CALL (Computer Assisted Language Learning)

            There are three new categories from the history of CALL, they are Restricted, Open and Integrated CALL. It offers definitions and description of three approaches and argues that allow more detailed analysis of institutions and classroom than earlier analyses. To maximize the benefits of CALL, we have to begin with reassessment of history of CALL, followed by a brief assessment of CALL now, and detailed discussion of where CALL could go in the future chronologically.

Part 1: where has CALL been?

            According to Delcloque (2000) refers to five main literature sources that answer where has CALL been, and it divides into two kinds:

1.      The properly researched, objective historical accounts which attempt to summarize the progression and might include precise dates and a comprehensive list of sources.

2.      The interpretative type which tends to draw more subjective conclusions about advances and trends in the field, thus analyzing its progression in a less objective manner.

            There are three phases of CALL, those are ‘Behaviouristic’, ‘Communicative’ and ‘Integrative’. Inconsistencies show that in the period of time, they will have different publications. Even the inconsistencies are not particularly important, they are peculiar and avoidable. Then, what the phases are. The phases offer in three categories as ‘paradigm’ or ‘perspectives’ which only adds to the conceptual confusion.

      

        i.            The three phases of CALL:

1.      Behaviouristic

2.      Communicative

3.      Integrative

      ii.            Inconsistencies

There are some points in which the phases of CALL show significant different in different publications.

    iii.            What are there phases

Warschauer told that three categories as ‘paradigms’ or ‘perspective’.

     iv.            Unclear criteria

Underwood (1984) sugessted thatcommunicative CALL:

-          Focuses more on using forms

-          Teaches grammar implicity

-          Allows and encourages students to generate original utterances

-          Does not judge and evaluate everything the students do

-          Avoids telling students they are wrong

-          Uses the target language exclusively

-          Will never try to do anything that a book can do as well

Moreover, Warschauer mentioned, there are three main uses or models of computer use:

1.      Computer as  tutor

2.      Computer as stimulus

3.      Computer as tool

       v.            Integrative CALL

In this terms, students will learn how to use a variety of technological tools as an ongoing process of language learning and use.

     vi.            The nees for a new analysis

   vii.            Towards an alternative analysis of CALL

 viii.            Are these historical phases or not?

Part 2: where is CALL now?

Nowadays, the use of technology is larger than before. The technology and software in other key areas of implementation help many people and may guide people such as teacher’s attitudes, administrators’ attitudes, and timetabling.

Part 3: where is CALL going? Integrated CALL and normalization

One criterion of CALL’s successful integration into language learning will be that it ceases to exist as a separate concept and field for discussion.

        i.            Diffusion of innovations

Stages of normalization in CALL:

1.      Early adopters

2.      Ignorance/scepticism

3.      Try one

4.      Try again  

5.      Fear/awe

6.      Normalizing

7.      Normalization

      ii.            Two fallacies in our approach to CALL

1.      Fear

2.      Parallel

    iii.            Overcoming the two fallacious attitudes to CALL

     iv.            A proposed agenda for CALL

CALL becomes invisible, serving the needs of learners and integrated into every teachers’ everyday practice. Moreover, we need more in-depth ethnographic studies of individual environments to make clearer the relationship between the factors.