1. -Introduction to Computer-Assisted Language Learning

A BRIEF HISTORY OF CALL

CALL’s origins and development trace back to the 1960 ’s Delcloque 2000 Since the early days CALL has developed into a symbiotic relationship between the development of technology and pedagogy.

Warschchaur (1996) identifies phases of CALL as follows:

• Behaviorists CALL
• Communicative CALL
• Integrative CALL

Behaviorist CALL

Behavioristic CALL is defined by the then-dominant Skinner behavioristic theories of learning as well as the early 1980s technology limitations on computers. During this time period, CALL programs would give a stimulus and ask the learner to respond. The computer would evaluate mistakes and provide commentary. When pupils make mistakes, more advanced programs would respond by branching to help screens and remedial exercises.

Communicative CALL

The communicative approach that gained popularity in the late 1970s and 1980s is the foundation of communicative CALL. The communicative method indirectly teaches grammar by putting more emphasis on speaking and writing than on language analysis. In this stage, the first CALL program still offered skill practice, but it did not do so in a drill format instead, it offered activities like paced reading, text reconstruction, and language games, but the computer remained the instructor.

Integrative CALL

During this time, CALL experienced an important skill from the use of computers for tutorials and drills (computer as a finite authoritative base for a specific task) to a medium for expanding education outside of the classroom and restructuring training. Therefore, the teaching of language skills is integrated into activities or projects to offer direction and coherence in integrative/explorative CALL, which has been around since the 1990s.

A BOARD DISCIPLINE

CALL covers a broad range of activities which makes it difficult to describe it as a single idea or simple research agenda. CALL has come to encompass issues of materials design, technologies, pedagogical theories, and modes of instruction. Materials for CALL may include those which are purpose-made for language learning and those which adapt existing computer-based materials, video, and other materials. 

TECNOLOGY DRIVING CALL

In the last four decades, CALL materials have gone from an emphasis on basic textual gap-filling tasks and simple programming exercises to interactive multimedia presentations with sound, animation, and full-motion video.

Materials designers are often either teacher with limited technical skills or competent technicians with no experience in teaching. For both parties, software authoring programs often include simple ways to create gap-filling exercises that are seductively easy to use.