Computer-assisted language learning

More than a tool that facilatates the language learning process, computer-assisted language learning is an umbrella term meaning any means of language learning that use computer applications. It involves a wide range of information and communications technology applications and approaches to teaching and learning foreign languages, ranging from traditional drill routines to the more recent usages of Web-based distance learning. It also comprehends Computer-mediated communication (CMC), language learning in virtual worlds and mobile-assisted language learning. Some earlier forms of computer assisted learning fell out of favour with language teaching professionals since the focus should be on students, not on instrcution. A student-centred approach has always proved more effective than teacher-centred approach.

Designing CALL materials takes into account principles of language pedagogy and methodology, often based on existing learning theories (behaviorist, which students react by stimula, cognitive psychology, memory, problem-solving, creativity, reasoning, and constructivism, which posits that humans derive knowledge through experiences and interactions with the real world). Second-language learning theories also come into play when devising CALL materials, such as Krashen's monitor model (an input-based hypothesis that focuses on information received by learners).constructivist) and second-language learning theories such as Stephen Krashen's monitor hypothesis.

Taking a pedagogic approach is all too important when designing software intended to help in CALL. As language leanring methods are always changing, they keep constantly going back to grammar-translation, direct method, audio-lingual and a variety of other methodologies and back to communicative approaches. It's often necessary to employ more than a language specialist to work on good CALL software quality:

-  a programmer who is familiar with the chosen programming language or authoring tool.

-   a graphic designer, to produce pictures and icons, and to advise on fonts, colour, screen layout, etc.

-  a sound engineer and a video technician since sound and videos are a necessary asset of quality CALL material.

-  an instructional designer. Developing an effective CALL package calls for some background in cognitive psychology and media technology, and adequate technology use should always be aligned with the cognitive content of the material.

CALL inherently supports learner autonomy, so the learner will be in control of his learning environment and resources and decide on accurate learning goals.

Software designers developing CALL material should avoid the comfortable route of producing a batch of multiple-choice and gap-filling drills and veer toward creation and management of an environment supporting a constructivist approach to language learning, where learners are able to learn through experience and their interactions in the developed environment, entirely assuming responsibility for their learning. In this sense, the teacher acts as a facilitator rather than a purveyour of knowledge. A constrcutivist approach to second language learning places emphasis on the fact that writing, speaking . reading and listening are interrelated and add to each others' meaning in discourse so they should be avoided being taught separately. Even though teachers are supposed to encourage students to construct knowledge through their own experiences, they still have a role of facilitators and managers of the learning environment so they should intervene whenever necessary to help students redirect their efforts towards more fruitful endeavours in the language acqusition process, especially those of low-ability learners.