Computer Assisted Language Learning
Introduction
Computers can be tremendously useful tools for English language instruction. They process data quickly and integrate voice, music, videos, pictures and text into lessons. They can be programmed to tailor instruction and test for each individual learner. They can even used to make students feel more comfortable and willing to take risks, because of their “untiring, unjudgmental nature” (Butler-Pascoe 1997:20).
While there are many potential benefits to be derived from these “machines”, the issue now is not whether but how computers should be used for language instruction. Regardless of the speculated disadvantages of using computers for language instruction, advance by some individual or groups, computers and CALL materials are already being used for English language instruction and will continue to be used. It can be used as a modern approach towards language teaching and learning in which the computer is utilized as an aid to the presentation, and as reinforcement and assessment of material to be learned by usually including substantial interactive materials. Over the years with the emergence of the World Wide Web or the Internet, CALL widened its scope. It has become communicative, interactive and explorative such that audio and video exercises or activities can easily be integrated.
The role of language teaching has grown as years have gone by. As observed, interactivity in learning becomes “a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills” (Barker, 1994:1). Today, computer technology can help advocate the communicative approach to learning because it, too, is concerned with the interaction between the teacher and the learner, and the students’ learning needs and learning styles.
Due to the significant changes in second language teaching and learning (e.g. the role of the teacher, the role of the learner, the role of multimedia, and the way the learning process is
Computers can be tremendously useful tools for English language instruction. They process data quickly and integrate voice, music, videos, pictures and text into lessons. They can be programmed to tailor instruction and test for each individual learner. They can even used to make students feel more comfortable and willing to take risks, because of their “untiring, unjudgmental nature” (Butler-Pascoe 1997:20).
While there are many potential benefits to be derived from these “machines”, the issue now is not whether but how computers should be used for language instruction. Regardless of the speculated disadvantages of using computers for language instruction, advance by some individual or groups, computers and CALL materials are already being used for English language instruction and will continue to be used. It can be used as a modern approach towards language teaching and learning in which the computer is utilized as an aid to the presentation, and as reinforcement and assessment of material to be learned by usually including substantial interactive materials. Over the years with the emergence of the World Wide Web or the Internet, CALL widened its scope. It has become communicative, interactive and explorative such that audio and video exercises or activities can easily be integrated.
The role of language teaching has grown as years have gone by. As observed, interactivity in learning becomes “a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills” (Barker, 1994:1). Today, computer technology can help advocate the communicative approach to learning because it, too, is concerned with the interaction between the teacher and the learner, and the students’ learning needs and learning styles.
Due to the significant changes in second language teaching and learning (e.g. the role of the teacher, the role of the learner, the role of multimedia, and the way the learning process is
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