Camilo Mndez Romero Computer assited language learning1

Computer Assisted Language Learning Camilo Mndez Romero Institucin universitaria colombo americana nica

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COMPUTER ASSISTED L ANGUAGE LEARNING The computer assisted language or CALL is the use of computers in the learning of another language, we can use all the tools that computers and Internet bring us to develop our skills when learning another language because nowadays the online tools is the most used all around the world. (see more) (CALL) is succinctly defined as "the search for and study of applications of the

computer in language teaching and learning". CALL embraces a wide range of ICT applications and approaches to teaching and learning foreign languages, from the "traditional" drill-and-practice programs that characterized CALL in the 1960s and 1970s to more recent manifestations of CALL, e.g. as used in a virtual learning environment and Web-based distance learning. It also extends to the use of corporal and concordances, interactive whiteboards, Computer-mediated communication (CMC), language learning in virtual worlds, and Mobile-assisted language learning (MALL).

The term CALL (Computer-assisted language instruction) was in use before CALL, reflecting its origins as a subset of the general term CALL (Computer-assisted instruction). CALL fell out of favour among language teachers, however, as it appeared to imply a teacher-centered approach (instructional), where as language teachers are more inclined to prefer a student-centered approach, focusing 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.

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The current philosophy of CALL puts a strong emphasis on student-centered 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, which describes a method of acquiring information through hands on, interactive means. The opposite of interactive learning is passive learning, which is merely observing a learning process or just listening to information. Interactive learning is a common method employed in schools today and often involves the use of computers and other tangible equipment; and individualized learning which is an instructional method that personalizes instruction to the needs and learning style of the learner. CALL is essentially a tool that helps teachers to facilitate the language learning process. It can be used to reinforce what has been already been learned in the classroom or as a remedial tool to help learners who require additional support. All this Indicated in (Davies, 2012)

The design of CALL materials generally takes into consideration principles of language pedagogy and methodology, which may be derived from different learning theories (e.g. behaviourist, cognitive, constructivist) and second language learning theories such as Stephen Krashen's monitor hypothesis (To see more sk, 2007)

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.

4 Computer Assisted Language Learning ADVANTAGES AND DISADVANTAGES OF CALL (COMPUTER ASSISTED LANGUAGE LEARNING)

Many educators (Jonassen 1996, Salaberry 1999, Rost 2002 in Lai 2006) indicate that the current computer technology has many advantages for second language learning. The following are the advantages as stated by many experts: Interest and motivation, Individualization, Immediate feedback, Error analysis. In regards to Interest and motivation, It says that classical language teaching in classroom can be monotonous, boring, and even frustrating, and students can loose interest and motivation in learning. CALL programmers can provide student ways to learn English through computer games, animated graphics, and problem-solving techniques which can make drills more interesting (Ravichandran 2000). According to Individualization, CALL allows learners to have non-sequential learning habit; they can decide on their own which skills to develop and which course to use, as well as the speed and level by their own needs. To illustrate immediate feedback, It tells us that Students receive maximum benefit from feedback only if it is given immediately. A delayed positive feedback will reduce the encouragement and reinforcement, and a delayed negative feedback affect the crucial knowledge a student must master. Computer can give instant feedback and help the students ward off his misconception at the very first stage. Brown (1997) listed the advantages of CALL as giving immediate feedback, allowing students at their own pace, and causing less frustration among students. According to Error analysis, Computer database can be used by teacher to classify and differentiate the type of general error and error on account of the influence of the first language. A computer can analyze the specific mistakes that students made and can react in different way from the usual teacher, which make students able to make

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self-correction and understand the principle behind the correct solution. (Ravichandran, 2007) -Guided and repetitive practice Students have freedom of expression within certain bounds that programmers create, such as grammar, vocabulary, etc. They can repeat the course they want to master as many as they wish. According to Ikeda (1999) in Kilikaya (2007), drill-type CALL materials are suitable for repetitive practice, which enable students to learn concepts and key elements in a subject area. -Pre-determined to process syllabus Computer enhances the learning process from a pre-determined syllabus to an emerging or process syllabus. For example, a monotonous paper exercise of fill-in-theblanks type can be made more exciting on the screen in the self-access mode, and students can select their own material. Therefore, CALL facilitates the synthesis of the pre-planned syllabus and learner syllabuses through a decision-making process undertaken by teacher and learners together (Breen 1986 in Ravichandran 2000).
DISADVANTAGES OF CALL

Although there are many advantages of computer, the application of current computer technology still has its limitations and disadvantages. Some disadvantages of CALL are as follows:

According to Ansel et al (1992) in Hartoyo (2006, 31), the CAL program is different from traditional books that can be carried around and studied wherever and whenever they wish: on a train, at home, in the middle of the night, and so on. School computers or language laboratory can only be accessed in restricted hours, so CALL

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program only benefits people who have computers at home or personal notebook. Disadvantages and disadvantages come from (Indrawati, 2008 )

WHAT DO I NEED TO USE CALL?

English teachers -and language teachers in general- should put many important factors into consideration before embarking on the adventure of CALL. First of all, they should evaluate the computer skills of learners. Learners with little or no knowledge of computers will first require a thorough introduction in basic computer skills including word processing, e-mail usage and the operation of browser software.

The second factor is related to the learners4 language level and navigation on the web. If teachers want their students to work with ESL web sites, they will have to take into account that only intermediate or advanced level learners will ensure an effective navigation on the web, since most of the ESL web sites require high knowledge of the English language. Thirdly, a few technical issues should be taken into account. It is obvious that availability of a computer room on a regular basis is the first thing that teachers need for CALL to be successful. The experience of many teachers has revealed that three students per computer is the maximum for the teaching experience to be effective. Besides, teachers should have at their disposal software especially designed for ESL. On the other hand, navigation on the web implies other specific requirements. a) Access to a reliable network environment. The most important thing is to count on a reliable internet provider.

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b) Use of modern equipment and browser software. The use of outdated equipment may result in unacceptable download times and thus failure of the experience. The fastest modems should be used (at least 28,800 bps) and, if possible,

the best computers to work on the web would be Power PC or Power Macintosh as they possess the large amounts of memory required to operate the new generation of plug-in multimedia applications. Besides, teachers should note that many newer sites are designed to be used only with the latest versions of browser software, such as Netscape`s Navigator and Communicator or Microsofts Internet Explorer. c) Teachers should be familiar with basic internet technology in order to anticipate potential problems. Furthermore, they should be ready to contact support staff and on-line help resources in case major technical problems occur.

It would be an ideal situation if learners could fulfill all these requirements. We have to be realistic, though, and take into account that this will be the case just on very few occasions. In this case, the advice given by teachers who have worked with computers is the use of imagination in order to counterbalance the lack of technological availabilities. If software is not available, they should be ready to look for free software that can be found in the web; if working on-line is forbidden by the institution, they should take the most of the possibilities that working off-line offers. Even if there is no possibility to work with specialized software, the decision of giving the current teaching method a new format is a right one. Indeed, it has been demonstrated that the students4 motivation and interest raise if they do a typical fill-in-the-gap exercise on the computer rather than if they do it on a piece of paper or a book. In this case, though, (that is, in case students use computers to do traditional exercises) students should be encouraged

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to discover by themselves (whenever possible) modern software especially designed for the study of languages. (Annimos

9 Computer Assisted Language Learning REFERENCES

Annimos. (s.f.). Wikipedia. Recuperado el 20 de Marzo de 2012, de Wikipedia: http://en.wikipedia.org/wiki/Computer-assisted_language_learning Davies, P. G. (2012). Llas. Recuperado el 20 de Febrero de 2012, de Llas: http://www.llas.ac.uk/resources/gpg/61 Indrawati, E. D. (1 de August de 2008 ). wordpress. Recuperado el 20 de Marzo de 2012, de wordpress: http://efidrew.wordpress.com/2008/08/01/assignment-4-article-oncall/