These are notes of Mid term exam BS Education 3rd Semester UOS Sargodha 3rd Semester Feb 2024 to June 2024 Session 2023-2027

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CALL
EDUC 5116
BS Education 3rd
Regular 2023-27
Dr Tariq Saleem Ghayyur
✓ CALL (Computer-Assisted Language Learning): CALL refers to the use of computers
and technology to aid in language learning and teaching. This can include software,
websites, and online resources designed to help learners improve their language skills.
✓ Internet: The Internet is a global network of interconnected computers that allows for the
transmission of data and communication between users worldwide. It encompasses
various services such as email, websites, online forums, social media, and more.
✓ Application: An application, often abbreviated as "app," is a software program designed to
perform specific tasks or functions on a computer or mobile device. Applications can
range from productivity tools to entertainment programs to educational resources.
✓ Explorative CALL (Computer-Assisted Language Learning): Explorative CALL involves
using technology to facilitate open-ended exploration and discovery in language learning.
This can include activities such as online research, multimedia projects, and virtual
language immersion experiences.
✓ CMC (Computer-Mediated Communication): CMC refers to communication that takes
place through digital technologies such as computers, smartphones, and the Internet. This
includes various forms of communication such as email, instant messaging, online forums,
and social media.
✓ Computer can do and can’t do: Computers are capable of executing a wide range of
tasks, including processing data, performing calculations, storing and retrieving
information, and executing instructions. However, computers cannot think independently
or creatively like humans, and they lack emotional intelligence and intuition.
✓ Computer: A computer is an electronic device capable of processing data according to
predefined instructions. It can perform various tasks such as calculations, data storage,
communication, and running software programs.
✓ Learning: Learning is the process of acquiring knowledge, skills, attitudes, or
understanding through study, experience, or teaching. It involves the modification of
behavior based on new information or experiences.
✓ Education: Education refers to the systematic process of facilitating learning, typically
through formal instruction or training. It encompasses the acquisition of knowledge, skills,
values, beliefs, and habits.

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✓ Language: Language is a system of communication consisting of symbols, sounds,
gestures, or written characters used by humans to convey meaning. It allows individuals to
express thoughts, emotions, ideas, and information.
✓ Skills: Skills are abilities or competencies acquired through practice, experience, or
training that enable individuals to perform tasks effectively. They can be practical,
cognitive, interpersonal, or technical in nature and are essential for success in various
personal, academic, and professional endeavors.
✓ Data vs Information: Data refers to raw facts or observations that are typically
unorganized and lack context or meaning. Information, on the other hand, is processed
data that has been organized, analyzed, and interpreted to make it meaningful and useful
for decision-making or understanding a particular subject.
✓ Electric vs Electronic Device: An electric device is any device that operates using
electricity as a power source, such as light bulbs, heaters, and electric motors. An
electronic device, on the other hand, utilizes electronic components to perform specific
functions, such as computers, smartphones, televisions, and digital cameras. Electronic
devices often contain integrated circuits and semiconductors that enable them to process
information and perform complex tasks beyond simple electrical functions.
✓ Synchronous vs Asynchronous:
• Synchronous: In the context of communication or learning, synchronous activities
occur in real-time, where participants engage simultaneously. Examples include live
video conferences, chat sessions, or online classes where students and instructors
interact at the same time.
• Asynchronous: Asynchronous activities do not require real-time participation and
allow participants to engage at their own pace and convenience. Examples include
email communication, discussion forums, and accessing pre-recorded lectures or
materials asynchronously.
Types of CALL Programs
Computer-Assisted Language Learning (CALL) programs come in various types,
each catering to different aspects of language learning. Here are some common
types of CALL programs:
1. Drill and Practice Programs: These programs offer repetitive exercises to reinforce
language learning through practice. They may focus on grammar, vocabulary,
pronunciation, or other language skills.
2. Tutorial Programs: Tutorial programs provide interactive lessons and instruction on
various language topics. They often include multimedia elements such as videos, audio
recordings, and interactive exercises to enhance learning.
3. Simulation Programs: Simulation programs immerse learners in virtual environments
where they can practice language skills in realistic contexts. These programs may simulate
conversations, cultural interactions, or real-life scenarios to enhance language proficiency.

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4. Language Games: Language games make learning fun and engaging by incorporating
game elements such as challenges, rewards, and competition. They encourage active
participation and can help reinforce vocabulary, grammar, and other language skills.
5. Text-to-Speech and Speech Recognition Programs: These programs enable learners to
practice speaking and listening skills by converting text into speech or recognizing spoken
language. They provide feedback on pronunciation and can help improve oral
communication skills.
6. Grammar Checkers and Writing Tools: Grammar checkers and writing tools assist
learners in improving their writing skills by identifying grammatical errors, suggesting
corrections, and providing feedback on writing style and clarity.
7. Language Learning Management Systems (LLMS): LLMS are comprehensive platforms
that provide a range of language learning resources, including lessons, exercises,
assessments, progress tracking, and communication tools for learners and instructors.
8. Mobile Apps: Mobile apps offer convenient access to language learning resources on
smartphones and tablets. They often include a variety of features such as flashcards,
quizzes, language exercises, and interactive lessons.
9. Virtual Reality (VR) and Augmented Reality (AR) Programs: VR and AR programs
provide immersive language learning experiences by simulating real-world environments
and interactions. They offer opportunities for authentic language practice and cultural
exploration.
10.Social Networking and Language Exchange Platforms: These platforms connect
language learners with native speakers or other learners worldwide for language
exchange, conversation practice, and cultural exchange. They facilitate communication
and collaboration in a supportive online community.
✓Benefits of (CALL):
1. Accessibility: CALL provides access to language learning resources anytime, anywhere,
as long as there is an internet connection.
2. Personalization: CALL programs can be tailored to individual learning styles, preferences,
and proficiency levels.
3. Interactivity: CALL offers interactive activities and multimedia content that engage
learners and promote active participation.
4. Feedback: CALL provides immediate feedback on language exercises, helping learners
identify and correct errors more efficiently.
5. Motivation: CALL incorporates gamification elements, challenges, and rewards that
motivate learners to engage with language learning activities.
6. Flexibility: CALL allows learners to progress at their own pace and choose learning
materials that suit their interests and goals.

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7. Variety: CALL offers a wide range of resources, including videos, audio recordings,
games, simulations, and interactive lessons, catering to diverse learning preferences.
8. Authenticity: CALL exposes learners to authentic language use through multimedia
content, real-world simulations, and communication with native speakers.
9. Repeatability: CALL allows learners to repeat exercises and activities as many times as
needed to reinforce learning and improve proficiency.
10.Convenience: CALL eliminates the need for physical textbooks and materials, reducing
costs and environmental impact while offering convenient access to learning resources.
11.Collaboration: CALL facilitates collaboration among learners through online forums,
discussion groups, and collaborative projects, fostering peer learning and social
interaction.
12.Self-assessment: CALL programs often include self-assessment tools and progress
tracking features that enable learners to monitor their own learning and set goals.
13.Cultural Awareness: CALL exposes learners to diverse cultures and perspectives through
authentic materials, cultural simulations, and communication with speakers of other
languages.
14.Time-saving: CALL automates certain aspects of language learning, such as vocabulary
drills and grammar exercises, saving time for both learners and instructors.
15.Instructor Support: CALL supplements traditional classroom instruction by providing
additional resources, practice activities, and support materials for teachers.
16.Lifelong Learning: CALL promotes lifelong learning by offering a wide range of resources
and opportunities for continued language development beyond formal education.
17.Inclusivity: CALL accommodates learners with diverse needs, including those with
disabilities or special learning requirements, through customizable features and accessible
design.
18.Global Connectivity: CALL connects learners with speakers of other languages
worldwide, fostering cross-cultural communication and global citizenship.
19.Skill Integration: CALL integrates multiple language skills (reading, writing, listening,
speaking) into cohesive learning activities, promoting holistic language development.
20.Adaptability: CALL evolves alongside advancements in technology, incorporating new
tools, platforms, and methodologies to enhance language learning experiences.
✓Uses Of CALL
Computer-Assisted Language Learning (CALL) programs serve various purposes in
language education, catering to the diverse needs of learners and instructors. Here are
several common uses of CALL programs:
1. Language Skill Development: CALL programs are used to improve all language skills,
including reading, writing, listening, and speaking. They offer interactive exercises,

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multimedia content, and language practice activities designed to enhance proficiency in
each skill area.
2. Vocabulary Expansion: CALL programs provide vocabulary drills, flashcards, and
interactive games to help learners expand their vocabulary and improve retention of new
words and phrases.
3. Grammar Practice: CALL programs offer grammar exercises, tutorials, and quizzes to
reinforce grammatical concepts and improve accuracy in language usage.
4. Pronunciation Improvement: CALL programs incorporate speech recognition technology
and pronunciation exercises to help learners improve their pronunciation, intonation, and
speaking fluency.
5. Cultural Understanding: CALL programs expose learners to authentic materials, cultural
simulations, and multimedia content that promote understanding of different cultures and
societies where the target language is spoken.
6. Language Proficiency Testing: CALL programs are used to administer language
proficiency tests and assessments, allowing instructors to evaluate learners' language skills
and track their progress over time.
7. Distance Learning: CALL programs enable remote language learning by providing online
courses, virtual classrooms, and interactive lessons accessible from anywhere with an
internet connection.
8. Supplemental Instruction: CALL programs supplement traditional classroom instruction
by offering additional practice materials, multimedia resources, and self-study
opportunities for learners.
9. Individualized Learning: CALL programs support individualized learning paths by
allowing learners to work at their own pace, focus on specific language areas, and receive
personalized feedback and instruction.
10. Language Teacher Training: CALL programs are used to train language instructors in the
effective use of technology in language teaching, incorporating pedagogical strategies,
instructional design principles, and technology integration techniques.
11. Professional Development: CALL programs provide resources and opportunities for
language educators to enhance their teaching skills, stay updated on new technologies
and methodologies, and collaborate with peers in the field.
12. Language Research: CALL programs are used for research purposes to investigate
language learning processes, evaluate the effectiveness of instructional interventions, and
develop innovative approaches to language education.
13. Educational Gaming: CALL programs incorporate gamification elements, such as
language games, puzzles, and challenges, to make learning fun, engaging, and interactive
for learners of all ages.
14. Language Exchange: CALL programs facilitate language exchange and communication
between learners and speakers of different languages through online forums, chat rooms,
and virtual language exchange platforms.

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15. Content Creation: CALL programs empower learners to create their own language
learning materials, such as multimedia presentations, digital stories, and interactive
exercises, fostering creativity and autonomy in language learning.
CALL Contributors
Donald G. Perrin: Known as one of the early pioneers of CALL, Perrin developed the PLATO
system, which provided language learning opportunities on mainframe computers in the 1960s
and 1970s.
Robert O. Blanton: Blanton was a prominent figure in early CALL research and helped
develop language learning programs for mainframe computers in the 1970s.
CALICO (Computer-Assisted Language Instruction Consortium): CALICO is an
organization dedicated to promoting the use of technology in language education. It has been a
significant contributor to the development of CALL through its conferences, publications, and
community of educators and researchers.
Andrew S. N. Baron: Baron is known for his work on computer-mediated communication and
its impact on language learning. His research has influenced the integration of computer-
mediated communication tools in CALL.
Claire Kramsch: A notable figure in the field of Second Language Acquisition, Kramsch has
contributed to the theoretical and pedagogical aspects of CALL, emphasizing the role of culture
and identity in language learning.
Stephen Bax: Bax has conducted extensive research on the effectiveness of CALL and
contributed to the understanding of how technology can enhance language learning and
teaching.
John Higgins: Higgins has played a role in developing multimedia language learning
programs and exploring the integration of audio and video in CALL.
Richard Schmidt: Schmidt's work on computer-based glosses and feedback in language
learning has had a significant impact on CALL research.
Roslyn Young: Young is recognized for her contributions to CALL, particularly in the context
of mobile and handheld device applications for language learning.
Commercial Language Learning Software Developers: Companies like Rosetta Stone,
Duolingo, and Babbel have been instrumental in making language learning accessible to a wide
audience through their innovative CALL applications and platforms.
Educational Institutions: Universities and language institutes have contributed to CALL
through research, development of CALL courses, and the integration of technology into language
curricula.
Open-source and Online Language Learning Communities: Contributors to open-source
CALL projects and online language learning communities have played a crucial role in making
language learning resources widely available.

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These are just a few examples of the many individuals and organizations that have played a vital
role in the development and advancement of Computer Assisted Language Learning. The
collaborative efforts of researchers, educators, developers, and institutions have shaped CALL
into a dynamic and effective field for language education
✓The development of (CALL)
The development of Computer-Assisted Language Learning (CALL) has evolved over several
decades, driven by advancements in technology, educational theory, and language teaching
practices. Here's a brief overview of the key stages in the development of CALL:
1. Early Beginnings (1950s-1970s):
• The earliest efforts in CALL date back to the 1950s with the development of simple
language learning programs on mainframe computers.
• In the 1960s and 1970s, researchers experimented with using computers to deliver
programmed instruction and drill-and-practice exercises for language learning.
2. Emergence of Microcomputers (1980s):
• The introduction of microcomputers in the 1980s revolutionized CALL by making
technology more accessible and affordable for educational institutions and
individual learners.
• This era saw the development of early CALL software, including language drills,
tutorials, and vocabulary exercises, often distributed on floppy disks or CD-ROMs.
3. Multimedia and Hypertext (1990s):
• The 1990s witnessed a shift towards multimedia-rich CALL programs that
incorporated audio, video, graphics, and interactive elements to enhance language
learning experiences.
• Hypertext and hypermedia technologies allowed for non-linear navigation of
language content, enabling learners to explore language materials at their own
pace.
4. Internet and Online Learning (2000s):
• The proliferation of the internet in the 2000s led to the development of online CALL
resources, web-based language learning platforms, and virtual learning
environments.
• CALL programs increasingly leveraged the internet for accessing authentic
language materials, interactive exercises, virtual communities, and
synchronous/asynchronous communication tools.
5. Mobile and Cloud Computing (2010s):

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• The rise of mobile computing and cloud technologies in the 2010s transformed
CALL by enabling anytime, anywhere access to language learning resources via
smartphones, tablets, and other portable devices.
• Mobile apps, web-based platforms, and adaptive learning technologies became
integral components of CALL programs, offering personalized learning experiences
and real-time feedback.
6. Innovations in Artificial Intelligence and Data Analytics (Present):
• Recent advancements in artificial intelligence (AI), natural language processing
(NLP), and machine learning have opened up new possibilities for intelligent CALL
systems.
• CALL programs now incorporate AI-driven features such as chatbots, speech
recognition, automated feedback, and adaptive learning algorithms to enhance
language instruction and learner support.
Throughout its development, CALL has been shaped by interdisciplinary collaborations between
linguists, educators, psychologists, computer scientists, and instructional designers. It continues
to evolve as new technologies emerge and educational paradigms shift, reflecting ongoing efforts
to leverage technology effectively in language teaching and learning.
✓Principles for designing (CALL) programs:
1. Learner-Centered Design: Ensure that the program is tailored to meet the needs,
preferences, and proficiency levels of the learners.
2. Interactive Engagement: Foster active participation and engagement through interactive
activities, feedback mechanisms, and multimedia content.
3. Authenticity: Provide authentic language materials and real-world contexts to make
learning meaningful and relevant to learners' lives.
4. Task-Based Learning: Design activities that involve meaningful tasks and problem-solving
to promote language acquisition and skill development.
5. Personalization: Offer opportunities for learners to personalize their learning experience
by selecting content, setting goals, and tracking progress.
6. Adaptability: Provide adaptive learning pathways and content customization options to
accommodate diverse learning styles and preferences.
7. Feedback Mechanisms: Incorporate immediate and constructive feedback to guide
learners' progress and facilitate error correction.
8. Multiple Modalities: Integrate various modes of communication (e.g., text, audio, video) to
address different learning preferences and enhance comprehension.
9. Scaffolded Learning: Scaffold learning experiences by gradually increasing complexity
and providing support as learners progress through the program.
10.Collaborative Learning: Promote collaboration and peer interaction through group
activities, discussions, and collaborative projects.

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11.Motivational Design: Incorporate motivational elements such as gamification, rewards,
and challenges to enhance learner motivation and engagement.
12.Cultural Sensitivity: Consider cultural differences and sensitivities when selecting content
and designing learning activities to foster inclusivity and respect for diversity.
13.Accessibility: Ensure that the program is accessible to learners with diverse needs by
providing options for alternative formats, assistive technologies, and language support.
14.Clear Instructions: Provide clear and concise instructions for activities, tasks, and
navigation to minimize confusion and support independent learning.
15.User-Friendly Interface: Design an intuitive and user-friendly interface that facilitates easy
navigation, interaction, and access to learning resources.
16.Progress Tracking: Incorporate tools for learners to monitor their progress, track
achievements, and receive performance feedback to promote self-directed learning.
17.Flexible Learning Paths: Offer flexibility in learning paths, allowing learners to explore
content non-linearly and at their own pace.
18.Integration with Classroom Instruction: Ensure alignment with classroom curriculum
and instructional goals to support blended learning and seamless integration with
traditional teaching methods.
19.Data Privacy and Security: Implement measures to protect learner data privacy and
ensure the security of personal information and interactions within the program.
20.Continuous Improvement: Regularly evaluate the effectiveness of the program through
feedback, assessment data, and user testing, and make iterative improvements based on
insights gained.
✓ Roles of computers in language learning and
teaching
1. Learning Tool: Computers serve as interactive learning tools that provide access to a wide
range of language learning resources, including multimedia content, interactive exercises,
language games, and educational software programs.
2. Language Practice: Computers offer opportunities for language practice in various skills,
including reading, writing, listening, and speaking, through interactive exercises,
simulations, and communication tools.
3. Feedback Provider: Computers provide immediate feedback on language exercises,
correcting errors, offering suggestions, and reinforcing correct usage to facilitate language
learning and skill improvement.
4. Resource Repository: Computers store vast repositories of language resources, including
digital libraries, online dictionaries, grammar guides, and language learning websites,
accessible to learners and instructors for reference and study.
5. Language Assessment: Computers facilitate language assessment and evaluation
through online quizzes, tests, and proficiency assessments, providing objective
measurement of learners' language skills and progress.

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6. Adaptive Learning: Computers employ adaptive learning technologies that tailor
instruction and content to match learners' individual needs, preferences, and proficiency
levels, promoting personalized and efficient language learning experiences.
7. Language Immersion: Computers create virtual language immersion environments
through multimedia content, simulations, and interactive experiences that expose learners
to authentic language use and cultural contexts.
8. Collaborative Learning: Computers enable collaborative language learning through
online forums, discussion groups, virtual classrooms, and language exchange platforms,
fostering peer interaction, communication, and collaboration among learners.
9. Language Teaching Aid: Computers support language teaching by providing instructors
with tools for lesson planning, content creation, multimedia integration, assessment
management, and communication with learners, enhancing instructional effectiveness and
efficiency.
10.Language Research: Computers facilitate language research by providing access to
linguistic databases, corpora, and analysis tools, enabling researchers to investigate
language learning processes, pedagogical strategies, and educational outcomes.
✓How computers can be used in language classe
1. Interactive Learning: Computers facilitate interactive language learning through
multimedia resources, language games, and interactive exercises that engage students
and reinforce language skills.
2. Digital Language Labs: Computers can be used in language labs for listening
comprehension exercises, pronunciation practice, and audio-visual language activities,
providing students with opportunities for individualized learning and feedback.
3. Online Resources: Computers provide access to a wealth of online language learning
resources, including digital textbooks, grammar guides, vocabulary lists, and language
learning apps, allowing students to supplement classroom instruction with self-paced
study.
4. Virtual Communication: Computers enable virtual communication tools such as email,
chat, and video conferencing, which allow students to practice language skills in real-time
interactions with classmates, instructors, and speakers of the target language.
5. Language Assessment: Computers facilitate language assessment through online
quizzes, tests, and assessment tools, allowing instructors to evaluate students' language
proficiency and track their progress over time.
6. Language Projects: Computers support language projects such as multimedia
presentations, digital storytelling, and collaborative writing activities, providing students
with opportunities to create and share language-rich content.
7. Language Research: Computers provide access to linguistic databases, corpora, and
research tools, allowing students to conduct language research and analyze language data
for linguistic study or language teaching purposes.
8. Adaptive Learning Platforms: Computers offer adaptive learning platforms that tailor
instruction and content to meet individual student needs, preferences, and proficiency

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levels, providing personalized learning experiences that optimize language learning
outcomes.
✓Structural CALL:
• Description: Structural CALL focuses on teaching language elements such as
grammar, vocabulary, and pronunciation through drill-and-practice exercises and
tutorial programs.
• Development and Contributors: Developed in the 1960s and 1970s, notable
contributors include Robert Lado and Robert O'Neill who created early computer-
based language learning programs focused on structural aspects of language.
✓Behavioristic CALL:
• Description: Behavioristic CALL is based on behaviorist theories of learning,
emphasizing repetition, reinforcement, and conditioning through drill-and-practice
exercises.
• Development and Contributors: Developed in the 1960s, behavioristic CALL
programs were influenced by behaviorist theorists such as B.F. Skinner. Early
contributors include Donald Healey and John R. Anderson.
✓Communicative CALL:
• Description: Communicative CALL focuses on promoting communicative language
skills, such as speaking and listening, through interactive and authentic language
tasks and simulations.
• Development and Contributors: Emerged in the 1980s, influenced by
communicative language teaching approaches. Key contributors include Michael
Warschauer, Mark Warschauer, and Claire Kramsch, who advocated for the
integration of technology in communicative language learning.
✓Cognitive CALL:
• Description: Cognitive CALL emphasizes the cognitive processes involved in
language learning, such as memory, problem-solving, and critical thinking, through
interactive and problem-solving activities.
• Development and Contributors: Developed in the 1990s, cognitive CALL was
influenced by cognitive psychology and constructivist learning theories. Notable
contributors include Diane Larsen-Freeman and Larry Vandergrift.
✓Integrative CALL:
• Description: Integrative CALL integrates various language skills, learning
strategies, and technologies to create holistic language learning environments that
support comprehensive language development.

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• Development and Contributors: Developed in the late 20th century, integrative
CALL programs draw from multiple theoretical frameworks and methodologies.
Contributors include Andrew Lian and Robert Blake.
✓Sociocognitive CALL:
• Description: Sociocognitive CALL combines sociocultural and cognitive theories of
learning, emphasizing social interaction, collaborative learning, and cultural context
in language learning.
• Development and Contributors: Emerged in the late 20th century, influenced by
sociocultural theories of learning. Notable contributors include Seymour Papert and
Lev Vygotsky.
✓Socioconstructive CALL:
• Description: Socioconstructive CALL focuses on collaborative, constructionist
approaches to language learning, where learners actively construct knowledge and
meaning through social interaction and project-based activities.
• Development and Contributors: Developed in the late 20th century, influenced by
constructivist and social constructivist theories. Contributors include Graham
Stanley and Diane Larsen-Freeman.
✓Multimedia CALL:
• Description: Multimedia CALL utilizes various multimedia elements, such as audio,
video, graphics, and animations, to enhance language learning experiences and
engage learners through interactive and immersive content.
• Development and Contributors: Became prominent in the 1990s with the rise of
multimedia technologies. Key contributors include Robert Blake, Richard Schmidt,
and Claire Kramsch.
✓Web-based CALL:
• Description: Web-based CALL utilizes internet technologies to deliver language
learning materials, activities, and resources through online platforms, websites, and
applications, enabling anytime, anywhere access to language learning.
• Development and Contributors: Emerged in the late 20th century, with the
widespread adoption of the internet. Contributors include Robert L. Sanders and
Vance Stevens, who pioneered online language learning communities and
platforms.