SUMMARY OF CALL

 Unit 1:

 Introduction to Computer-Assisted Language Learning.

CALL is the acronym for computer-assisted language learning. Although, as we will see below, the field or significant parts of it sometimes go by other names, CALL seems to be the most widely accepted generic term. In this foundation course, CALL will be used in a broad sense to refer to any endeavor involving the computer in some significant way in language teaching and learning.

The list below is representative but not exhaustive.

·         CALL - Computer-assisted language learning, sometimes expanded as computer-aided language learning

·         CELL - Computer-enhanced language learning: suggests the computer's role is to make learning better

·         TELL - Technology-enhanced language learning: this accommodates more than just computers, often bringing in video and seeing the computer as just one part of a larger system. It is increasingly popular as a generic term: for instance, while TESOL has a CALL Interest Section, California TESOL has a TELL Interest Group.

·         TALL - Technology-assisted language learning: variant of CALL and TELL

·         CALI - Computer-assisted language instruction: with "instruction" in it, it's more teaching oriented

·         CBLT - Computer-based language training: views elements of language learning as "training" and tends to use an approach with definable, measurable objectives

·         IT and ICT - Information Technology/Information and Communication Technologies are common acronyms outside of language teaching, particularly in Europe; sometimes this is presented as IT or ICT for LT (Language Teaching)

·         NBLT - Network-Based Language Teaching: focuses on computer-mediated communication and the web

·         DLL - Digital Language Learning : encompasses computers and other digital devices

·         MALL - Mobile Assisted Language Learning: learning with mobile devices like mobile phones and mp3 players

Unit 2: Courseware Evaluation, Development, and Implementation

 In practice, courseware has been used to refer to everything from complete software packages that can be used without a teacher to software that is just a part of a language learning course, sometimes a minor or optional supplementary part. We will use the term interchangeably with that of tutorial software to include any software designed for language learning purposes. Although CALL courseware has arguably lost its dominant position in CALL over the past decade, it is still widely used and continues to be a significant part of the field

The three modules (development, evaluation, and implementation) share core components inspired by Richards & Rodgers (1982). In each case their original components are adapted, interpreted, and supplemented to include the reality of the computer as the interface between the teacher/developer and materials and the learner. (Realistically, in any tutorial program there IS a teacher (or at least a teaching presence) in addition to the materials themselves.) The development and evaluation modules are most closely related in terms of the elements considered. Implementation feeds on the output of evaluation. However, each module can impact the others over time, as when information from evaluation and implementation is returned to developers for updates, patches, or considerations in later versions of the product.

 Unit 3: Computer Mediated Communication

 In one category of tool uses, computer-mediated communication, or CMC, computers are a means through which teachers communicate with learners, learners communicate with one another and learners may even communicate with native speakers. That communication takes place through variations in the following elements: timing (synchronous or asynchronous), number and patterning of participants (one to one, one to many, or many to many), and medium (text, voice, or video). In addition, the physical properties of the device may offer a significant variable, such as the difference between email on a computer and text messaging on a cell phone. In this unit we will briefly examine the options and then go over some of the rationale for various uses to support language learning.

 TEXT-BASED CMC

 Asynchronous text. The first use of CMC in language teaching almost certainly came through email exchanges from teachers to students and among students within classes. Email is an example of asynchronous communication, in that the interaction is not in real time: You create and send an email, and the recipient typically gets it within seconds but may not read it or respond until much later.

Synchronous Text. With synchronous text, or chat, the messages are exchanged in text form, but in real time. Some of the early research on CMC was built around a type of chat program, InterChange, that was part of the Daedalus Integrated Writing Environment system (www.daedalus.com). Students could carry out synchronous discussion in a computer classroom using this tool. While this may seem odd at first (if they are in the same room, why not have them discussing orally face to face?),

AUDIO/VIDEO CMC

                                                              

One of the great advantages of CMC over tutorial CALL is that both teachers and students are usually familiar with the medium (at least email, and many discussion boards are fairly intuitive), the resources are often already present or readily available, and the language content is not prewritten but is rather created by the activities themselves. These features make it much easier to integrate CMC into classes. 

 Unit 4: CALL on the Web

 DISADVANTAGES OF THE WEB

·         Because of the hype surrounding it for language learning, it is useful to begin with some of the disadvantages of the Web over alternatives

·         Text-based material on the Web is sometimes not as easy to read as material in paper format because of font color and background choices.

·         Sound and video sometimes take a noticeable time to transfer, even on fast connections. Newer forms of streaming have improved this dramatically, but the Web is still not as responsive as a CD-ROM, DVD or the hard drive on a TiVo or other digital video recorder.

·         Sound and video are typically compressed to speed up transfer: depending on the degree of compression and other factors they can be of noticeably lower quality than the original. This can affect their suitability for supporting language learning. Also some of the free material on sites like www.youtube.com were of poor audio or video quality even in their original state (for example, if taken with a mobile phone)

ADVANTAGES OF THE WEB

·         Despite the disadvantages, there are many good reasons for using the Web for certain language learning activities.

·         There is anytime, anywhere access (for some people at least).

·         There are enormous amounts of free material.

·         Material can be found that is current.

·         Language reference and other learning support materials can be found.

·         Student and teacher publication opportunities exist.

 Unit 5: CALL and Language Skills

            Skills-oriented language teaching remains a common approach for classes as well as for self-learning, and computer-assisted language learning is no exception. In this unit, we look at how both tool and tutor software can be used to support specific skills. In particular, we will look at some websites that focus on these skill areas:

 ESL PORTALS

Because of the enormous number of English teachers and learners, there are quite a few multi-skill collections for ESL.,A few, such as www.manythings.org by the Kelly brothers (http://aitech.ac.jp/~lkelly/ and http://aitech.ac.jp/~ckelly/) 

LISTENING

Listening is potentially one of the most promising areas for CALL development. This is because multimedia computing has everything standard audio and video have with the addition of a variety of meaning technologies such as text support, hyperlinked glossaries, and even translations. Examples of course website for two of my recent listening classes are at www.stanford.edu/~efs/693a/ and www.stanford.edu/~efs/efs693b/ The notes have both links and examples of listening assignments.

SPEAKING

In terms of direct practice of speaking, recent developments on the web have allowed for voice chat sites which make it possible for learners and teachers to interact through the Internet in distance education courses. Asynchronous speaking practice is possible through www.wimba.com, using Internet voice mail, or simply attaching sound files to email.

READING

In the early days of CALL, reading software was designed to improve skills in order to transfer them to paper materials. More recently, reading in digital form is becoming more and more common.

Here are some other ways CALL can be used to support reading

·         Just using the web: teachers give students tasks that require finding, comprehending and sometimes consolidating information on the web.

·         Educational sites with ESL or adult literacy support: See the Learning Resources Adult Education Reading Site, http://literacyworks.org/learningresources/.

·         Text reconstruction activities, such as Storyboard, cloze exercises (http://eslus.com/LESSONS/READING/READ.HTM), and jigsaw readings

WRITING

Writing was revolutionized for everyone with word processing, and the addition of spell checkers has been quite helpful. Grammar and style checkers are much less useful to date, and using a thesaurus can be counterproductive if students aren't trained in their limitations. Writing has also been a common skill taught as a course through distance education using the Internet.

Some other ways computers enhance writing instruction include the following.

·         Use of email and discussion boards (see Unit 3) for fluency development.

·         Online writing resources such as http://owl.english.purdue.edu/handouts/esl/index.html and tutorials, like www.monash.edu.au/lls/llonline/writing/index.xml

·         Blank screen (where the monitor is turned off and students type in their ideas without being distracted) and other production techniques, such as using graphic organizers or concept mapping: http://library.usu.edu/instruct/tutorials/cm/CMinstruction1.htm.

·         Collaborative writing tasks. These are made easier today with tools such as an online word processor now available for free from Google: http://docs.google.com/

GRAMMAR

Grammar practice was perhaps the earliest use of CALL. Today grammar work is largely focused on the following:

·         Workbook-style exercises (on disk and online): online examples can be seen at www.grammar-quizzes.com/.

·         Grammar test prep materials (especially TOEFL www.toefl.com and TOEIC http://www.toeic.com)

·         CD-ROMs accompanying grammar textbooks, like Focus on Grammar at www.pearsonlongman.com/ae/multimedia/programs/fog.htm and Azar's grammar series www.azargrammar.com/materials/index.html.

PRONUNCIATION

Pronunciation work is generally of three types. Listen, repeat/record, and compare. This option shows up in many multimedia programs and is analogous to the tape-based language lab technique in the audio-lingual method.. See http://international.ouc.bc.ca/pronunciation/dialog01.htm

VOCABULARY

Vocabulary activities have been around since the early days of CALL in the form of electronic flashcards (linking L2 word to L1 translation or L2 word to L2 definition). Other common CALL implementations for vocabulary include the following.

Hypertext dictionaries/glossaries. Babylon (www.babylon.com) is a commercial memory-resident dictionary system that runs in the background on your computer; www.voycabulary.com is a web application that automatically links items in a web page to a variety of dictionaries.

Unit 6: CALL Research

 So far, we have been going through this course with the implicit assumption that CALL works, that teaching language using computers in some way makes learning "better." But what exactly is "better?" Here are some possible interpretations:

·         learners pick up language knowledge or skills faster or with less effort (learning efficiency)

·         learners pick up what is targeted, retain language knowledge or skills longer, and/or learn more of what they need (effectiveness)

·         learners can get materials or experience interactions that would otherwise be difficult or impossible (access)

·         learners can learn with more or less equal effectiveness across a wider range of times/places (convenience)

·         learners enjoy the language learning process more or are willing to engage in it more (motivation)

·         learners require less space, less teacher time, or less expensive materials (institutional efficiency)

Research has continued in all areas of CALL but recently has focused on several identifiable areas, such as:

·         Computer mediated communication; especially, interaction in synchronous chat settings and email in tandem settings

·         Visual, text and sound annotation to promote comprehension and vocabulary acquisition

·         Effectiveness of online collaborative and constructivist activities, including development of communities

 Unit 7: CALL Learner Training                            

In a 2004 paper (Hubbard, 2004), I make a case for giving training not just on technical aspects but also on pedagogical ones, that is, how to use the tutorial software or tool effectively to meet specific learning objectives. To this end, I offer a set of five principles for learner training below.

1. Experience CALL yourself. 

2. Give learners teacher training. 

3. Use a cyclical approach. 

4. Use collaborative debriefings. 

5. Teach general exploitation strategies. 

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