call

Computer-assisted language learning

Multimedia language centers

During the 1960s, language laboratories with cassette players and headphones were introduced into educational institutions. The use of this kind of center grew rapidly in the late 1960s and 1970s, but then went rapidly out of fashion."^[9] Later, “digital language labs” were introduced, still following the traditional language format, such as teacher monitoring. What made them new what that they incorporated new technologies such as video. The term multimedia was originally used to describe sets of learning materials which included a book, audiocassettes and/or videocassettes. However, with the advent of computer-based materials, such packages tend to be called multiple media or mixed media - although there is not absolute consensus on this point. Nowadays multimedia refers to computer-based materials that can perform more varied tasks then the purely-audio mixed-media. Not only can such play pre-recorded audio and video material, it can create new audio and video recordings. It also has the capability of integrating the four basic skills of listening, speaking, reading and writing, as well as giving immediate, if limited, feedback to the student. However, like its predecessors, multimedia centers run the risk of being underutilized due to poor management. ^[10]

While multimedia computer-based materials can be used directly in the classroom, because of costs, such resources are usually found in a multimedia language center, fulfilling the role of the previous cassette-based and digital language laboratories. However, managing such a center requires knowledge of a wide range of equipment and the increasing expectations of such equipment from administrators, language teachers and students. Administrators often have the mistaken belief that buying hardware by itself will meet the needs of the center (often devoting 90% of a center’s budget to such and ignoring software and training needs) and will cut down on the number of teaching staff needed. ^[11]

While multimedia offers many opportunities for language learning with the availability of text, images, sound and video as well as interactive activities, the problem is that these opportunities have not been taken advantage of well. Most multimedia computer programs tend to be strong on presentation but weak as far as pedagogy and even interaction. One of the main promises of CALL is the ability to individualize learning, but like with past language laboratories, use of the facilities in many cases have devolved into rows of students all doing the same drills. The only advantage to the multimedia in these cases has been better sound and color images. Most modern language learning theories stress the importance of teacher guidance rather than control, giving students control over what they do, how fast they do it and even the ability to find and correct their own mistakes.^[11]

Managing a multimedia language center properly requires not only knowledge of foreign languages and language teaching methodology, it also requires a certain amount of technical know-how and budget management ability as well as the ability to combine all these into creative ways of taking advantage of what the technology can offer. Often a center manager needs assistants for technical problems, for managing resources and even the tutoring of students. Multimedia centers lend themselves to self-study, and potentially self-directed learning, but such is often misunderstood. The simple existence of computers in a laboratory does not automatically lead to students learning independently. Significant investment of time is essential for materials development and creating an atmosphere conducive to such.

Self access language learning centers or independent learning centres have emerged partially independently, and partially in response to these issues. In self-access learning, the focus is on developing learner autonomy through varying degrees of self-directed learning, as opposed to (or as a complement to) classroom learning. In most centres, learners access materials and manage their learning independently, but have access to staff for help. Many self-access centres are heavy users of technology and an increasing number of them are now offering online self-access learning opportunities. Some centres have developed novel ways of supporting language learning outside the context of the language classroom (also called 'language support') by developing software to monitor students' self-directed learning and by offering online support from teachers (cf. ^[12])

Center managers and support staff need to have new roles defined for them to support students’ efforts at self-directed learning. In fact, a new job description has emerged recently, that of a “language advisor”^[13].

[edit] Advantages of CALL

[edit] Motivation

Generally speaking, the use of technology inside or outside the classroom tends to make the class more interesting. However, certain design issues affect just how interesting the particular tool creates motivation. ^[6] One way a program or activity can promote motivation in students is by personalizing information, for example by integrating the student’s name or familiar contexts as part of the program or task. Others include having animate objects on the screen, providing practice activities that incorporate challenges and curiosity and providing a context (real-world or fantasy) that is not directly language-oriented.

For example, a study comparing students who used “CornerStone” (a language arts development program) showed a significant increase in learning (compared to students not using the program) between two classes of English-immersion middle-school students in language arts. This is because CornerStone incorporate personalized information and challenging and imaginative exercises in a fantasy context. ^[14] Also, using a variety of multimedia components in one program or course has been shown to increase student interest and motivation. ^[6]

One quantifiable benefit to increased motivation is that students tend to spend more time on tasks when on the computer. More time is frequently cited as a factor in achievement. ^[6]

[edit] Adapting learning to the student

Computers can give a new role to teaching materials. Without computers, students cannot really influence the linear progression of the class content but computers can adapt to the student. ^[5] Adapting to the student usually means that the student controls the pace of the learning but also means that students can make choices in what and how to learn, skipping unnecessary items or doing remedial work on difficult concepts. Such control makes students feel more competent in their learning. ^[14] Students tend to prefer exercises where they have control over content, such as branching stories, adventures, puzzles or logic problems. With these, the computer has the role of providing attractive context for the use of language rather than directly providing the language the student needs. ^[5]

[edit] Authenticity

“Authenticity” in language learning means the opportunity to interact in one or more of the four skills (reading, writing, listening, speaking) by using or producing texts meant for an audience in the target language, not the classroom. With real communication acts, rather than teacher-contrived ones, students feel empowered and less afraid to contact others. Students believe they learn faster and better with computer-mediated communication. ^[5] Also, students learn more about culture in such an environment. ^[6] In networked computer environments, students have a conscious feeling of being members of a real community. In situations where all are learners of a foreign language, there is also a feeling of equality. In these situations students feel less stressed and more confident in a language learning situation, in part because surface errors do not matter so much. This works best with synchronous CMC (e.g. chats) as there is immediate feedback but email exchanges have been shown to provide most of the same benefits in motivation and student affect. ^[5]