Computer-Assisted Language Learning (CALL)
Nowadays, there are many programs that aid the teaching as well as the learning of a target language. It is practically impossible to think that learning a language is not influenced by the availability of materials such as software and different programs aimed at the reinforcement as well as the perfection of an acquired language. Language institutes and universities around the world have developed such programs having the presence of computers in almost every field of expertise. Language acquisition and language teaching cannot be the exemption but the example.
However, there is to know that a software however advanced it may be will never replace a well-trained language professional. It can always be of assistance, as long as it meets the needs and expectations of the learner. There is to know not only what students want to learn but also what they need to learn. Software is to meet such aspects. Throughout my experience, I have seen different institutions to make the terrible of changing their syllabuses to meet what the software intends to teach rather than using the suitable part of such software to serve the purposes of their programs.
The recent advances in educational applications of computer hardware and software have provided a rapidly growing resource for language classrooms. The practical applications of CALL are growing at such a rapid pace that it is almost impossible for a classroom teacher to keep up with the field ( Brown, 2001). Warschauer and Haly ( 1998: 59 offered the following benefits of including a computer component in language instruction:
1. Multimodal practice with feedback
2. Individualization in a large class
3. Pair and small group work on projects, either collaboratively or competitively
4. The fun factor
5. Variety in the resources available and learning styles used
6. Exploratory learning with large amounts of language data
7. Real-life skill building in computer use.
The following will whet your appetite for CALL:
v Collaborative projects
v Peer- editing of compositions
v E-mail
v Web-page design
v Reinforcement of classroom material
v Games and simulations
v Computer adaptive testing
v Speech processing (Brown, 2001)
The university at which I work has invested quite a lot in equipping our classrooms with cutting edge technology to be progressively incorporated in the teaching of the several languages we teach at the Institute. Therefore, this training cannot be in better timing. I am so looking forward to using as much material as available in the teaching of my classes. I want my students to benefit of as much as I learn.
Best regards,
Fernando Minda
