What is CALL?

Computer-assisted language learning (CALL) is a form of computer-based learning which carries two important features: bidirectional learning and individualized learning. It is not a method. CALL materials are tools for learning. The focus of CALL is learning, and not teaching. CALL materials are used in teaching to facilitate the language learning process. It is a student-centered accelerated learning material, which promotes self-paced accelerated learning.
CALL originates from CAI (Computer-Accelerated Instruction), a term that was first viewed as an aid for teachers. The philosophy of CALL puts a strong emphasis on student-centered lessons that allow the learners to learn on their own using structured and/or unstructured interactive lessons. These lessons carry 2 important features: bidirectional (interactive) learning and individualized learning. CALL is not a method. It is a tool that helps teachers to facilitate language learning process. CALL can be used to reinforce what has been learned in the classrooms. It can also be used as remedial to help learners with limited language proficiency.
Computers have been used for language teaching ever since the 1960s. This 40-year period can be divided into three main stages: behaviorist CALL, communicative CALL, and integrative CALL. Each stage corresponds to a certain level of technology and certain pedagogical theories. The reasons for using Computer-assisted Language Learning include: (a) experiential learning, (b) motivation, (c) enhance student achievement, (d) authentic materials for study, (e) greater interaction, (f) individualization, (g) independence from a single source of information, and (h) global understanding. The barriers inhibiting the practice of Computer-assisted Language Learning can be classified in the following common categories: (a) financial barriers, (b) availability of computer hardware and software, (c) technical and theoretical knowledge, and (d) acceptance of the technology.

Merits:
Many language instructors feel that the use of technology changes the dynamics of their classrooms. Numerous studies have been done to determine whether or not this is actually true. In one study (Tiene and Luft, 2001-2002), it was reported that the use of computers encouraged the students to cooperate with one another. And because students had the opportunity to work on their own, teachers were able to individually assist students who needed more help. This learner-centered approach also allowed students to follow their own interests and progress at their own pace resulting in a higher motivation for the tasks at hand. Tiene and Luft (2001-2002, p. 13, 60) summarized the benefits of using technology in the classroom as follows:
• improved technology skills for both teachers and students
• better individualization of student assignments
• more emphasis on independent student work
• student interaction increased and cooperative learning was enhanced
• teachers felt better able to dynamically present materials to the class with technology
• working in the technology-rich environment was rewarding for teachers
• teachers perceived themselves to be more effective
• student learning seemed to have been enhanced
Demerits:
The following are some of the possible problems language teachers and students may encounter when trying to use computer network technology and its tools for the purpose of language teaching and learning.

First of all, given the nature of the Web, the reality that anyone with access to it can upload information on it, it is inevitable that there is room for incorrect information which we may somehow and sometimes come across. This means that users should always question the reliability of the available information on the Web.

Another issue to consider is that teacher’s knowledge of information technology is also crucial in determining the success of implementing computer network technology in language teaching. A certain level of technical expertise is required from teachers in order to use this technology in teaching. However, language teachers, usually feel an anxiety for the computer due to little experience with computers and insufficient computer skills.

Another thing is the problem of information overload. Finding the information we want is not an easy task at all. Searching for material online can sometimes be quite time-consuming and frustrating.

In addition, technology is not always as reliable as it should be. As we all know, technical considerations for Internet based instruction include computer types, network connections, data transfer rates, etc. The nature of the network systems and computers themselves can sometimes be a disadvantage.

Last but not least, we should also consider the fact that computer network faults, especially when attacked by viruses such as the recent virus Sasser, can cause loss of data, and even leads to loss of resources. This will be a problem to teachers and students if our teaching depends too much upon the network.

Despite its own limitations and disadvantages, it should be realized that the educational potential of the computer network technology is immense with the benefits as previously mentioned. However, it is the responsibility of language teachers to fully understand its assets as well as liabilities so as to make the most of the computer technology and its tools in enhancing the language teaching and learning process.

Roles of teacher and students:
Although the integration of CALL into a foreign language program can lead to great anxiety among language teachers, researchers consistently claim that CALL changes, sometimes radically, the role of the teacher but does not eliminate the need for a teacher altogether.
Instead of handing down knowledge to students and being the center of students’ attention, teachers become guides as they construct the activities students are to do and help them as students complete the assigned tasks. In other words, instead of being directly involved in students’ constructions of the language, the teacher interacts with students primarily to facilitate difficulties in using the target language (grammar, vocabulary, etc.) as use the language to interact with the computer and/or other people.
Teacher encouragment to students to participate and offering praise are deemed important by students. Most students report preferring to do work in a lab with a teacher’s or tutor’s presence rather than completely on their own.

Students, too, rather than passively absorbing information, negotiate meaning and assimilate new information through interaction and collaboration with someone other than the teacher, be that person a classmate or someone outside of the classroom entirely. Learners also learn to interpret new information and experiences on their own terms. However, because the use of technology redistributes teachers’ and classmates’ attentions, less-able students can become more active participants in the class because class interaction is not limited to that directed by the teacher. Moreover more shy students can feel free in their own students'-centered environment. This raises their self-esteem and their knowledge will be improving. If students are performing collaborative project they will do their best to perform it within set time limits.