CALL – Computer Assisted Language learning

The document provides an in-depth exploration of Computer-Assisted Language Learning (CALL) and its relationship with Second Language Acquisition Theory. It begins by defining CALL as a method that utilizes computer technology to facilitate language learning, encompassing both computer-based and Internet-based instructional methods. The historical context is outlined, noting that while early CALL techniques emerged in the 1950s, they gained significant traction in the 1980s with advancements in technology.

The summary details the evolution of CALL, starting with basic audio recordings used in language labs, which allowed repetitive listening but lacked interactive features. Over time, the introduction of CD-ROMs enabled voice responses, allowing learners to practice pronunciation and receive feedback from native speakers or automated systems. This shift significantly improved learners’ communication skills and pronunciation.

The document emphasizes the advantages of CALL programs, such as their ability to merge various language aspects like grammar and vocabulary, and their effectiveness in enhancing learners’ proficiency in speaking, listening, reading, and writing. It highlights that these programs can cater to individual learner needs, making language acquisition more engaging and tailored.

However, the document also addresses the limitations of CALL. It points out that while these programs can facilitate vocabulary learning, they may not sufficiently motivate learners to practice independently. Additionally, there are challenges in connecting words with their definitions, which is crucial for comprehensive understanding.

The relationship between CALL and Second Language Acquisition Theory is explored, noting that increased access to language input is a primary benefit of using computer programs for language learning. The document discusses how CALL can support both non-native speakers and native speakers looking to improve their foreign language skills.

Furthermore, the document outlines the various phases of CALL, including introductory levels focusing on listening and speaking, followed by reading and writing, and cultural understanding. It also discusses the importance of integrating technology into lesson plans to enhance learning experiences.

In conclusion, while CALL presents numerous advantages for language education, the document stresses the need for greater adoption among educators to maximize its potential benefits for students. It calls for awareness of both the strengths and weaknesses of CALL to improve teaching and learning outcomes in language acquisition.