Computer-Assisted Language Learning
(CALL)
CALL has come to encompass issues
of materials design, technologies, pedagogical theories and modes of
instruction. Materials for CALL can include those which are purpose-made for
language learning and those which adapt existing computer-based materials, video
and other materials (Beatty, 2003). By using CALL, teachers can make attractive
learning process. Besides, they can make various teaching media for their
students.
https://www.aast.edu/pheed2/contentadmin/retreiveOnePIC.php?disp_unit=392&img=multimediaforbusiness.jpg
Based on the communicative
approach, communicative CALL focuses more on using forms rather than on the
forms themselves. The communicative CALL programs provide skill practice in a
non-drill format, through language games, reading and text reconstruction. This
approach still uses the computer as a tutor, although it gives students choices,
control and interaction. Finally, communicative CALL also uses the computer as
a tool, in programs that do not provide language material, but enable the
learner to understand and use the language, such as word processors, desk–top
publishing, spelling and grammar checks programs, as used for instance in
process writing.
Phases of Call
Behavioristic CALL
The first phase of CALL, conceived in the 1950s and
implemented in the 1960s and '70s, was based on the then-dominant behaviorist
theories of learning. Programs of this phase entailed repetitive language
drills and can be referred to as "drill and practice" (or, more
pejoratively, as "drill and kill"). Drill and practice are both
important in teaching process, because students can remember the lesson better
after the drilling and practicing process.
Communicative CALL
The second phase of CALL was
based on the communicative approach to teaching which became prominent in the
1970s and 80s. 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.
Steps toward integrative CALL:
multimedia
Integrative approaches to CALL
are based on two important technological developments of the last decade -
multimedia computers and the Internet. Multimedia, such as picture, audio and
video, in really important in the teaching and learning process in the class,
because the students will be enjoyed the teaching and learning process if the
media is interesting.
Steps toward integrative CALL:
the Internet
Computer Mediated Communication
(CMC), which has existed in primitive form since the 1960s but has only became
wide-spread in the last five years, is probably the single computer application
to date with the greatest impact on language teaching. By using internet,
teachers can get any teaching media that can support the teaching and learning
process in the class easily. Therefore, the teaching and learning process can
be very interesting.
Using the net
also gives students control over their learning, enabling them to go at their
own pace and choose their paths according to their individual needs, which may
also be motivating. It helps in promoting learner independence and the
development of learning strategies, provided that learners receive appropriate
guidance.
Secondly, the
World Wide Web (WWW) give students instant access to a wide range of authentic
material, from newspaper and magazine articles to radio broadcasts and informal
chat-rooms, and also to material prepared specially for learners, such as
grammar, pronunciation and vocabulary exercises and tests. Apart from
retrieving information from the Internet, learners can also create their own
materials, such as projects, and share them with partner classes or with the
general public. This possibility also adds a great deal of interest, as
learners communicate with a real audience.
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