Computer Assisted Language Learning (CALL) is an
intercontinental and interdisciplinary journal which leads the field in its
dedication to all matters associated with the use of computers in language
learning (L1 and L2), teaching and testing. It provides a forum to discuss the
discoveries in the field and to exchange experience and information about
existing techniques. The scope of the journal is intentionally wide-ranging and
embraces a multitude of disciplines.
Computer-assisted language learning (CALL) is succinctly
defined in a seminal work by Levy (1997: p. 1) 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 characterised 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 corpora and concordancers, interactive whiteboards, Computer-mediated communication (CMC), language learning in virtual worlds,
and Mobile-assisted language learning (MALL).
The term CALI (Computer-assisted language instruction) was
in use before CALL, reflecting its origins as a subset of the general term CAI
(Computer-assisted instruction). 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. 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
associationsworldwide.
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 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 been 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.g. behaviourist, cognitive, constructivist) and
second language learning theories such as Stephen Krashen's monitor hypothesis.
Cr. http://en.wikipedia.org/wiki/Computer-assisted_language_learning
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