This document discusses the history and development of computer-assisted language learning (CALL). It begins with early CALL programs in the 1960s focusing on drills and exercises. Communicative CALL emerged in the 1980s with a more learner-centered approach. Integrative CALL in the 21st century uses multimedia and the internet to facilitate collaborative project-based learning. The roles of computers, students, teachers and researchers have evolved from behavioral to sociocultural frameworks.

1. IN THE NAME OF ALLAH

2. • Lecturer: Morteza Rezaei
COMPUTER-ASSISTED LANGUAGE EDUCATION
G. DAVIES (PP. 261-271)
COMPUTER ASSISTED LANGUAGE LEARNING
(CALL)
PAUL GRUBA (CHAPTER 25)

3. Computer Assisted Language Learning (CALL) Definition:
“the search for and study of applications of the computer in
language teaching and learning” (Levy, 1997, p.1)
A broad definition would be:
an approach to language teaching and learning in which
computer technology is used as an aid to the presentation,
reinforcement, and assessment of material to be learned, usually
including a substantial interactive element.

4. Main Objective of CALL:
“improve the learning capacity of those who are being taught a language
through computerized means” (Cameron, 1999a, p.2)
A Brief History of CALL
CALL’s origins can be traced back to early experiments in the 1960s.
The advent of microcomputers in the late 1970s resulted in a boom in the
development of CALL programs.
A major landmark in the history of CALL was the advent of the World Wide
Web.
Most of the CALL programs that were produced in the early 1980s consisted
of a series of drills, multiple-choice exercises, and Cloze exercises, focusing
on grammar and vocabulary. Then nondrill-based approaches added to CALL.

5. The applications tend to fall into two distinct types:
• (a) those that involve the use of generic software tools such
as word processors, presentation software, e-mail packages,
and Web browsers, and
• (b) those designed specifically to promote language learning.
This type falls into the category of Computer Assisted
Language Learning (CALL)

6. Connectionist model:CALL Typology :
1) programs that focus on traditional exercise types such as multiple-
choice, gap-filling, free-format, reordering, and Cloze; and
2) programs such as simulations and adventures, action mazes, text
manipulation, and exploratory programs.
Davies and Higgins (1982 , 1985)
According to (1) and (2): programs focus on
(a) grammar or vocabulary;
(b) the four essential language skills of reading, writing, listening,
speaking; with
(c) separate categories for adventures, exploratory programs, and
authoring programs.

7. Connectionist model:Four broad categories of CALL by Hardisty and Windeatt (1989)
• School: traditional exercise types
• Office: generic programs such as word processors and
communications software
• Library: concordancing programs
• Home: games such as simulations and adventures

8. Connectionist model:
Historical development of CALL by Warschauer (1996), crook (1994), koschmann (1996)
Role of the computer Information carrier; as a “tutor”
Technology focus Materials delivery
Theory of learning Behaviorist
Model and process of instruction Programmed instruction; assimilation
View of second language acquisition Structural (a formal system)
Dominant approaches to second Grammar-translation & audiolingual
language teaching
Learner status Dependant
Principal use of computers in CALL Drill and practice
Principal Learning objective of CALL Accuracy
Primary research concern Instructional efficacy, instructional
competence
Structural/behavioral CALL (1970-1980)

9. Connectionist model:
Historical development of CALL by Warschauer (1996), crook (1994), koschmann (1996)
Role of the computer Workstation; as a “pupil”
Technology focus Cognitive augmentation
Theory of learning Information processing theory; cognitive
constructivist learning
Model and process of instruction interactive, discovery-based learning; interaction
View of second language acquisition Cognitive (a mentally constructed system)
Dominant approaches to second Communicative language teaching
language teaching
Learner status Independent
Principal use of computers in CALL Communicative exercises
Principal Learning objective of CALL Accuracy and Fluency
Primary research concern Instructional transfer, learner proficiency
Communicative CALL (1980s-1990s)

10. Connectionist model:
Historical development of CALL by Warschauer (1996), crook (1994), koschmann (1996)
Role of the computer Unified info management system; as a “toolbox”
Technology focus Group orchestration
Theory of learning Sociocultural theories of learning
Model and process of instruction collaborative learning’ “intra-action”
View of second language acquisition Socio-cognitive (developed in social interaction)
Dominant approaches to second Content based; specific purposes
language teaching
Learner status Collaborative
Principal use of computers in CALL Authentic discourse
Principal Learning objective of CALL Accuracy and Fluency and Agency
Primary research concern Instruction as enacted practice, team “coficiency”
Integrative CALL (twenty-first century)

11. Integrative CALL: This phase is marked by two important technological
developments:
- Multimedia personal computers (MPCs), which enabled reading, writing,
speaking, and listening to be combined in a single activity, with the learner
exercising a high degree of control over the path through the learning
materials.
- The Internet, which offered new opportunities for computer-mediated
communication (CMC) between learners and teachers, and a wide range
of activities centered on the World Wide Web.
- Integrative CALL seeks to use networked computers as a means to
engage learners in meaningful, large-scale collaborative activities.
Agency: is a power to take meaningful action and sees the result of
decisions and choices.

12. Key difference in communicative CALL (C-CALL) and integrative
CALL (I-CAll):
C-CALL: Task-based approaches to syllabus design direct learner
choice and self-management. Syllabus is designed in advance
according to learner needs.
I-CALL: syllabus is dynamic and learning happens through
“accidents” produced by projects.

13. Role of Computers, Students, Teachers, and Researchers
Structural/behavioral stage(CALL):
Role of Computer: computer is as “tutor” who patiently delivered
repetitive drills
Materials: focus on technology
Role of learner: students were dependent of programs which
delivered grammar and vocab
Role of Teacher: the teacher often served as a mediator between the
computer and students.
Role of researcher: they examined ways in which the use of the
computer helps with the efficacy of instruction.

14. Role of Computers, Students, Teachers, and Researchers
Communicative CALL:
Role of Computer: computer is as “pupil”. Practitioners used
computer to stimulate conversations amongst students
Materials: served as prompts for both discussion and practice
Role of Learner: learners had independent relationships with
computer, learners had interactive relationships with applications
Role of Teacher: the teacher often served as a mediator between the
computer and students.
Role of researcher: investigation focused on variety of factors which
were thought to influence the “distributed cognition” amongst
computers, learners, and instructors.

15. Role of Computers, Students, Teachers, and Researchers
Integrative CALL:
(including networked-based and socio-cognitive approaches)
Role of Computer: computer is “unified information manager” with a
lot of applications. Computer environment can create “social space”
Role of learner: students work collaboratively (in groups) and use
computer as “toolbox” for group project work.
Role of Teacher: teacher has less intrusive role, and can deepen
students’ understanding between text and context
Role of Researcher: sociocultural theories of language learning and
second language acquisition gained focal attention.

16. Electronic Literacy Framework
Three areas:
1. Communication: learners must be able to interact and collaborate
2. Construction: students should know how to blend written text,
graphics, audio and video together.
3. Research:

17. Distinguishment of CALL
. Early CALL
. Communicative CALL
. Multimedia CALL
. Web-based CALL
. CALL authoring programs
. Intelligent CALL (ICALL)
. Computer Aided Assessment (CAA)
. Whole-class teaching and CALL

18. Early CALL
Early CALL programs – many of which fell into Warschauer’s
behavioristic category which simply presented a series of stimuli to
which the learner had to respond.
the stimulus was usually in the form of text displayed in
monochrome on a computer screen, and the only way in which the
learner could respond was by entering an answer at the keyboard,
either by entering a letter or number as a response in a multiple-
choice exercise or by typing the answer in full as a response in a free
format exercise. Such programs consisted mainly of a sequence of
repetitive drills.

19. Communicative Call
Before Communicative CALL, teacher-centered, drill-based approach
was important. Computer was provider of drills.
But later learner-centered, task-based, or explorative approach
became important.
the computer was as an informant, with the learner asking the
questions and the computer providing the answers.

20. Multimedia CALL
- stimulus could now consist of any combination of text, still images,
sound, and motion video.
- CD-ROMs
- All of these offered the learner the opportunity to record and
playback his/her own voice.
Web-based CALL
In 1992, the World Wide Web was launched, reaching the general
public in 1993. It offered remarkable changes to teaching and
learning, such as Web-based multimedia, integration of CD-ROMs
and the Web.

21. Whole-Class Teaching and CALL
- Teacher brings a single computer and a large TV monitor into the
classroom and teach the whole class, using the TV monitor as the focus
of attention.
- the interactive whiteboard, a touch-sensitive projection screen
Computer Aided Assessment and Language Learning