1. Introduction to Computer Assisted Language Learning (CALL)
Ismail Sangkala (NIDN )
Department of English Education
Faculty of Education

2. What is CALL?
(Chapelle, 2001, p. 3). 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 
(Levy, 1997, p.1). Computer Assisted Language Learning (CALL) may be defined as the search for and study of applications of the computer in language teaching and learning

3. Definition of Call:
(Beatty, 2003, p. 7). 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, pp. 7-8). 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

4. Types of CALL Programs
CALL-specific software: applications designed to develop and facilitate language learning, such as CD-ROMs, web-based interactive language learning exercises/quizzes 
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)

5. Types of Call Programs
Web-based learning programs: online dictionaries, online encyclopedias, online concordances, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, etc.
Computer-mediated communication (CMC) programs: synchronous - online chat; asynchronous - , discussion forum, message board

6. Types of CALL Activities
Multiple-choice & true/false quizzes
Gap-filling exercise/cloze
Matching
Re-ordering/sequencing
Crossword puzzles
Simulations
Writing & Word-processing
Concordance
Web publishing
Online Communication (synchronous & asynchronous)

7. What Computers Can & Can’t “Do” Meskill, 2002, p.122
Computer CAN’T
Judge predetermined right-or-wrong answers, e.g., multiple choice and fill-in-the-blanks
Judge unexpected input
Provide immediate, yet fixed, feedback, suggestions, and encouragement
Provide individualized feedback beyond a predetermined list of messages 
Provide authentic information through multimedia - texts, images, sounds, videos, and animations
Engage learner in rich negotiation of meaning characteristic of face-to-face interaction
Motivate task persistence
Record learner’s writing, speech, and learning progress
Motivate depth and quality of engagement characteristic of human interaction

8. Roles of the Computer in Language Learning and Teaching
Computer as tutor for language drills or skill practice
Computer as a tool for writing, presenting, and researching
Computer as a medium of global communication

9. The Development of CALL – from the Pedagogical Perspective Warschauer’s Analysis in 2000; 2004; 1996
Structural / Behavioristic CALL (1960s -1970s)
View of Language: Structural (a formal structural system)
English Teaching Paradigm: Grammar-Translation & Audio-lingual
Principal Use of Computers: Drill and Practice
Principal Objective: Accuracy
Characteristics:
Repeated exposure to the same material is believed to be beneficial or even essential to learning.
A computer is ideal for carrying out repeated drills, since the machine i) does not get bored with presenting the same material and ii) it can provide immediate non-judgmental feedback.
A computer is used as a tutor, presenting material and feedback on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities.

10. The Development of Call
Communicative / Cognitive CALL (1980s -1990s)
View of Language: Cognitive (a mentally constructed system through interaction)
English Teaching Paradigm: Communicative Language Teaching
Principal Use of Computers: Communicative Exercises (to practice language use; non-drill format)
Principal Objective: Fluency
Characteristics:
Grammar is taught implicitly rather than explicitly.
Computers are used to stimulate discussion, writing or critical thinking. Students are encouraged to generate original utterances rather than just manipulate prefabricated language.
The programs avoid telling students that they are wrong and are flexible to a variety of student responses.
Computers are used as a tool (e.g., word processors, spelling and grammar checkers, and concordancers) and the target language is used exclusively.

11. The Development of Call
Integrative / Socio-cognitive / Socio-constructive CALL (1990s -present)
View of Language: Socio-cognitive (developed in social interaction through discourse communities)
English Teaching Paradigm: Content-based & ESP/EAP
Principal Use of Computers: Authentic Discourse (to perform real-life tasks)
Principal Objective: Agency (*definition: "the satisfying power to take meaningful action and see the results of our decisions and choices" Murray, 1997, p. 126)
Two types: Multimedia CALL (CD-ROMs) and Web-based CALL (on the Internet)

12. Multimedia CALL Characteristics:
They create a more authentic learning environment using different media.
Language skills are easily integrated through multimedia.
Students have a high degree of control over their learning through hypermedia.
It facilitates a principle focus on the content without sacrificing a secondary focus on language form.

13. Web-based CALL Characteristics: A) CMC –
It provides authentic synchronous and asynchronous communication channels. Language learners can communicate directly, inexpensively, and conveniently with other learners or native speakers of the target language at any time and in any place.
CMC can be carried out in several forms; it can be one-to-one, one-to-many, or many-to-one.
B) The Web –
Students can search through millions of files around the world within minutes to locate and access authentic materials exactly tailored to their own personal interests.
Students can use the Web to publish their texts or multimedia materials to share with partner classes or with the general public.

14.  Question:
Do you think Warschauer's analysis of the development of CALL is a good one?  Do you see any problems in his analysis?
[Read Bax's (2003) or see the quoted passage: Bax's criticism to Warschauer's analysis of the development of CALL]

15. Bax’s Analysis (2003) Restricted CALL Open CALL Integrated CALL
Type of task
- Closed drills
- Quizzes
- Simulations
- Games
- CMC
- Web-based programs
Type of student activity
- Text reconstruction
- Answering closed questions
- minimal interaction with other students
- Interacting with the computer
- Occasional interaction with other students
- Frequent interaction with other students
- Some interaction with computer through the lesson
Type of feedback
- Correct/incorrect
- Focus of linguistic skills development
- Open, flexible
- Interpreting, evaluating, commenting, stimulating thought

16. Restricted CALL
Open CALL
Integrated CALL
Teacher role
Monitor
- Monitor / facilitator
-Facilitator / Manager
Position in curriculum
- Not integrated into syllabus - optional extra
- Technology precedes syllabus and learner needs
- Toy
- Tool for learning
- Normalized
- Integrated into syllabus, adapted to learners' needs
- Analysis of needs and context precedes decisions about technology
Position in lesson
- Whole CALL lesson
- Smaller part of every lesson
Physical position of computer
Separate computer lab
Separate lab- perhaps devoted to language
In every classroom

17. Question:
Do you think Bax's analysis of the development of CALL is a good one?  Do you see any problems in his analysis?

18. 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

19. Computer can be used…
2) Teaching in the computer network room (network-based language teaching)
Task-based group work /activities C
Computer-mediated communication (CMC): asynchronous/synchronous
Tandem learning

20. 3) Self-access learning (independent learning) Drills and exercises
Computer can be used…
3) Self-access learning (independent learning)
Drills and exercises
Word processing
Resource searching

21. Computer can be used…
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: , discussion forum, chat rooms
Tandem learning
Community building

22. Principles of Using and Designing CALL Programs in Language Learning and Teaching 
Student/learner-centeredness (to promote learner autonomy)
Meaningful purpose
Comprehensive input
Sufficient level of stimulation (cognitively and affectively)
Multiple modalities (to support various learning styles and strategies)
High level of interaction (human-machine and human-human)

23. References
Bax, S. (2003). CALL – past, present and future. System, 31, Available:
Beatty, K. (2003). Teaching and researching computer-assisted language learning. New York: Longman.
Chapelle, C. A. (2001). Computer applications in second language acquisition. New York: Cambridge.
Kern, R., & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice(pp. 1-19). New York: Cambridge University Press.
Kern, R., Ware, P., & Warschauer. M. (2004). Crossing frontiers: New directions in online pedagogy and research. Annual Review of Applied Linguistics, 24,
Levy, M. (1997) CALL: Context and conceptualization. Oxford: Oxford University Press.
Meskill, C. (2002). Teaching and learning in real time: Media, technologies, and language acquisition. Houston, TX: Athelstan.
Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo: Logos International. Available:
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, Available:
Warschauer, M., & Meskill, C. (2000). Technology and second language learning. In J. Rosenthal (Ed.), Handbook of undergraduate second language education (pp ). Mahwah, New Jersey: Lawrence Erlbaum.
Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos & C. Brown (Eds.), New Perspectives on CALL for Second and Foreign Language Classrooms (pp ). Mahwah, NJ: Lawrence Erlbaum Associates.