CALL is, in a nutshell, the theory and practice of using computers to support language teaching

and learning in some way (most often, through software tools). It is also a field that covers the search for
and study of applications of the computer in language teaching and learning, (the aim being to discover
how technology can be used as effectively as possible to support learning).
CELL = computer-enhanced language learning
TELL = technology-enhanced language learning
Many different CALL courses exist worldwide (e.g. at Stanford U, Ohio U, Trinity College London,
etc.); there also exist several professional publications and organizations (CALICO Journal, ICT4LT,
CAELL Journal (Computer-assisted English Language Learning), etc.).
History of CALL (from the pedagogical, NOT technological, perspective):
Stage

60-80s
Behaviouristic

80-90s
Communicative

21st century
Integrative

Technology

Mainframe

PCs

Multimedia, Internet

Teaching
paradigm

Gram.-translation and
audio-lingual
Learning forms

Communicative
Using forms

Content-based
instruction

View
of
language

Structural
(formal
structural system)

Cognitive
(mentally
constructed system

Sociocognitive
(developed in social
interaction

Main use of
computers

Computer as tutor
Delivers material
Drill and practice

Comp.
as
stimulus
Commun.exercises
(discussions,
writing,
interactive
Computer as tool

Authentic discourse
Natural integration
of various skills,
people communicate
with people

Main
objective

accuracy

fluency

agency

The ultimate contemporary objective is, of course, agency; in integrative CALL, it refers to the
programs level of interactivity and the ability to allow the learner more autonomy when it comes to the
learning process, so that he/she can direct their own learning. Ultimately, the effectiveness of CALL does not
reside in technology, but only in how it is put to use.
Technology in the classroom must be pedagogically justified, to support effective learning (students
should learn language better or faster using technology than they would using the ordinary tools).

The teacher needs to develop three main competencies when it comes to CALL functional (i.e. know
how to use the tools), critical (know what the tools are good for), and creative (understand how the tools will
help transform the learning environment).
Current trends in ELT include:
-

promoting agency (along with accuracy and fluency),

integrated skills with meaningful purpose,

student-centredness (to promote learner autonomy and active learning),

comprehensive input and

multiple modalities to support various learning styles.

Current trends in CALL programs and activities include:

-

authentic language,

content-based instruction (internet exchanges and simulations),

process-oriented writing,

collaborative and task-based learning,

catering for multiple learning styles, as well as

individualized learning (both for forms, drills and communication).

Two basic types of software:

-

Individualized skill development software (grammar software, word processors, pronunciation

programs and grammar labs) is useful because it is autonomous, self-pacing, motivating, offers
immediate feedback, contains branching options and helps improve self-esteem of the students.

Collaborative learning software (email, electronic databases, chat rooms, teleconferencing programs,
collaborative platforms etc.) is useful because it is interactive, communicative, helps reduce anxiety in
students, is characterized by authentic language, and focuses on integrative skills.

Criteria for evaluating e-materials:

Content of the material (skills - grammar, vocabulary, listening/reading comprehension, simulation,

special knowledge content)

Quality of the material (is it adequately clear, detailed, level of difficulty in relation the students
knowledge level, etc.)

Quantity of the material

The author(s) of the material/comments

CALL software evaluation criteria (according to Scholfield):

-

Three key components: the nature of the materials/software, the nature of the teaching/learning
situation, the suitability of rating criteria

Three evaluation criteria: specification, program design, pedagogically relevant features

Evaluation criteria according to ICT4LT:

-

functionality

media content

quality of linguistic/cultural content

relevance

exploitation and outcomes

Computer Aided Assessment (or CAA for short) refers to any instance in which some aspect of computer
technology is deployed as part of the assessment process. Examples include:
-

Interactive exercises and tests completed on a computer

Use of computers to produce coursework

On-screen marking of students' word-processed writing

Using a spreadsheet or database to keep a record of students' marks:

Use of email to send coursework to students and (for students) to receive marks and feedback

Use of Web pages to set tasks for students and to provide tutor support

Use of plagiarism detection software

Formative (generally carried out throughout a course or project, used to aid learning, done by a teacher
or peer, providing feedback on a student's work, not necessarily used for grading purposes; DIAGNOSTIC)
assessment differs from summative (generally carried out at the end of a course or project, typically used to
assign students a course grade; EVALUATIVE) assessment; CAA is used mainly for formative assessment,
excellent for giving immediate feedback, e.g. in tests designed to measure students' progress in specific areas.
Which skills can be assessed (by the computer alone)?
-

Listening & Reading: Simple at a basic level (e.g. multiple-choice, drag-and-drop, and fill-in-the-blank
tests with single-words or very short sentences). Cannot easily assess more open-ended aspects such
as the ability to infer or completely open-ended answers. In multiple-choices tests students can get the
answers right by guesswork.

Speaking: Limited - for self, peer and teacher assessment. Requires equipment (e.g. microphone and
headphones) to allow students to record themselves and listen to the playback. Automatic Speech
Recognition (ASR) software is used to assess speaking skills solely by the computer; this is a very
complex task, research is developing rapidly.

Writing: Limited. Features in modern computer software (spellcheckers, grammar and style
checkers) enable self-assessment of spelling, pick up many errors that students can use to self-correct.
Some progress in developing programs that can roughly grade short essays (e.g. BETSY) and in
combination of teaching and assessment (e.g. Criterion).

Exercise v test:
-

Exercises offer instant feedback, an opportunity to correct errors, and are designed to offer the learner
practice.

Tests offer raw scores and often no feedback at the end, and are used to track the learners progress in
specific areas.

Types of tests include:

-

Placement tests for sorting students into groups of approximately the same level of knowledge

Diagnostic tests for identifying problematic areas and the students strengths and weaknesses

Achievement/attainment tests for testing mastery in a particular area/syllabus

Proficiency tests for measuring learner's achievements in relation to a specific task which they are
later required to perform, and

Aptitude tests for predicting how a student might perform in a specific subject or area

CAA exercise types include:

-

true or false

multiple-choice

gap-filling and Cloze

text reconstruction (including total Cloze)

matching / Pelmanism

re-ordering jumbled words

re-ordering jumbled sentences

free text entry

crosswords

wordsearch exercises

With multimedia, computer tests and exercises can contain a variety of different kinds of presentation of
the stimulus, student input and feedback, e.g. a multiple-choice test could consist of text and/or audio/video
presentation of the stimulus, student could input by selecting a number/letter, clicking on an icon or by dragand-drop, feedback could be in the form of text and/or audio/video (or there could be no feedback at all in some
tests).

Authoring creation of e-learning materials, most often through easy-to-use courseware (a new class of
software, whose aim is to enable relatively unsophisticated computer users to create appropriate learning
programs since most teachers do not want to be part-time programmers as well). Courseware enables the
creation of materials for various skill levels, subject-specific as well as generic. Attention must be paid to the
ratio of time spent in creating an item of courseware vs. the use time of the completed product. The lower
the ratio, the more cost-effective the authoring system.

The Internet great for integrated skills, offers a wealth of authentic material in many different areas
(e.g. newspaper sites & TV companies offer authentic language and content, potentially even audio and video
transcripts which can enhance learning). The teacher could teach students to access and evaluate resources
for future academic, personal and professional needs, or combine it with evaluating and writing activities
(writing reports), since students normally use the Internet to read. /slajdove 4-10 proitati on your own/

Types of Computer Mediated Communication (CMC):

-

Synchronous chat, Skype, Google Talk, MultiuserObjectOriented platforms such as MOODLE,

etc.

Asynchronous e-mail, forum, wikis, blogs, etc.

Current FLT theories and notions, in relation to CMC, include:

-

Interactionist hypothesis in SLA, negotiation of meaning (most modern CALL is based on this). Benefits
of face-to-face negotiations between native and non-native speakers include: enhancement of cultural
awareness, motivation to engage in real interactions, increase in quality of oral production

Intercultural communicative competence ultimate goal of L2 study (based on sociocultural theories):

an ability to evaluate, critically and on the basic of explicit criteria, perspectives, practices and
products in ones own and other cultures and countries.

Intercultural approach to CMS (telecollaboration): online communication used to bring together

language learners in different countries in order to carry out collaborative projects or undertake
intercultural exchanges

Distance learning - in the past (correspondence courses, radio courses) v now (DL= e-learning, using the
Internet to learn from home). Variants include hybrid courses (online + downloadable + printed) and blended
learning (DL + face-to-face)

Issues to consider when it comes to e-learning:

-

Content (skills, level, type)

Technology ((low-tech (text-based web pages and email), high tech (multimedia, commercial
education packages))

Cost (ranging from free (no cost but registration needed) to very expensive, restricted to institution)

Teaching material (online or combination, text or virtual coursebooks, fancy multimedia (exp.
Second Life)

Teachers role (chatroom monitor, materials creator, technical assistant, classroom teacher)

Pacing (join any time, or similar as real courses)

Credits (educational institution for degree, for certificate, or nothing)