COMPUTER- ASSISTED LANGUAGE LEARNING
PAGE 11-32 OF INDIVIDUAL DIFFRENECES IN CALL
By:MUKHTARUDDIN
NIM: 0908.0660.32
Abstract
The use of computer is now growing rapidly as fast as a global technology development that develops language teaching methods in the world. One of the methods will be discussed and analyzed in this paper is the use of CALL (Computer-Assisted Language Learning). Along with this writing the writer will write about Roles of Computers in Learning and Computers and Language Learning. It will also be emphasizing on the strengths, weaknesses, advantages and disadvantages by not forgetting the quotation of some experts’ opinion concerning the use of computer in language learning that can be useful for readers to get information.
Keywords
CAL (Computer-Assisted Learning), CALL (Computer – Assisted Language Learning), adaptive trainers, research centre, spoken dialogue, second language, Computer assisted instruction, communicative activities.
Introduction
The applications of computers are growing rapidly, and expectations of this technology are growing at the same rate. One of the newest branches of computer application is Computer Aided Learning or CAL. Although computers and educational packages are generally in use today, Computer Aided Learning in the future will be even more essential and important. Today computers are used as a big, fast encyclopedia or data book, a tape recorder, type writer or video, but in the future CAL systems will contain smart adaptive trainers that will adapt themselves to learners’ features and propose the best method of teaching.
History of CAL
CAL’s history began in the early 60’s, when the third generation of digital computers were built and introduced. These systems were cheaper and more reliable than the earlier models. So digital computers became typical facilities in universities and research centers. Consequently, researchers started to find new fields of applications for the computers and CAL was one of those. Certainly at the beginning, like other technological productions, CAL systems, which are a combination of computer hardware, added special purpose peripherals, and CAL software, had only scientific and academic applications, and were experimental. At that time, before other specialists, psychologists used the computer as an ideal tool for conveying programmed instructions. This branch of CAL was called Computer Assisted Instruction, CAI. (Hooper,1975) In 1969, as Frye listed (1969), about 20 various CAL systems had been developed in universities and research centers. Obviously these were the first steps and were concentrated on academic goals and had a wide range from a computer based science testing system (Hensen, 1969) to one of the earliest distributed and remote educating systems that was developed in Harvard university. (Lawrence, 1969)
Advantages of CALL Programs
Educators (Jonassen, 1996; Salaberry, 1999; Rost, 2002) indicate that the current computer technology has many advantages for second language learning. Computer and its attached language learning programs could provide second language learners more independence from classrooms and allowing learners the option to work on their learning material at any time of the day. Once implemented, it can be expected that the cost for computer technology is considerably lower than for face-to-face classroom teaching, and when used in conjunction with traditional second language classroom study, students can study more independently, leaving the teacher more time to concentrate effort on those parts of second language teaching that are still hard or impossible by the computer, such as pronunciation, work on spoken dialogue, training for essay writing and presentation (Roger, 1996). Lee (2000) further stated that the reasons why we should apply computer technology in second language instruction, include computer and its attached language learning programs can (a) prove practices for students through the experiential learning,(b) offer students more the learning motivation, (c) enhance student achievement, (d)increase authentic materials for study, (e) encourage greater interaction between teachers and students and students and peers, (f) emphasize the individual needs, (g) regard independence from a single source of information, and (h) enlarge global understanding. Taylor (1980) also expressed that computer assisted language learning programs can be wonderful stimuli for second language learning. Currently, computer technology can provide a lot of fun games and communicative activities, reduce the learning stresses and anxieties, and provide repeated lessons as often as necessary. Those abilities will promote second language learners’ learning motivation. Through various communicative and interactive activities, computer technology can help second language learners strengthen their linguistic skills, affect their learning attitude, and build their self-instruction strategies and self-confidence. According to Robertson et al. observation (1987), the participants who joined computer-assisted language learning programs also had significantly higher self-esteem ratings than regular students. Today, with the high development of computer technology, computers can capture, analyze, and present data on second language students’ performances during the learning process. As we know, observing and checking students’ learning progress are very important activities to help students achieve their second language acquisition. When teachers attempt to assess students’ learning progress, they can get the essential information from a well-designed computer language learning programs and then offer feedback tailored to students’ learning needs (Taylor & Goatskin, 2003). In addition, Students can get various authentic reading materials either at school or from home by connecting to the Internet. And, those materials can be accessed 24 hours a day. In a word, computer technology also provides the interdisciplinary and multicultural learning opportunities for students to carry out their independent studies. For learning interaction, Warchauer (2004) indicated that the random access to Web pages would break the linear flow of instruction. By sending E-mail and joining newsgroups, second language learners can also communicate with people they never met before and interact with their own teachers or classmates. Shy or inhibited learners can be greatly benefited through the individualized technology-learning environment, and studious learners can also proceed at their own pace to achieve higher levels. In particular, many concepts and cognitions are abstract and difficult to express through language the language teaching area. It seems that computers can make up for this shortage by using the image showing on the screen. Nunan (1999) reported that “interactive visual media which computers provided seem to have a unique instructional capability for topics that involve social situations or problem solving, such as interpersonal solving, foreign language or second language learning” (p.26). Both cognitive theorists and humanists all pointed out that practice experience is a very important factor for people’s learning. Experiential theory educators believe that learning is about making sense of information, extracting meaning and relating information to everyday life and that learning is about understanding the world through reinterpreting knowledge (Ormrod, 1999). When computer technology combines with Internet, it creates a channel for students to obtain a huge amount of human experience and guide students to enter the “Global Community”. In this way, students not only can extend their personal view, thought, and experience, but also can learning to live in the real world. They become the creators not just the receivers of knowledge. And, “as the way information is presented is not linear, second language learners can still develop thinking skills and choose what to explore” (Lee, 2000).
Disadvantages of CALL
First, although there are many advantages of computer, the application of current computer technology still has its limitations and disadvantages. Gips, DiMattia, & Gips (2004) indicated that the first disadvantage of computer and its attached language learning programs is that they will increase educational costs and harm the equity of education. When computers become a basic requirement for student to purchase, low budget schools and low-income students usually cannot afford a computer. It will cause unfair educational conditions for those poor schools and students. On the other hand, expensive hardware and software also becomes the big obligations for schools and parents. Second, it is necessary that both teachers and learners should have basic technology knowledge before they apply computer technology to assist second language teaching and learning. No student can utilize computer if he or she lacks training in the uses of computer technology. Unfortunately, most teachers today do not have sufficient technological training to guide their students exploring computer and its assisted language learning programs. Therefore, the benefits of computer technology for those students who are not familiar with computer are inexistent (Roblyer, 2003). Third, the software of computer assisted language learning programs is still imperfect. Current computer technology mainly deals with reading, listening, and writing skills. Even though some speaking programs have been developed recently, their functions are still limited. Warschauer (2004) pointed out that a program should ideally be able to understand a user’s “spoken” input and evaluate it not just for correctness but also or “appropriateness”. It should be able to diagnose a student’s problems with pronunciation, syntax, or usage and then intelligently decide among a range of options. Fourth, computers cannot handle unexpected situations. Second language learners’ learning situations are various and ever changing. Due to the limitations of computer’s artificial intelligence, computer technology is unable to deal with learners’ unexpected learning problems and response to learners’ question immediately as teachers do. The reasons for the computer’ inability to interact effectively can be traced back to a fundamental difference in the way humans and computers utilize information (Dent, 2001). Blin (1994) also expressed that computer technology with that degree of intelligence do not exist, and are not expected to exist for quite a long time. In a word, today’s computer technology and its attached language learning programs are not yet intelligent enough to be truly interactive. People still need to put effort in developing and improving computer technology in order to assist second language learners.
Strengths
Interactivity is a crucial strength of the new technology. The computer is interactive, first of all, by virtue of the fact that the user can gain control over learning and therefore becomes an active participant in the learning process. Interactivity also allows the instant feedback from the computer. The interactivity of the computer makes it especially suited for implementing learner-centered teaching methods. Multimedia should be considered truly revolutionary for language pedagogy. The new technology really shines in its presentation of form and meaning. The sound and graphic capabilities of the computer not only have improved presentation, they have also made possible what conventional textbooks cannot do. Digitized audio has made possible the modeling of pronunciation. The teaching of characters’ stroke order and direction has taken a giant step forward from the cumbersome representation on paper to the animated demonstration formerly achievable only with a human instructor. Still or animated graphics for illustrating meanings and speech production may both educate and entertain. Random and rapid access allows the instant retrieval of vocabulary and grammar explanations. It also contributes to easy learner control and recycling of materials. The computer’s ability to store and manipulate data also makes it possible to keep scores, log errors and track learner performance. The consistency and patience of the computer is not only crucial for learning by association and repeated exposure. Paradoxically, without the possible ill-effects of an over-bearing human teacher, the patient and interactive computer can provide a very user-friendly and learner-centered learning environment. In addition to the above-mentioned general characteristics, digital speech technology in particular has enabled the graphic display of the relevant acoustic properties of speech such as amplitude, pitch level and frequency composition.
Weaknesses
Although speech recognition is already commercially available, inherent speaker variability in a CALL situation makes speech recognition in CALL programs rather difficult to achieve. Hence the difficulty in providing feedback to learner’s speech. On a higher level, due to the complexity of natural language parsing, the learners’ creative and open-ended output cannot be easily evaluated. Due to the difficulty of speech recognition and natural language parsing, the interactivity of the computer does not go far enough. Interactive conversation which is a most valued pedagogical activity is very hard to implement on the computer.
Conclusion
Technology has the potential to play a major role in foreign language learning and instruction. However, the development of this potential is in the early stages. Issues on which the realization of this potential depend include “the shift from thinking of technology as assisting instruction to thinking of it as supporting learning; the problems attending the evaluation of technology’s efficacy; the prerequisites to genuine individualization of software; and the advantages and disadvantages of pedagogically shaped as contrasted with authentic materials and of learner control over the learning environment” (Garrett, 1991, p.95).
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