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CALL
CALL is as a process of language learning during which learners use computers and, as a result, improve their language proficiency (Beatty, 2003). In this definition, computer refers to all types of technologies that lend themselves well into the process of teaching and learning, not necessarily desktop computers. It can be defined as a research field which explores the use of computational methods and techniques as well as new media for language learning and teaching (Gamper & Knapp, 2002). -
Structural/Behaviorist CALL
This phase began with the development of mainframe computers. CALL was influenced by behaviorism, which focused on conditioning students through repetitive exercises. PLATO, one of the earliest computer systems, provided drills and grammar exercises based on behaviorist theories. The interaction was one-on-one with the computer, emphasizing accuracy and repetition (Beatty, 2010; Warschauer, 2004). -
The Role of Teacher in Behaviorist Era
the role of the teacher was primarily as an instructor and facilitator. Teachers guided students through repetitive exercises and drills, focusing on direct instruction and monitoring progress with structured materials. Their main responsibility was to provide immediate corrective feedback on students' performance during computer-based drills, ensuring accuracy and reinforcement of language forms. -
Communicative CALL
With the introduction of personal computers (PCs), CALL evolved to emphasize communication and interaction. This stage aligned with cognitive psychology and Communicative Language Teaching (CLT). Language instruction shifted towards meaningful communication rather than memorization, with computers being used as tools for creating discussions and real-world language use activities (Warschauer & Healey, 1998; Chapelle, 2001). -
The Role of Teacher in Communicative CALL era
In the 1980s, as CALL evolved into the Communicative CALL stage, teachers began to adopt a more interactive role, acting as guides and mentors. They encouraged students to use computers for engaging in communicative tasks, fostering collaboration and meaningful interaction. The teacher's focus shifted towards incorporating real-world scenarios into language practice, helping students connect their language learning to authentic contexts. -
Integrative CALL
The rise of the Internet and multimedia tools facilitated the integration of different language skills—listening, speaking, reading, and writing—into teaching. Hypermedia introduced during this period allowed learners to navigate multimedia resources, improving the learning process by providing a more authentic and interactive environment for language learners (Levy & Stockwell, 2006; Hubbard & Levy, 2006). -
The Role of Teachers in Integrative CALL Era
The role of the teacher evolved further to include that of an instructional designer. Teachers were responsible for designing and implementing integrated lessons that utilized various multimedia tools. They created activities combining listening, speaking, reading, and writing skills, leveraging technology to enhance language learning. In this stage, teachers also became technology integrators, guiding students in navigating and effectively using different multimedia resource -
Web 2.0 and 3.0 technologies
Future Perspectives: Web 2.0 and 3.0 Technologies
Recent developments in CALL include the use of Web 2.0 technologies such as social media, wikis, and blogs, which promote collaborative learning environments. Web 3.0, driven by AI, offers intelligent tutoring systems that can adapt to the learner's needs, providing a personalized language learning experience (Godwin-Jones, 2006; Woolf, 2010). -
The Role of Teacher in Web 2.0 and 3.0 Technologies Era
Looking to the future, with the advent of Web 2.0 and 3.0 technologies, teachers will likely take on the role of learning coaches. They will support students in self-directed and collaborative learning environments facilitated by these tools. Teachers will need to adapt their instructional approaches to meet diverse learner needs, utilizing intelligent tutoring systems and personalized learning pathways. -
References
Beatty, K. (2010). Teaching and researching computer-assisted language learning (2nd ed.). Pearson.
Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge University Press.
Rahimi, M., & Pourshahbaz, S. (2019). English as a foreign language teachers’ TPACK: Emerging research and opportunities. IGI Global.