Welcome to Meaningful Expressions: A Look at CALL

Computer Assisted Language Learning

Welcome to Meaningful Expressions!  

This is a place where language learning through the use of technology is discussed! Using computers (laptops, tablets, electronic devices, smart phones, etc.) to improve one's language is known as Computer assisted language learning (CALL) (Hubbard, 2009, p.1) [1] .  CALL can enhance language learning by the use of “meaningful activities online” (Warschauer,2004, p. 12) [2]. One can incorporate the pedagogy of Integrative CALL by using technology to complete real life tasks that require the learner to apply their language skills. This means for educators “(t)o successfully use 2.0 technologies as part of the learning process, teachers must be able to relate their teaching objectives, teaching style and curriculum to an integrated use of technology. This implies finding a learner-centred pedagogy as the main pedestal of the entire learning process...” ( Dooly, 2010, p. 289) [3]. Therefore, instead of writing artificial essays or sentences to practice verb tense or language structure, the learner writes a blog to express his/her opinions or ideas about different topics of their choosing. This activity gives the learner autonomy.

When I was in Lima in 2010-2011, I taught English language classes at the oldest, prestigious university in Peru. The English language teaching methods were also antiquated. The methods being used at that time were not promoting learner autonomy or critical thinking. It was a structural pedagogy without computers. Each student had a book with lessons, readings, and exercises in it. This book served as the main resource for the class. A tape player with CD was provided to complete listening and speaking exercises. There were no computers or other resources in the classroom except a blackboard and chalk. Almost all students had a cell phone, although at that time not all had smart phones. Using their phones could have been a possible tool for incorporating online tasks. However, the Wi-Fi at school was only available in certain areas on campus. These limitations made it difficult to use technology in the classroom. Unfortunately, the students did not have the opportunity to engage in authentic language tasks. Therefore, they lacked the motivation to practice English outside of class. However, they all had access to the internet through the school's computer lab or neighboring internet cafes. Giving my students meaningful assignments to do online would have been a great way to encourage them to engage with English outside of class.

Multimedia and electronic communication are new genres that can enhance language learning by providing authentic writing experiences (Warschauer, 2004, p.7). Giving students opportunities to create multimedia projects in language content related topics is fulfilling one of the 2.0 teaching skills to, “develop classroom activities that advance knowledge creation, ownership and responsibility of the learning process, innovation and life-long learning, supported by the use of Web 2.0 tools” (Dooly, 2010, p.294). Creating a PowerPoint presentation encourages the learner to actively engage with the course material to produce their own new product that demonstrates their understanding. When assigning multimedia presentations, it is necessary for the teacher to  "(r)ecognizing that authentic writing requires an audience, language instructors use of a variety of computer-based options for publishing student work” (Hubbard, 2009, p.8). The teacher must think through his or her requirements and resources to make sure the project will be a success.   

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[1]  Hubbard, P. (2009).  General introduction.  Computer Assisted Language Learning, 1, 1-20.

[2] Warschauer, M. (2004).  Chapter 2:  Technological change and the future of CALL.  Technological Change and the Future of CALL, 1-16.

[3] Guth, S., Helm, F, Lang, P. and Dooly, M. (2010).  Teacher 2.0.   Telecollaboration 2.0:  Language, Literacies and Intercultural Learning in the 21st Century, 277-303.