CALL

The study of the recent literature concerned with technology-mediated language learning environments revealed that the initial excitement over the possibilities the new medium brings into the second/foreign language classrooms has passed. Teachers have realized that using the computer simply for its own sake will not result in better acquisition of the target language. Instead, instructors are calling for guidelines on how to implement the computer in a way that is most beneficial for the learners supported by Second Language Acquisition research hypotheses.

In order to make an informed decision of whether or not to use computers for a specific task, educators also have to consider the two distinctive roles computers play in the language learning process: as a tool for communication and interaction between learners (i.e., CMC, CELL, TELL) or as a tutor providing feedback and correction (i.e., CALL). It is therefore crucial for the instructors to first decide on the task and then think about the implementation of the appropriate technology, not vice versa. Thus instructors need to consider all elements involved in a technology-mediated language learning environment. The following is a sample outline of these elements by Hoven (1999, p. 94) which can also serve as a guideline for designing lessons involving technology:

Total learning environment characterised by a task-based and/or process-based syllabus and a focus on learning strategies (learning how to learn), language functions and purposes, language structures, paralinguistic features, sociocultural features, autonomy and self-direction
Focus all activities on the development of control and responsibility for own learning
Cultivate learner self-direction and autonomy
Provide access to facilities for multi-channelled perception/production
Cultivate self- and peer-feedback and evaluation techniques among learners (to improve self-confidence and group cohesion)
Design CELL activities that incorporate self-exploration and self-discovery of problems and errors
Provide a range of print and non-print based resources, including student- and teacher-produced materials as well as those commercially available and on the Web

Finally, teachers need to be aware that ìthe design of computer software to cause adjustments in cognitive processing, not the medium used to deliver instruction, stands the best chance of affecting learning outcomes. Technology is only the vehicle for the pedagogy embodied in the software, and thus the rationale behind the design of the software is what allows the computer to perform [...]î (Hoven 1999, p. 94). This is why it is critical that language instructors carefully evaluate the software they are planning to use in their classrooms which also implies that the instructors themselves need to be informed of and further educated in the successful implementation of computer technology in the language learning process.

For a sample software and web page evaluation guide click on the software assessment guidelines link on the left.