ICT in Language Learning

Origins 

The Development of Information and Communication Technology (ICT) today is very admirable. Now, ICT have been used in almost all fields of life, including in education. The utilization of ICT in education has recently started to appeal the potential and significant progress in language learning. Some experts and practitioners of education learning language, known it as Computer – Assisted Language Learning (CALL), strongly supports the utilization of ICT in language learning to improve efficiency and effectiveness of learning that can improve the quality of understanding and mastery of the language studied. In other words, the integration of ICT in the field of language learning is inevitable known that the ICT and language learning are two aspects which support each other like two sides of the coin inseparable (Hartoyo, 2010).

Teaching English as a foreign-language can take benefit from using a computer. The application of computers in the learning process enhances people to learn language. Certainly, a computer is a tool and medium that facilitates people in learning a language, although the effectiveness of learning depends totally on the users (Hartoyo 2006, 11).

Recently, the records of English teachers using CALL has increased markedly. In addition, many articles have been written about the role of it in English learning. Although the potential of the Internet for educational use has not been fully explored yet and the common school still makes limited use of computers for some reasons, it is noticeable that we have entered a new information era in which the links between ICT and EFL have already been established. This article is intended at discussing what CALL is and what advantages and disadvantages CALL offers so as we know its strength and weaknesses in their application for teaching English for EFL/ESL students.

Definition of CALL

CALL is a program derived from CAL (Computer-Assisted Learning) which is implemented to language, but the use of computer here is mainly designed at providing a language learning tutorial program (Hartoyo 2006, 21). Moreover, Liu (2010, 3) as quoted from Levy (1997) claims that CALL means an effective approach to language teaching and learning in which the computer is used to present the learning materials in a variety of ways. From both definitions, the main focus of CALL is on the application of computers in language learning.

Advantages of CALL

Numerous educators as Ravichandran (2000), Breen (1986) in Ravichandran (2000), Winter (1997), Brown (1997), Ikeda (1999) in Kiliçkaya (2007) point out that the recent computer technology has many advantages for Second Language Learning. The advantages as stated by many experts are listed below:

1. Curiosity and motivation

Classical language teaching in classroom can be dull, uninteresting, and even frustrating, and students can lose interest and motivation in learning. CALL programmers can provide student ways to learn English through computer games, animated graphics, and problem-solving techniques which can make drills more interesting (Ravichandran 2000).

2. Individualization

CALL allows learners to have non-sequential learning habit; they can decide on their own which skills to develop and which course to use, as well as the speed and level by their own needs.

3. A companionable learning style

Students have different style of learning, and an incompatible style for students will cause serious conflicts to them. Computer can provide an exciting “fast” drill for one student and “slow” for another.

4. The most favorable use of learning time

The time flexibility of using computer enables students to choose appropriate timing for learning. Winter (1997) in Kiliçkaya (2007) stressed the importance of flexible learning, learning anywhere, anytime, anyhow, and anything you want, which is very true for the web-based instruction and CALL. Learners are given a chance to study and review the materials as many times they want without limited time.

5. Instantaneous response

Students obtain greatest benefit from feedback only if it is given immediately. A delayed positive feedback will decrease the encouragement and reinforcement, and a delayed negative feedback affect the crucial knowledge a student must master. Computer can give instant feedback and help the students ward off his misconception at the very first stage. Brown (1997) in Kiliçkaya (2007) listed the advantages of CALL as giving immediate feedback, allowing students at their own pace, and causing less frustration among students.

6.  Mistake investigation

Computer database can be used by teacher to classify and differentiate the type of general error and error on account of the influence of the first language. A computer can analyze the specific mistakes that students made and can react in different way from the usual teacher, which make students able to make self-correction and comprehend the principle behind the correct solution. (Ravichandran, 2007)

7. Guided and cyclical practice

Students have freedom of expression within certain bounds that programmers create, such as grammar, vocabulary, etc. They can repeat the lessons they want to master as many as they wish. According to Ikeda (1999) in Kiliçkaya (2007), drill-type CALL materials are suitable for repetitive practice, which allow students to learn concepts and key elements in a subject area.

8. Encoded to process syllabus

Computer enhances the learning process from a encoded syllabus to an emerging or process syllabus. For example, a repetitive paper exercise of ‘fill-in-the-blanks’ type can be made more exciting on the screen in the self-access mode, and students can decide on their own material. Therefore, CALL facilitates the synthesis of the pre-planned syllabus and learner syllabuses “through a decision-making process undertaken by teacher and learners together” (Breen 1986 in Ravichandran 2000).

Disadvantages of CALL

Despite of many advantages of computer, the application of modern computer technology still has its restrictions and disadvantages. Some disadvantages of CALL are as follows:

1. Less-handy equipment.

According to Ansel et al (1992) in Hartoyo (2006, 31), the CAL program is different from traditional books that can be carried around and studied wherever and whenever they wish: on a train, at home, in the middle of the night, and so on. School computers or language laboratory can only be accessed in restricted hours, so CALL program only benefits people who have computers at home or personal notebook.

2. Increased educational costs.

Nevertheless, the application of multimedia in English teaching is not as generally used as expected. A reason for this could be the underdevelopment of technology in teaching foreign languages. Particularly, Liu (2010, 7) indicated that multimedia cost is high and not all educational institutions can make service of this tool. Meanwhile, computers become a crucial prerequisite for students to acquire, and low-budget school and low earnings students cannot afford to purchase a computer.

3. Limited trained teachers.

It is essential for teachers and students to have principal technology knowledge before applying computer technology in Second Language teaching and learning. For that reason, computers will only help students those who are accustomed with computer technology. Along with this Gao (2005) cites in Liu ( 2010, 16) that “The students who always feel uncomfortable with using the computer often make mistakes when learning in the multimedia classroom”. Thus, students need to learn how to use the computer before they apply it in their study.

Moreover, Liu (2010, 16) showed that teachers who are just graduating from the university and have little experience in multimedia teaching may be less effective. Besides, many teachers are not trained in using multimedia to teach English. According to Gong & Zhou (2007) as cited in Liu (2010), some teachers who have been alert to the applicability of multimedia teaching tend to focus on the ornate and ornamental courseware and neglect the teaching aim, teaching object and teaching content, so the entire English classroom would become a representing hallway of computer functions.

4. Lack of auxiliary teaching function

Teachers factors, Zhou (2004) emphasized in Liu (2010, 16) that teachers play an important role in both technology-enhanced teaching and traditional teaching classrooms. The most important factor for class effectiveness is teachers’ quality. However, in the multimedia English teaching classroom, there are some problems. First, the strategy used by teachers is fixed. Most teachers depend on multimedia teaching method greatly and neglect its auxiliary teaching function. In fact, using multimedia cannot resolve the teaching optimization. No matter how powerful the modern education technology is, it is only a sort of technology. Competent teachers are referred to those who can arouse students’ interests, their desire to study and they know their students. Smith & Woody (2000) pointed out in Liu (2010) “the optimal teaching strategy depends on the type of students taught”. Some teachers do not spot this point but employ the same courseware regardless of whom they are teaching. Hence, it is very important for teachers to know their students in conjunction with knowing how to use different teaching strategies. Second, there is less face-to-face interaction between teachers and students. Just as Mudge (1999) stated in Liu (2010), with distant learning, students may not get the equal degree of trace or prominence that a teacher had originally planned. It is possible, however, to incorporate e-mail and even voice links from WWW pages that could be used to facilitate two-way exchanges between distant students and teachers.

Conclusion

Coming to the point, the advantages of CALL can be included as providing motivation and independence for learner, companionable and time adaptable learning, immediate and comprehensive feedback, error analysis, and a process syllabus. And a number of considerations must be given to the disadvantages of CALL, such as less handy equipment, high cost of education, lack of trained teachers as well as limited auxiliary teaching function which leads inadequate facility of computers to cope with unpredicted situations. To sum up, CALL has certain advantages and disadvantages and teachers should be familiar with the strengths and weaknesses in applying CALL in ESL/EFL classrooms. It is pleasant that technological advancement and development has enabled the application of CALL programs in language learning and instruction, and it has grown to be a new trend lately. Nevertheless, computer technology still has its restriction and weaknesses. Therefore, we must first and foremost realize the advantages and disadvantages of current CALL programs before applying them to improve our teaching or to facilitate student learning. Eventually, we can avoid the mistake in employing CALL program and get the greatest benefit for our ESL/EFL teaching and learning.

References:

Hartoyo, M.A., Ph.D. 2006. Individual differences in computer assisted language learning (CALL). Semarang: Pelita Insani Semarang Press.

Hartoyo, M.A., Ph.D. 2010. Tenologi informasi & komunikasi (TIK) dalam pembelajaran bahasa. Semarang: Pelita Insani Semarang Press.

Kiliçkaya, Ferit. 2007. The Effect of Computer Assisted Language Learning on Turkish Learners’ Achievement on The TOEFL Exam. Htpp://www.iatefl.org.pl/call/j_soft27.htm accessed on July 14, 2011.

Liu, Fang 2010. Using multimedia to motivate EFL students’ interest in English.Http://Minds.Wisconsin.Edu/Handle/1793/39124 accessed on June 14, 2011.

Ravichandran, T., M.A., M. Phil., P.G.C.T.E., (Ph.D.) 2000. Computer Assisted Language Learning (CALL) in the Perspective of Interactive Approach: Advantages and Apprehensions. Htpp://members.rediff.com/eximsankar/call.htm accessed on June 14, 2011.