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Chapter 3
Computer Assisted Language Learning
3.1 Introduction
Computer Assisted Language Learning (CALL) grew out of the field of Computer Assisted Instruction
(CAI) and draws on other related fields such as Educational Psychology, Artificial Intelligence (AI), computational linguistics, instructional design, Human Computer Interaction (HCI) and SLA (Second
Language Acquisition). More recently, it has been impacted by developments in the field of WBI (Web
Based Instruction). Indeed, there is a lot of crossover between CALL programs and WELL (Web
Enhanced Language Learning) programs.
This chapter outlines the CALL domain. Section 3.2 provides an introduction to CALL. It describes some of the more common CALL related acronyms. It presents the interdisciplinary nature of CALL and outlines the difference between CALL tutors and tools. Section 3.3 reviews the benefits of CALL while section 3.4 considers its limitations.
Section 3.5 looks at CALL development including design,
evaluation and success factors. Culture is very important in language teaching and section 3.6 discusses
CALL and culture. Less Commonly Taught Languages (LCTLs) and CALL are discussed in section 3.7.
Section 3.8 considers the benefits and challenges of CALL in the Endangered Language context. The impact on the project is outlined in section 3.9 and a summary of the chapter is provided in section 3.10.
3.2
Introduction to CALL
3.2.1
What is CALL?
The field of CALL involves the use of a computer in the language learning process.
CALL programs
aim to teach aspects of the language learning process through the medium of the computer. CALL programs can be (and have been) developed for the many parts of the language learning process. Some of the factors that determine the characteristics of any CALL program include:
•
the language taught,
•
the language of instruction,
•
the language writing system (both roman and non-roman character
Computer Assisted Language Learning
3.1 Introduction
Computer Assisted Language Learning (CALL) grew out of the field of Computer Assisted Instruction
(CAI) and draws on other related fields such as Educational Psychology, Artificial Intelligence (AI), computational linguistics, instructional design, Human Computer Interaction (HCI) and SLA (Second
Language Acquisition). More recently, it has been impacted by developments in the field of WBI (Web
Based Instruction). Indeed, there is a lot of crossover between CALL programs and WELL (Web
Enhanced Language Learning) programs.
This chapter outlines the CALL domain. Section 3.2 provides an introduction to CALL. It describes some of the more common CALL related acronyms. It presents the interdisciplinary nature of CALL and outlines the difference between CALL tutors and tools. Section 3.3 reviews the benefits of CALL while section 3.4 considers its limitations.
Section 3.5 looks at CALL development including design,
evaluation and success factors. Culture is very important in language teaching and section 3.6 discusses
CALL and culture. Less Commonly Taught Languages (LCTLs) and CALL are discussed in section 3.7.
Section 3.8 considers the benefits and challenges of CALL in the Endangered Language context. The impact on the project is outlined in section 3.9 and a summary of the chapter is provided in section 3.10.
3.2
Introduction to CALL
3.2.1
What is CALL?
The field of CALL involves the use of a computer in the language learning process.
CALL programs
aim to teach aspects of the language learning process through the medium of the computer. CALL programs can be (and have been) developed for the many parts of the language learning process. Some of the factors that determine the characteristics of any CALL program include:
•
the language taught,
•
the language of instruction,
•
the language writing system (both roman and non-roman character
Links: learning process by doing things that are only possible with the use of the computer (Felix, 1999). One such area is that of examples Repetition Another benefit of CALL is the ability to repeatedly review information (Brett, 1996) aid reinforcement, which is an important element in learning (Hebb, 1949). This can either be text, audio or video CALL. However, in many learning institutions, the availability of CALL resources is limited. Limited resources include time and money for development of CALL materials (Levy, 1997), finance to purchase Anti-Social Behaviour CALL programs may promote anti-social behaviour (Pennington, 1996) more stimulating and enriching. However, users may not make full use of the software (Chapelle et al., 1996; Cobb and Stevens, 1996)