CALL
What is Call?
Computer Assisted Language Learning represents the shift on how we teach
languages from traditional to introduction of computer as a flexible tool for student
engagement. Unlike older models, where teacher or the software controlled every
step, CALL encourages students to take active role in their own learning process. It
evolve from CALI and CAI which are the digital versions of drill worksheets.
Example: Digital Travelogue
Instead of reading textbook, students use interactive maps and authentic websites
to gather information for their story, then students may use Canva or Google Slides
to co-write script in real time with built-in commenting features for peer-editing of
grammar and vocabulary. Then they may record voices over digital slides like Flip
or Loom then practice their pronunciation and intonation.
It provides a space where students use language to create collaborate and
communicate
Development Phase
Davies & Higgins describes the different types of CALL packages includes gap-
filling exercises, multiple-choice exercises, free-format exercises, re-ordering
exercises, adventures, simulations, action mazes, games, total-cloze, exploratory
programs and writing-word-processing
Behavioristic Call (Tutor)– learning happens through a cycle of stimulus,
response and reinforcement.
Example: Subject-Verb Agreement Practice
Stimulus: Computer will displays prompt: The group of students is/are going to the
library.
Response: Students will type are.
Reinforcement: The computer flashes incorrect. The group is a collective noun and
requires a singular verb. Try again.
Communicative Call (Stimulus)- using the language rather than analysis of
grammar; practice the skill
Example: Text-based adventure or Simulation
The computer presents situation: You are a traveler in Philippines and you have
1000 pesos and you are hungry. What are you going to do? (Restaurant, grocery,
ask local for help). Students decide which to select and computer will reveal
possible result upon selection. Students are not just filling in the blanks they are
using English to achieve the goal which is to find food. (pair)
Integrative Call (Tool)– integrate all macroskills; mis of text, audio, video and
animation.
Example: Collaborative Webquest
Students in one local area is paired with another via platform Google Classroom or
Microsoft Teams and create a joint digital magazine about environmental issues.
Reading: Browse in local news sites
Writing: co-author of Google docs
Listening and Speaking: hold Google meet session to present the report.
Categories of Call
Flashcards - these often use spaced repetition systems to help students memorize
vocabulary (Reading & writing) serves as foundational word bank before complex
sentence.
Multimedia – listening and reading – watching video with tarhet -language
subtitles helps connect sounds to written symbols.
Software design – writing & speaking – students design own interactive modules;
students write digital audience and speak througj recorded narrations of video
Internet – reading & writing - use of web as authentic materials (news, blogs)
navigate news online then write a report or blog.
Virtual worlds – speaking and listening – role playing using immersive 3D
environments like VR simulation, Minecraft or roblox
Corpora -writing and reading – unsure of collocations, instead of asking teacher
they look up a word to see how native speaker use it in professional and academic
contexts
Human Language Technologies – speaking speech to test machine translation
(Google translate) help students check pronunciation
Analysis of Studies
Slide 1: Reading and writing
Blogs – creates positive environment for language growth
Comparative study – digital approach was more effective
Social networking – bridge works to broader social networks not just blogs
Slide 2: Reading
Tablet PCs – positive impact on reading engagement
Computer based- improve reading rather than traditional
Corpus – helps master contextual meaning
Slide 3: Writing
Google docs and wikis – positive results in student engagement and writing quality
Corpus based learning – use large data sets of language and shows positive results
which depends on learner’s proficiency
Even if it is pedagogically negative and frustrated on the part of the teacher
students still manage to gain language knowledge
Slide 4: listening to speaking
DynEd – multimedia platform for language learning
Multimedia Help- provide scaffolding; captions
Speech Recognition - provide feedback pronunciation
PET Tests - proficiency tests
Reading and Writing
Pedagogical Implications
Wider Learning Spaces:
CALL allows students to learn anytime and anywhere, not just inside the
classroom.
Use of Real Examples:
Students can learn from real language data, helping them better understand
how language is actually used.
Better Collaboration:
Tools like blogs, chats, and wikis help students work together, give
feedback, and improve their writing.
More Equal Participation:
CALL gives all students a chance to participate, whether in real-time or at
their own pace.
Challenges
Choosing the Right Tools:
Teachers need to select and use the right programs to support learning goals.
Using Technology Properly:
Technology should support learning, not replace good teaching.
Managing Group Work:
Teachers need to guide and organize group activities so they truly help
students improve their writing.
Speaking and Listening
Pedagogical Implications
Helping with Difficult Skills:
Subtitles, captions, and digital stories make listening easier to understand.
Improving Pronunciation:
Podcasts and guided reading tools help students practice speaking clearly
and smoothly.
More Confidence and Motivation:
CALL tools help students feel less nervous and more confident when
speaking.
Better Interaction:
Audio recording and online speaking tools allow students to practice
speaking in different ways.
Challenges
Technical Problems:
Issues with devices or internet can interrupt learning.
Need for Digital Skills:
Both teachers and students need basic computer skills to use the tools
properly.
Limited Time:
Using CALL takes time, which can be difficult with a tight class schedule.
Too Much Dependence on Technology:
Teachers should not rely too much on technology and should still guide
students actively.
FLIPPED CLASSROOM
Students are exposed to new material like videos and then in class time dwell in
deeper activities like problem solving and collaborative work where teacher act as
the guide.
Development
From Sage to sage guide – teacher becomes facilitator who support student-
led discovery
Peer Instruction - He move information transformation out of the class,
use class time for conceptual discussion.
Early Terminology
Classroom Flip - flipping traditional classroom roles using learning
management systems
Publish work on inverted classroom where students view lectures via social
media before class, leaving class time for application
Flipped Learning – practical application of using video technology to
deliver direct instruction at home .
Technology
Kahoot – game based learning platform used to create quizzes, discussions
and surveys (formative assessment)
Telegram– cloud based instant messaging used for sharing large files
creating automated bots for quizzes and secure communication channels
Youtube- visual presentations
Edmodo - LMS designed to look like social media, where teacher posts
grades, facilitate peer-to-peer discussion
Reading and Writing
Pedagogical Implications
More Independent Learning:
Students learn at home first using videos and online materials before class.
Better Writing Results:
Students often improve their writing skills compared to traditional teaching.
More Fun and Active Classes:
Students find learning more enjoyable, and class time becomes more active
and interactive.
Challenges
Access to Technology:
Students need phones or internet access outside class to watch lessons.
Teacher Preparation:
Teachers must prepare clear and helpful videos for students to study on their
own.
Speaking and Listening
Pedagogical Implications
Better Speaking Skills:
Students improve fluency and confidence in speaking.
More Practice Outside Class:
Students use apps and videos to practice English beyond school hours.
Better Understanding and Thinking Skills:
Students understand listening tasks better and think more critically.
Challenges
Self-Discipline Needed:
Students must be responsible in studying materials before class.
Need for More Speaking Practice:
Some areas like pronunciation may still need extra teacher support.
Virtual and Augmented Reality (VR/AR)
It is a combination of hardware and software technology
Hardware: Head Mounted Displays, Oculus/Meta Quest, motion tracking and
haptic controllers that provide physical feedback
Software: 3D modeled environments, game engines and coding that reacts how
virtual world reacts to the users movement in real-time.
VR aims for immersion; present in a different environment; allow students to
practice high stakes skills like publicspeaking in a safe and controlled
environment.
Development of Virtual Reality
Sensorama (1960–1962) – large booth that stimulate sight, sound, smell and
touch.
Sample: User would sit in the booth and ride a motorcycle, they see street in
3D, hear engine feel the seat vibrate
The Ultimate Display (1965) – user cannot distinguish reality
Sample:
The Sword of Damocles (1968) – Head-Mount display - It supported a
stereo view that was updated correctly according to the user’s head position
and orientation.
GROPE (1971) – haptic feedback - feel forces; by moving physical
handle, they could feel resistance between two virtual particles pushed
against each other.
VIDEOPLACE (1975) – use cameras and projectors to surround users with
interactive silhouettes
VCASS (1982)-Visually Coupled Airborne System Stimulator – pilot , 3d
graphical mapa of targets allowing them to practice maneuvers
VIVED (1984)-Virtual Visual Environment Display – using an LCD
where nasa built a wide-field vew headset that allowed researchers to
walkthrough data sets
VPL DataGlove (1985) – allow user to interact with virtual objects using
natural hand gestures like pointing
VPL Eyephone HMD (1988) – use LCD screens and optics to provide a
wide-angle 3D view
BOOM (1989) – Binocular Omni Orientation Monitor – the use held it to
their eyes like a pair of high-tech binoculars
UNC Walkthrough Project (late 1980s) – pioneer in using VR for
Computer aid design
Virtual Wind Tunnel (early 1990s) – replace the needs to see physical
prototypes
CAVE (1992) – Cave-Automatic Virtual Environment – VR system were
projected onto the walls and floor and multiple people can enter
Augmented Reality (early 1990s) – overlays digital information onto the
real world. It was first used to help factory workers assemble complex
wiring harness for airplanes by protecting digital blueprints directly onto
physical parts they were handling.
Integrated Technology
Oculus Quest 2 – uses internal tracking to map the room
Mozilla Hub – browser-based virtual world platform. It allows users meet in
3D spaces using avatars
Paint 3d – modeling application including 3D and 2D
ROAR – it allows users to link digital content to physical object markers
Halo AR – user friendly AR app; a spelling or vocabulary wall in
classroom. When student scans specific word card with this app, video of
teacher or peer using the word in sentence pops up
Mobile-AR – term for AR experiences brought by mobile phones
Reading and Writing
Pedagogical Implications
Better Story Understanding:
Students can retell stories better using AR activities.
Creative Writing Practice:
VR/AR helps students write and create stories in a more engaging way.
Better Understanding of Settings:
Students understand story locations and contexts more clearly.
Challenges
Not Always Better in All Areas:
VR does not always improve overall reading scores, only some skills.
Technical Difficulties:
Students may struggle with tools or software used in VR/AR activities.
Speaking and Listening
Pedagogical Implications
Less Anxiety in Speaking:
Students feel less nervous when speaking using VR/AR tools.
Better Speaking Performance:
Apps help improve speaking skills like fluency and pronunciation.
More Interactive Learning:
Students learn through real-like situations and simulations.
Challenges
Need for Special Equipment:
VR requires devices like headsets and stable software.
Must Be Properly Used in Teaching:
Teachers need to make sure VR/AR is used for learning, not just for fun.