Computer Aided Language Learning (CALL) Optimization

Technology transforms virtually all human activities. In the field of education, the use of audiovisual media, computers and telecommunications devices has radically altered the dynamics of the classroom. For ESL and TFL professionals, the possibilities opened up by technology are very promising, and currently accepted practices already demonstrate the enormous benefits that technology offers for both students and educators. Computer-Assisted Language Learning (CALL) is a growing sector and promotion in the area of ​​language education that has enormous potential to make learning a second or foreign language easier and more accessible.

The impact of technology at all levels of academic instruction cannot be underestimated. For the most part, educators agree that technology enriches the learning experience in many ways. For example, watching relevant videos certainly improves the way students develop an appreciation of nature and its processes. Research work also becomes much easier using an online computer. In the ESL and EFL sector, advances in software development and the channels through which multimedia instructional content can be delivered have already reached the point where ignoring CALL in educational strategy is almost unthinkable. Serious language educators who want to be effective, up-to-date, and creative practitioners should integrate CALL into their lesson plans.

Several studies already affirm the positive impact of technology on the ability of students to think, articulate and create ideas using words that are expressed verbally or in writing. There are already dozens of computer programs, for example, that are designed to enable young learners to create their own stories even before they receive formal language training. Word processors are not only great tools for doing homework, they are also critical in helping students understand English syntax through built-in dictionaries, as well as spell and grammar checkers.

Definition and History of CALL

In general terms, CALL refers to approaches to language teaching and learning that use computers to assist in one or more aspects of learning engagement. These aspects include how instructional materials are presented to students, how students engage with instructional content, and how their understanding of lesson concepts is assessed. Therefore, PowerPoint presentations, video conferences, interactive language games, and computerized assessment tests are included in the classification of computer-assisted language learning.

The use of computers in language instruction dates back to the 1960s, when programs hosted on mainframe computers were used in universities as teaching aids. An example is the PLATO project that was designed at the University of Illinois and offered a series of courses from elementary to university level. When the personal computer was introduced in the late 1970s, CALL programs were more aggressively developed and marketed. Since then, CALL has evolved into a formidable tool for instructing language learners, and one that should never be excluded from a language classroom.

Benefits of the CALL

Early studies on technology-enhanced instruction already indicated strong evidence for the positive impact of technology on education. According to these studies, technology-enriched classrooms exhibit impressive learning outcomes including higher test scores, better student attitudes, increased subject interest, and deeper engagement.

Two of these studies are particularly notable. One was funded directly by the Department of Education, while the other is a 10-year program called ACOT (Apple Classrooms of Tomorrow) started by Apple. The first study concluded that effective use of technology translated into better earnings for all students, regardless of demographics: parental income, gender, age, and other criteria. Meanwhile, the second study reported that students immersed in technology-enhanced environments not only consistently performed well, but also learned other skills that were rarely measured before. These include behavior modifications where students are encouraged to explore their environment more. Students under the program also became socially aware, entrepreneurial, and independent learners. They were also enabled to communicate more effectively and generally developed more confidence in their abilities.

When implemented correctly, CALL provides tremendous benefits that ESL and TFL educators cannot ignore:

CALL has a significant positive effect on learning achievement.

· Interactive videos are effective tools when lesson concepts have strong visual elements.

· Online collaboration interfaces have been shown to improve students’ academic skills and increase their self-esteem.

· The use of computer-based instruction can result in positive attitudinal changes, particularly those related to self-confidence, motivation to learn, and the way lessons are received. When students are allowed to self-paced, the effects were greater.

· CALL transforms the learning environment into a student-centered engagement.

· CALL encourages cooperative learning and dramatically improves student-teacher interactions.

· CALL provides avenues for passive and low-achieving students to better perform, communicate, and participate.

Barriers in the Use of CALL

While the benefits of integrating CALL into the overall language teaching strategy are well documented, there are still barriers that prevent many educators from fully reaping the benefits of CALL. In a study conducted at the University of Taiwan, these barriers were broken down as follows:

1. Financial barriers. The cost of computers, online connectivity, software, and technical support can be prohibitive, especially in less economically advanced locations.

2. Availability of Relevant and Applicable Software. Sometimes it can be difficult to get high quality software that is applicable to the socio-cultural context of the language classroom.

3. Technical Professions of Teachers and Students. There are cases in which the learning curve required of teachers and/or students to develop adequate competence in the use of new technologies may prevent full integration.

4. Hesitation in accepting new technologies. Similarly, some cultures take longer to accept novelty than others.

Despite the barriers, the future remains very bright for computer-assisted learning simply because it has been consistently shown to work extremely well. In addition, many of the barriers will eventually be addressed even in the short term (computer hardware and software prices are generally falling, computer interfaces are becoming so intuitive that people hardly need any technical knowledge to operate screen phones). touch, laptops and computers, etc.).

conclusion

CALL is arguably the most formidable educational aid that ESL/EFL educators can integrate into their student engagement strategies. Today, the range of online applications available for ESL/EFL educators to use in their classrooms is vast. There are dictionaries, encyclopedias, language translators, resource links, forums, chat rooms, digital pronunciation tutors, quizzes, videos, music, and games. Aligning lessons to integrate some of these aids will enrich the experience for both students and language teachers.

CALL impacts virtually every aspect of the learning process that giving lessons without it is like ripping off both the student and the educator.

1. CALL promotes experiential learning that empowers students to not only become entrepreneurs but also content creators.

2. CALL increases students’ motivation because computers are associated with games and are considered fashionable.

3. CALL allows access to instructional materials 24/7.

4. CALL provides the infrastructure for close collaboration and cooperative learning.

5. CALL expands the learning environment by incorporating resources from the World Wide Web.

6. The CALL promotes global understanding.

Using CALL in the language classroom is embracing the future of holistic language education. Hardly designed to replace teachers, CALL nevertheless offers new and better opportunities to learn English. Furthermore, CALL is already redefining the roles of language educators and students, so that ESL/EFL teachers are not just sources of information, but knowledge facilitators who guide students on how to proactively assess and take advantage of the information shared with them. Meanwhile, students take a more active role as creators of content rather than mere recipients of content.

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