Chun (2011) argues that the role of computers in language learning is so crucial that it can revolutionize language learning. He provides an extensive review of researches on Computer Assisted Language Learning (CALL) to argue that in various contexts and for different purposes, researchers have found CALL useful for second and foreign language learners.
With the wide spread and development of Information and Communication Technology (ICT) in our daily lives, technology provides lots of opportunities for language teachers and learners to benefit or suffer from. Learning a foreign language, such as English, French, etc., has increased in popularity, and became a necessity in our communicative world, therefore, the need to combine both technology …show more content…
The purpose of this paper to review the history, typology and three phases of Computer-Assisted Language Learning (CALL) in language courses, mainly English. Moreover, the merits and barriers of applying technology in language classes are mentioned based on the different published research papers. This chapter reviews the related literature on CALL; its definition, history, typology, phases, and the applications of technology in language classes. The merits and barriers of CALL are also discussed. Furthermore, the literature of attitude and its relationship with language learning and CALL are …show more content…
Computer-assisted instruction was first used in 1950s for other purposes than language teaching. Learning from a colleague in physics, Collett (1980) used the university’s mainframe for computer-assisted instruction in French program. Individual language teachers such as Rex Last and Graham Davies started to use technology for language learning purpose in UK (Chapelle, 2001). Richard Atkinson and Patrick Suppes initiated the best-known early CALL project at Stanford University, US. This project, in collaboration with IBM, was based on Atkinson’s mathematical learning theory rather than language learning theories (Atkinson, 1972). The importance of this project came from the point that Atkinson and Suppes formed the Computer Curriculum Corporation in 1967, which continued to provide instruction in English as a Second Language (Saettler, 1990; cited in Chapelle,
With the wide spread and development of Information and Communication Technology (ICT) in our daily lives, technology provides lots of opportunities for language teachers and learners to benefit or suffer from. Learning a foreign language, such as English, French, etc., has increased in popularity, and became a necessity in our communicative world, therefore, the need to combine both technology …show more content…
The purpose of this paper to review the history, typology and three phases of Computer-Assisted Language Learning (CALL) in language courses, mainly English. Moreover, the merits and barriers of applying technology in language classes are mentioned based on the different published research papers. This chapter reviews the related literature on CALL; its definition, history, typology, phases, and the applications of technology in language classes. The merits and barriers of CALL are also discussed. Furthermore, the literature of attitude and its relationship with language learning and CALL are …show more content…
Computer-assisted instruction was first used in 1950s for other purposes than language teaching. Learning from a colleague in physics, Collett (1980) used the university’s mainframe for computer-assisted instruction in French program. Individual language teachers such as Rex Last and Graham Davies started to use technology for language learning purpose in UK (Chapelle, 2001). Richard Atkinson and Patrick Suppes initiated the best-known early CALL project at Stanford University, US. This project, in collaboration with IBM, was based on Atkinson’s mathematical learning theory rather than language learning theories (Atkinson, 1972). The importance of this project came from the point that Atkinson and Suppes formed the Computer Curriculum Corporation in 1967, which continued to provide instruction in English as a Second Language (Saettler, 1990; cited in Chapelle,