1. CALL Applications

2. Computer-Assisted (Language) Learning
“Little” programs
Purpose-built learning programs (courseware)
Using existing technology for educational purposes
Learner corpora

3. “Little” programs Programmed in low-level languages, eg Basic
Crude implementations based on activities which were already part of (language) learning
e.g. vocabulary drills, gap-filling exercises

4. Often admirable attempts to use new technology
“Little” programs
Often admirable attempts to use new technology
Usually programs were “one-off”
Each exercise was a self-contained program
Quite easy to “modularise”
have a generic program which would “load” a data file, containing quiz questions and answers

5. Typical CALL programs at this level
Multiple-choice tests
Matching activities
Item list learning and testing
Vocabulary test (L1→L2, L2 →L1, picture naming)
Writing system
Gap filling drills
Grammatical forms (agreement, tenses)
Vocabulary
Note: difficulty of allowing creative language use due to need to check right answer
E.g. “compete this sentence with an appropriate adjective”
Alternative allowable answers must be explicitly predicted

6. Using existing technology
Use in the classroom of technology designed for other purposes
Playing computer games in the L2
Using word processors, spell checkers and other packages
Speech recognition as pronunciation training

7. Grammar checking for language learners
Long experience of language teaching tells us what errors to expect
Some errors are due to complexities of the language
Other errors are due to interference from a particular L1

8. Language teaching meets corpus linguistics
Learner corpora
Language teaching meets corpus linguistics
several efforts to collect corpora of learners’ writing
Notably International Corpus of Learner English (ICLE), Louvain University
Study of “interlanguage”

9. MALL
Is mobile learning another example of technology-driven pedagogy?
Can mobile devices by used as effective instructional tools?
Are mobile technologies a medium for increased social inclusion in education?

10. Online Concordancers  
A concordance is an alphabetical listing/index of the words in a text, given together with the contexts in which they appear.
 A concordancer is a computer program that allows users to search a collection of authentic texts (i.e. a corpus) for multiple examples of selected words or phrases.
 A corpus is a collection of either written or spoken texts (The plural is corpora). In fact, the World Wide Web itself is a huge corpus that we can take advantage of to find sufficient occurrences of language elements.

11. Uses of concordancers for language learning and teaching:
 Users find examples of authentic usage to demonstrate word collocations, word usage, or even the structure of a text.
 Teachers can generate exercises (e.g., cloze tests) based-  authentic, interesting examples drawn from a variety of corpora rather than made-up traditional grammar examples.
 Students can work out rules of grammar or usage and lexical features for themselves by searching for key words in context.

12. Multimedia CALL
"multimedia refers to computer-based materials designed to be used on a computer that can display and print text and high-quality graphics, play pre-recorded audio and video material, and create new audio and video recordings." (Davies 2004).

13. Two types of multimedia:
Web-based multimedia
Multimedia on CD-ROM or DVD-ROM
Because of its capacity of combining text, images, animation, sound, and video in a variety of activities, multimedia offers many exciting opportunities for language learning and helps to integrate the learning of four language skills - listening, speaking, reading, and writing.

14. Comparison of the two types of multimedia:
Web-based multimedia may offer more in terms of presentation rather than interaction (e.g., In a web environment, it is not easy to record and playback one's own voice, and it is not always smooth to deliver/play sound and video), while CD-ROM /DVD-ROM can provide more spontaneous human-machine interaction.

15. The use of web-based multimedia often requires more technical preparation (e.g., Users need to ensure that they have installed up-to-date plug-ins and have broadband access to view web pages more easily and successfully).
Moreover, some websites may become congested at peak time, thus causing difficulty to access them. This problem won't occur when using multimedia on CD-ROM or DVD-ROM.

16. However, web-based multimedia materials are usually free and can be accessed by every web user. Also, the materials can be updated or modified by the author at any time.
Multimedia materials on CD-ROM or DVD-ROM are usually commercial products and once they are produced, no information can be changed

17. Web-based multimedia can offer computer-mediated communication (CMC), such as ing, online chatting, and online discussion, which helps to foster an online learning community. This is what multimedia on CD-ROM or DVD-ROM cannot do.

18. Comparing Early CALL and Modern CALL
behavioristic
individualized drills
programmed-learning
viewing language as discrete (disconnected) components
emphasizing the importance of control
giving extrinsic feedback

19. Modern CALL
 communicative and integrative
task-based, collaborative activities
providing alternatives to learners
viewing language as a whole
emphasizing the importance of guidance
giving both extrinsic and intrinsic feedback

20. Different Types of CALL Programs and language acquisition
There is a close relationship between the use of different types of CALL programs and the stages of language acquisition (Butler-Pascoe and Wiburg, 2003, p. 9):
In the pre-production stage, he behavioristic approach is more emphasized. CALL software is used to provide comprehensible input and ask learners to give limited responses through controlled exercises.

21. - In the more advanced stage: The communicative and integrative approach is more emphasized. Telecommunication activities and interactive video and simulation programs of real-life experiences that foster critical thinking and problem solving are more needed. Learners are encouraged to manipulate technology to complete tasks or communicate with real audiences around the world. 

22. Discussion Questions:
Many multimedia CALL software packages claim their high level of interactivity. What does "interactivity" mean to you? Do you think they are truly interactive? Please give some examples to explain your opinion.

23. Davies (2003) comments on multimedia CALL:
"Technology is racing ahead of pedagogy and, unfortunately, often driving the pedagogy. Above all, there is a need for further research into how language students learn. We still know relatively little about the learning process, but what little we know is often disregarded by multimedia developers."