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It also extends to the use of corpora and concordancers , interactive whiteboards, [3] computer-mediated communication CMC , [4] language learning in virtual worlds , and mobile-assisted language learning MALL.

CALI fell out of favour among language teachers, however, as it appeared to imply a teacher-centred approach instructional , whereas language teachers are more inclined to prefer a student-centred approach, focusing on learning rather than instruction. An alternative term, technology-enhanced language learning TELL , [7] also emerged around the early s: e. The current philosophy of CALL puts a strong emphasis on student-centred materials that allow learners to work on their own.

Such materials may be structured or unstructured, but they normally embody two important features: interactive learning and individualised learning. CALL is essentially a tool that helps teachers to facilitate the language learning process. It can be used to reinforce what has already been learned in the classroom or as a remedial tool to help learners who require additional support.

The design of CALL materials generally takes into consideration principles of language pedagogy and methodology, which may be derived from different learning theories e. 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 p. See Davies et al. CALL dates back to the s, when it was first introduced on university mainframe computers. Dozens of CALL programs are currently available on the internet, at prices ranging from free to expensive, [12] and other programs are available only through university language courses.

There have been several attempts to document the history of CALL. See also Davies et al. During the s and s, several attempts were made to establish a CALL typology. Most of these early programs still exist in modernised versions. Since the s, it has become increasingly difficult to categorise CALL as it now extends to the use of blogs , wikis , social networking , podcasting , Web 2. Rather than focusing on the typology of CALL, they identified three historical phases of CALL, classified according to their underlying pedagogical and methodological approaches:.

At first, both could be done only through text. The computer would analyse students’ input and give feedback, and more sophisticated programs would react to students’ mistakes by branching to help screens and remedial activities.

While such programs and their underlying pedagogy still exist today, behaviouristic approaches to language learning have been rejected by most language teachers, and the increasing sophistication of computer technology has led CALL to other possibilities. It also allows for originality and flexibility in student output of language. The communicative approach coincided with the arrival of the PC, which made computing much more widely available and resulted in a boom in the development of software for language learning.

The first CALL software in this phase continued to provide skill practice but not in a drill format—for example: paced reading, text reconstruction and language games—but the computer remained the tutor. In this phase, computers provided context for students to use the language, such as asking for directions to a place, and programs not designed for language learning such as Sim City , Sleuth and Where in the World is Carmen Sandiego?

Criticisms of this approach include using the computer in an ad hoc and disconnected manner for more marginal aims rather than the central aims of language teaching. It also coincided with the development of multimedia technology providing text, graphics, sound and animation as well as Computer-mediated communication CMC. CALL in this period saw a definitive shift from the use of the computer for drill and tutorial purposes the computer as a finite, authoritative base for a specific task to a medium for extending education beyond the classroom.

A basic use of CALL is in vocabulary acquisition using flashcards , which requires quite simple programs. Such programs often make use of spaced repetition , a technique whereby the learner is presented with the vocabulary items that need to be committed to memory at increasingly longer intervals until long-term retention is achieved.

This has led to the development of a number of applications known as spaced repetition systems SRS , [31] including the generic Anki or SuperMemo package and programs such as BYKI [32] and phase-6, [33] which have been designed specifically for learners of foreign languages.

Above all, careful consideration must be given to pedagogy in designing CALL software, but publishers of CALL software tend to follow the latest trend, regardless of its desirability. Moreover, approaches to teaching foreign languages are constantly changing, dating back to grammar-translation , through the direct method , audio-lingualism and a variety of other approaches, to the more recent communicative approach and constructivism Decoo Designing and creating CALL software is an extremely demanding task, calling upon a range of skills.

Major CALL development projects are usually managed by a team of people:. CALL inherently supports learner autonomy , the final of the eight conditions that Egbert et al. Learner autonomy places the learner firmly in control so that he or she “decides on learning goals” Egbert et al. It is all too easy when designing CALL software to take the comfortable route and produce a set of multiple-choice and gap-filling exercises, using a simple authoring tool Bangs , [37] but CALL is much more than this; Stepp-Greany , for example, describes the creation and management of an environment incorporating a constructivist and whole language philosophy.

According to constructivist theory, learners are active participants in tasks in which they “construct” new knowledge derived from their prior experience. Learners also assume responsibility for their learning, and the teacher is a facilitator rather than a purveyor of knowledge. Whole language theory embraces constructivism and postulates that language learning moves from the whole to the part, rather than building sub-skills to lead towards the higher abilities of comprehension, speaking, and writing.

It also emphasises that comprehending, speaking, reading, and writing skills are interrelated, reinforcing each other in complex ways. Language acquisition is, therefore, an active process in which the learner focuses on cues and meaning and makes intelligent guesses. Additional demands are placed upon teachers working in a technological environment incorporating constructivist and whole language theories.

The development of teachers’ professional skills must include new pedagogical as well as technical and management skills. Regarding the issue of teacher facilitation in such an environment, the teacher has a key role to play, but there could be a conflict between the aim to create an atmosphere for learner independence and the teacher’s natural feelings of responsibility.

In order to avoid learners’ negative perceptions, Stepp-Greany points out that it is especially important for the teacher to continue to address their needs, especially those of low-ability learners. Language teachers have been avid users of technology for a very long time. Gramophone records were among the first technological aids to be used by language teachers in order to present students with recordings of native speakers’ voices, and broadcasts from foreign radio stations were used to make recordings on reel-to-reel tape recorders.

Other examples of technological aids that have been used in the foreign language classroom include slide projectors, film-strip projectors, film projectors, videocassette recorders and DVD players. In the early s, integrated courses which were often described as multimedia courses began to appear.

Examples of such courses are Ecouter et Parler consisting of a coursebook and tape recordings [39] and Deutsch durch die audiovisuelle Methode consisting of an illustrated coursebook, tape recordings and a film-strip — based on the Structuro-Global Audio-Visual method. During the s and s standard microcomputers were incapable of producing sound and they had poor graphics capability.

This represented a step backwards for language teachers, who by this time had become accustomed to using a range of different media in the foreign language classroom. The arrival of the multimedia computer in the early s was therefore a major breakthrough as it enabled text, images, sound and video to be combined in one device and the integration of the four basic skills of listening, speaking, reading and writing Davies Section 1.

Following the arrival of multimedia CALL, multimedia language centres began to appear in educational institutions. While multimedia facilities offer many opportunities for language learning with the integration of text, images, sound and video, these opportunities have often not been fully utilised.

One of the main promises of CALL is the ability to individualise learning but, as with the language labs that were introduced into educational institutions in the s and s, the use of the facilities of multimedia centres has often devolved into rows of students all doing the same drills Davies Section 3. Following a boom period in the s, language labs went rapidly into decline.

Davies p. Managing a multimedia language centre requires not only staff who have a knowledge of foreign languages and language teaching methodology but also staff with technical know-how and budget management ability, as well as the ability to combine all these into creative ways of taking advantage of what the technology can offer.

A centre manager usually needs assistants for technical support, for managing resources and even the tutoring of students. Multimedia centres lend themselves to self-study and potentially self-directed learning, but this is often misunderstood.

The simple existence of a multimedia centre does not automatically lead to students learning independently. Significant investment of time is essential for materials development and creating an atmosphere conducive to self-study. In self-access learning, the focus is on developing learner autonomy through varying degrees of self-directed learning, as opposed to or as a complement to classroom learning.

In many centres learners access materials and manage their learning independently, but they also have access to staff for help. Many self-access centres are heavy users of technology and an increasing number of them are now offering online self-access learning opportunities.

Some centres have developed novel ways of supporting language learning outside the context of the language classroom also called ‘language support’ by developing software to monitor students’ self-directed learning and by offering online support from teachers. Centre managers and support staff may need to have new roles defined for them to support students’ efforts at self-directed learning: v. The emergence of the World Wide Web now known simply as “the Web” in the early s marked a significant change in the use of communications technology for all computer users.

Email and other forms of electronic communication had been in existence for many years, but the launch of Mosaic , the first graphical Web browser , in brought about a radical change in the ways in which we communicate electronically. The launch of the Web in the public arena immediately began to attract the attention of language teachers.

Many language teachers were already familiar with the concept of hypertext on stand-alone computers, which made it possible to set up non-sequential structured reading activities for language learners in which they could point to items of text or images on a page displayed on the computer screen and branch to any other pages, e. The Web took this one stage further by creating a worldwide hypertext system that enabled the user to branch to different pages on computers anywhere in the world simply by pointing and clicking at a piece of text or an image.

This opened up access to thousands of authentic foreign-language websites to teachers and students that could be used in a variety of ways. A problem that arose, however, was that this could lead to a good deal of time-wasting if Web browsing was used in an unstructured way Davies pp. Other useful tools are produced by the same authors. Sound and video quality was often poor, and interaction was slow. But now the Web has caught up.

Sound and video are of high quality and interaction has improved tremendously, although this does depend on sufficient bandwidth being available, which is not always the case, especially in remote rural areas and developing countries.

Since the early s there has been a boom in the development of so-called Web 2. Contrary to popular opinion, Web 2. It also implies more interaction and sharing. There is no doubt that the Web has proved to be a main focus for language teachers, who are making increasingly imaginative use of its wide range of facilities: see Dudeney [50] and Thomas Corpora have been used for many years as the basis of linguistic research and also for the compilation of dictionaries and reference works such as the Collins Cobuild series, published by HarperCollins.

It was Tim Johns , however, who raised the profile of the use of concordancers in the language classroom with his concept of Data-driven learning DDL. It is also possible for the teacher to use a concordancer to find examples of authentic usage to demonstrate a point of grammar or typical collocations, and to generate exercises based on the examples found. Robb shows how it is possible to use Google as a concordancer, but he also points out a number of drawbacks, for instance there is no control over the educational level, nationality, or other characteristics of the creators of the texts that are found, and the presentation of the examples is not as easy to read as the output of a dedicated concordancer that places the key words i.

Virtual worlds date back to the adventure games and simulations of the s, for example Colossal Cave Adventure , a text-only simulation in which the user communicated with the computer by typing commands at the keyboard.

Language teachers discovered that it was possible to exploit these text-only programs by using them as the basis for discussion. Jones G. A single computer in the classroom was used to provide the stimulus for discussion, namely simulating events taking place in the kingdom: crop planting time, harvest time, unforeseen catastrophes, etc.

The early adventure games and simulations led on to multi-user variants, which were known as MUDs Multi-user domains. Like their predecessors, MUDs were text-only, with the difference that they were available to a wider online audience. The next major breakthrough in the history of virtual worlds was the graphical user interface. Lucasfilm’s Habitat , was one of the first virtual worlds that was graphically based, albeit only in a two-dimensional environment.

Each participant was represented by a visual avatar who could interact with other avatars using text chat.