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COMPUTER ASSISTED INSTRUCTION IN LANGUAGE TEACHING

The acronym CALL (Computer Assisted Language Learning) appears to have been coined at the beginning of the 1980s. CALL encompasses many different types of software applications. The applications tend to fall into two distinct types: 1. Generic software applications Generic software applications are designed for general use but they are extremely useful in language teaching when used in 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.
Generic software applications include: Word-processors: Using word-processing and presentation software in the Modern Foreign Languages classroom. Presentation software: headed Using PowerPoint. Computer Mediated Communication (CMC) applications: Web browsers and Web applications: both of which focus on using the Web in language learning and teaching.

2. CALL software applications CALL software applications are 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. They offer support in the acquisition of knowledge about language and in the application of that knowledge both in discrete and in mixed skill activities. They usually include a substantial degree of interactivity.

The term interactivity in the context of CALL has traditionally been associated with human-computer interaction - the stimulus / response / feedback paradigm - involving the use of a range of stimuli (text, images, audio or video), learner responses using a range of input devices (keyboard, mouse, touch screen or speech) and various types of feedback (text, images, audio or video). More recently the term interactivity has been "trivialized to simple menu selection, clickable objects or linear sequencing" and even to "passive" types of interactivity, such as interacting with a digital TV set by pressing the red button on a remote control device and pressing the number keys.

There are three models for computer use in language learning according to Simona Mirescu: as a language teacher; as a stimulus for conversation; as an aid to cognitive development. In order to think about uses of the computer in the classroom, it is useful to keep two terms in mind. Computer Assisted Instruction (CAI) is the term used to describe computer programs designed for teaching, whereas Computer Assisted Language Learning (CALL) is the term used for different forms of second language instruction accomplished with the use of computers.

In using a CAI program, students follow the instruction as the lesson unfolds on the terminal while interacting with the computer. Generally limited to developing reading and writing skills, lessons may include drills and practice exercises, reading comprehension passages, games or simulations, etc.

Over time the hardware has improved, which results in better graphic facilities, including colours, the possibility of animation, touch screen, audio output and video media. Listening comprehension exercises have been developed using a sound blaster and/or a CD-ROM. A short dialogue is displayed on the screen (students can hear it), and then a related question is viewed on the screen.

Once the students type in an answer, the fast and accurate accessing system enables branching feedback to be provided in audio form. Students can also request backup information in written or audio form and can make use of an audiocard allowing instant access to digitally recorded sound files stored on the hard disk.

Simulations can also encourage students to conduct roleplays with a view to gaining insight into an historical situation or to establish empathy with the central character.

One of the great advantages of computer simulations is that they can often be used by groups of students as well as by individuals. Computer simulations can thus be of great assistance in simulating conversation, in confronting students with tasks to be carried out every now and then.

Rather than replacing teachers, computer-based packages are being used as classroom resources. The way in which these packages are used varies with the context of their use, age levels, subject areas or classroom settings. Using a computer in teaching languages can offer unlimited types of activities with considerable potential for learning. How quickly computer-based research will take off and how successful the computer will be is a matter for speculation, but it is bound to change to some extent, what happens in our classrooms.

In spite of the many applications and advantages, CALL and CAI still have not found their rightful place in language learning and teaching. We should avoid asking ourselves how we can teach our lessons on the computer and begin to reevaluate our methods in the light of the computer's tremendous teaching potential. Teachers must address themselves to the challenge of computers and effectively apply their theoretical knowledge and practical experience to the teaching of second-language communication through this new medium.

REFERENCES:
Davies G., Walker R., Rendall H. & Hewer S. (2004). Introduction to Computer Assisted Language Learning (CALL). Module 1.4 in Davies G. (ed.) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University Online. http://www.ict4lt.org/en/en_mod1-4.htm Mirescu, S. (1997). Computer Assisted Instruction in Language Teaching. Vol 35 No 1.,pp. 53. Romania.

http://dosfan.lib.uic.edu/usia/E-USIA/forum/vols/vol35/no1/p53.htm

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