Computer-assisted language learning - Revision history

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← Previous revision		Revision as of 20:47, 29 December 2025
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	{{Use British English\|date=November 2013}}		{{Use British English\|date=November 2013}}
	{{Redirect\|CALL\|other uses\|Call (disambiguation){{!}}Call}}		{{Redirect\|CALL\|other uses\|Call (disambiguation){{!}}Call}}
	'''Computer-assisted language learning''' (CALL), known as '''computer-assisted learning''' (CAL) in British English and '''computer-aided language instruction''' (CALI) and '''computer-aided instruction''' (CAI) in American English,<ref>{{Cite journal\|last=Higgins\|first=John\|date=1983\|title=Computer assisted language learning\|journal=Language Teaching\|volume=16\|issue=2\|pages=102–114\|doi=10.1017/S0261444800009988\|s2cid=145169394 }}</ref> is, per Levy (1997: p. 1), "the exploration and study of computer applications in language teaching and learning."<ref name="levy1997">Levy, M. (1997). CALL: Context and Conceptualisation. Oxford: Oxford University Press.</ref> CALL embraces a wide range of [[information and communications technology]] "applications and approaches to teaching and learning foreign languages, ranging from the traditional drill-and-practice programs that characterized CALL in the 1960s and 1970s to more recent manifestations of CALL, such as those utilized [[virtual learning environment]] and Web-based [[distance learning]]. It also extends to the use of [[#Corpora and concordancers\|corpora and concordancers]], interactive whiteboards,<ref name="schmidcutrim2009">Schmid, Euline Cutrim. (2009). Interactive Whiteboard Technology in the Language Classroom: Exploring New Pedagogical Opportunities. Saarbrücken, Germany: VDM Verlag Dr. Müller.</ref> computer-mediated communication (CMC),<ref name="lamyhampel">Lamy M.-N. & Hampel R. (2007) ''Online communication in language learning and teaching'', Houndmills: Palgrave Macmillan.</ref> [[#Virtual worlds\|language learning in virtual worlds]], and [[Mobile-assisted language learning\|mobile-assisted language learning (MALL)]].<ref name="shieldkukulska">Shield, L., & Kukulska-Hulme, A. (Eds.). (2008). Special edition of ReCALL (20, 3) on Mobile Assisted Language Learning.</ref>		'''Computer-assisted language learning''' (CALL), known as '''computer-assisted learning''' (CAL) in British English and '''computer-aided language instruction''' (CALI) and '''computer-aided instruction''' (CAI) in American English,<ref>{{Cite journal\|last=Higgins\|first=John\|date=1983\|title=Computer assisted language learning\|journal=Language Teaching\|volume=16\|issue=2\|pages=102–114\|doi=10.1017/S0261444800009988\|s2cid=145169394 }}</ref> is, per Levy (1997: p. 1), "the exploration and study of computer applications in language teaching and learning."<ref name="levy1997">Levy, M. (1997). CALL: Context and Conceptualisation. Oxford: Oxford University Press.</ref> CALL embraces a wide range of [[information and communications technology]] "applications and approaches to teaching and learning foreign languages, ranging from the traditional drill-and-practice programs that characterized CALL in the 1960s and 1970s to more recent manifestations of CALL, such as those utilized [[virtual learning environment]] and Web-based [[distance learning]]. It also extends to the use of [[#Corpora and concordancers\|corpora and concordancers]], interactive whiteboards,<ref name="schmidcutrim2009">Schmid, Euline Cutrim. (2009). Interactive Whiteboard Technology in the Language Classroom: Exploring New Pedagogical Opportunities. Saarbrücken, Germany: VDM Verlag Dr. Müller.</ref> [[computer-mediated communication]] (CMC),<ref name="lamyhampel">Lamy M.-N. & Hampel R. (2007) ''Online communication in language learning and teaching'', Houndmills: Palgrave Macmillan.</ref> [[#Virtual worlds\|language learning in virtual worlds]], and [[Mobile-assisted language learning\|mobile-assisted language learning (MALL)]].<ref name="shieldkukulska">Shield, L., & Kukulska-Hulme, A. (Eds.). (2008). Special edition of ReCALL (20, 3) on Mobile Assisted Language Learning.</ref>

	The term CALI (computer-assisted language instruction) was used before CALL, originating as a subset of the broader term CAI (computer-assisted instruction). CALI fell out of favor among language teachers, however, because it seemed to emphasize a teacher-centered instructional approach. Language teachers increasingly favored a student-centered approach focused on learning rather than instruction. CALL began to replace CALI in the early 1980s (Davies & Higgins, 1982: p. 3).<ref>Davies G. & Higgins J. (1982) ''Computers, language and language learning'', London: CILT.</ref> and it is now incorporated into the names of the growing number of [[#Professional associations\|professional associations]] worldwide.		The term CALI (computer-assisted language instruction) was used before CALL, originating as a subset of the broader term CAI (computer-assisted instruction). CALI fell out of favor among language teachers, however, because it seemed to emphasize a teacher-centered instructional approach. Language teachers increasingly favored a student-centered approach focused on learning rather than instruction. CALL began to replace CALI in the early 1980s (Davies & Higgins, 1982: p. 3).<ref>Davies G. & Higgins J. (1982) ''Computers, language and language learning'', London: CILT.</ref> and it is now incorporated into the names of the growing number of [[#Professional associations\|professional associations]] worldwide.
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	* [[Podcasting]]		* [[Podcasting]]
	* Audio tools		* Audio tools
	* [[Video sharing]] applications and [[screen capture (disambiguation)\|screen capture]] tools (referring to both video screen capture tools and screenshot tools)		* [[Video sharing]] applications and [[screen capture (disambiguation)\|screen capture]] tools (referring to both video screen capture tools and [[screenshot]] tools)
	* Animation tools – comic strips, movies, etc.		* Animation tools – comic strips, movies, etc.
	* [[Mashup (web application hybrid)\|Mashup]]s		* [[Mashup (web application hybrid)\|Mashup]]s
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	The early adventure games and simulations led on to multi-user variants, which were known as [[MUDs]] (Multi-user domains). Like their predecessors, MUDs were text-only, with the difference that they were available to a wider online audience. MUDs then led on to [[MOO]]s (Multi-user domains object-oriented), which language teachers were able to exploit for teaching foreign languages and intercultural understanding: see Donaldson & Kötter (1999)<ref>{{cite journal \| last1 = Donaldson \| first1 = R.P. \| last2 = Kötter \| first2 = M. \| year = 1999 \| title = Language learning in cyberspace: teleporting the classroom into the target culture \| journal = CALICO Journal \| volume = 16 \| issue = 4\| pages = 531–558 \| doi = 10.1558/cj.v16i4.531-557 }}</ref> and (Shield 2003).<ref>Shield L. (2003) "MOO as a language learning tool". In Felix U. (ed.) ''Language learning online: towards best practice'', Lisse: Swets & Zeitlinger.</ref>		The early adventure games and simulations led on to multi-user variants, which were known as [[MUDs]] (Multi-user domains). Like their predecessors, MUDs were text-only, with the difference that they were available to a wider online audience. MUDs then led on to [[MOO]]s (Multi-user domains object-oriented), which language teachers were able to exploit for teaching foreign languages and intercultural understanding: see Donaldson & Kötter (1999)<ref>{{cite journal \| last1 = Donaldson \| first1 = R.P. \| last2 = Kötter \| first2 = M. \| year = 1999 \| title = Language learning in cyberspace: teleporting the classroom into the target culture \| journal = CALICO Journal \| volume = 16 \| issue = 4\| pages = 531–558 \| doi = 10.1558/cj.v16i4.531-557 }}</ref> and (Shield 2003).<ref>Shield L. (2003) "MOO as a language learning tool". In Felix U. (ed.) ''Language learning online: towards best practice'', Lisse: Swets & Zeitlinger.</ref>

	The next major breakthrough in the history of virtual worlds was the graphical user interface. [[Habitat (video game)\|Lucasfilm's Habitat]] (1986), was one of the first virtual worlds that was graphically based, albeit only in a two-dimensional environment. Each participant was represented by a visual avatar who could interact with other avatars using text chat.		The next major breakthrough in the history of virtual worlds was the [[graphical user interface]]. [[Habitat (video game)\|Lucasfilm's Habitat]] (1986), was one of the first virtual worlds that was graphically based, albeit only in a two-dimensional environment. Each participant was represented by a visual avatar who could interact with other avatars using text chat.

	Three-dimensional virtual worlds such as Traveler and [[Active Worlds]], both of which appeared in the 1990s, were the next important development. Traveler included the possibility of audio communication (but not text chat) between avatars who were represented as disembodied heads in a three-dimensional abstract landscape. Svensson (2003) describes the Virtual Wedding Project, in which advanced students of English made use of Active Worlds as an arena for constructivist learning.<ref>Svensson P. (2003) "Virtual worlds as arenas for language learning". In Felix U. (ed.) ''Language learning online: towards best practice'', Lisse: Swets & Zeitlinger.</ref>		Three-dimensional virtual worlds such as Traveler and [[Active Worlds]], both of which appeared in the 1990s, were the next important development. Traveler included the possibility of audio communication (but not text chat) between avatars who were represented as disembodied heads in a three-dimensional abstract landscape. Svensson (2003) describes the Virtual Wedding Project, in which advanced students of English made use of Active Worlds as an arena for constructivist learning.<ref>Svensson P. (2003) "Virtual worlds as arenas for language learning". In Felix U. (ed.) ''Language learning online: towards best practice'', Lisse: Swets & Zeitlinger.</ref>

← Previous revision		Revision as of 23:05, 1 November 2025
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	{{Use British English\|date=November 2013}}		{{Use British English\|date=November 2013}}
	{{Redirect\|CALL\|other uses\|Call (disambiguation){{!}}Call}}		{{Redirect\|CALL\|other uses\|Call (disambiguation){{!}}Call}}
	'''Computer-assisted language learning''' (CALL), known as '''computer-~~aided instruction~~''' (~~CAI~~) in British English and '''computer-aided language instruction''' (CALI) in American English,<ref>{{Cite journal\|last=Higgins\|first=John\|date=1983\|title=Computer assisted language learning\|journal=Language Teaching\|volume=16\|issue=2\|pages=102–114\|doi=10.1017/S0261444800009988\|s2cid=145169394 }}</ref> Levy (1997: p. 1) ~~briefly defines it as~~ "the exploration and study of computer applications in language teaching and learning."<ref name="levy1997">Levy, M. (1997). CALL: Context and Conceptualisation. Oxford: Oxford University Press.</ref> CALL embraces a wide range of [[information and communications technology]] "applications and approaches to teaching and learning foreign languages, ranging from the traditional drill-and-practice programs that characterized CALL in the 1960s and 1970s to more recent manifestations of CALL, such as those utilized [[virtual learning environment]] and Web-based [[distance learning]]. It also extends to the use of [[#Corpora and concordancers\|corpora and concordancers]], interactive whiteboards,<ref name="schmidcutrim2009">Schmid, Euline Cutrim. (2009). Interactive Whiteboard Technology in the Language Classroom: Exploring New Pedagogical Opportunities. Saarbrücken, Germany: VDM Verlag Dr. Müller.</ref> computer-mediated communication (CMC),<ref name="lamyhampel">Lamy M.-N. & Hampel R. (2007) ''Online communication in language learning and teaching'', Houndmills: Palgrave Macmillan.</ref> [[#Virtual worlds\|language learning in virtual worlds]], and [[Mobile-assisted language learning\|mobile-assisted language learning (MALL)]].<ref name="shieldkukulska">Shield, L., & Kukulska-Hulme, A. (Eds.). (2008). Special edition of ReCALL (20, 3) on Mobile Assisted Language Learning.</ref>		'''Computer-assisted language learning''' (CALL), known as '''computer-assisted learning''' (CAL) in British English and '''computer-aided language instruction''' (CALI) and '''computer-aided instruction''' (CAI) in American English,<ref>{{Cite journal\|last=Higgins\|first=John\|date=1983\|title=Computer assisted language learning\|journal=Language Teaching\|volume=16\|issue=2\|pages=102–114\|doi=10.1017/S0261444800009988\|s2cid=145169394 }}</ref> is, per Levy (1997: p. 1), "the exploration and study of computer applications in language teaching and learning."<ref name="levy1997">Levy, M. (1997). CALL: Context and Conceptualisation. Oxford: Oxford University Press.</ref> CALL embraces a wide range of [[information and communications technology]] "applications and approaches to teaching and learning foreign languages, ranging from the traditional drill-and-practice programs that characterized CALL in the 1960s and 1970s to more recent manifestations of CALL, such as those utilized [[virtual learning environment]] and Web-based [[distance learning]]. It also extends to the use of [[#Corpora and concordancers\|corpora and concordancers]], interactive whiteboards,<ref name="schmidcutrim2009">Schmid, Euline Cutrim. (2009). Interactive Whiteboard Technology in the Language Classroom: Exploring New Pedagogical Opportunities. Saarbrücken, Germany: VDM Verlag Dr. Müller.</ref> computer-mediated communication (CMC),<ref name="lamyhampel">Lamy M.-N. & Hampel R. (2007) ''Online communication in language learning and teaching'', Houndmills: Palgrave Macmillan.</ref> [[#Virtual worlds\|language learning in virtual worlds]], and [[Mobile-assisted language learning\|mobile-assisted language learning (MALL)]].<ref name="shieldkukulska">Shield, L., & Kukulska-Hulme, A. (Eds.). (2008). Special edition of ReCALL (20, 3) on Mobile Assisted Language Learning.</ref>

	The term CALI (computer-assisted language instruction) was used before CALL, originating as a subset of the broader term CAI (computer-assisted instruction). CALI fell out of favor among language teachers, however, because it seemed to emphasize a teacher-centered instructional approach. Language teachers increasingly favored a student-centered approach focused on learning rather than instruction. CALL began to replace CALI in the early 1980s (Davies & Higgins, 1982: p. 3).<ref>Davies G. & Higgins J. (1982) ''Computers, language and language learning'', London: CILT.</ref> and it is now incorporated into the names of the growing number of [[#Professional associations\|professional associations]] worldwide.		The term CALI (computer-assisted language instruction) was used before CALL, originating as a subset of the broader term CAI (computer-assisted instruction). CALI fell out of favor among language teachers, however, because it seemed to emphasize a teacher-centered instructional approach. Language teachers increasingly favored a student-centered approach focused on learning rather than instruction. CALL began to replace CALI in the early 1980s (Davies & Higgins, 1982: p. 3).<ref>Davies G. & Higgins J. (1982) ''Computers, language and language learning'', London: CILT.</ref> and it is now incorporated into the names of the growing number of [[#Professional associations\|professional associations]] worldwide.

	An alternative term, technology-enhanced language learning (TELL),<ref>Bush M. & Terry R. (1997) (eds.) ''Technology-enhanced language learning'', Lincolnwood, Illinois: National Textbook Company.</ref> also emerged around the early 1990s: e.g. the TELL Consortium project, University of Hull.		An alternative term, technology-enhanced language learning (TELL),<ref>Bush M. & Terry R. (1997) (eds.) ''Technology-enhanced language learning'', Lincolnwood, Illinois: National Textbook Company.</ref> also emerged around the early 1990s: e.g. the TELL Consortium project, [[University of Hull]].

	The current philosophy of CALL emphasizes student-centered materials that empower learners to work independently. These materials can be structured or unstructured but typically incorporate two key features: interactive and individualized learning. CALL employs tools that assist teachers in facilitating language learning, whether reinforcing classroom lessons or providing additional support to learners. The design of CALL materials typically integrates principles from language pedagogy and methodology, drawing from various learning theories such as behaviourism, cognitive theory, constructivism, and second-language acquisition theories like Stephen Krashen's. [[monitor hypothesis]].		The current philosophy of CALL emphasizes student-centered materials that empower learners to work independently. These materials can be structured or unstructured but typically incorporate two key features: interactive and individualized learning. CALL employs tools that assist teachers in facilitating language learning, whether reinforcing classroom lessons or providing additional support to learners. The design of CALL materials typically integrates principles from [[language pedagogy]] and methodology, drawing from various learning theories such as behaviourism, cognitive theory, constructivism, and second-language acquisition theories like Stephen Krashen's. [[monitor hypothesis]].

	A combination of face-to-face teaching and CALL is usually referred to as [[blended learning]]. Blended learning is designed to increase learning potential and is more commonly found than pure CALL (Pegrum 2009: p. 27).<ref>Pegrum M. (2009) ''From blogs to bombs: The future of digital technologies in education'', Perth: University of Western Australia Press.</ref>		A combination of face-to-face teaching and CALL is usually referred to as [[blended learning]]. Blended learning is designed to increase learning potential and is more commonly found than pure CALL (Pegrum 2009: p. 27).<ref>Pegrum M. (2009) ''From blogs to bombs: The future of digital technologies in education'', Perth: University of Western Australia Press.</ref>
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	There have been several attempts to document the history of CALL. Sanders (1995) covers the period from the mid-1960s to the mid-1990s, focusing on CALL in North America.<ref>Sanders R. (ed.) (1995) ''Thirty years of computer-assisted language instruction'', Festschrift for John R. Russell, ''CALICO Journal'' Special Issue, 12, 4.</ref> Delcloque (2000) documents the history of CALL worldwide, from its beginnings in the 1960s to the dawning of the new millennium.<ref>Delcloque P. (2000) ''History of CALL'' [Online]: http://www.ict4lt.org/en/History_of_CALL.pdf</ref> Davies (2005) takes a look back at CALL's past and attempts to predict where it is going.<ref>Davies G. (2005) ''Computer Assisted Language Learning: Where are we now and where are we going?'' [ Online]: http://www.camsoftpartners.co.uk/docs/UCALL_Keynote.htm</ref> Hubbard (2009) offers a compilation of 74 key articles and book excerpts, originally published in the years 1988–2007, that give a comprehensive overview of the wide range of leading ideas and research results that have exerted an influence on the development of CALL or that show promise in doing so in the future.<ref>Hubbard P. (2009) (ed.) ''Computer-assisted language learning'', Volumes I-IV, Routledge: London and New York: http://www.stanford.edu/~efs/callcc/</ref> A published review of Hubbard's collection can be found in ''Language Learning & Technology'' 14, 3 (2010).<ref>''Language Learning & Technology'' (2010) 14, 3, pp. 14–18 [Online]: http://llt.msu.edu/issues/october2010/index.html</ref>		There have been several attempts to document the history of CALL. Sanders (1995) covers the period from the mid-1960s to the mid-1990s, focusing on CALL in North America.<ref>Sanders R. (ed.) (1995) ''Thirty years of computer-assisted language instruction'', Festschrift for John R. Russell, ''CALICO Journal'' Special Issue, 12, 4.</ref> Delcloque (2000) documents the history of CALL worldwide, from its beginnings in the 1960s to the dawning of the new millennium.<ref>Delcloque P. (2000) ''History of CALL'' [Online]: http://www.ict4lt.org/en/History_of_CALL.pdf</ref> Davies (2005) takes a look back at CALL's past and attempts to predict where it is going.<ref>Davies G. (2005) ''Computer Assisted Language Learning: Where are we now and where are we going?'' [ Online]: http://www.camsoftpartners.co.uk/docs/UCALL_Keynote.htm</ref> Hubbard (2009) offers a compilation of 74 key articles and book excerpts, originally published in the years 1988–2007, that give a comprehensive overview of the wide range of leading ideas and research results that have exerted an influence on the development of CALL or that show promise in doing so in the future.<ref>Hubbard P. (2009) (ed.) ''Computer-assisted language learning'', Volumes I-IV, Routledge: London and New York: http://www.stanford.edu/~efs/callcc/</ref> A published review of Hubbard's collection can be found in ''Language Learning & Technology'' 14, 3 (2010).<ref>''Language Learning & Technology'' (2010) 14, 3, pp. 14–18 [Online]: http://llt.msu.edu/issues/october2010/index.html</ref>

	Butler-Pascoe (2011) looks at the history of CALL from a different point of view, namely the evolution of CALL in the dual fields of educational technology and second/foreign language acquisition and the paradigm shifts experienced along the way.<ref>Butler-Pascoe M. E. (2011) "The history of CALL: the intertwining paths of technology and second/foreign language teaching", ''International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)'' 1, 1: 16–32: http://www.igi-global.com/ijcallt</ref>		Butler-Pascoe (2011) looks at the history of CALL from a different point of view, namely the evolution of CALL in the dual fields of [[educational technology]] and second/foreign language acquisition and the paradigm shifts experienced along the way.<ref>Butler-Pascoe M. E. (2011) "The history of CALL: the intertwining paths of technology and second/foreign language teaching", ''International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)'' 1, 1: 16–32: http://www.igi-global.com/ijcallt</ref>

	See also Davies et al. (2011: Section 2, ''History of CALL'').<ref name=davieswalkeretal/>		See also Davies et al. (2011: Section 2, ''History of CALL'').<ref name=davieswalkeretal/>
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	* [[List of flashcard software]]		* [[List of flashcard software]]
	* [[Online learning community]]		* [[Online learning community]]
			* [[Pimsleur language programs]]
	* [[Promova]]		* [[Promova]]
	* [[Second-language acquisition]]		* [[Second-language acquisition]]