Significance of CALL

Computers not only a tool for information processing but also a tool for information
processing and communication. In addition, it used in language learning; in particular, in
learning the language skills; whether it is the mother tongue or the foreign language, which
is called 'the second language'. CALL used as an educational tool to help language learners
in developing their language skills that will assist them in creating an active learning
environment.
The abbreviation CALL stands for Computer Assisted Language Learning. It is a term
that refers to the use of computer technology to provide, promote and evaluate the material
that the student wants to learn by taking advantage of the interactive computer features, its
various educational patterns and the internet.
CALL may be defined as "Any process in which a learner uses a computer and, as a
result, improves his or her language" (Beatty, 2003, p. 7) and he added that CALL has come
to comprise issues of 'material design, technologies, pedagogical theories and modes of
instructions'. Whereas Levy (1997:1) defines CALL as "the search for and study of
applications of the computer in language teaching and learning". CALL has evolved out of
the great efforts to find ways to solve some problems of language learning e.g.
(communication, tasks, tests...etc.) through using computer for teaching or for educational
purposes, with expanding the scope of application in language learning ultimately resulting
in improving the language of the learners.(ibid).
A CALL tool is designed to assist the learner in language learning process, and there are
many examples of CALL tool, such as email, electronic dictionaries, word processor and

Computer Mediated Communication (CMC)etc. CMC that stands for 'Computer Mediated
Communication' is an emerging area within the CALL domain (Warschauer,
1996; Weininger et al., 1998). It occurs when the learner use the computer to communicate
with other learners, thus it can be utilized in chat groups or collaborative learning projects
that learners can learn with native language speakers such as the PROCall (Project Oriented
CALL) project in the University of Melbourne.

CALL can play an important role in supporting and enhancing language learning. It offers
suitable environment, which the L2 learners can participate and surround themselves with a
wide range of knowledge. For instance, the computer provides L2 students with
explanations, dictionaries, and glossaries that provide them with the meaning of some
unfamiliar lexical items that assist them to make the text clearer, which works to enrich their
vocabulary. In addition, CALL assists L2 students to develop their reading, writing,
listening and speaking skills (will be discussed later). For example, it provides them with
extra-linguist supports, such as crystal sounds, pictures, real-life video images, animations,
etc. These extra-linguistic supports like the interactive videodisk program "A la rencontre de
Philippe" can aid improve and develop L2 learner's skills and comprehension. (Watkins,
1992).

Technology is very useful for the teacher and the learner for successful learning process.
Therefore, there are many educators (Jonassen 1996, Salaberry 1999, Rost 2002 in Lai 2006)
pointed out we cannot be denied the advantages of computer technology in language
learning, especially in the second language learning. For instance, students not only learn in
the traditional situation such as face-to-face with teachers and use textbooks as teaching

materials in schools and universities. Nowadays, students use computer technology as

teaching media to facilitate their education and make it more enjoyment, taking into
consideration that learning through computer must follow the function of the educational
process including 'teaching process, the educational tasks, all procedures and situations, as
well as all auxiliary means involved in achieving education have to meet the social needs'.
Aurora and Silvia (2013).

Computer and language learning programs develop students' ability to learn

independently, analyze information, think critically, and solve problems (Goldman, Cole &
Syer, 1999; Smith, 2008) so they can build their self-instruction strategies and selfconfidence. In addition, they can control the pace of the learning, have the option to work on
their learning at any time of the day, make choices in what and how to learn, and they can
skip unnecessary items. On the other hand, CALL offers interactive learning and provides
learners with immediate feedback by sending E-mail and joining newsgroups, thus makes
the learning more interesting and less tedious. Nunan (1999) reported that interactive visual
media which computers provided seem to have a unique instructional capability for topics
that involve social situations or problem solving, such as interpersonal solving, foreign
language or second language learning (p.26). It also provides a lot of entertaining games
and communicative activities and reduces the learning stresses and anxieties.
By using technology in learning, students can expand their personal view, thought, and
experiences. Further, they become not only the receivers but also the creators of knowledge.
And, as the way information is presented is not linear, second language learners can still
develop thinking skills and choose what to explore (Lee, 2000).

Computer offers a useful and motivating medium that develop and improve different
languages skills for learners, such as (reading, writing, listening and speaking).
a) Reading. Most of the CALL programs, offers reading texts to the learner whether oriented
towards reading or not. It also improves their comprehension reading through questions that
the learner should answer. Additionally, "sentence structure, speed-reading and clozereading are some of the alternative ways of developing reading skills"(Sperling, 1998).
According to Case and Truscott (1999), learners by reading have been able to improve their
vocabulary and fluency. "Increased interaction with texts, attention to individual needs, and
increased independence through an ability to read texts they would not otherwise be able to
read" (Case& Truscott, 1999). An example for software that helps in improving reading
skills might be the JMS Newline activity: Match the slang words with their definitions.
Also, JMS Newline Software: 'Speed Practice Reading Comprehension activity'.
b) Writing. It would be difficult for the student to write a paragraph in a language that is still
unfamiliar for him. However, the computer provides the students with automatic detection of
grammatical errors, such as spell check. In addition, there are several websites and
programs, which are helpful in learning writing skills. Word-processing program is one of
the most powerful programs to use when beginning to work with CALL. It helps to convert
the computer into a flexible writing assistant that can improve learners' writing skills and
grants them the ability to manipulate text freely. In addition, learners can improve sub-skills
like spelling, grammar, vocabulary and punctuation...etc. that are needed for writing.
(Duber: 2000). New technologies as Blogs provide students new tools that can support L2
writing (Warschauer, 2010). Furthermore, those technologies promote collaborative writing
such as e-mails where the students can give feedback to each other. (Levy, 2009).

In 1996, in a study that was done in New York City, Mireia Trenchs used electronic mail as
a medium of instruction for students who are learning Spanish as a second
language.Volunteers engaged in e-mail transmissions with Trenchs. The aim of this study
was to improve student's writing skills in an interactive way and part of their everyday lives
by means of communication with other students. (Trenchs 1996).
c) Listening and speaking. Listening as it was described by Nunan the Cinderella skill
(Wilson, 2008), always overshadowed by its big sister, speaking (ibid, p. 17) is difficult to
learn. Hence, most students are encountering a difficulty either in understanding native
speakers or in producing native-like English (accent/pronunciation), but we can say that
CALL is a motivating and helpful method to be used in second language classes to develop
students listening and speaking skills.

Technology has given CALL access to a wide

range of not only audio, but also video, which can be accessed at anytime and anywhere by
the teacher and the student. Levy, 2009 confirms that computer programs provides much
elasticity for the student as s/he can replay, stop, and slow down the audio/video, thus s/he
can learn intonation and sounds of L2. On the other hand, OBrien (2013) indicates that
many CALL programs like podcasts allow the repetition of listening activities that the
student can use individually to improve listening comprehension skills and understanding.
Students can improve speaking skills as well, CALL technology provides him several
applications that contain not only audio but video as well, recorded or live. In addition,
students have the opportunity to interact with others and the pedagogy makes it a good tool
in L2 learning (Levy, 2009). Moreover, students can practice L2 pronunciation by IMovie
software, which gives them the chance to video record themselves role-playing. (McNulty,
& Lazarevic, 2012).

Although there are many advantages of computer, but it still has its limitations and
disadvantages. (Gips, DiMattia, & Gips (2004) pointed out that the first disadvantage of
computer and language learning programs is that they will raise educational costs. When
computers become an essential requirement for student to buy, Schools with low budget and
students with low-income usually cannot endure a computer. Second, student or teacher who
did not grow up with technology lacks training in the uses of computer technology and
cannot use computer well. Hence, it is indispensable that they should have basic technology
knowledge that enable them to utilize computer technology, so it takes longer to learn a
piece of CALL software than handle a textbook. Third, computer technology cannot deal
with unexpected situations such as answering learners questions promptly or interacting
with learners effectively as teachers do. Fourth, reading from a printed text is easier than
reading from the screen. Moreover, scrolling the screen is more tiring than turn over the
page (Mirescu: 1997.et al). So that, teachers and learners can be more comfortable with
textbooks.

In conclusion, computer is double-edged sword, so we must recognize both

advantages and disadvantages of using computer to support the positive qualities and avoid
the negative ones to enhance foreign language learning. Jones & Fortescue (1987) notify that
the computer is not a programmed-learning machine; it is a useful resource available to
language teachers and learners. Therefore, they should use the computer technology
appropriately to get the maximum benefits of computer assisted language learning programs.
Normalization is the future developmental stage of CALL. CALL will reach that
normalized stage, when teachers and students utilize computer as an integral part of every

lesson, like a book or a pen. In addition, they will not be the center of any lesson, they will
play only a part. (Bax. S (2003).

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