History and Principles of CALL

Wow! When I started to read the assigned reading for this week, I discovered that I knew more then I thought I knew about Computer-Assisted Language Learning (CALL).

The term "CALL" actually was started in the 1980s even though computers and computer networking actually started in the 1940s during World War II (WWII). I had no idea that CALL dated back to the 1950s.

What is CALL? According to Egbert, CALL has many definitions, such as:

1. CALL is the use of computers to support language teaching and learning
2. CALL is software tools designed to promote learning
3. CALL is the study of applications of the computer in language teaching and learning

(Egbert 2005)

As I read Beatty’s history of CALL, I learned that there are several early applications, such as Machine Translation (MT) and Programmed Logic/Learning for Automated Teaching Operations (PLATO). (Beatty 2003)

MT is a bilingual was used in the early days of CALL to translate text from one language to another. However, I actually can the benefits of this application for both educationally and government purposes. (Beatty 2003)

PLATO was in one of the founding fathers of education and knowledge; however, I learned that in the CALL world, PLATO was an early application that combined the best CALL features of the time from several universities that include several features that are still included in computer-assisted learning today, both in learning languages and for other educational computer-based training. (Beatty 2003)

These features include: Grammar explanations · Vocabulary drills · Translation test · Feedback – tailored advice

I also learned that computer simulations and multimedia applications were used in the early days of CALL in a similar fashion as they are used today. In fact autonomous leaning simulations were used as they are to allow the learner to repeated tries to lower stress. When I am developing courses I usually design assessment questions with unlimited attempts for the same reason. (Beatty 2003)

In the 1970s and 1980s, CALL became more user friendly and allowed the learner to interact with the system using the keyboard, the computer mouse and audio features. (Wikipedia 2007)

In the 1990s, a new term was developed called Technology Enhanced Language Learning (TELL). The features started in the 50’s became more enhanced by offering Today’s world of CALL uses a combination of simulations, text, animation, graphics, The learner responds by typing at the keyboard, pointing and clicking with the mouse, or speaking into a microphone. Just like yesterday’s CALL, today’s CALL offers feedback, indicating whether the learner’s response is right or wrong. There are even CALL systems that can analyze the learner’s response and pinpoint the errors. (Wikipedia 2007)

When I continued my study of CALL, I read Network-based Language Learning, in this article the history of CALL was broken down into three eras and six stages:

1. Structural / Behavioristic CALL (1960s -1970s)
2. Communicative / Cognitive CALL (1980s -1990s)
3. Integrative / Sociocognitive / Socioconstructive CALL (1990s -present)

The table below represents the Warschauer and Kern CALL History.

Stage	Structural CALL	Communicative CALL	21st Century: Integrative CALL
View of Language	Structural	Cognitive	Sociocognitive
Technology	Mainframe	PCs	Multimedia and Internet
English-Teaching Paradigm	Grammar-Translation & Audio-Lingual	Communicate Language Teaching	Content-Based, ESP/EAP
View of Language	Structural	Cognitive	Socio-cognitive
Principal Use of Computers	Drill and Practice	Communicative Exercises	Authentic Discourse
Principal Objective	Accuracy	And Fluency	And Agency

(Based on Kern & Warschauer, 2000; Warschauer, 1996; Warschauer, in press-a)

Besides learning about the history of CALL, I also learned the principles of CALL. According to Egbert, there are eight classroom conditions needed to create the most favorable language-learning environment.

1. Learners interact socially and negotiate meaning
2. Learners interact within an authentic audience
3. Learners are involved in authentic tasks
4. Learners exposed to and encouraged to produce varied and creative language
5. Learners are provided adequate time and feedback
6. Learners encouraged to participate in development of the learning process
7. Learner’s environment is free of stress and anxiety
8. Learners autonomy is supported
   (Egbert 2005)

Some of the same principles of CALL are the same in developing training for any subject. After this week’s course introduction, I am ready to learn more about CALL. Bring it on!

References:
The following references were used in developing this blog:

• Egbert, J. (2005) CALL Essentials: Principles and Practice in CALL Classrooms
• Beatty, K. (2003) Teaching and researching computer-assisted language learning. New York: Longman.
• Kern, R., & Warschauer, M. (2000) Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 1-19). New York: Cambridge University Press.