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What is CALL?
Computer Assisted Language Learning (CALL) is the general term for the range of processes and activities that employ computers in the teaching and learning of a new language. In the history of CALL we can see the confluence of the latest technology as well as the most widely accepted language theories of the day.
The history of CALL is often divided into three phases:
Structural CALL
Communicative CALL
Integrative CALL
Starting in the ’50s and developing through the ’70s, we have what’s called Structural/Behaviorist CALL by Warschauer. This marked the era of Stimulus and Response. The computer prompts the student with a question (stimulus) and the student gives an answer (response) by filling in the blanks or choosing from a given set of choices.
The methods du jour were the Grammar-Translation and Audiolingual methods. Language was seen as made up of discrete units, and these units were considered to be closely interconnected and interacting according to a predictable and explainable set of rules (grammar). Teachers taught the different rules of grammar and repetitively drilled their classes on different ways the rules can be correctly applied. Computers at this stage were mainly utilized as devices that could present stimuli repetitively in exactly the same manner without ever getting tired. An example of this are the “listen-and-repeat” programs running in language labs at that time. In the ’80s and ’90s came Communicative CALL. The Communicative Approach to language teaching came into being as a reaction to the Grammar-Translation and Audiolingual methods. This time, instead of teaching the language—its rules, syntax, phonemes and morphemes—teachers found ways to provide opportunities for students to actually use the language. They gave students tasks that can only be completed by using language. Communication and interaction were important. And because such technology always comes in service of the language paradigm of the day, computers were used to reflect these ideas. Language drills were increasingly placed in the context of a communicative task—like programs that feature some cartoon character where students help him find his way home. Computer programs were designed to gauge comprehension with drills like paced reading and sentence reconstruction. And developments in computer technology didn’t just affect the “testing” part of CALL. It really made teaching language more vivid. For example, the continued development in computer capabilities has resulted into crisper audio and video. So in addition to the drill formats, students can learn by watching videos of how native speakers actually interact. They can see how language is used in different situations, like in meeting a new person or asking for directions. Computers have given language learners a more vivid idea of what language is beyond the subject-verb agreements and the endless list of vocabulary words to be memorized.
What is MALL?
As technology continues to improve and evolve, so do methods of language learning. A popular method today is “Mobile Assisted Language Learning” or “MALL.” This approach involves using smartphones (and/or other mobile devices), to learn a second language.
MALL is beneficial for language learners for many reasons. First of all, the average language learner has a mobile phone. (Over 90% of people in developed countries have a mobile phone, compared to only 40% who have desktop computers). In addition, most people take their phone wherever they go. This enables them to study anytime, anywhere. And assuming their language learning apps and activities are enjoyable, they’ll be motivated to continue studying outside of class.
There are numerous smartphone apps that can be used for language learning. Some apps were created specifically for this purpose. Others are educational apps that can be used to teach any subject, including languages. And finally, social media apps were created for a general audience, but can also be adapted for language learners.
For example, teachers can have learners use an instant messaging app to message each other in the target language. Teachers can also have students send text messages that target a grammar point covered in class.
Learners can also use social media sites, to observe authentic content in real-world situations, and practice social interaction in the target language. Learners can also use mobile-generated media, such as photos, videos, and audio recordings, to produce their own content, making the study of the target language more interesting, and relevant to their lives, thereby increasing their motivation and improving their skills.
When using MALL, especially with mobile phones, teachers should create several short lessons rather than one or two long ones. Learners are used to consuming brief amounts of information, quickly, on their phones. In addition, only a short amount of text can be displayed at once on a phone’s small screen. It’s helpful, therefore, to break up lessons into 3-to-5- minute chunks, or “micro-lessons”. These micro-lessons will also benefit students with short attention spans.
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