1. Another Look at Tutorial CALL
Phil Hubbard, Stanford University Claire Bradin Siskin, University of Pittsburgh

2. Overview: Introduction Myths about tutorial CALL
Why has it been marginalized?
Research studies
The dichotomy
Suggestions for effective use
Conclusion
Discussion

3. Working definition:
Tutorial CALL refers to the use of computer programs (disk, CD-ROM, Web-based, etc.) embodying content, activities, and feedback specifically for improving language proficiency.

4. Levy (1995): Computer-as-tutor (tutorial CALL):
computer controls the learning
instructor has no role
computer evaluates
Computer-as-tool:
instructor has central role
greater demands on the instructor
computer does not evaluate

5. “On the basis of our present knowledge of language learning, I believe that the only defensible role for the computer in language learning is that of tool.” (p. 127)
“In learner autonomy, the key concept in modern language learning and in all humanistically oriented pedagogy, the computer as tutor cannot have a place.” (p. 128)
- D. Wolff, System, 1999.

6. Old CALL
Tutorial CALL
Tool CALL

7. The problem: Tutor vs. tool Old CALL: disk-based tutorial programs
New CALL: computer for production, information, and interaction (CMC)

8. New CALL
Tool CALL
Tutorial CALL

9. The problem Tutor vs. tool Old CALL: disk-based tutorial programs
New CALL: computer for production, information, and interaction (CMC)
Need to take another look at tutorial CALL
Clarify what it is and isn’t
Highlight roles for teachers

10. Future CALL?
Tool CALL
Tutorial CALL

11. Overview: Introduction Myths about tutorial CALL
Why has it been marginalized?
Research studies
The dichotomy
Suggestions for effective use
Conclusion
Discussion

12. Myth:
“Tutorial CALL software is all behaviorist.”

13. Myth:
“Tutorial CALL software is all drill and practice.”

14. Myth:
“Tutorial CALL isn’t useful because it isn’t communicative.”

15. Myth:
“In tutorial CALL, the teacher is absent/has no role.”

16. Myth:
“In tutorial CALL, the learners have no control.”

17. Myth:
on a disk or CD =
“tutorial”
on the Internet =
“not tutorial”

18. Overview: Introduction Myths about tutorial CALL
Why has it been marginalized?
Research studies
The dichotomy
Suggestions for effective use
Conclusion
Discussion

19. Why has it been marginalized?
Teachers believe the myths about it.
It didn’t live up to expectations.
It appears inconsistent with some contemporary learning theories.
It is dominated by commercial interests.
It isn’t new.
Teacher’s role seems limited.

20. Overview: Introduction Myths about tutorial CALL
Why has it been marginalized?
Research studies
The dichotomy
Suggestions for effective use
Conclusion
Discussion

21. Tutorial CALL was stigmatized
Computers as “tools:”
word processing
authentic websites
PowerPoint
Tutorial CALL was stigmatized

22. Used in 3 ESL classes; each class went to the lab 3 times

23. Results of post-questionnaire:
“Did the program help you improve?”
Yes: 21
No: 10

24. Results of post-questionnaire:
“Did you use the software outside of class time?”
Yes: 8
No: 20

25. Tutor vs tool 2002 Review four CALL conferences in 2002
Based on abstracts, determine whether presentations involve
tool use
tutor use
both
neither (e.g., teacher training, testing…)

26. CALICO: March Tool vs. tutor ~balanced Tool - 57 Tutor - 46 Both – 7
Neither - 17

27. TESOL: April Tool vs. tutor – tool dominates Tool - 42 Tutor - 7
Both – 11
Neither – 19
Commercial: tutor – 6; tool - 2

28. EUROCALL: August Tool vs. tutor ~ balanced Tool - 37 Tutor - 30
Both – 26
Neither – 14

29. CALL: August Tool vs. tutor ~ tutor dominates Tool - 11 Tutor - 25
Both – 11
Neither – 6

30. Tool vs tutor 2002
CALL as tool has a slight edge generally, dramatic in TESOL
Tutorial CALL is still interesting
Increasingly, we see both
- in blended environments (labs, etc.)
- in blended materials

31. Overview: Introduction Myths about tutorial CALL
Why has it been marginalized?
Research studies
The dichotomy
Suggestions for effective use
Conclusion
Discussion

32. The "tutor vs. tool” dichotomy
Computer as tutor: tutorial CALL
Computer as tool:
word processing
presentation software Web
spreadsheets MOOs
concordancers chat
Taylor (1980), Kenning & Kenning (1983), Levy (1995 & 1997) etc.

33. The "tutor vs. tool” dichotomy may not be one.

34. These distinctions may be artificial.
Tutorial CALL:
Learners may in fact have a high degree of control.
Options:
sequence glosses
hints search functions
help screens mode of operation

35. Computer-as tutor:
The instructor may be involved to a high degree.

36. Computer-as-tool:
Since today’s learners are increasingly proficient with software tools, the instructor’s role may be less than it was previously.

37. Many CALL software packages contain both tutor and tool functions.
Decoo and Colpaert (1999)
Richmond (1999)
“hybrid packages” Levy (1999 )

38. Future CALL?
Tool CALL
Tutorial CALL
(blended)

39. Overview: Introduction Myths about tutorial CALL
Why has it been marginalized?
Research studies
The dichotomy
Suggestions for effective use
Conclusion
Discussion

40. What is the role of tutorial CALL?
Focus on learning rules, patterns, and items
Support one-way comprehension
Listening
Reading
Pronunciation practice and feedback
Handle limited, predictable interactions
Some natural language processing

41. So, what can you do?

42. Become an informed consumer
Experience tutorial CALL as a learner
Consider plausible uses for your learning objectives and environments

43. Train learners in effective use
Give learners teacher training
Use a cyclic approach
Use collaborative debriefings
Teach strategies for setting an appropriate level of challenge

44. Encourage teachers to make their own CALL materials
Support materials: handouts, tasks,
Template authoring (e.g.,) Hot Potatoes
Other authoring tools:
QuickTime HyperStudio
Revolution Flash
MaxAuthor WinCalis

45. Conclusion:
Instead of rejecting tutorial CALL out of hand, try to understand what it is and what it can do.

46. Questions?
Discussion?