scholarly journals Connecting the Past to the Future of Computer-assisted Language Learning: Theory, Practice, and Research

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Yiting Han
Keyword(s):  
Language Learning ◽  
Learning Theory ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Past ◽  
The Future

Portable Handheld Language Learning from CALL MALL to PALL

2011 ◽  
pp. 539-553 ◽  
Author(s):  
Chaka Chaka
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Virtual Learning ◽  
Handheld Devices ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mobile Assisted Language Learning ◽  
The Future ◽  
E Learning ◽  
Definition Of

This chapter explores aspects of portable handheld language learning that are likely to benefit many mobile assisted language learning (MALL) practitioners. Portable handheld language learning refers to mobile, virtual, and ubiquitous language learning mediated through mobile handheld devices. Currently, both computer assisted language learning (CALL) and MALL seem to dominate the act of language learning. Against this background the chapter first provides a brief review of CALL, highlighting CALL technologies helping mediate language learning. Second, it delineates features typifying e-Learning and contends that CALL is more closely linked to traditional e-Learning than MALL. Third, it provides empirical instances of MALL and argues that the future of language learning lies more with MALL and especially with pen assisted language learning (PALL) than with CALL. Finally, it maintains that an all-encompassing and multidimensional definition of mobile learning is necessary if MALL is to evolve into a mainstream virtual learning enterprise.

A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL literature

ReCALL ◽  
2011 ◽  
Vol 23 (2) ◽  
pp. 135-159 ◽  
Author(s):  
Mohammed Ali Mohsen ◽  
M. Balakumar
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Vocabulary Acquisition ◽  
Empirical Studies ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Past ◽  
L2 Vocabulary

AbstractThis article reviews the literature of multimedia glosses in computer assisted language learning (CALL) and their effects on L2 vocabulary acquisition during the past seventeen years. Several studies have touched on this area to examine the potential of multimedia in a CALL environment in aiding L2 vocabulary acquisition. In this review, the researchers investigate the studies that deal with different modes of multimedia annotations in a CALL environment. This article reviews the empirical studies of multimedia glosses in reading as well as in listening comprehension activities and discusses the factors under which these studies have been conducted and their impact on L2 vocabulary acquisition. The study aims to understand how multimedia glosses have been used in the past to support second language vocabulary acquisition and also to explore any evidence regarding how multimedia glosses in a CALL environment can enhance the acquisition of L2 vocabulary. Only empirical studies (18 studies published in international refereed journals and conference) have been reviewed exclusively. The article discusses the findings of the reviewed studies and recommends future research.

scholarly journals Algerian EFL University Teachers’ Attitudes towards Computer Assisted Language Learning: The Case of Djilali Liabes University

2017 ◽  
Vol 5 (2) ◽  
pp. 132
Author(s):  
Miloud Bouchefra ◽  
Meriem Baghoussi
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Cross Sectional ◽  
University Teachers ◽  
Communications Technologies ◽  
The Future ◽  
Western Algeria ◽  
Teachers Attitudes ◽  
Information Communications Technologies

Computer Assisted Language Learning (CALL) is still groping its way into Algerian English as a Foreign Language (EFL) classroom, where Information Communications Technologies (ICTs) are defined in terms of occasional use of computers and data projectors for material presentation in the classroom. Though major issues in the image of the lack of training and absence of facilities are clearly apparent, stakeholders’ attitudes are a decisive aspect that needs to be mapped out if we are to alter the current situation. Thus, the present work aims at investigating EFL university teachers’ attitudes towards CALL at Djilali Liabes University (western Algeria). The current work is a cross-sectional descriptive study that explores teachers’ attitudes across the three domains (affective, cognitive, and behavioural) and investigates other related aspects that may help indicate teachers’ likelihood to adopt CALL in the future. The results are promising as the investigated population not only demonstrated a clearly positive attitude towards CALL but also manifested a number of signs that indicate their likelihood to adopt CALL in the future if circumstances are favourable. 

scholarly journals Blended Learning for ELT

2012 ◽  
Vol 2 (3) ◽  
pp. 165 ◽  
Author(s):  
Parlindungan Pardede
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Communication Technology ◽  
English Language ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Face To Face ◽  
The Past ◽  
Information And Communication

Information and communication technology (ICT) has grown exponentially during the past three decades considerably changed many aspects in industrial and trading sectors. Currently, it is revolutionizing education. One of the most important results of the revolution is the emergent of blended learning, which combines the best of face-to-face and ICT application. This article reviews current ideas, practices, and empirical information concerning the nature of blended learning in general and Computer Assisted Language Learning (CALL), a version of blended learning particularly used in English Language Teaching (ELT), in particular. All of these will hopefully enrich creative ideas for implementing blended learning in ELT to enhance our student’s achievement.

scholarly journals Technology in the Language Classroom: How Social Media is Changing the Way EFL is Taught

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Hamza Alshenqeeti
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Past ◽  
Efl Teacher ◽  
Language Classroom ◽  
Language Classrooms

This paper explores how technology, and specifically the application of social media, in the English as a foreign language (EFL) classroom is changing how language is taught. The paper begins with a depiction of computer-assisted language learning (CALL) and how technology has generally been employed in EFL classrooms in the past few decades. This critical appraisal, which provides the context for the paper, assesses how successfully technology has been viewed in relation to language teaching and learning and how it has developed up to the present day. The focus then moves to social media apps and mobile technology as a contemporary form of CALL. The discussion considers the ways in which social media is used in language classrooms and more importantly the things it can offer the EFL teacher and learner. Importantly, the paper concludes by proposing ways in which these types of technologies can be better incorporated across cultures and contexts to promote EFL teaching and learning.

Software Engineering Principles Applied to Computer Assisted Language Learning

2013 ◽  
Vol 14 (2-4) ◽  
pp. 35-50 ◽  
Author(s):  
John Robin Allen ◽  
Kasilingam Periyasamy
Keyword(s):  
Software Engineering ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

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