THE EMERGE OF CALL

1
THE EMERGE OF CALL
2
CALL

• CALL stands for computer-assisted language
  learning
• CALL constantly change because of technological
  innovations
• CALL is a subject that tied tightly to other
  areas of study within applied linguistics such as
  autonomy and other branches of knowledge such as
  computer science
• CALL is a young branch of applied linguistics and
  still establishing its directions.

3
CALL

• Any process in which a learner uses a computer
  and as a result, improve his or her language.
• An awareness of this allows learners, teachers
  and researches to recognize appropriate materials
  and methodologies and adapt others to various
  teaching and learning styles.

4
CALL

• Materials for CALL can include those which are
  purpose-made for language learning, and those
  which adapt existing computer-based materials,
  video and other materials.
• CALL can be used in the classroom as a reward for
  a better learners or a remedial aid for weaker
  ones.

5
CALL

• Terms in CALL (page 9 to 10)
• CAI
• CAL
• CALI
• CALT
• CAT
• CBT
• CMC
• CMI
• ICALL
• TELL
• WELL

6
M.M Kenning and MJ Kenning

• Talks about the early benefit of providing
  autonomous learning style materials
• Benefits of privacy and individualization
• Each students can use the computer to review the
  grammar at his own speed with special emphasis on
  areas where he is weak
• And a few later, the computer can correct mistake
  privately and repeatedly without the aggravation
  that sometimes accompanies such public correction.

7
CALL

• Autonomy is fostered by CALL in different ways.
  Call can present opportunities for learners to
  study on their own, independent of a teacher
• CALL offers opportunities for learners to direct
  their own learning.
• CALL materials, regardless of their design, allow
  for endless revisiting that can help learners
  review those parts for which they need more
  practice

8
Technology driving CALL

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

9
Technology driving CALL

• Barrier in CALL
• Materials designers are often either teachers
  with limited technical skills or competent
  technicians with no experience in teaching
• Software authoring programs often include simple
  ways to create gap-filling exercises that are
  seductively easy to use

10
CALL barries

• CALL materials is the lack of ways to monitor and
  correct unpredictable student answers.
• Example in a sentence in which the keyword
  answers were designed as talking and phone, the
  computer would
• Overlook incorrect syntax (Talking he telephone
  on)
• Be confused by variations in grammar (He talks on
  the telephone)
• Fail to accept synonyms ( The man is speaking on
  the phone)
• Fail to notice erroneous and extraneous words
  (She is be talking and waiting on the telephone
  thing).
• THE SOLUTION to have learners emails or
  otherwise save answers for teachers who then mark
  them by hand

11
Technology driving CALL

• Many brave attempts have been made to have the
  computer teach writing, but the failure of such
  system is always rooted in the computer inability
  to accommodate unpredictable learner output.

12
J. Murray on the limitations of natural-language
processing

• Such pattern-matching programs have severe
  limitations. For machines to understand and
  produce language, they must be able to process
  natural language at the morpho-syntactic,
  semantic and discourse levels. For spoken
  language, the system also needs to process
  language at the phonetic and phonological level.

13
The Changing Focus of Research in CALL

• C.M. Neuwirth and D.S. Kaufer on the dominant
  pattern of research in CALL
• Thus far, the dominant pattern of (research) in
  computers and compositions studies has involved
  empirical questions about existing software
  asking for example, Do word processors improve
  writing quality or revision performance?
  usually by experimental comparison to some
  traditional technology for writing such as pen
  and paper

14
The Changing Focus of Research in CALL

• Research in early years focus on whether or not
  computers should be used in the classroom for the
  learning of languages is no longer pertinent.
  Computer appears to stay.
• The presence of computers in educational contexts
  has grown from a single unit in one or more
  classroom to computer labs and even to widespread
  individual ownership by students in some
  countries.

15
The Changing Focus of Research in CALL

• Research is now directed into how computers
  should be used and what purposes but a major
  challenge to many studies in CALL remains a lack
  of empirical research.
• Meich, Nave and Mosteller (1996) in an
  examination of 22 empirical CALL studies
  conducted between 1989 and 1994 concluded that
  CALL can substantially improve achievements as
  compared with traditional instruction

16
The Changing Focus of Research in CALL

• Longan (1995) explores the importance of computer
  literacy.
• He suggests that computers represent the fifth in
  a series of languages which humans have mastered,
  the previous four being speech, writing,
  mathematics and science.
• He also suggests that a failure to recognize
  computers as a new language has led to the
  inappropriate teaching and uses of computers.

17
The Changing Focus of Research in CALL

• Such studies inevitably ignore the special
  features of computers organization and
  presentation of information, particularly learner
  centered opportunities to explore different links
  ( or paths of inquiry) and the appropriateness of
  multimedia models for accommodating different
  learners learning styles and even gender.