Three approaches to CALL
.jpg)
There are three main approaches to Computer-Assisted Language Learning (CALL) that have been identified by experts in the field. These approaches are often used to categorize different methodologies and practices within the realm of CALL. Three approaches are as follows:
- Behavioristic CALL Approach:
The behavioristic approach to CALL is rooted in behaviorist learning theories that emphasize repetition, reinforcement, and practice. It involves the use of computer programs and drills that provide learners with controlled, structured, and repetitive exercises. This approach aims to develop learners' accuracy and automaticity in language skills. Hubbard (2008) states that behavioristic CALL programs are designed to provide immediate feedback, error correction, and reward systems to reinforce correct responses and encourage repetition.
- Communicative CALL Approach:
The communicative approach to CALL is aligned with communicative language teaching principles, which emphasize the development of learners' communicative competence. It focuses on integrating technology into meaningful and authentic language tasks. The use of multimedia, online discussions, virtual simulations, and authentic materials characterizes this approach. Warschauer and Healey (1998) argue that communicative CALL encourages learners to use the language in realistic contexts, promotes interaction and collaboration, and fosters learner autonomy.
- Integrative CALL Approach:
The integrative approach to CALL combines elements of behavioristic and communicative approaches while incorporating the concept of learner autonomy. It recognizes the potential of technology as a tool for learners to explore, create, and integrate language learning into their daily lives. The integrative approach involves a variety of resources, such as web-based materials, multimedia, social networking, and mobile applications. Levy and Stockwell (2006) highlight the integrative approach's focus on learner-centeredness, learner control, and authentic language use within a supportive technological environment.
Reference:
Hubbard, P. (2008). Computer-Assisted Language Learning: Critical Concepts in Linguistics. Routledge.
Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Lawrence Erlbaum Associates.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, .