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Computer Assisted Language Learning (CALL) Era
The development of applications for computer-assisted learning in the educational sector began in 1950. . People were interested in utilizing computers to teach languages as a result of the widespread acceptance of B.F. Skinner's behaviorist theory holds that learning occurs as a response to stimuli and the support for the audio-lingual approach of second language training. -
Skinner's Teaching Machine
In 1954, Skinner invented a device he dubbed the teaching machine. The purpose of this was to teach academic subjects like algebra and spelling using a mechanical system that would be superior to traditional classroom instruction. -
Behaviouristic CALL
The main tenants of behaviorism during this period were repetition and response to stimuli. In this age, practice and repetition were the main focuses of CALL. enabling pupils to study in their manner. According to Gündüz (2005), repeated language exercises, also known as drill-and-practice, were utilized in this stage of CALL. The computer was viewed as a mechanical teacher who discouraged motivation by never allowing students to work at their own pace. -
Communicative CALL
when behavioristic methods of teaching languages were being discredited on both a theoretical and practical level, new personal computers were opening up more opportunities for solitary work (Warschauer & Healey,1998). A new CALL software was created during this time to complement the communicative approach. Drilling was less of a focus in the new curriculum, and more emphasis was placed on text reconstruction, language games, writing projects, critical thinking exercises, etc. -
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Mobile Assisted Language Learning (MALL)
According to Chinnery (2006), mobile learning settings can be face-to-face, remote, or online like other technology-enhanced language learning environments. They can also be self-paced or calendar-based. Some tools were evolved to utilize mobile technology like cell phones, PDAs, iPhones, or iPad to aid students' language study. -
Integrative CALL
Polat (2017) says that all three task-based, project-based, and content-based approaches aimed to integrate learners into real-world settings as well as the different language learning and usage abilities. People learn through watching and digesting, and it is based on projects, tasks, and contents, according to the statement that people have their perspectives and realities. -
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Web Based Language Learning (WBLL)
An internet connection is necessary for web-based language learning to distribute information and facilitate conversation. In essence, web-based language learning enables participants to compress time and place by giving students and teachers access flexibility, from anywhere and often at any time (Cavus & Sarica, 2008). -
Web 1.0
The original iteration of the web commonly referred to as the informative web and created by Tim Berners-Lee between 1989 and 1991, is referred to as web 1.0. Niaz, Buriro & Soomro (2022) say that Web 1.0 was the so-called "read-only web" in which readers were only able to view the information without having a connection with the author. Receptive skills were limited to the non-participatory mode for English language learners since they were unable to engage with one another. -
Wikis
Wikis are collaborative writing tools, but their success is based on which way they are used (Clarke, 2004; Kessler, 2009). Students may use wikis to improve their writing skills. Wikis help students to work and edit the content and allow students to establish their knowledge collaboratively. Wikis support student-centered teaching, as students are responsible for the wiki pages and the content written there. -
Web 2.0
Web 2.0 is a second-generation Web platform that assists the exchange of information and ideas between users, where users may improve the content and associate with each other. All everyone needs is an Internet connection (Solomon & Schrum, 2007). Students are no longer passive receivers. -
Podcasting
Podcasting is an automated technology that helps listeners to become a subscriber, and listen to educational or other websites (Clarke, 2004). They allow learners to multitask, and train outside of the classroom. Students may record teacher’s notes, projects, interviews, and conference notes through podcasts.). By paying attention to the podcasts while listening, learners may improve language acquisition, vocabulary, pronunciation, and grammatical knowledge. -
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Robot Assisted Language Learning (RALL)
RALL is a strategy that focuses specifically on language learning. The majority of RALL's robots are connected to the curriculum and can speak in the capacity of a native speaker while interacting with students (Han, 2012). It may be more successful than CALL or MALL to use robots to teach humans language expression or comprehension abilities, such as speaking, writing, reading, or listening. -
Italki
Through video chat, language students and teachers may communicate with one another on the website italki. -
Powtoon
A firm called Powtoon offers cloud-based animation tools for making animated explainer films and presentations. PowerPoint and cartoon are combined to get the moniker "Powtoon." -
Duolingo
When learning a new language, students can practice vocabulary, grammar, and pronunciation using spaced repetition. -
Padlet
Padlet is a web 2.0 tool for collaborative activities by creating digital boards. Padlet is very easy to use and an effective tool in lessons. You can use Padlet for assessment events or for presentations. -
Kahoot!
A learning-based test game called Kahoot! is utilized in educational settings as a teaching tool. Games (kahoots) are multiple choice quizzes that users may design and access using a web browser or the Kahoot app. -
Mentimeter
Mentimeter is an interactive presentation tool that encourages student participation and makes sure every voice in a lecture hall or classroom is heard. -
references
Han, J. (2012). Robot-assisted language learning. Language Learning & Technology, 16(3), 1-9.
Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79-95.
Niaz, S., Buriro, G. A., & Soomro, N. H. (2022). Web-based English language learning: A review from web 1.0 to web 3.0. Pakistan Journal of Humanities and Social Sciences, 10(2). https://doi.org/10.52131/pjhss.2022.1002.0246 -
References
Wikimedia Foundation. (2022, October 22). B. F. Skinner. Wikipedia. Retrieved October 25, 2022, from https://en.wikipedia.org/wiki/B._F._Skinner
Clarke, A. (2004). E-learning skills (2nd ed.). Palgrave Macmillan.
Chinnery, G. M. (2006). Going to the MALL: Mobile assisted language learning. Language learning & technology, 10(1), 9-16.
Gündüz, N. (2005). Computer-assisted language learning. Journal of language and linguistic studies, 1(2), 193-214. -
references
Polat, M. (2017). CALL in context: a brief historical and theoretical perspective. Issues and trends in educational technology.
Sarica, G. N., & Cavus, N. (2008). Web-Based English Language Learning. Online Submission
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. ISTE
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(02), 57-71