia CD-ROMs have this feature.
•To assess speaking skills solely by a computer,
using Automatic Speech Recognition (ASR).

19. Reading
•At a basic level it is simple to assess reading comprehension
in much the same way as it is possible to assess listening
comprehension, e.g. with multiple-choice, drag-and-drop and
fill-in-the-blank tests.
•Multiple-choice, drag-and-drop, and fill-in-the-blank tests
with single-words or very short sentences, but these types
of tests cannot easily assess more open-ended aspects such as
the ability to infer; and in multiple-choices tests, students can
get the answers right by guesswork.
•Completely open-ended answers cannot be assessed.

20. Writing
Limited assessment of writing skills is possible.
It is straightforward to program computers to assess the
accuracy of single words and short sentences typed at the
keyboard, and work on parsing students' typed responses,
diagnosing errors and providing appropriate feedback is in
progress.
There are also features in modern computer software that can
be used within the assessment process, such as spellcheckers to
enable self-assessment of spelling, and also grammar and style
checkers.

21. CALL and research

22. CALL in language research
A database is an organized collection
of electronic, digitized information
that can be searched in a variety of
ways.

23. Why Use a Database:
•Information is organized:
•Reliability:
•Ease of access:

24. Types of Databases:
• General Databases:
• These are large databases that provide full text access to thousands
of magazine, journal, and newspaper articles on virtually all subjects.
• Examples of General Databases
• Academic Search Premier
• Academic OneFile
• Proquest

25. Specialized Databases:
• Specialized databases typically collect and organize
information based on specific subjects or disciplines
such as business, health, art, history, literature, etc.
• Examples of Specialized Databases
• Business Source Premier , Health Source: Nursing,
Grove Music Online, Literature Resource Center ,
Psychology and Behavioral Sciences Collection.

26. Search Engines
•Information on the web is not collected and
organized in any meaningful way - it is a vast
reservoir of articles, ads, propaganda,
opinions of every variety, full text books,
government documents, and so much more.

27. CALL and language skills

28. Listening
Digitized speech and video offer greater
control for the listener, and the addition of
technologies for supporting meaning, such as
L1 and L2 captions, glosses and explanatory
notes, can improve both immediate
comprehension and acquisition.

29. CALL in teaching speaking
• Until recently, speaking practice in a CALL setting
has largely been of two types: pairs or groups of
students speaking to one another as they sit in front
of a computer engaged in a task, or individual
students using the computer to record their voice,
often in the context of pre-determined dialogues.
Automatic speech recognition (ASR)

30. •More natural speaking practice is now
possible using asynchronous means such
as online audio discussion boards (e.g.
Wimba) and podcasting. Skype and
other VOIP (Voice Over Internet
Protocol) applications allow audio and
video connecting computer to computer
at little or no cost.

31. CALL in teaching pronunciation
• The simplest is the digital version of the tape
recorder, where learners use the computer to
listen to native speakers’ models, and then
record and compare their own voices in an
attempt to match that model. A second area that
can be combined with recording is speech
visualization.

32. CALL and reading skills
It was recognized that computer programs could assist
reading development in at least three ways: by
controlling what the readers saw and how long they saw
it in order to promote reading strategies and
automaticity, by providing comprehension and other
exercises, and by presenting glosses and other
comprehension aids.

33. These include the final four of the 10
implications: ‘promote extensive reading;
build reading fluency and rate; develop
intrinsic motivation for reading; and
contribute to a coherent curriculum for
student learning

34. CALL in teaching writing
Early work on writing in CALL focused
on two areas: developing word processing
skills in learners and the use of text-based
and later graphic organizers to support
the writing process.

35. Spell checkers and to a lesser extent
grammar checkers were brought in as
they matured to aid in the development of
accuracy in second language writing.

36. Computer Assisted Translation

37. Computer Assisted Translation
Computer-aided/assisted translation
(CAT) is the use of computer
software to assist a human translator
in the translation process.

38. The difference between CAT and MT
The difference between CAT and MT is that (MT)
refers to translation that is carried out principally by
computer systems, while CAT is only as assistance to
human translator, i.e. The human translator carries
out all the processes of translation and his/her use of
CAT is only as assistance

39. The early beginning of what is known nowadays
as CAT can be dated back to1980s. Japanese
companies started working on such software
applications to facilitate translation but only in
the English to Japanese and vice versa.

40. translation workstations
These systems are called “translation
workstations”. The followings are some apps
that were available in markets: SDL Trados
(translator’s Workbench); STAR AG; IBM;
Atril (Déjà vu); Xerox (xms); and MetaTexis.

41. Advantages of CAT tools
• CAT tools can memorize key terms and phrases that are
used within a given industry.
• CAT tools enable translators to speed up the translation.
• Translator can share their projects when s/he the tasks
require several translators to working at the same time.
for technical, legal, financial documents.

42. Disadvantages of CAT tools
• even after editing, the meaning from the original document will not
be completely correct.
• CAT tools are not capable enough to deal with literary texts and
cultural terms as the variation of meaning behind each word and
sentence are significant.
• CAT tools cannot avoid taboo words which sometimes strongly
should be avoided.
• The main fault that most CAT tools suffer from is contextual errors.

43. Machine Translation (MT)
MT refers to fully automated application that
can translate source text into target text. MT
software almost carries out that task of
translation without human intervention.

44. Glossary of CALL terminology

45. Access
The name of a database program
forming part of the Microsoft
Office suite of programs.

46. Artificial Intelligence (AI):
The ability of a computer to mimic human
attributes in finding a solution to a
problem. Artificial Intelligence techniques are
applied in various ways in computer applications
in the language world, e.g. in Machine
Translation (MT)programs and in grammar and
style checkers.

47. Asynchronous
"Not at the same time". Often used to refer to
communication by Email or via a Discussion List, where
the recipients of the email or the participants in the
discussion do not have to be present at the same time and
can respond at their own convenience. A feature
of asynchronous learning is that the teachers and learners
do not have to be present at their computers at the same
time.

48. Automatic Speech Recognition (ASR):
A branch of Human Language
Technologies devoted to the automatic
processing of human speech.

49. Blackboard
A commercial Virtual Learning Environment
(VLE) package, i.e. a software package that integrates
online communications software with content software
enabling teachers to create courses that are delivered
partially or entirely via the Web. Courses
using Blackboard might be mainly text-based, but can
be enhanced with images, audio and video.

50. Blended Learning:
• This term normally refers to combining
Internet-based distance learning with face-to-
face tuition but it may also be used to describe
combining offline ICT-based materials with
more traditional materials, such as books,
audiocassettes and videocassettes.

51. Distance Learning:
A form of learning that takes place where the teachers and the students are in
physically separate locations. Distance learning can be
either Asynchronous or Synchronous. Traditional distance learning includes the
mailing of printed materials, correspondence between teachers and students in
writing, contact by telephone, and radio and television broadcasts. More recently,
distance learning has included E-learning and/or Online Learning. The British Open
University (OU) is one of the oldest established distance-learning establishments to
have embraced existing technologies, i.e. radio and television, when it was set up in
the 1960s. The OU continues to embrace new distance learning technologies as they
become more widely available. .

52. E-learning:
E-learning (electronic learning) has become a buzzword in
recent years, but it is widely misunderstood and often
associated with a limited view of e-learning. Ask a dozen
people what they understand by e-learning and most will
probably say that it involves using a computer to access
materials on the Web or to follow a distance-learning
course using a Virtual Learning Environment (VLE).

53. ICALL (Intelligent CALL
An approach to CALL that makes use of
sophisticated programming techniques that
mimic human intelligence.

54. ICT
Abbreviation for Information and Communications Technology.
CALLis the term that is currently favoured by most businesses and
educational institutions. The "C" reflects the important role that
computers now play in communications, e.g. by email, the Web, by
satellite and cellphone (mobile phone). We always insist on the "s" at
the end of communications, which is a term that predates computer
technology and was originally associated with morse code, radio, etc
and often abbreviated to comms.

55. Interactive Whiteboard (IWB):
Often abbreviated to IWB. A touch-sensitive projection screen that
allows the teacher to control a computer directly by touching the
screen, i.e. the whiteboard, rather than using a Keyboard or Mouse.
A Data Projector has to be connected to the teacher's computer in
order to project the image onto the interactive whiteboard and
special software has to be installed on the computer in order for the
whiteboard to become active and sensitive to touch - which may
require the use of an "electronic pen" or it may work in reaction to
one's finger or hand.

56. Machine Translation (MT):
The use of computers to translate natural
language. A related term is Machine Assisted
Translation (MAT), which normally implies that
the computer does part of the job and human
beings correct and amend the text that it
produces.

57. Multimedia
•The integration of two or more types of
information (text, images, audio, video,
animation, etc.) in a single application.

58. Online Learning:
The use of the Internet to follow a course that usually
results in the award of a diploma or certificate. Closely
associated with the concept of E-learning, which often - but
not necessarily - implies some form of online learning, i.e.
using Email and the World Wide Web. E-learning, i.e.
electronic learning, is a broader term, embracing the use of
CALLin general in teaching and learning as well as online
learning.

59. Podcast
A podcast is a broadcast digital audio recording, made available via the Web in a
way that allows the recording to be downloaded for listening at the user's
convenience. Cf. Vodcast, which is often used to describe a downloadable broadcast
digital video recording. Many broadcasting stations now offer podcasts and
vodcasts, e.g. the BBC: http://www.bbc.co.uk. The term podcast takes its name
from a combination of iPod (Apple's portable digital Media Player)
and broadcasting, but podcasts do not necessarily require the use of an iPod or
similar device. Podcasts can simply be downloaded to a computer and played using
a standard Media Player program.

60. Tandem Learning (Buddy Learning
A form of learning in which two language
learners pair up in order to learn each other's
language. This may take place face-to-face or
via the Internet, including using virtual worlds
such as Second Life.

61. TELL: Acronym for Technology Enhanced Language
Learning. A term which is felt to embrace a wider range
of uses of technology in language learning and teaching
than the more common term CALL. TELL figured in the
name of the journal of CALL
Austria, TELL&CALL (now defunct), and was also
adopted by the TELL Consortium (now defunct),
University of Hull.

62. URL
Abbreviation for Uniform Resource Locator. Also
known as a Web Address. A URL contains the
location of a resource on the Internet. A URL
specifies the address of the computer where the
resource is located, which may be the homepage
of a website.