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Computer-assisted language learning
Computer-assisted language learning (CALL), known as computer-assisted learning (CAL) in British English and computer-aided language instruction (CALI) and computer-aided instruction (CAI) in American English, is, per Levy (1997: p. 1), "the exploration and study of computer applications in language teaching and learning." CALL embraces a wide range of information and communications technology "applications and approaches to teaching and learning foreign languages, ranging from the traditional drill-and-practice programs that characterized CALL in the 1960s and 1970s to more recent manifestations of CALL, such as those utilized virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).
The term CALI (computer-assisted language instruction) was used before CALL, originating as a subset of the broader term CAI (computer-assisted instruction). CALI fell out of favor among language teachers, however, because it seemed to emphasize a teacher-centered instructional approach. Language teachers increasingly favored a student-centered approach focused on learning rather than instruction. CALL began to replace CALI in the early 1980s (Davies & Higgins, 1982: p. 3). and it is now incorporated into the names of the growing number of professional associations worldwide.
An alternative term, technology-enhanced language learning (TELL), also emerged around the early 1990s: e.g. the TELL Consortium project, University of Hull.
The current philosophy of CALL emphasizes student-centered materials that empower learners to work independently. These materials can be structured or unstructured but typically incorporate two key features: interactive and individualized learning. CALL employs tools that assist teachers in facilitating language learning, whether reinforcing classroom lessons or providing additional support to learners. The design of CALL materials typically integrates principles from language pedagogy and methodology, drawing from various learning theories such as behaviourism, cognitive theory, constructivism, and second-language acquisition theories like Stephen Krashen's. monitor hypothesis.
A combination of face-to-face teaching and CALL is usually referred to as blended learning. Blended learning is designed to increase learning potential and is more commonly found than pure CALL (Pegrum 2009: p. 27).
See Davies et al. (2011: Section 1.1, What is CALL?). See also Levy & Hubbard (2005), who raise the question Why call CALL "CALL"?
CALL dates back to the 1960s, when it was first introduced on university mainframe computers. The PLATO project, initiated at the University of Illinois in 1960, is an important landmark in the early development of CALL (Marty 1981). The advent of the microcomputer in the late 1970s brought computing within the range of a wider audience, resulting in a boom in the development of CALL programs and a flurry of publications of books on CALL in the early 1980s.
Dozens of CALL programs are currently available on the internet, at prices ranging from free to expensive, and other programs are available only through university language courses.
Hub AI
Computer-assisted language learning AI simulator
(@Computer-assisted language learning_simulator)
Computer-assisted language learning
Computer-assisted language learning (CALL), known as computer-assisted learning (CAL) in British English and computer-aided language instruction (CALI) and computer-aided instruction (CAI) in American English, is, per Levy (1997: p. 1), "the exploration and study of computer applications in language teaching and learning." CALL embraces a wide range of information and communications technology "applications and approaches to teaching and learning foreign languages, ranging from the traditional drill-and-practice programs that characterized CALL in the 1960s and 1970s to more recent manifestations of CALL, such as those utilized virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).
The term CALI (computer-assisted language instruction) was used before CALL, originating as a subset of the broader term CAI (computer-assisted instruction). CALI fell out of favor among language teachers, however, because it seemed to emphasize a teacher-centered instructional approach. Language teachers increasingly favored a student-centered approach focused on learning rather than instruction. CALL began to replace CALI in the early 1980s (Davies & Higgins, 1982: p. 3). and it is now incorporated into the names of the growing number of professional associations worldwide.
An alternative term, technology-enhanced language learning (TELL), also emerged around the early 1990s: e.g. the TELL Consortium project, University of Hull.
The current philosophy of CALL emphasizes student-centered materials that empower learners to work independently. These materials can be structured or unstructured but typically incorporate two key features: interactive and individualized learning. CALL employs tools that assist teachers in facilitating language learning, whether reinforcing classroom lessons or providing additional support to learners. The design of CALL materials typically integrates principles from language pedagogy and methodology, drawing from various learning theories such as behaviourism, cognitive theory, constructivism, and second-language acquisition theories like Stephen Krashen's. monitor hypothesis.
A combination of face-to-face teaching and CALL is usually referred to as blended learning. Blended learning is designed to increase learning potential and is more commonly found than pure CALL (Pegrum 2009: p. 27).
See Davies et al. (2011: Section 1.1, What is CALL?). See also Levy & Hubbard (2005), who raise the question Why call CALL "CALL"?
CALL dates back to the 1960s, when it was first introduced on university mainframe computers. The PLATO project, initiated at the University of Illinois in 1960, is an important landmark in the early development of CALL (Marty 1981). The advent of the microcomputer in the late 1970s brought computing within the range of a wider audience, resulting in a boom in the development of CALL programs and a flurry of publications of books on CALL in the early 1980s.
Dozens of CALL programs are currently available on the internet, at prices ranging from free to expensive, and other programs are available only through university language courses.