Foreign Journal Of Language And Linguistics2014

 International Log Of Dialect And Linguistics2014 Essay

International Record of Dialect and Linguistics

2014; 2(4): 32-38

Printed online Sept 10, 2014 ( doi: 10. 11648/j. ijll. t. 20140204. 12-15

ISSN: 2330-0205 (Print); ISSN: 2330-0221 (Online)

Review of computer-assisted language learning:

History, merits & barriers

Dara Tafazoli*, Niloofar Golshan

Scientific research & Study Branch, Islamic Azad School, Iran

Current email address:

Dara. [email protected] com (D. Tafazoli), [email protected] com (N. Golshan)

To cite this article:

Dara Tafazoli, Niloofar Golshan. Review of Computer-Assisted Language Learning: Background, Merits & Barriers. Foreign Journal of Language and Linguistics. Unique Issue: Teaching English as a Foreign/Second Vocabulary. Vol. two, No . 5, 2014, pp. 32-38. doi: 10. 11648/j. ijll. h. 20140204. 12-15

Abstract: With all the rapid progress technology, a lot more language educators and learners are wanting to use solutions such as laptop and the Internet for learning and instructing. Undoubtedly, the usage of technology in education provides a positive effect on the successes of language learners, but it is actually a necessity to consider every aspects of this application – barriers. This kind of paper offers an overview of the broad details regarding Computer-Assisted Language Learning (CALL). The focus in the review can be on history, typology, stages, merits and barriers on this innovation in language instructing and learning.

Keywords: Computer-Assisted Language Learning (CALL), History, Is worth, Barriers, Learning and Educating

1 . Advantages

Shifting via pedagogical paradigm is not at all times

necessarily powerful. Language instructing and learning has

similar position. Together with the wide spread and development of

Details and Communication Technology (ICT) in our

daily lives, technology provides plenty of opportunities intended for

language professors and learners to profit or endure.

Learning another language, including English, France, etc .,

has grown in reputation, and also became a necessity in

our franche world, therefore , the need to incorporate

both technology and dialect became part of

language scholars and researchers' careers. Literate,

communicative, and technology-based world has to accept

the challenges of applying fresh movement in education

either negative or perhaps positive. A number of e-learning systems are available for utilization in educational circumstance. Although its

forms vary in different context based on the

economical situations of that framework, almost all of the

adjustments are trying to apply technologies inside their education to meet the demands of learners and teachers. The objective of

this conventional paper to review the history, typology and three stages of Computer-Assisted Language Learning (CALL) in terminology

courses, largely English. Furthermore, the is worth and boundaries

of making use of technology in language classes are mentioned

based on the different printed research papers.

2 . CONTACT Definition

Levy (1997) identified Computer-Assisted Language

Learning (CALL) as " the look for and analyze of

applications of the computer in language instructing and

learning” (Levy, 1997, p. 1). Although the term includes

" computer”, the word CALL embraces any applications of

Information and Communication Technology (ICT) to

teaching and learning overseas languages. Two different conditions such as CALI (Computer-Assisted Language Instruction) and

CAI (Computer-Assisted Instruction) was used instead of

PHONE before the early on 1980s (Davies & Higgins, 1982).

Around the early 1990s, alternative terms such as TELL

(Technology-Enhanced Dialect Learning) likewise emerged.

three or more. History, Typology & Stages of CALL

Applications of technology in education not a new

story, nevertheless applying technology in language learning is very

new for language learners, teachers and students.

Computer-assisted instructions was first employed in 1950s pertaining to

other functions than language teaching. Learning from a

colleague in physics,...

References: AbuSeileek, A. N., & Abu Sa'aleek, A. O. (2012). Computer

aided language learning: Benefits and drawbacks

Ahmad, T., Corbett, G., Rogers, M., & Sussex, R. (1985).

[10] Boyle, T. A., Smith, W. F., & Eckert, L. G. (1976).

[11] Braul, B. (2006). ESL educator perceptions and attitudes

toward using computer-assisted language learning (CALL):

[12] Brumfit, C., Phillips, M., & Skehan, L. (1986). Personal computers in

English language teaching

[13] Cabrini SimГµes, M. (2007). An understanding on the make use of new

technology in British language teaching

[14] Cameron j., K., Dodd, W. S., & Rahtz, S. L. Q. (Eds. ) (1986).

[15] Eglise, C. A. (2001). Computer system applications in second

terminology acquisition: Foundations for educating, testing, and

[16] Chirimbu, C. S., & Tafazoli, D. (2013). Technology & media:

Applications in language classrooms (TEFL, TESL & TEOL).

[17] Coghlan, N. F. (2004). Addressing the barriers to technology

discussion: A case research of a country school

[18] Collett, M. J. (1980). Examples of applying computers

to modern terminology study 1: the step-wise development of

[19] CorrГЄa, D. M. (2001). New systems in teaching and

improving proficiency in english

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