Computer Assisted Language Learning (CALL)

This presentation discusses the history, assumptions, and effectiveness of Computer Assisted Language Learning (CALL) and its intersection with instructional technology. It explores examples of productive methods and further questions raised by the discussion.

INSTRUCTIONAL
TECHNOLOGHY
COMPUTER ASSITED LANGUAGE LEARNING
(CALL)

origin of
modern
definitions of
the concept
computer
aided
language
learning
(CALL )
 1960: CALL first introduced in university of
ILLINIOS for PLATO PROEJCT, addition of
mainframe computers
 1970 to 1980 – development of communicative
CALL, advancement in mainframe computers
 1990-development of integrative CALL, addition
of multimedia and the internet

The assumptions
implicit in the
theory of
computer aided
language learning
 Computer has the ability to work like classroom
instructor if proper configuration is provided
 New language are learn better in interactive
learning
 Interaction with learning process helps in
increasing adaptability
 Increase adaptability means faster and effective
learning

How the
concept
intersects other
key concepts
 Similar concepts are :
 Computer aided instruction (CAI)
 Computer based instruction (CBI)
 Computer managed instruction (CMI)
 Computer based teaching (CBT)
 Computer aided teaching (CAT)

Examples of
methods that
use the
concept
productively
 Examples include:
 Language nut, computer based teaching software
 FluentU, a language teaching software

How the concept
intersects with
instructional
technology
 Provide instruction to the students
 Analyses learner performance
 Assess performance
 process inputs and Provides feedback
 Extended to second language acquisition

Further
questions
raised by the
discussion
 Is computer aided language learning effective
 Is it better than the traditional and formal learning
methods
 Should it be viewed as assistance to language
teachers and trainers or a complete replacement

References
 Bocken, N.M.P. & Short, S.W. (2016). The theory of computer aided language
learning in educational frameworks: a comprehensive discussion. McGraw-
Hill, Inc.
 Dan, A., the scope and status of computer aided language learning in
language learning and education technology. (2015). Method and apparatus
for leading effective execution.
 Laukkanen, T. (2015). The definition and scope of computer aided language
learning in language management. A modern theory of art, 42, pp.35-46.
 Porterfield, T.E. (2015). Evaluation of applicability of training for advanced
technology: an empirical investigation of viewer scope and success.
International Journal of project management, 40(6), pp.435-455.
 Raisch, W. (2016). Towards a sufficiency-driven art and culture: integrating
experience with language learning, 18, pp.41-61.
 Reijonen, H., Hirvonen, S., Nagy, G., Laukkanen, T. and Gabrielsson, M. (2015).
The history of computer aided learning towards new language learning. A
modern approach, 51, pp.35-46.
 Chan, C. (2014, January). The importance of computer and technology in
computer aided language learning in instructional technology
 Warren. N. (2017, January). The importance of post evaluation for successful
second language learning with computer aided language learning: an intuitive
guide.