Computer Technology: Computer-Assissted Language Learning (CALL)

Computer-assissted language learning (CALL)

Call in language teaching involves the use of computer technology to help in the process of presenting, reinforcing, and assessing learning materials that places emphasis on interactive elements. Computer Assisted Language Learning (CALL) involves the use of Information and Communication Technologies (ICT) in learning and teaching a second or foreign language ranging from research to course development. Many researchers have investigated the effectiveness of CALL in improving language skills and have found it to be very effective for both language learners and teachers (Warshauer and Healey, 1998). Some studies have indicated a recent increase in the integration of CALL to different education levels

CALL materials are not teacher centered but rather student centered in order to promote self paced learning. It does not refer to the use of a computer by only the teacher in order to prepare teaching materials. In CALL hardware refers to not just the computer as a hole but rather the hardware that makeup the computer such as the monitor, keyboard, etc. Software in CALL refers to the instructions given to the computer in order for it to work. In today’s globalize world computers are being used more than ever in English AS a Second and Foreign Language classrooms for all areas of language learning ranging from composition, reading, writing, and even in handwriting with video and speech synthesis technologies being used in TEFL/TESL classrooms. CALL is even being used by curriculum designers who have designed programs to help students from a wide range of age groups ranging from primary school to college students and even adults. All this has created many questions the most important of which is regarding the role that these

As a result, various approaches to motivation can focus on cognitive behaviors (such as monitoring and strategy use), non-cognitive aspects (such as perceptions, beliefs, and attitudes), or both. For example, Gottfried (1990) defines academic motivation as “enjoyment of school learning characterized by a mastery orientation; curiosity; persistence; task-endogamy; and the learning of challenging, difficult, and novel tasks” (p. 525). On the other hand, Turner (1995) considers motivation to be synonymous with cognitive engagement, which he defines as “voluntary uses of high-level self-regulated learning strategies, such as paying attention, connection, planning, and monitoring” (p.