Application of CALL in Language Learning Classrooms : Implications and Concerns

Application of CALL in Language Learning Classrooms : Implications and Concerns

Morteza  Montazeri  & Hadi Hamidi (Corresponding Author)

Introduction

             CALL involves using technology in the form of computers, and a process of transformation in the institution where implementation actually is undertaken. CALL should be perceived as an interdisciplinary issue which entails “strategies for managing change alongside the knowledge of the use of computers for educational purposes, and language teaching methodologies’’

Historical stages of CALL

             The use of computer can be divided into three main stages: behaviorist CALL, communicative CALL, and integrative CALL. Behaviorist CALL was formed by behaviorist theory. Communicative CALL was the next stage of computer use. And Integrated CALL is aimed at integrating various skills and integrating technology fully in the language learning process.

Applications of CALL

             CALL can be usefully applied in three ways. First, computer – based technologies can help secure high –quality practice through large – scale curricular collaborations with native – speaking students enrolled in a course in another country. The second way through which the best use can be made of computer-assisted technologies is using email assignments with teachers and with tutors. Finally, computer mediated synchronous forums can maximize the benefits of collaboration L2 practice carried out not only outside but also inside classroom.

CALL in speaking

              CALL – based pronunciation training and testing are, according to Luma (2004), gradually being incorporated in the classroom and have evolved to include automatic computer raters and assessment procedures that could be done without the presence of a teacher.

Network – based language teaching and CALL

              Network – based language teacher (NBLT) is a language teaching that involves the use of connected to each other in global or local networks, hence showing a new form of CALL.

Issues significant in the normalization of CALL

Chamber and Bax (2006) suggest the following significant issues in normalizing CALL:

   A.  Logistics
         Issue 1 : CALL facilities will not be separated from normal teaching space.
         Issue 2 : The classroom will be ideally organized to pave the way for an easy move from CALL activities to non – CALL activities.
         Issue 3 : For language teachers to normalize computer use in their daily practice, they may need additional time for planning and preparation.

 B. Stakeholders’ conception, knowledge and abilities
          Issue 4 : Language teachers and managers should have enough knowledge and ability with computers so as to feel confident in making use of them.
         Issue 5 : Normalization needs cooperation on parts of different stakeholders.
         Issue 6 : Teachers and managers should avoid technical fallacy, the view that the chief determinant of success is software or hardware.

C. Syllabus and software integration
         Issue 7 : Successful normalization of CALL requires a proper integration of CALL into syllabus.
         Issue 8 : Progress towards normalization can be enhanced by making use of authorable CALL materials which allow teachers to tailor CALL activities better to meet the syllabus aims.

D. Training, development and support
        Issue 9 : For CALL to be normalized, teacher training and development can best be offered in collaborative mode.
        Issue 10 : Teacher’ concerns about technical failure and their lack of skills to deal with such failures should be addressed.
         Issue 11 : Technical help is paramount, but not sufficient, importance. There is the need for pedagogical support also.

Criticisms against CALL

By the late 1980s and early 1990s, as stated by Warschauer  and  Healey (1998), critics pointed out that the computer was still being used in an ad hoc and disconnected fashion, thus finding itself making a greater contribution to marginal rather than central elements of the language learning process.

Final remarks

The reason why many teachers and learners appear to be unwilling to use CALL and prefer to use course books is partly because books are cheaper, and in some places electronic facilities are not easily available. It is also because they can be quickly opened, use, and navigated without dependence on technology, electricity or Internet connection.