Computer-assisted language learning

Computer-assisted language learning (CALL), known as computer-aided instruction (CAI) in British English and computer-aided language instruction (CALI) in American English, Levy (1997: p. 1) briefly defines it as "the exploration and study of computer applications in language teaching and learning." CALL embraces a wide range of <a href="/facts/Information_and_communications_technology/wG6q8RfN">information and communications technology</a> "applications and approaches to teaching and learning foreign languages, ranging from the traditional drill-and-practice programs that characterized CALL in the 1960s and 1970s to more recent manifestations of CALL, such as those utilized <a href="/facts/Virtual_learning_environment/18gsWq6y">virtual learning environment</a> and Web-based <a href="/facts/Distance_learning/73oPr8FW">distance learning</a>. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and <a href="/facts/Mobile-assisted_language_learning/CljeefL7">mobile-assisted language learning (MALL)</a>.
The term CALI (computer-assisted language instruction) was used before CALL, originating as a subset of the broader term CAI (computer-assisted instruction). CALI fell out of favor among language teachers, however, because it seemed to emphasize a teacher-centered instructional approach. Language teachers increasingly favored a student-centered approach focused 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.
The current philosophy of CALL emphasizes student-centered materials that empower learners to work independently. These materials can be structured or unstructured but typically incorporate two key features: interactive and individualized learning. CALL employs tools that assist teachers in facilitating language learning, whether reinforcing classroom lessons or providing additional support to learners. The design of CALL materials typically integrates principles from language pedagogy and methodology, drawing from various learning theories such as behaviourism, cognitive theory, constructivism, and second-language acquisition theories like Stephen Krashen's. <a href="/facts/Monitor_hypothesis/PNasfSbR">monitor hypothesis</a>.
A combination of face-to-face teaching and CALL is usually referred to as <a href="/facts/Blended_learning/5mSYQgdF">blended learning</a>. Blended learning is designed to increase learning potential and is more commonly found than pure CALL (Pegrum 2009: p. 27).
See Davies et al. (2011: Section 1.1, What is CALL?). See also Levy & Hubbard (2005), who raise the question Why call CALL "CALL"?

Computer-assisted language learning open-in-new

Computer-assisted language learning