Applications Of Call

Applications of CALL

Listening, Speaking, and Pronunciation

Although most CALL applications were originally text-based, development of multi-media audio and video resources have increased how CALL can address both productive (speaking) and receptive (listening) skills. For example, ESL websites such as Randall’s ESL Cyber Listening Lab provide multi-level listening texts, pre and post listening tasks, vocabulary expansion exercises, and webquests to find information related to the text. Listening is scaffolded with a script of the dialogue, and learners complete and receive feedback on a comprehension quiz.

Podcasts give second language learners access to authentic texts to improve listening comprehension and build vocabulary. Warschauer and Liaw (2011) describe ESLpod.com, a collection of hundreds of thematically organized audio files and a learning guide containing the listening script, a glossary of new vocabulary, and comprehension questions, allowing learners to work independently and at their own pace. In addition to language instruction sites, many news and entertainment websites provide podcasts of recent stories, which language learners can access to improve their listening skills.

Technology has also expanded second language speaking options. For example, audio capture tools such as Audacity allow learners to record their voice and analyse their production for errors in syntax, pronunciation, and mechanics. Warschauer and Liaw (2011) explain how EnglishCentral.com uses video and speech recognition technology to improve pronunciation and speaking skills. Learners watch clips accompanied by the written text, which they can click on for pronunciation and vocabulary help. They can also record the lines from the clip and compare their utterances to that of the native speaker.

Reading, Writing, and Grammar

CALL also provides second language learners opportunities to practice their reading and writing skills. During the communicative CALL era, this practice came in the form of reading texts with comprehension questions, text reconstruction exercises, and fill in the blank grammar activities that differed little from traditional pen and paper exercises. However, advancements in integrative CALL and Web 2.0 technology have enabled interactive tools such as blogs and wikis.

Second language learners can exploit the interactive and collaborative aspects of posting, responding, and receiving feedback on blogs to improve their reading and writing skills. Other classroom applications of blogs include creating an online magazine of students’ submissions, follow-up writing assignments based on in-class lessons, writing an online diary, and discussing current events with classmates or other bloggers (Markaki, 2009).

The benefits of using wikis for collaborative reading and writing include the low learning curve and high capacity for quickly engaging in knowledge construction, critical thinking, and contextual learning (West and West, 2009). The authors point out two advantages of wikis over blogs. First, blogs are usually maintained by one person, while maintenance of wikis is distributed among all contributors. Second, blog posts cannot be edited by readers, while wiki content is open to editing by contributing members. These two distinctions are important as they provide learners with additional writing practice while commenting on and revising content.

Classroom applications of wikis include collaborative research projects, error correction tasks, debates, resource banks, annotated bibliographies, and timelines. (West and West, 2009). Many of these projects are aimed at higher level ESL learners, but Warschauer and Liaw (2011) point out that Simple English Wikipedia can be used for lower level learners because articles are shorter, grammar and vocabulary are reduced, and fewer idioms and slang terms are used.

Classroom Considerations with CALL

Adapted from Herrell and Jordan (2008), the following are recommendations for implementing technology and multimedia in a CALL classroom:

• Model technology and media use so learning the technology does not interfere with desired learning outcomes
• Introduce technology and media slowly to not overwhelm learners who have less technical experience
• Consider technology use carefully and add new technology and media as appropriate
• Allow time for practice so technology enhances, not impedes, learning
• Create working partners for collaboration and support

Hirschheim, Whitehall, and Smithson (1990) outline additional considerations for using CALL in the classroom:

• Choosing technology that relates to one’s teaching philosophy
• Deciding on what hardware and software to use
• Choosing appropriate supplementary material
• Defining the roles of instructor, students, and computer during the CALL task.

Benefits of CALLFrommer (1998) notes that when used appropriately, computers can provide meaningful contexts for language learning and understanding of the culture in which the target language is used. He also recommends the use of computers for language instruction because it offers an interactive learning experience during which learners gain access to authentic texts, engage in e-mail conversations, and learn about the host culture. Finally, Frommer states that CALL allows students to assume responsibility for their own learning.CALL offers the language learner diverse opportunities for language learning. When combined with the Internet, learners can access resources and language contexts previously unattainable. The following studies have been conducted on CALL in the language classroom.

Cubillos (1998) reiterates similar benefits by describing how CALL facilitates vocabulary learning, supports reading and writing development, and increases students’ awareness of language structure through error-feedback programs. Cubillos stresses that some computer-based language resources are more effective for instructional purposes than others, so evaluation of the resource and its pedagogical merit should be undertaken prior to using any CALL resource.