What Future For CALL?

by Stephen Orr

Computer Aided Language Learning (C.A.L.L.) has been available for the last 20 years. Admittedly the first ten years were pretty limited to text only and served for grammar and vocabulary practice but not much else. But certainly since the launch of Windows 95, PCs have been capable of as much video and sound as most course designers would wish to include.

This makes software the most powerful language learning resource available anywhere. After all, it can do all that a book can offer, all that audio and video cassettes can include; and the computer has the additional major advantage of immediate feedback to the learner.

Yet C.A.L.L. has still not come of age. The most powerful learning tool is still not widely used. True, you probably can't now do a language degree in a Western University without using a computer at some point, but the majority of study time is still spent with traditional materials. I am not disputing here the undoubted need for human interaction and personal teaching to help learners develop active language skills. But why use a textbook or video if software will generate more learning?

There are of course some practical difficulties in the way of using more software. First of all, you need the hardware. Many schools and colleges are now equipped with computers but only a small proportion have sufficient numbers to be able to offer students free access whenever they want. A fully used computer lab cannot cater for extra demand without going through all the administrative steps to buy more hardware. So, many teachers are not given the opportunity to use software even though ostensibly, their school has the equipment. This is a problem that only time, money and steady pressure from teachers and students will resolve.

Many teachers complain they lack training in IT in general and the use of computers for language learning in particular. Teachers work under pressure of fixed timetables and, even when there is a clear desire to provide training, practical problems too often inhibit results.

Attitudes take a longer time to change than does technology. Teachers and students brought up in traditional systems are wary about adopting new methods. In most large organisations it is easier for the conservatives to stop change than for the progressives to initiate it. The burden of proof naturally falls on those wanting the change.

But here's the good news! The latest programs now becoming available give an opportunity for teachers and/or their employers to make a profit! So, at least those working in the private sector can use these programs to increase their business. No longer will software be seen just as an extra cost. I certainly expect that teachers who see direct extra revenue coming from their use of technology will be much keener to use it and will help advance the whole market.

I have long been convinced that the biggest single asset of an experienced teacher is their clientele of students who trust their teaching. This asset is today very much underused because in most cases the contact does not last longer than a maximum of 3 months.

If, however, you remove the need for teacher and student to be in the same room, teachers can continue to help their learners for years after the initial course contact. Teachers can become long term mentors in a learning process that should take years. Students can call on their help when they feel the need and payment will depend on the amount of teaching time required.

Web-based programs, or mixed solutions of web materials and CD-ROMs allow the teacher and learner to develop a personal program that can be adapted to individual circumstances. Distance learning can be combined with short class sessions. The crucial data for monitoring a long-term learning process is available to both teacher and learner and can be used to agree the next stages and prove the effectiveness of the preceding ones.

© Stephen Orr 2000