Computer Assisted Language Learning (CALL)

Computer Assisted Language Learning (CALL)

www.google.com

Computer-assisted language learning (CALL) provides an effective learning environment so that students can practice in an interactive manner using multi-media content, either with the supervision of teachers or on their own pace in self-learning.  The advancement of speech and language technologies has opened new perspectives on CALL systems, such as automatic pronunciation assessment and simulated conversational-style lessons. CALL is also regarded as one of new and promising applications of speech analysis, recognition and synthesis. CALL covers a variety of aspects including segmental, prosodic and lexical features. Modeling non-native speech to correctly segment/recognize utterances while detecting errors included in them poses a number of challenges in speech processing.  Assessing intelligibility of non-native speech or proficiency of non-native speakers is also an important issue.  In this tutorial, we will give an overview on these issues and current solutions. The tutorial is mainly targeted for speech researchers and engineers interested in CALL, but also for those engaged in language teaching or learning technology.

• Definitions of CALL:

Computer-assisted language learning (CALL) was the expression agreed upon at the 1983 TESOL convention in a meeting of all interested participants. This term is widely used to refer to the area of technology and second language teaching and learning despite the fact that revisions for the term are suggested regularly (Chapelle, 2001, p. 3).

Computer Assisted Language Learning (CALL) may be defined as the search for and study of applications of the computer in language teaching and learning (Levy, 1997, p.1).

Given the breadth of what may go on in computer-assisted language learning (CALL), a definition of CALL that accommodates its changing nature is any process in which a learner uses a computer and, as a result, improves his or her language (Beatty, 2003, p. 7).

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, pp. 7-8).

• Types of CALL Programs

 CALL programs/materials include (from ICT4LT Module 1.4):

1. CALL-specific software: applications designed to develop and facilitate language learning, such as CD-ROMs, web-based interactive language learning exercises/quizzes (see CD-ROM examples for language learning).
2. Generic software: applications designed for general purposes, such as word-processors (Word),  presentation software (PowerPoint, see an e-book made by students "Many Moons"), and spreadsheet (Excel), that can be used to support language learning (see examples of using Excel for language learning & teaching)  *Also see Microsoft Office Online Templates).
3. Web-based learning programs: online dictionaries, online encyclopedias, online concordancers, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, etc.
4. Computer-mediated communication (CMC) programs: synchronous - online chat; asynchronous - email, discussion forum, message board.

• Types of CALL Activities

1. Multiple-choice & true/false quizzes
2. Gap-filling exercise/cloze
3. Matching
4. Re-ordering/sequencing
5. Crossword puzzles
6. Games
7. Simulations
8. Writing & word-processing
9. Concordancing
10. Web quests/searching
11. Web publishing
12. Online communication (synchronous and asynchronous)

• How Computers can be used in the Language Class

1. Teaching with one computer in the class

•  Delivery of content (PowerPoint, word-processor, Webpages, etc.)
• Classroom activities/discussions mediated by the computer
• Interactive whiteboard

   2. Teaching in the computer network room (network-based language teaching)

• Task-based group work /activities
• Computer-mediated communication (CMC): asynchronous/synchronous
• Tandem learning

  3. Self-access learning (independent learning)

• Drills and exercises
• Word processing
• Resource searching

  4. Distance learning (i.e. individual learners working by themselves, at a place and time of their choice and, to some extent, at a pace and in an order also chosen by themselves.)

• Delivering online course content
• CMC activities: email, discussion forum, chat rooms
• Tandem learning
• Community building

Principles of Using and Designing CALL Programs in Language Learning and Teaching  

1. Student/learner-centeredness (to promote learner autonomy)
2. Meaningful purpose
3. Comprehensive input
4. Sufficient level of stimulation (cognitively and affectively)
5. Multiple modalities (to support various learning styles and strategies)
6. High level of interaction (human-machine and human-human)

• Programs of CALL

1. Web Teacher.A JavaScript Tutorial for the TOTAL non-programmar.
2. Hot Potatoes. An excellent free Web authoring tool for language teachers.
3. JavaScript QuizMaker. Typing in your quiz data. copy and paste the script for your use.
4. Cloze Generator. You can make blanks for every n-th word automatically, or make blanks of specific words manually.
5. The AWL Gapmaker. Creating a gapfill exercise, using the Academic Word List.
6. Lesson Preparation Tools. Some free programs to help you create some exercises for your class.
7. Sussex Centre for Language Studies. A lot of great language technology links.
8. Educational Freeware. Downloading the best free learning games and software.
9. World CALL Language Links Library. Computer-Assisted Language Learning to help students, teachers and researchers to improve their language learning or teaching.

• Organizations of CALL

1. TESOL Interest Section - CALL. TESOL CALL-IS Computer-Assisted Language Learning interest section.
2. CALICO. The Computer Assisted Language Instruction Consortium, a professional organization involved in both education and technology.
3. APACALL. Asia-Pacific Association for Computer-Assisted Language learning.

• Traditional CALL

Traditional CALL programs presented a stimulus to which the learner had to provide a response. In early CALL programs the stimulus was in the form of text presented on screen, and the only way in which the learner could respond was by entering an answer at the keyboard. Some programs were very imaginative in the way text was presented, making use of colour to highlight grammatical features (e.g. gender in French and case endings in German) and movement to illustrate points of syntax (e.g. position of adjectives in French and subordinate clause word order in German).

• Explorative CALL

More recent approaches to CALL have favoured a learner-centred, explorative approach rather than a teacher-centred, drill-based approach to CALL. The explorative approach is characterised by the use of concordance programs in the languages classroom - an approach described as Data-Driven Learning (DLL) by Tim Johns (Johns & King 1991). There are a number of concordance programs on the market, e.g. MonoConc, Concordance, Wordsmith and SCP - all of which are described in ICT4LT Module 2.4, Using concordance programs in the modern foreign languages classroom: http://www.ict4lt.org/. See also Tribble & Jones (1990). The explorative approach is widely used today, including the use of Web concordancers and other Web-based CALL activities.

• Multimedia CALL

Early personal computers were incapable of presenting authentic recordings of the human voice and easily recognizable images, but this limitation was overcome by combining a personal computer and a 12-inch videodisc player, which made it possible to combine sound, photographic-quality still images and video recordings in imaginative presentations - in essence the earliest manifestation of multimedia CALL. The result was the development of interactive videodiscs for language learners such as Montevidisco (Schneider & Bennion 1984), Expodisc (Davies 1991), and A la rencontre de Philippe (Fuerstenberg 1993), all of which were designed as simulations in which the learner played a key role.

• Web-based CALL

In 1992 the World Wide Web was launched, reaching the general public in 1993. The Web offers enormous potential in language learning and teaching, but it has some way to go before it catches up with the interactivity and speed of access offered by CD-ROMs or DVDs, especially when accessing sound and video files. For this reason, Felix (2001:190) advises adopting hybrid approaches to CALL, integrating CD-ROMs and the Web and running audio conferencing and video conferencing in conjunction with Web activities. The Web Enhanced Language Learning (WELL) project, which has been funded under the FDTL programme of the HEFCE, aims to promote wider awareness and more effective use of the Web for teaching modern languages across higher education in the UK. The WELL website provides access to high-quality Web resources in a number of different languages, selected and described by subject experts, plus information and examples on how to use them for teaching and learning: http://www.well.ac.uk/.

References:
http://interspeech2012.org/CALLS.html
http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm
http://www.rong-chang.com/call.htm
https://www.llas.ac.uk/resources/gpg/61