Article Sidebar
Main Article Content
Abstract
Computers have aided language teaching since the 1960s. Two decades after their assistance, with the support of advance in technology and network, computers have gaining trend to be integrated in foreign language teaching as computer-assisted language instruction (CALI). CALI was basically teacher-centered teaching, therefore it was less favoured by the growing belief among educators that teaching should be student-centered. In the early 1980s, with its student-centered approach, computer-assisted language learning (CALL) commenced to substitute CALI. This paper reviews some empirical studies of the impact of CALL as well as its growing trend and challenge. Over the years 1998 –1999, the University of Melbourne held a CALL project. Despite having to tackle students with low computer skill, it was found beneficial not only to tertiary education at the university but also to year 12 students in Victoria. Therefore Australian government started to insert CALL in its curriculum. In 2004, the Ministry of Education of the People's Republic of China also issued policy requiring CALL as means to promote English teaching. Recently, a study supported this policy that it is effective for Chinese students to study EFL writing by utilising Google Translate as a translingual CALL tool. Whilst, in Iran, a study faced challenge of the application of CALL considering limited infrastructure support, teachers’ capability to cope with the technology and apply it in their future instruction.
Keywords: CALI, CALL, Australia, China,and Iran
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
- Buczek-Zawiła, A. (2021). Catering To Assessment Needs Of Students Of English-Call To The Rescue?. Teaching English with Technology, 21(2), 38-65.
- Debski, R., & Gruba, P. (1999). A qualitative survey of tertiary instructor attitudes towards project-based CALL. Computer assisted language learning, 12(3), 219-239.
- Fathali, S., & Emadi, A. (2021). CALL research in Iran: An integrative review of the studies between 2007 and 2019. Computer Assisted Language Learning, 22(3), 33-51.
- Meihami, H., & Esfandiari, R. (2021). Exploring EFL Teachers' Professional Identity Development in a CALL Teacher Preparation Program. JALT CALL Journal, 17(2), 135-157.
- Milad, M. (2022). CALL Project-Based Program to Enhance Student-Teachers’ TEFL Skills. Journal of Language Teaching and Research, 13(5), 936-943.
- Nami, F. (2021). Experiencing collaborative professional development in a blended CALL teacher education course. Quarterly of Iranian Distance Education Journal, 3(2).
- Rogerson-Revell, P. M. (2021). Computer-assisted pronunciation training (CAPT): Current issues and future directions. RELC Journal, 52(1), 189-205.
- Smith, M., & Salam, U. (2000). Web-based ESL courses: A search for industry standards. CALL-EJ Online, 2(1), 2-1.
- Suga, K. (2021). Review of Language teaching with video-based technology: Creativity and CALL teacher education.
- Toyoda, E. (2001). Exercise of learner autonomy in project-oriented CALL. Call-Ej Online, 2(2), 2-2.
- Tsai, S. C. (2022). Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing. Computer assisted language learning, 35(5-6), 1250-1272.
- Wang, Z. (2021). On Computer Assisted Language Learning (CALL) and Change of Teachers’ Role. In IOP Conference Series: Earth and Environmental Science (Vol. 632, No. 5, p. 052049). IOP Publishing.
- Zhang, Q. (2021). A Literature Review of Foreign Studies on the Impact of CALL on Second Language Acquisition from 2015. English Language Teaching, 14(6), 76-83.
- Zhou, P. (2021). A Research on CALL-Based POA in English Writing Teaching. Journal of Contemporary Educational Research, 5(12), 156-161.