1. L E C T UR E 1 : I N T R O D UC T I O N
TSL641: CALL
2. CONTENT
• Introduction to CALL
• Definition
• CALL Applications/Materials
• History of CALL
• Disciplines Related to CALL
• CAI
• Generic CALL
• Microsoft Words
3. WHAT IS CALL? DEFINITION
• 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 (Chapelle, 2001, p. 3).
4. WHAT IS CALL? DEFINITION
• Computer Assisted Language Learning (CALL) may
also be defined as the search for and study of
applications of the computer in language teaching
and learning (Levy, 1997, p.1).
5. WHAT IS CALL? DEFINITION
• 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, p. 7).
6. OTHER ACRONYMS
• 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
• 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
7. CALL COMPONENTS
• CALL has come to encompass issues of materials
design, technologies, pedagogical theories and
modes of instruction.
8. CALL MATERIALS
• Materials for CALL can include those which are
purposely-made for language learning and those
which adapt existing computer-based materials,
video and other materials (Beatty, 2003, pp. 7-8).
9. CALL APPLICATIONS/MATERIALS
• Two distinct types of Applications or materials for
CALL
• Generic Software Application
• CALL Software Application
10. CALL APPLICATIONS/MATERIALS
• Generic Applications
• Multi-purpose programs NOT designed for language
learning and teaching’
• E.g. – MS Words, MS Power Point, MS Excel
• Writing, quizzes, teaching
• Computer-mediated-communication (CMC) E-mail,
weblog, chat, discussion group, SMS etc
• Writing, grammar, speaking, listening
• Web-Browser – using the World Wide Web for Language
teaching and learning
• Authoring Package – Macromedia Flash, Director, ToolBook,
Authorware (can be used for any subjects)
11. CALL APPLICATIONS/MATERIALS
Generic
• Adaptation of existing computer-based materials,
videos and others.
• Extremely useful in language teaching when used in
well-designed activities which seek to apply aspects
of the functionality of the software to language
learning situations.
• For example, the use of a word-processor to encourage
drafting, critical reflection and editing is an excellent use of
generic software to further a number of language learning
objectives.
12. CALL APPLICATIONS/MATERIALS
CALL Software Application
◦ Programs designed specifically to promote language
learning
◦ Designed to promote explicit or implied language learning
objectives and are usually based on the software authors'
beliefs about the ways in which students learn languages.
13. CALL APPLICATIONS/MATERIALS
• Offer support in the acquisition of knowledge about
language and in the application of that knowledge
both in discrete and in mixed skill activities.
• Can be content-specific in that the teacher cannot
change the linguistic content or the format of the
activities which seek to teach that content.
• Multimedia software supplied on CD-ROM is content-
specific because it is impossible to make any changes to it
14. CALL APPLICATIONS/MATERIALS
• CALL software applications can also be content-
free in that the teacher can provide the content
which the software then uses as data for the pre-
programmed activities
• Example:
• Wida’s Authoring Suite :
• http://www.wida.co.uk/frame.htm
• Hot Potato
• http://www.englishquizzes.prv.pl
• WinCALIS
20. CALL APPLICATIONS – AUTHORING
SOFTWARE
• There are many other easy-to-use authoring
packages, for example:
• JClic: A freeware application, formerly know simply as
CLIC, developed by Francesc Busquets, for the
development of multimedia activities for language
learners. With JClic you can create different types of
activities: puzzles, associations, crosswords,
identification activities, exploration activities, open-
ended answers, multiple choice, etc.
21. CALL APPLICATIONS – AUTHORING
SOFTWARE
• ContentGenerator: Flash-based tools for the
generation of quizzes, games and other
applications.
• Hot Potatoes: This software was especially
developed to create Web-based language
exercises, including multiple choice, gap-filling,
matching, jumbled sentences, crosswords and
short text entry. It is used extensively on websites
that provide interactive exercises and tests. Visit
the Hot Potatoes website to find out more,
download the software and see lots of examples:
http://hotpot.uvic.ca. See Winke & MacGregor
(2001) for a review of Hot Potatoes.
22. CALL APPLICATIONS – AUTHORING
SOFTWARE
• MaxAuthor, an authoring system used to create the Critical Language
Series series of Web materials and CD-ROMs at the University of Arizona. It
is available free of charge.
• Quandary, a package from the Hot Potatoes team (see above). What is
an Action Maze?
• Quia: Includes lots of ready-made examples in foreign languages and a
variety of other subjects - all submitted by keen registered users.
• TaskMagic by mdlsoft.co.uk is another easy-to-use authoring package,
ideally suited for creating exercises suitable for children of secondary
school age. It includes a range of multiple-choice, gap-filling and
matching exercises, including exercises containing audio stiumuli.
• SpellMaster, a simple authoring package for creating vocabulary
exercises.
• Vokabel: Vocabulary Training Exercises. Choose an exisiting quiz of
create your own.
• Crossword Puzzles:
• Instant Online Crossword Puzzle Maker at http://www.puzzle-maker.com/CW/.
• Here's another one, called EclipseCrossword:
http://www.greeneclipsesoftware.com/eclipsecrossword/.
26. HISTORY OF CALL
• 1960s and 70s
• Confined to universities with prestigious computer science
department
• Only on big mainframe computers
• The PLATO Project (1960, University of Illinois)
• Programmed Logic for Automatic Teaching Operations
• A drill & practice materials – more on vocabulary and grammar
drill
• TICCIT project (1971, Brigham Young University) (Time-Shared,
Interactive, Computer Controlled Information Television)
• Combined TV and computer
27. HISTORY OF CALL
• 1980s
• Microcomputer boom
• Apple the most popular
• Boom in CALL as well
• CALL reached the masses
• The professional associations CALICO (1983) & EUROCALL
(1986) are established
• Teachers were more involved in CALL design
• Word-processing came into the picture
• Hypercard & Storyboard
• An authoring system was popular
• Text-production (non-linear)
• Reconstruct a text, word by word,
28. HISTORY OF CALL
• 1990s
• Advent of the Web, the Internet, the world wide network of
networks
• Publically available in 1993
• In Malaysia probably around 1996
• Websites
• Email
• Discussion groups
• Chats
29. HISTORY OF CALL
• 2000s
• Broadband becomes more widely available, opening up
new possibilities for delivering audio and video materials via
the Web.
• Blogs and podcasts appear.
• You Tube etc
• And many more technologies will appear
• Thus, CALL will evolve, as technologies advances
30. HISTORY OF CALL
Web 2.0
• Refers to what is perceived as a second generation
of web development and web design. It is
characterized as facilitating communication,
information sharing, interoperability, user-centered
design[1] and collaboration on the World Wide Web.
• It has led to the development and evolution of
web-based communities, hosted services, and web
applications. Examples include social-networking
sites, video-sharing sites, wikis, blogs, mashups and
folksonomies.
32. FUTURE OF CALL
• WEB 3.0
• The predicted third generation of the World Wide
Web, usually conjectured to include semantic
tagging of content.
• Does not exist yet.
33. DISCIPLINES RELATED TO CALL
Disciplines
Related to
CALL
Educational
Technology
Computer-Supported
Collaborative Learning.
Artificial
Intelligence
Computational
Linguistics
Corpus
Linguistics
Psychology
Human-Computer
Interaction
Instructional
Technology and
Design
Applied
Linguistics
Computer-Assisted
Assessment
34. CAI – COMPUTER ASSISTED
INSTRUCTION
• The bigger term
• Traditional Term
Computers are used ‘to guide the user through
a prescribed course of learning and testing.
The computer assumes the role of teacher,
asking questions and assessing the user’s
responses
It refers to the use of computer as a tool to
facilitate and improve instruction.
All are approaches to present topics and test
students’ understanding.
35. TYPES OF CAI - PROGRAMS
• Drills and Practice
• Exercises for practice
• Tutorials
• Learning points
• Simulation
• Real situations (e.g. flight simulations)
• Problem Solving
• Series of problems and questions to be solved
• Instructional Games
• Learning via games
• Test
• Online TOEFL etc.
• All types of programs can be combined into one
courseware or websites
