Computers have become widespread in schools and homes, requiring language teachers to consider their implications for learning. The document focuses on the pedagogical questions of using computers in the classroom, not technical details. It describes the three phases of computer-assisted language learning (CALL): behavioristic CALL focused on drills; communicative CALL emphasized authentic communication; and integrative CALL combines multimedia and the Internet to integrate various media into language learning.

1. RAFAEL FERRER
MARIA CONCHITA MONZON CANCINO
JUNE 17TH, 2015

2. computers have become so widespread in schools
and homes and their uses have expanded so
dramatically that the majority of language
teachers must now begin to think about the
implications of computers for language learning.
It focuses not on a technical description of
hardware and software, but rather on the
pedagogical questions that teachers have
considered in using computers in the classroom.

3.  Though CALL has developed gradually over
the last 30 years, this development can be
categorized in terms of three somewhat distinct
phases which I will refer to as behavioristic
CALL, communicative CALL, and integrative
CALL

4.  Programs of this phase
entailed repetitive
language drills and can be
referred to as "drill and
practice"

5.  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.

6.  Integrative approaches to CALL are based on
two important technological developments of
the last decade - multimedia computers and the
Internet. Multimedia technology - exemplified
today by the CD-ROM - allows a variety of
media to be accessed on a single machine.