INTRODUCTION OF CALL

CALL is the acronym for computer-assisted language learning. Although, as we will see below, the field or significant parts of it sometimes go by other names, CALL seems to be the most widely accepted generic term. In this foundation course, CALL will be used in a broad sense to refer to any endeavor involving the computers and associated technologies of all types--desktops, laptops, tablets, smart phones, mp3 players, interactive whiteboards, etc.--in some significant way in language teaching and learning.

There are a number of ways to conceptualize field of CALL, but one useful way, especially for those just entering the field, is to divide computer use according to the functional roles of tutor and tool, concepts popularized for CALL by Levy (1997).  A vocabulary flashcard program or set of online grammar exercises would represent tutor uses, where the computer in some way has a teaching function.  A language learning activity involving a word processor, email program, or web search engine like Google would represent tool uses, where the computer has no overt teaching function. 

This distinction is sometimes reflected in an unfortunate division in CALL between those who see the computer primarily as a machine for delivering interactive language learning and practice material--the computer as tutor--and those who see it mainly as a means for learners to experience the authentic language and communication opportunities and enhancements afforded by computers--the computer as tool. Because most early CALL applications were tutorial and tool uses arguably dominate now, it is easy to think of CALL as evolving, leaving tutorial CALL as something of a dinosaur.

In reality, all aspects of CALL have continued to develop, and in this course, we do not attempt to rate one as being more important or useful than the other. In fact, it is possible, even preferable, to recognize these not as opposing philosophies but as end points along the same sort of language teaching continuum, analogous to the one that balances teacher-fronted and group work in a classroom. In other words, effective language learning can include elements of both. Consequently, in this introductory course, I will try to strike a balance between them so that you are better prepared to recognize the potential advantages of using neither, one, or
both for a given teaching situation.

HISTORY OF CALL

CALL began in the 1960s with mainframe-based drill and practice materials, especially those based on the University of Illinois' PLATO system. It remained an insignificant alternative for language learning outside of a few universities until the spread of the microcomputer into educational settings in the early 1980s. Early programs were written by teacher-developers on Apple II, IBM PC, and BBC computers, and were often distributed for free. Commercial programs, when available, were usually quite expensive but were generally more stable and technically sophisticated (though not as innovative).

Source: http://web.stanford.edu/~efs/callcourse/CALL1.htm